On the other view, other linguist makes error classification based on the sources of error. It could be interlanguage or intralanguage. This type of error
as follows:
a. Errors caused by negative transfer
This error occurs if a foreign language learner makes some mistakes in the target language by the effect of his her mother language structure. That is
called by interlanguage errors.
b. Errors caused by the target language
Learners may make mistakes in the target language, since they don’t know the target language very well. They have difficulties in using it. For
example, they may say “mans” instead of saying “men” as the plural form of “man”. In that way the learner overgeneralize the use of plural suffixes. This
second type of error is called ‘developmental error’. Richards stated that “developmental errors illustrate the learner attempting to build up hypotheses
about the English language from his limited experience of it in the classroom or textbook”.
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In this sense, Richards subtypes this error as follows; overgeneralization, ignorance of rule restriction, incomplete application of
rule, and false concepts hypothesized.
1 Overgeneralization Richard 1985 explained that this type of error can be regarded as a
blend of two structures in the ‘standard version’ of the language. The error might be made as a result blending structures learnt early in the
learning sequences. For example; a We are visit the zoo, and b She must goes
. In general, overgeneralization involves the creation of one deviant structure in place of two regular structures.
2 Ignorance of rule restriction This second type is closely same meaning with first one. It is the
failure to observe the restriction of existing structures, that is, the
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Jack C Richards, Error Analysis perspectives on Second Language acquisition,…p.174
application of rules to context where they do not apply Richards [ed] 1985. For example, a The man who I saw him, b this is not good to
drink it . We can see on the two examples above the omitted object or
may be included object unnecessarily. 3 Incomplete application of rule
Most teachers will be familiar with this error types. Richards suggests two possible causes here. One is the use of questions in the classroom,
where the learner is encouraged to repeat the question or the part of it in the answer, for example;
Teacher : Do you read much? Students : Yes, I read much.
The other possible causes are the fact that the learner may discover that he can communicate perfectly using deviant form.
4 False concepts hypothesized These are sometimes due to poor gradation of teaching items
Richards [ed] 1985. Example: the form was can be recognized by the
learner as a marker of the past tense. So it is possible for him her to create sentence like ‘I was saw that movie’.
4. The Goal of Error Analysis
