2. Steps of Error Analysis
Error analysis has methodology involving some procedures to do. There are number of steps taken in conducting an error analysis:
- Collect data. Although this is typically done with written data, oral
data can also serve as a base. -
Identify errors. What is the error e.g., incorrect sequence of tenses, wrong verb form, or singular verb form with plural subject?
- Classify errors. Is it an error of agreement? Is it an error in irregular
verbs? -
Quantify errors. How many errors of agreement occur? How many irregular verb form errors occur?
- Analyze source. Interlingual or intralingual transfer.
- Remediate. Based on the kind and frequency of an error type,
pedagogical intervention is carried out.
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Corder and Ellis suggest the following procedures for analyzing learners‟ errors:
a. Collection of sample of learner language
b. Identification of errors
c. Description of errors
d. Explanation of errors
e. Evaluation of errors.
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3. Categories of Errors in Error Analysis
Dulay, Burt, and Krashen made classification of error based on Surface Structure Taxonomy. They suggest that there are four principal ways in which
12
Susan M. Gass and Larry Selingker, Second Language Acquisition An Introductory Course, 3
rd
Ed., New York and London: Routledge Taylor Francis Group, 2008, p.103
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Muriel Saville-Troike, Introducing Second Language Acquisition, Cambridge: Cambridge University Press, 2008, pp. 39-40.
learners modify target forms, in other words, four ways in which IL and TL forms diverge in specific and systematic ways:
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a.
Omission errors are characterized by the absence of an item that must
appear in a well-formed utterance. Although any morpheme or word in a sentence is a potential candidate for omission, some types of morpheme
are omitted than others. b.
Additional errors are the opposite of omission. They are characterized by the presence of an item, which must not appear in a well-formed utterance.
Additional errors include double marking, regularization and simple addition that are an addition that is not double marking or regularization.
c.
Misformation errors are characterized by the use of the wrong form of a
structure or morpheme, while in omission errors the items is not supplied at all, in miss-formation errors the learner supplies something although it is
in correct. d.
Misordering errors are characterized by the incorrect placement of a morpheme or group of morphemes in an utterance. As James called in
other word misplacement. Dulay et. al., observe that misordering is often
the result of learners relying on carrying out „word-for-word translation of native language surface‟.
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The error classification is intended as an aid to present data rather than to create a basic for extensive speculating concerning the source of errors.
4. The Role and Goal of Error Analysis in Language Teaching and
Kategori