verb often place the marker on both, as in: “We didn’t went there.”
4. Over-regularization “This fall under the misinformation category are those in which a
regular marker is used in place of an irregular one, as in : runned for ran or gooses for geese.”
5. Over-generalization
These errors, according to them, refers to as an ‘archi-form’. The selection of one member of a class of forms to represent others in
the class is a common characteristic of all stages of second language acquisition. We have called the form selected by the learner an ‘archi-
form’. e.g. That dogs
6. Misordering
The incorrect placement of a morpheme or group of morpheme in an utterance is the character of this error. E.g. “I don’t know what
is that”.
c. Error based on comparative taxonomy
The classification is made based on the comparisons between the structure of L2 errors and certain other types of construction. To this
classification of error, there are four types of error. 1.
Developmental error
Developmental error is error similar to those made by children learning the target language as their first language. E.g. “Mary eat
pineapple”. 2. Inter lingual error
Inter lingual is an error similar to in structure to a semantically equivalent phrase or sentence in the learner’s native language.
3. Ambiguous error
Error that reflects the learners’ native language structure is called ambiguous error. This error could be classified equally as
developmental or inter lingual error. E.g. “I no go to school”. 4. Other error
Other error is error caused by the learners’ native language since the learners used it on their second language form.
E.g. “She do hungry”.
d. Error based on communication effect taxonomy
Instead of focusing on aspect of the error themselves, the communicative effect taxonomy concerns with error from the
perspective of their effect on the listener or reader . The focuses are on distinguishing errors that seem to cause miscommunication from those
that don’t. Error based on communicative effect taxonomy is divided into
two parts.
1. Global
error Global
error binders
communication; it prevents the learner from comprehending some aspects of the message. For instance, “We
amused that
movie very
much”. 2. Local error
Local error itself does not interfere with understanding of an utterance, usually because there is only a minor violation of one
segment of a s sentence. “I angry” will be local error since the meaning
is apparent.
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b. Error Analysis
Error analysis is the process based on analysis of learners’ error in their process of second language learning. Sharma also wrote in an article in
English Teaching Forum that, “error analysis is defined as a process based on
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analysis of learners’ error with one clear objective, evolving a suuitable and effective teaching learning strategy and remedial measures necessary in
certain clearly marked out areas of the foreign language.”
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According to Crystal, “Error analysis in language teaching and learning , the study of the unacceptable forms produced by someone learning
in a language, especially is meant to determine errors which are made by learners which are considered as indicators learners’ problems in learning a
second language.”
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Before conducting error analysis procedure, there are some advantages. According to Brown, error analysis stands for two major
purposes they are: a provides data from which interference about the nature of language learning process can be made, b indicates to teacher and
curriculum developers, which part of the target language students have most difficulty producing correctly and which error types destract most from
learners ability to sommunicate effectively.
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Corder 1974 suggests the following steps in error analysis research: 1 collection of a sample of learner language, 2 identification of errors, 3
description of errors, 4 explanation of errors, and 5 evaluation of errors.
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c. Grammar
