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than performance errors since competence errors reflect inadequate learning. In this connection, it is important to note that researchers cf. Gefen 1979 distinguish between mistakes which are
lapses in performance and errors which reflect inadequate competence. Other researchers cf. Burt and Kiparsky 1974 distinguish between local and global errors. Local errors do not hinder
communication and understanding the meaning of an utterance. Global errors, on‟ the other hand, are more serious than local errors because global errors interfere with communication and
disrupt the meaning of utterances. Local errors involve noun and verb inflections, and the use of articles, prepositions, and auxiliaries. Global errors, for example, involve wrong word order in a
sentence. Finally, language learning errors involve all language components: the phonological, the morphological, the lexical, and the syntactic.
2.2.2 The Causes of Errors
Pit Corder 1974:139 claims that there is three major the causes of error, they are; mother tongue interference, over generalization and error encouraged by teaching material or
method.
a. Mother tongue interference
Although young children appear to be able to learn a foreign language quite easily and to reproduce new sound very effectively, older learner has experience considerable difficulty. The
sound system phonology and the grammar of the first language impose themselves on the new language and this leads to a
„Foreign pronunciation‟ Faulty grammatical pattern and occasionally to the wrong choice of vocabulary.
b. Over-generalization
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The mentalist theory claims that errors are inevitable because they reflect various stages in the language development of learner. It claims that the learner processes new language data in
his mind and produces rule for its production based on the evidence. Some over generalization is signed by:
1. Over-generalization generally involves the creation of one deviant structure in place of two regular structures.
Example: He can sings We are hope
It is occurs It may be the result of the learner reducing his linguistic burden, with the omission of the third
person -s 2. Over-generalization is associated with redundancy reduction, for example the -ed marker, in
narrative or in other past context often appears to carry no meaning, on sentence - I buy the book last week- itwas cleared, the word
„bought‟ does not have meaning anymore because there was phrase
„last week‟.
c. Errors encouraged by teaching material or method
Error can appear to be induced by teaching process itself and error is an evidence of failure of ineffective teaching or lack control. If material is well chosen, graded and presented
with meticulous care, there should never be error. Corder 1974:140 said that it is however, not easy to identify such error except in conjunction with a close study of the material and teaching
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technique to which the learner has been exposed. This is probably why so little is known about them. Meanwhile, Richard 1974:174 divided causes of error into four areas; those are over-
generalization, ignorance of rule restriction, incomplete application of rules and false concept hypothesized.
a. Ignorance of rule restriction.
