8
a. If the learner is unable or in any way disinclined to make the correction. b. Where the utterances are odd.
c. Corder 1971: 152 in James, the result of some failure of performance. While mistakes are:
a. If the learner is inclined and able to correct a fault in his or her output. b. Either intentionally or unintentionally and self-corrigible.
c. Edge 1989 in James, the cover term for all ways of being wrong as FL learner
7
. Brown also states his opinion about the differences between errors and
mistakes. An error, a noticeable deviation from the adult grammar of a native speaker, reflects the competence of the learner. A mistake refers to a performance
error that is either a random guess or a “slip”, in that it is a failure to utilize a known system correctly
8
. From the brief explanation of the differences between errors and mistakes
above, it can be concluded that errors are deviations from accuracies and correctness so learner does not know what is correct, thus cannot make self-
correction, while mistakes are errors caused by fault of confusion, carelessness, slip of tongue, and dereliction, it means that can be self-corrected by learner when
attention is called.
3. Error Analysis
Learning is fundamentally a process that involves the making of mistakes. Mistakes, misjudgments, miscalculations, and erroneous assumptions form an
important of aspect learning virtually any skill or acquiring information
9
. Until late 60’s, as behaviorist theory suggested that learning second
language was a set of new language habit, which is like children try to acquire their mother tongue. Contrastive Analysis CA grew from this theory which
considered language transfer as the basic process of second language as the
7
James, op. cit., p. 78, 79, 80.
8
Douglas, op. cit., p. 257-258.
9
Douglas Brown, Principles of Language Learning and Teaching, San Francisco: Pearson Education, 2007, Fifth Edition, p. 257.
9
behaviorist theory suggested. CA dealt errors as negative results that should be eradicated. Consequently, linguists tried to identify the area of the difficulties by
comparing the first language with the target language in order to avoid learners for committing errors. On the other hand, in 70’s, Error Analysis EA shown up with
the methodology of investigating the language learning and the guide of remedial action. The EA movement can be characterized as an attempt to account for
learners’ errors that could not be explained or predicted by CA or behaviorist theory, and to bring the field of applied linguistic into step with the current
climate of theoretical opinion
10
. Error analysis is a type of linguistic analysis that focuses on the errors
learners make. It consists of a comparison between the errors made in the Target Language TL and that TL itself
11
. EA has given a contribution to English language teaching at both linguistic and methodological levels, and it enables
teachers to find out the sources of error and to deal against them. Corder states that EA has two functions; theoretical and practical. The theoretical aspect of error
analysis is part of the methodology of investigating the learning processes. The practical aspect of error analysis is function in guiding the remedial action we
must take to correct unsatisfactory state of affairs for learner or teacher
12
. According to Dulay, Error Analysis serves two major purposes: 1
providing data from the conclusions about the nature of the language learning process can be made; 2 indicating to teachers and curriculum developers which
types of error that prevents a learner’s ability to communicate effectively. .
4. Types of Error
Studying learners’ errors give two major purposes: the first, it provides data from which interferences about the nature of the language learning process
can be made. The second, it indicates the teachers and curriculum developers
10
Heidi Dulay, et al, Language Two, New York: Oxford University Press, 1982, p. 141.
11
http:abisamra03.tripod.comnadalanguageacq-erroranalysis.htmltheo ,
on November 15, 2011.
12
S. P. Corder, Error Analysis and Interlanguage, New York: Oxford University Press, 1981, p. 45.
10
which part of the target language students have most difficulty producing correctly and which error types detract from a learner’s ability to communicate
effectively
13
. In this case, one of the best ways to know more about error, the writer tries
to write the types of error from some sources. One of linguist such as Brown differs the types of error, they are:
a. Addition. For example: ‘does can he sing’ in English a dodoes auxiliary
may be added. b.
Omission. For example: ‘I have pen’ a definite article omitted. c.
Substitution. For example: ‘I lost my road’ an item substituted. d.
Ordering. For example: ‘I to the store went’ a word order confused
14
. Meanwhile, Dulai gives taxonomy highlight of types of error, they are:
a. Omission
. Omission errors are characterized by the absence of an item that must appear in a well-formed utterance.
b. Addition
. Addition errors are the opposite of omission. They are characterized by the presence of the item which must not appear in a well-
formed utterance. Addition errors have three types too, they are: 1 Double marking. For example: ‘he doesn’t knows my name’ present tense is
marked in the auxiliary and the verb. 2 Regularization. For example: the verb ‘eat’ doesn’t become ‘eated’ but ‘ate’.
3 Simple addition. For example: ‘in over here’. c.
Misformation . Misformation errors are characterized by the use of the
wrong form of the morpheme or structure. As in the case of addition, misformations are usually not random. Misformations heve three types, they
are: 1 Regularization errors that fall under the misformation category are those in
which a regular marker is used in place of an irregular one, as in falled for fell or gooses for geese.
13
Dulay, Burt, and Krashen. loc. cit.
14
Douglas, op. cit., p. 169.
