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b Addition
On the contrary, addition error is the presence of a form that does not appear in a well-formed utterance. For example,
eated for ate, the past form of eat is ate .
He didn’t ran instead of He didn’t run
c Misformation
The misformation occur when the learner use of the wrong form of the morpheme or structure. For example,
runned for ran Do they be happy? For are they happy?
I would have took it for I would have taken it.
d Misordering
Misordering is incorrect placement of a morpheme or group of morphemes in utterances. For example, He fights all the time her brother instead of He
fights her brother all the time.
2 Comparative Taxonomy
The classification of comparative taxonomy is based on comparisons between the structure of second language error and certain other types of
constructions. There are four classifications of this taxonomy: a Developmental Errors, b Interlingual Errors, c Ambiguous Errors, and d Other Errors.
a Developmental Errors
Developmental errors are errors similar to those made by children learning the target language as their first language. For example, dog eat it instead of the
15 dog ate it
. The omission of the article and the past tense marker may be classified as developmental because these are also found in the speech of children learning.
b Interlingual Errors
Interlingual errors are similar in structure to semantically equivalent phrase or sentence in the learner‟s native language. For example: She diligent for
She is diligent .
c Ambiguous Errors
Ambiguous errors are those that could be classified equally well as developmental or interlingual. It is because these errors reflect the learner‟s native
language structure, and the same time, they are of the type found in the speech of children acquiring a first language. For example: I no have a car instead of I
don’t have any a car.
d Other Errors
Other errors are errors that don‟t fit into any other category. For example: She do hungry instead of she is hungry
3 Communicative Effect Taxonomy
The classification of this communicative effect taxonomy deals with error from the perspective of their effect on the listener or reader. There are two
classifications of this taxonomy: a Global Errors and b Local Errors.
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a Global Errors
Global errors are errors that affect overall sentence organization
significantly hinder communication. For example, the book read many people. The correct form is the book is read by many people.
b Local Errors
Local errors are errors that affect single elements constituents in a sentence do not usually hinder communication significantly. These include errors
in noun and verb inflections, articles, auxiliaries and the formation of quantifier. For example, why we like each other? The correct form is why do we like each
other?
d. The Sources of Error
According to Ellis and Barkhuizen 2005, p. 62, there are two sources of errors i.e. psycholinguistic sources and sociolinguistics sources. Still regarding the
sources of error, Brown 1980 states three basic sources i.e. interlingual transfer, intralingual transfer and context of learning p. 213-215.
The interlingual transfer is the error which happens because the
students‟ mother tongue interferes during the process of learning. The interlingual transfer often occurs because the students are not familiar with the system of the
target language. Therefore they adopted the native language in their target language. Norrish 1983 states
“the learner‟s utterances were thought to be gradually „shaped‟ towards those of the language he was learning” p. 22.
The intralingual transfer is the overgeneralization of target language.
The source of error is from the target language itself. It means that the students
17 have learned the system of the target language but they do not master it yet.
Norrish 1983 gives some examples of a deviant structure made by the learner: 1
We are visit the zoo. 2
She must goes. 3
Yesterday I walk to the shop and I buy … In the 1 and 2, the overgeneralization is that of removing the necessity for
concord and overgeneralizing the rule of simple present. In 3, the redundancy involves the
–ed form and „yesterday‟, both indicating time past p. 32.
Context of learning refers is overlaps both types of transfer. The errors
happen because of the misleading information from the teacher explanation or material given. Nor
rish 1983 also states “Two further types of error which may be induced by teaching materials are the „false concept‟ and ignorance of rule
restrictions” p. 33.
3. Verb Phrases
Quirk, Greenbaum, Leech, and Svartvik give explanation about characteristic of verb phrases 1972, p. 71-75.
a. Finite Verb Phrase
There are some characteristics that differentiate between the finite verb phrases and the non-finite verb phrases. Those characteristics are: tense
distinction, the verb phrase of a main clause, mood, and a finite verb form. Quirk at al. categorized the finite verb phrase into simple and complex finite verb
phrases.
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