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Error Analysis in Language Learning

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10 views2 pages

Error Analysis in Language Learning

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bnassriabdrahim
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Unit One: Techniques and Issues in Applied Linguistic

I. A Brief Review of the Techniques of Applied Linguistics

2. Error Analysis
2.1. Definition of Error Analysis
‘The study and analysis of the errors made by second and foreign language learners. Error analysis
may be carried in order to:
a) Find out how well someone knows a language,
b) Find out how a person learns a language;
c) Obtain information on common difficulties in language learning as an aid in teaching or in the
preparation of teaching materials.’ (LAD: 96).
2.2. Methodology of Error Analysis
The three steps in the process of error analysis are the Identification, description and explanation of
errors.
A. IDENTIFICATION
The identification of errors implies distinguishing between ‘overt’ and ‘covert’.
§ Overt errors: ‘Overtly’ erroneous utterances are those that are unquestionably erroneous’
(brown, 1980: 167); e.g., ‘did he could speak English’ (ill-formed in terms of the rules of the
language).
§ Covert errors: ‘Covertly erroneous utterances are grammatically well-formed but not
interpretable within the normal context of communication’ (Brown, op. cit.); e.g., ‘he didn’t
know the word, so he asked the dictionary’ (he asked for a dictionary’ or ‘he consulted a
dictionary’).
B. DESCRIPTION
1) Mathematical Categories
a) Omission (e.g., ‘thousands people attended the meeting’). Thousands of people attended
the meeting’
b) Addition (e.g., ‘this demonstrates that how nice he was’)
c) Substitution (e.g., ‘he lost his road’). he lost his way’
d) Ordering (e.g., ‘she asked him what is his name’)
2) Linguistic Categories
a) Phonology (e.g., /zis iz srilin/). / ðɪs ɪzˈθrɪlɪŋ/
b) Lexis (e.g., ‘he passed the exam but failed’). he took the exam but failed’
c) Syntax (e.g., ‘he points out that how will he do it’)

1
3) Stages
a) ‘pre-systematic’ errors: These errors can be neither corrected nor explained by the learner.
(e.g. ‘the student can come’ and ‘the student can comes’ used randomly)
b) ‘Systematic errors’: The student cannot correct but can understand them. These errors are
consistent and indicate that the learner has started internalising the rules of the TL. E.g.,
Learner: ‘I lost my road’
Native speaker: ‘What?’
Learner: ‘I lost my road’
Native speaker: ‘You lost your road?’
Learner: ‘Ahh…uh…I lost myself, I got lost’
Native speaker: ‘Oh, you lost your way’
Learner: ‘Yes, I lost my way’ (Brown, 1980: 170-171)
C. EXPLANATION (sources of errors)
a) Interligual transfer (interference): This refers to the interlingual transfer from the native
language. This characterises the beginning stages of learning a second/foreign language.
E.g.,elle regarde les (she sees them), ells les regarde.
b) Intraligual transfer: It refers to intralingual errors, or intralingual interference, that is, the
negative transfer from of items within the target language. E.g., he goed
c) Developmental errors: This refers to errors resulting from learners’ previous learning
experiences. As the learner progresses in the second language, his previous experience begins
to include structures within the target language itself. E.g., he is comes.
d) Context of learning induced errors: an error which has been cause by the way in which a
language item has been presented or practiced. for example, in teaching ‘at’ the teacher my
hold up a box and say I am looking at the books. However, the learner may infer that at means
under. If later the learner uses at for under (thus using the cat is at the table for the cat is
under the table) this would be an induced error.
e) Communication strategies such as ‘Avoidance’: when speaking or writing a second/foreign
language, a speaker will often try to avoid using a difficult word or structure, and will a simpler
word or structure instead. This is called and avoidance strategy. For example, a student who
is not sure of the use of the relative cause in English may avoid using it and may use two simpler
sentences instead. For example, ‘that’s my building. I live there’ instead of that’s the building
where I live. (Other strategies include the use of ‘Prefabricated patterns, cognitive and
personality styles, appeal to authority, and language switch)
(See Brown, 1980: 162-181 for more examples)

References and recommended readings

1. Brown, H.D. 1980 Principles of Language Learning and Teaching Englewood Cliffs, New Jersey:
Prentice Hall (Special reference to pages 162-181)
2. Corder, S. Pit 1971 ‘idiosyncratic dialects and error analysis’ IRAL, Vol. IX/2 Reprinted in J.
Richards (Ed) error analysis: perspectives on second language Acquisition
Longman, 1974: 158-171

3. Sharma, S. K. 1981 ‘Error analysis: why and how?’ English Teaching Forum July 1981 issue
reprinted in A Forum Anthology 1979-1983 English Language Programs
Division, USIS? Washington, D.C./76-81

Common questions

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Developmental errors are significant as they reflect a stage where learners use existing knowledge of language structures wrongly as they assimilate new language rules. While these errors showcase misunderstanding, they also indicate that the learner is actively engaging with language patterns and learning through trial and error, which is a crucial component of language acquisition progress .

Context-induced errors arise when a language item is presented or practiced inadequately, leading learners to derive incorrect meanings or uses. For instance, if a teacher introduces 'at' with a gesture that suggests 'under', a learner might use 'at' instead of 'under' in expressions mistakenly, such as saying 'the cat is at the table' instead of 'under the table' .

Addressing computational (systematic) errors is crucial as they reveal learners' misunderstanding of language rules, which if corrected can significantly improve accuracy. Developmental errors highlight the interplay of learners’ prior knowledge and new target language rules, and addressing them fosters natural language development and helps refine learner strategies for integrating new linguistic information .

Mathematical categories in error analysis involve structural modifications like omission, addition, substitution, and ordering of language elements. Linguistic categories, however, deal with different linguistic domains such as phonology, syntax, and lexis, encapsulating the manner in which errors affect the meaning and comprehensibility of language use .

Error analysis helps in developing effective language teaching materials by identifying common learner difficulties and misunderstanding patterns. These insights can guide educators to tailor their teaching strategies and resources to specifically address areas where learners frequently err, enabling more targeted and efficient language instruction tailored to actual learner needs .

'Pre-systematic' errors occur when learners make mistakes they cannot explain or correct, indicative of early learning stages where rules are not fully formed. 'Systematic' errors, however, show consistency and occur when learners have begun internalizing the target language’s rules. These errors reveal the learner’s progress in understanding and applying language rules despite making consistent mistakes .

Communication strategies like 'avoidance' can be effective as they allow learners to communicate without being bogged down by difficulties with certain structures or vocabulary. By using simpler structures or words, learners can maintain fluency and confidence, although overreliance on such strategies might limit language development by minimizing opportunities to practice and master complex structures .

Overt errors are clearly erroneous utterances that violate language rules, such as 'did he could speak English'. Covert errors, on the other hand, are grammatically well-formed but not interpretable within the normal communication context, for example, 'he didn’t know the word, so he asked the dictionary' .

Interlingual transfer, or interference, stems from the native language and often characterizes the early stages of learning a second/foreign language, where elements from the mother tongue influence the target language usage. Intralingual transfer refers to errors caused by negative transfer of items within the target language itself, such as overgeneralization of language rules leading to mistakes like 'he goed' .

The main objectives of error analysis in applied linguistics are to determine how well someone knows a language, understand how a person learns a language, and obtain information on common difficulties in language learning to aid in teaching or the preparation of teaching materials .

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