of structure in which it does not belong to, for example the –s ending on the
verb in ‗I plays‘.
9
b. Ignorance of rule restrictions
Ignorance of rule restriction is an error caused by ignoring the rule restrictions of existing structures. Some rule-restriction errors may be
accounted for in terms of analogy; other instances may result from the rote learning of rules.
c. Incomplete application of rules
In incomplete application of rules, the occurrence of structures whose deviancy represents the degree of development of the rules required to
produce acceptable utterances. There are two possible causes, first is the use of questions in the classroom, where the learner is encouraged to repeat the
question or the part of it in the answer. Second, is the fact that the learner may discover that he can communicate perfectly adequately using deviant
forms. On the other hand, although young children learners appear to be
able to learn a foreign language quite easily and to reproduce new sounds very effectively, most of older learners experience considerable difficulty.
The sound system and the grammar of the first language impose themselves on the new language and this lead to a ‗foreign‘ pronunciation, faulty
grammatical patterns, and occasionally, to the wrong choice of vocabulary.
d. False concepts hypothesized
This type of error is encouraged by teaching material or method. These errors are much more difficult to classify except in conjunction with a
close study of the materials and teaching techniques to which the learner has been exposed. This is probably why so little is known about them.
9
Pasty M. Lightbown, Nina Spada,Op.cit., p. 81
Erdogan, in the other hand, divides ―the cause of errors into two types:
a. Interlingual Transfer
Interlingual transfer is a significant source for language learners. Dictionary of Language Teaching and Applied Linguistic defines it as being
the result of language trans fer, which is caused by the learner‘s first
language. Interlingual error may occur at different levels such as transfer of
phonological, morphological, grammatical, and lexica-semantic elements of the native language into the target language.
b. Intralingual Transfer and Developmental Errors
Intralingual errors result from faulty or partial learning of the target language rather than language transfer. They may be caused by the
influence of one target language item upon another. Such as, learners attempt to use two tenses markers at the same time in one sentence since
they have not mastered the language yet.‖
10
A number of different causes of psycholinguistic errors have been identified. They are:
1
Interference errors
occur as a result of ‗the use of elements from one language while speaking another‘.
2 Intralingual errors
‗reflect the general characteristics of rule learning such as faulty generalization, incomplete application of rules and
failure to learn conditions under which rules apply‘. 3
Developmental errors occur when the learner attempts to build up
hypotheses about the target language on the basis of limited experiences.
Based on some explanations from the experts, the major causes of error are interlingual and intralingual. Interlingual happens because the learner is still
influenced by their tongue language. In the other hand, intralingual happens because of lack of knowledge of the language being learned.
10
Endorgan, Contribution of Error Analysis to Foreign Language Teaching. Mercin University Journal of the Faculty of Education, Vol.1, Issue 2, December 2005, p.265
4. Categories of Error
