Error and Error Analysis
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from different language background and showed the different types of errors relating to production and distribution of verb groups, prepositions, articles,
and the use of questions. Based on this, he distinguished three sources of errors:
a. Interference errors: errors resulting from the use of elements from one
language while speaking or writing another. b.
Intralingual errors: errors reflecting general characteristics of the rule learning such as faulty generalization,incomplete application of rules and
failure to learn conditions under which rules apply c.
Developmental errors: errors occurring when learners attempt to build up hypothesis about the target language onthe basis of limited experiences.
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According to Richards intralingual errors are also divided to the following categories:
a. Overgeneralization errors: the learner creates a deviant structure on
the basis of other structures in the targetlanguage b.
Ignorance of rule restrictions: the learner applies rules to context where they are not applicable
c. Incomplete application of rules: the learner fails to use a fully
developed structure d.
False hypothesis: the learners do not fully understand a distinction in the target language.
James in his study, showed the different types of learners errors relating to omission, overinclusion,misselection use wrong words not wrong forms,
misordering, blends or blending arises when two alternative grammatical forms are
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Robinett Betty Wallace Jacquelyn Schachter, Second Language Learning, the University of Michigan, the University of Michigan Press and simultaneously,1983,.p198
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combined to produce an ungrammatical blend.Based on this, he stated that there are four causesof errors.
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a. Interlingual errors Mother-tongue influence: these kinds of errors
are influenced by the native languages which interfere with target language learning
b. Intralingual errors: those due to the language being learned target
language c.
Communication strategy-based errors which are subdivided into the holistic strategies or approximation and analytic strategies or
circumlocution d.
Induced Errors: these errors are the result of being misled by the way in which the teachers give definitions, examples, explanations and arrange
practice opportunities. In other words, the errors are caused mostly by the teaching and learning process as follows: Materials-induced
errors, Teacher-talk induced errors, Exercise-based induced errors, Errors induced by pedagogical priorities, Look-up errors.
The writer concluded that the errors made by the students were both from the intralanguage andinterlanguage interference. This is while the errors
caused by mother tongue interference were in a small proportion. 4.
Types of Error Dulay, Burt, and Krashen said that errors are the flawed side of learner
speech or writing. Students cannot learn languages without first systematically committing errors. There are four descriptive taxonomies to analyze errors
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, there are:
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Carl James, Error in Language Learning and Use, New York ,Longman Inc, 1998, p. 179
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Heidi Dullay, op.cit.,p.146
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a. Linguistic category taxonomy which classifies errors according to
either or both the language component phonology, syntax, morphology, semantics, and discourse.
b. Surface strategy taxonomy which high lights the way surface
structures are altered omission, addition, misinformation, and misordering.
c. Comparative taxonomy which classifies errors based on comparison
between the structure of language learner errors and certain other types of construction.
d. Communicative effect taxonomy which deals with errors from the
perspective of their effect on the listener or reader. According to Richards intralingual error types are caused by the target
language itself like: a.
False analogy, misanalysis or learners form a wrong hypothesis, b.
Incomplete rule application this is the converse of overgeneralization or one might call it under generalization as the learners do not use all
the rules c.
Exploiting redundancy this error occurs by carrying considerable redundancy. This is shown throughout the system in the form of
unnecessary morphology and double signaling d.
Overlooking co-occurrence restrictions this error is caused by overlooking the exceptional rules
e. Hypercorrection or monitor overuse this results from the learners’ over
cautious and strict observance of the rules f.
Overgeneralization or system simplification this error is caused by the misuse of words or grammatical rules
Error analysis does not regard as the persistence of old habits but rather as sign that learner is internalizing and investigating the system of the
new language.
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5. The Procedure of Error analysis
Error analysis is proposed as a means to supplement diagnostic techniques with exceptional students. A purpose and definition of error
analysis are provided. Also, procedures to use error analysis are explained along with basic guidelines to prevent abuse of error analytic techniques. Pit
Corder as quoted by Rod Ellis suggest the following steps in error analysis research
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, there are: a.
Collection of a sample of learner language. this step depends on correct interpretation of the learners intentions. It can be arrived by
teachers interpretation. b.
Identification of error. Here one needs to distinguish between true errors and slips. Errors can be overtly idiosyncratic ill-formed in
terms of target language rules or covertly idiosyncratic sentences superficially well-formed but when taking the context into account
they are clearly ungrammatical. c.
Description of error. This involves assigning a linguistic classified to each error.
d. Explanation of error.In this stage of the procedure, an attempt is made
to identify the psycholinguistic cause of the errors. e.
Evaluation of error.This stage involves assessing the seriousness of each error in order to make principled teaching decisions which are to
be processed in step. The steps that learners follow get the researcher and language
teachers realize that if the mistakes or errors of language learners in constructing the new language system are analyzed carefully.
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Rod Ellis.The Study of Second Language. Oxford: University Press,1995p.48
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