or by incorrect hyphotheses about it: and mistake is caused by temporary lapes of memory is if the learners can correct themselves, it is probably a mistake, if they
cannot , it is an error.
12
According to Hubbard et al, “Mistake is caused by temporary lapses of memory, confused, slips of tounge and s
oon” Corder made a distinction between a mistake and an error,i.e: Wherease a
mistake ia a random performance slip caused by fatigue, excitement, etc, and therefore can be readily self-corrected, an error is a systematic deviation made by
learners who have not yet mastered the rules of L2. A learner cannot self-correct an error because it is a product reflective of his or her current stage of L2
development, or underlying competence. Rather than being seen as something to be prevented, then errors were signs that learners were actively engaged in
hyphothesis testing which would ultimately in the acquisition of TL rules.
13
Language use that is caused by some aspects of performance such as emotion and exhaust. It also can happen when learners get lack of some
performance such as carelessness and lack of attention. On the other hand, errors are the failure to apply the language system or because the learner‟s lack of
knowledge about the rules, etc. The difference between error and mistake are, error cannot be self- correction thus mistake can be self-correction.
3. Steps in Analyzing Errors
According to Rod Ellis, the procedure for analyzing errors includes five steps, there are:
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1. Collection a sample of learner‟s language
Most samples of learners language which have been used in error analysis include data collected from many speakers who are responding to the same kind
of task or test. Some studies use samples from a few learner that are collected over
12
Vecide Erdogan, loc. cit., p. 263.
13
Diane Larsen-Freeman and Michael H.Long, An Introduction to Second Language Acquisition Research, London and New York: Longman Group UK, 1991, pp 58-59.
14
Rod Ellis and Gary Barkhuizen, Analyzing Learner Language, New York : Oxford University Press, 2005, p. 57.
a period of weeks, months, or oven years in order to determine patterns of change in error occurrence with increasing L2 exposure and proficiency.
2. Identification of errors
The first step in the analysis requires determination of elemements in the sample of learner language which deviate from the target L2 in some way. The
indentification of error involves a comparison between what the learner has produced and what a native speaker counterpart would produce in the same
context. 3.
Description of errors The description of error involves specify how the form by the learner differ
from target form. For purposes of analysis, errors are usually clasified according to language level whether and error is phonological, morphological, syntactic
etc. General lingustic category e.g. auxiliary system, passive sentence, negative sentence, negative construction. Or more specific lisngustic elements e.g.
articles, preposition, verb form. 4.
Explanation of errors Accounting for why an error was made is the most important step in trying to
understand the processes of
SLA
. Two of the most likely causes of L2 errors are interlingual and intralingual factors.
5. Evaluation of errors
This step involves analysis on what effect the error has on whoever is being addressed. According to Ellis, the design of error evaluation studies involves
decision on who the addressees e.i. the judges will be, what errors they will be asked to judge, and how they will asked to judged them.
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morever, in the evaluation of errors the teacher may asks the adressees of error then try to correct
the error by themselves. There evaluation of error includes the following steps: a.
Selected the errors to be evaluated b.
Decides the criterion on which the errors are to be judged c.
Prepare the error evaluation instrument d.
Choose the judges.
15
Ellis, op. cit., p. 56.
