15
The methodology of error analysis are also explained by Corder, a.
Collection of a sample of learner language b.
Identification c.
Description of errors d.
Explanation of errors e.
Error evaluation
14
According to linguist Corder,the following are the steps in any typical EA research:
a. collecting samples of learner language
b. identifying the errors
c. describing the errors
d. explaining the errors
e. evaluatingcorrecting the errors
Collection of errors: the nature and quantity of errors is likely to vary depending on whether the data consist of natural, spontaneous
language use or careful, elicited language use. Corder distinguished two kinds of elicitation : clinical and
experimental elicitation. clinical elicitation involves getting the informant to produce data of any sort, for example by means of general interview or
writing a composition. experimental elicitation involves the use of special instrument to elicit data containing the linguistic features such as a series
of pictures which had been designed to elicit specific features. Based on the points above, the writer is going to follow Corder’s
book for methodology of error analysis, it consists of : a.
Collection of a sample of learner language b.
Identification c.
Description of errors d.
Explanation of errors e.
Error evaluation
14
Rod Ellis and Garry Barkhuizen. Analysing Learner Language Oxford: Oxford University 2005, p.57
16
7. Kinds of Verbal in English Grammar
George E. Wishon and Julia M. Burks said that there are three kinds of verbal :
a. Gerund
Gerund is word formed from a verb, used as a noun and ending in “–
ing”. For example :
1
Rafa enjoys fishing in the lake.
2
Amanda hobby is singing a pop song.
3
Jasmine and I enjoy this travelling. b.
To infinitive
Infinitive is verbal consisting of the word to plus a verb and functioning as a noun, adjective, or adverb. The term verbal indicates
that an infinitive, like the other two kinds of verbal, is based on a verb and therefore expresses action or a stage of being. However, the
infinitive may function as a subject, direct object, subject complement, adjective, or adverb in sentence.
For example : 1
Aghif likes to play a guitar.
2
I hope to see you soon.
3 Bunga wants him to learn how to dive.
15
c. Infinitive without to
Infinitive without to is verbal consisting of the word to plus a verb and functioning as verbs of causing, verbs of sense, nouns, and object
pronouns are used with the simple verb only, without to. For example :
1
Putri had me wash the dishes.
2
Please let me study here.
3
Sari helped me pass the math examination.
16
15
George E. Wilshon and Julia M. Burks, Let’s Write English New York: Litton Educational Publishing International, 1980, p. 259
16
George E. Wishon and Julia M. Burks, Let’s Write English, Revised Edition, London, Longman Group UK Limited, 1992, p. 275
17
8.
The Definition, Forms, Functions and Verb Frequently of Gerund a.
The Definition of Gerund
Gerund is a present participle that function as a noun and therefore names an action or state of being.
17
Gerund is traditionally understood as a word derived from a verb base which functions as or like a noun.
18
Gerund is verb forms that may be used in place of a noun or pronoun.
19
b. Forms of Gerund
T
he gerund is an -ing form. It can be simple or perfect, active or passive:
Active Passive
Simple gerund writing
being written
Perfect gerund
having written having been written
Note the changes in spelling when forming the simple gerund:
read » reading study » studying
grow » growing relax » relaxing
answer » answering write » writing; argue » arguing a final -e is omitted
agree » agreeing a final -ee does not change lie » lying a final -ie changes to -y-
put » putting; regret » regretting; readmit » readmitting we double
the final consonant if the verb ends with consonant-vowel-consonant, with the exception of w, x and y and only has one syllable or has the
stress on the last syllable In the negative, not usually comes before the gerund:
17
Vincent F. Hopper,et all, Essentials of English New York: Barrons Educational Series, 2000, p. 28
18
Hellen Hoyt Schmidt, Advanced English Grammar USA: Prentice-Hall Regents, 1995, p. 302
19
Patricia K. Werner, John P. Nelson, Keesia Hyzer, Mary Mitchell Church, Interaction 2 Grammar 4
th
Edition New York: McGraw-HillContemporary, 2002, p. 321
