Distinction between Error and Mistake
The methodology of error analysis, in so far as traditional error analysis can be said to have followed a uniform method at all, consisted of the
following steps: a.
Collection of data either from a ‘free’ composition by students in given theme or from examining answers;
b. identification of errors label, with varying degrees of precision depending
on the linguistic sophistication brought to bear on the task, with respect to the exact nature of the deviation, eg dangling preposition, anomalous
sequence of tenses, etc; c.
classification into error types eg errors of agreement, articles, verb forms, etc;
d. statement of relative frequency of error types;
e. identification of the areas of difficulty in the target language;
f. Therapy remedial drills, lessons, etc.
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There are four steps of error analysis: a.
Identifying errors. The first step that must be done is identifying errors. On this step, a
researcher identifies all errors which are made by students. b.
Describing Errors. After all errors have been identified, they can be described and classified
into types. c.
Explaining Errors. On this step, a researcher explains why students make errors. He finds our
sources of error based on error types which are found. d.
Error Evaluation. The purpose of the error analysis is to help learners learn L2. There is a
need to evaluate errors to minimize errors which are made by learners.
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18
Fisiak, op. cit., p. 222.
19
Rod Ellis, Second Language Acquisition, New York: Oxford University Press, 2003, pp. 15
—19.
Corder 1974 suggests the following steps in Error Analysis research: a.
Collection of a sample of learner language. b.
Identification of errors. c.
Description of errors. d.
Explanation of errors. e.
Evaluation of errors.
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