Sources of Errors Theoretical Review

1 Interference errors occur as a result of the use of element from one language while speaking another. 2 Intralingua errors reflect the general characteristics of rule learning such as generalization, incomplete application of rules, and failure to learn conditions under which rules apply. 3 Developmental errors occur when the learners attempt to build hypothesis about the target language on the basis of limited experience. Those sources of errors indicate that the first language or the mother tongue language became an important aspects in learning second language, and it really influence the process of learning. Besides, according to some researches Coder: 1974, Odlin: 1989, Scovel: 2001 states that they agree that one of the major causes of error is language transfer. The detail explanation of language transfer and also other causes of errors are explained by Judith et.al. 1 Language transfer – interference It refers to the influence of mother tongue on the foreign language learning process. If there are no major differences between mother tongue and target language the transfer will be positive. It means that the learner will be easily learns the language. However, if there are differences the transfer will be negative. 2 Intraference It occurs when language learners find difficulties and confuse with the differences structure of the target language. One of the most common indications of intraference is overgeneralization. 3 Overgeneralization It happens when the language learners meet a new pattern of a new rule of the target language they think that the pattern or the rule applies to all cases without exception. 4 Teaching-induced errors It is a result from the language teaching process which may be because of the material or the learning method by the teacher. The teacher can also induce errors by using overgeneralization in teaching new material. The sources of errors influence the types of errors that the learners made and also the interlanguage process happen to the learners.

2.2.8 Interlanguage

The concept of interlanguage IL first introduced by Selinker 1972 in order to draw attention to the possibility that the learner’s language can be regarded as a distinct language variety or system with its own particular characteristics and rules jie,2008. An IL “can be defined as the language of the learner” Davies, 1989: 460, “a point on the way to a full natural language” Davies, 1989: 461; a development process involving the “learner’s systematic approximations toward the target language” “systematic approximations toward the target language” Davies, 1989: 448. In other words, an interlanguage is a temporary language system in order to reach a complete language competence that is a native speaker competence; “productive performance in the TL [Target Language] by the second language learner which is identical to that produced by the native speaker of that TL” Selinker, 1974: 43. In addition, according to Jenkins 2009, any time a learner does not master a particular native variety of English, hisher English should be labeled an IL. Ellis 2003: 33 explains that the concept of interlanguage involves the premises about second language acquisition as below: 1 The learner constructs a system of abstract linguistic rules which is viewed as a ‘mental grammar’ and is referred to as an ‘interlanguage’. 2 The learner’s grammar is permeable that is open to influence from outside and inside. 3 The learner’s grammar is transitional that the learners change their grammar such as by adding rules and deleting rules which comes to the result in an interlanguage continuum. 4 The learner’s grammar construct contain variable rules and not homogeneous. 5 Learners employ various learning strategies to develop their interlanguage. 6 The learner’s grammar is likely to fossilize which is typical of it is backsliding. The concept of interlanguage offers general account of how second language takes place. Then, interlanguage itself can be learnt through the errors