3. Goals of error analysis
According to Gass and Selingker ―the goal of error analysis is clearly one of pedagogical remediation.‖
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It implies that the aim of analyzing error is evidently educational remediation.
Norrish states that ―Error analysis can give a picture of the type of difficulty learners are experiencing. If carried out on a large scale such a
survey, it can be helpful in drawin g up a curriculum.‖
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It means that an error analysis can give useful information about new class. In a class-or country-
with different first languages, it can indicate problems common to all and problems to particular groups.
Whereas, Corder in Fisiak’s book makes two different purpose of error analysis: applied and theoretical purpose. The applied purpose of error
analysis is yields valuable insights into the nature of the intermediate ‘functional communicative systems’ or languages constructed by them.
Meanwhile, thetheoretical purpose of error analysis is to present insight into process of acquiring learner’s language.
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The most typical use of the analysis of the error is the teachers. It is designing pedagogical material and strategies. Dullay states that studying
students’ errors serves two major purposes: a.
It provides data from which inferences about the nature of the language learning process can be made.
b. It indicates to teachers and curriculum developers which part of the target
language students have most difficulty producing correctly and which errors types detract most from a learner’s ability to communicate
effectively.
According to Fisiak, there are four goals of error analysis, they are:
28
Gass and Selingker, op.cit 2008, p. 103.
29
Norrish, op.cit, 1998., p. 80.
30
Jack Fisiak, Contrastive Linguistics and the Language Teacher, Oxford: Pergamon Press, 1981, p. 225.
1. Determining the sequence of presentation of target item in text book and
classroom, with the difficult item following the easier one; 2.
Deciding the relatives degree of emphasis, explanation and practice require and putting across various items in the target language;
3. Devising remedial lesson and exercise;
4. Selecting items for testing the learners’ proficiency.
Shows that there are four goals of error analysis.
C. Grammar
1. Understanding of grammar
Penny Ur notes that ―Grammar is defined as words are put together to make correct sentences it does not only affect how the units of words are
combined in order to make correct sentences but also affects their meaning.‖
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According to Thornburry ―Grammar is partly the study of what forms or structure are possible in language. Traditionally, grammar has been
concerned almost exclusively with analysis at the level of the sentence formed rules that govern how a language’s sentences are formed.‖
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In conclusion, grammar is a field of linguistic that involves all the various things that make
up the rules of language.
2. Types of Grammar
Grammar may be separated into two common broad categories: descriptive and prescriptive. Both views of grammar are in wide use, although
in general, linguists tend towards a descriptive approach to grammar, while people are teaching a specific language; English, might tend towards a more
perspective approach.
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31
Penny Ur, A Course in Language Teaching Practice and Theory, London: Cambridge University Press, 1996, p. 75
32
Scott Thornburry, How to Teach Grammar, London: Longman, 1999, p. 1.
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http:www.answers.comtopicgrammar, 24 September 2014.
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