2 Interlingual errors
Interlingual errors are similar to a semantically equivalent phrase or sentence in the learner’s native language. For example:
Incorrect sentence: The boy handsome Correct sentence: The boy is handsome
3 Ambiguous errors
Ambiguous errors are the errors that reflect the learner’s native language
structure and at the same time they found in the speech of children acquiring a first language. For example:
Incorrect sentence: I no have a car Correct sentence: I d
on’t have a car
4 Other errors
Few taxonomies are complete without grab bag for items that don’t fit into any other category. For example:
Incorrect sentence: She do hungry Correct sentence: She is hungry
d. Error based on the communicative effect taxonomy
Communicative effect taxonomy deals with errors from the perspective of their effect on the listener or reader. It is divided into two parts;
global and local errors.
1 Global errors are errors that affect overall sentence organization
significantly hinder communication. Here is the example: Incorrect sentence: English language use many people
Correct sentence: English language is used by many people.
2 Local errors are the errors that affect single elements constituents in a
sentence that do not hinder communication significantly. Incorrect sentence: Why like we each other?
Correct sentence: Why we like each other?
Researchers have found that like L
1
learners’ error, most of the errors L2 learners make indicate they are gradually building an L2 rule system
among the most common errors are: a.
Omitting grammatical morphemes b.
Double marking c.
Regularizing rules d.
Using two or more forms in random alternation e.
Misordering
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3. Sources of Error
Naturally, teachers can be blamed for causing errors by sloppy or careless teaching or planning. On the other hand, if teachers blame the students, their
accusations are usually directed at lack of motivation, self-discipline or general intelligence. However, much truth may be on the other side, we must agree that
even the most intelligent, conscientious and motivated students do make errors even when learning under the best possible conditions.
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By trying to identify the sources of error the writer can take another step forward to understand student’s cognitive and affective processes in learning
foreign language. Actually, students do some errors caused by several factors that called sources of error.
Pit Corder in Hubbard claims that there are three major sources of error, which he labels as follows:
a. Transfer errors
In the transfer errors, before the system of second language is familiar, the native language is the only linguistic system in previous experiences upon
which the learner can draw.
21
Dulay et al., op. cit., p. 138-139
22
Hubbard et al., op. cit., p. 131
