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Errors and Error Analysis
Developmental Patterns
Variability in Learner Language
1.
2.
3.
Learners are a conspicuous features of
learner language, raising the important
question of ‘Why do learners make
errors?’
It is useful for teachers to know what
errors learners make.
Paradoxically, it is possible that making
errors may actually help learners to learn
when they self-correct the errors they
make.
Identifying
errorserrors and
mistakes
Describing
Errors
Explaining
Errors
Error
Evaluation

Transcription story told by Jean, an adult French
learner of English.
One day an Indian Gentleman, a snake charmer,
arrived in England by plane. He was coming from
Bombay with two pieces of luggage. The big of them
contained a snake. A man and a little boy was
watching him in a customs area. The man said to the
little boy ‘Go and speak with this gentleman.’ When
the little boy was speaking with the traveler, the thief
took the big suitcase and went out quickly. When
the victim saw hat he cried ‘Help me! Help me! A
thief A thief!’ The policeman was in this corner whistle
but it was too late. The two thieves escape with the
big suitcase, took their car and went in the traffic.
They passed near a zoo and stop in a forest. There
they had a big surprise. The basket contain big
snake.
Errors: occur because the learner does not
know what is correct. For example:
- A man and a little boy was watching him
in a customs area.
was watching
were watching
 Mistakes: reflect occasional lapses in
performance. For example:
- The big suitcase contain big snake
The learner should say ‘contained’ instead
of ‘contain’ but they are just slipping up.

Classify errors into grammatical categories.
1.
Tenses: contain
contained
Identify the general ways in which the
learners’ utterances differ from the
reconstructed target-language utterances.
2.
›
›
Omission
: leaving out an item that is
required for an utterance to be considered
grammatical.
Misinformation: using one grammatical form in
place of another grammatical form. For
example:
the use of ‘was watching’ instead of ‘were
watching’
1.
Omission
o
2.
Overgeneralization Error
o
3.
Leave the article ‘a’, and ‘the’, and ‘-s’ for
the plural nouns.
The use of ‘eated’ in place of ‘ate’.
Transfer Error
o
Learners’ attempts to make use of their L1
knowledge. They create their own rules.
Global Error : violate the overall structure
of sentence and make the sentence is
difficult to understand. For example:
The policeman was in the corner
whistle….
 Local Errors : affect only a single
constituent in the sentence. For example
the use of verb in: contain contained

The Early
Stages of L2
Acquisition
The Order
of
Acquisition
Sequence
of
Acquisition
Silent
Period
Acqs.
Order
• Children make no attempt to say anything
to begin with.
• As a preparation period subsequent
production: Formulaic chunks
fixed
expressions
• Begin to learn the grammar of the L2.
• For example: the using of progressive –ing
in painting and –ed in painted.
• Begin to learn particular grammatical
structures.
Sequen
ce of • Simple past tense: S + V2 + O
Aqcs.
• Based on the research, most of
the learners perform progressive
Accuracy –ing, auxiliary be and plural -s
most accurately.
Order
• The most difficult structures are
regular past and third person –s.
Natural
Order
• L2 I the result of environmental
factors that govern the input to
which learners are exposed, or of
internal mental factors which
somehow dictate how learners
acquire grammatical structure.
Stage Description
Ex.
1
‘eat’
2
3
4
5
Learners fail to mark the verb for past
time.
Learners begin to produce irregular
past tense forms.
Learners overgeneralize the regular
past tense form.
Sometimes learners produce hybrid
forms.
Learners produce correct irregular
past tense forms.
‘ate’
‘eate
d’
‘ated
’
‘ate’
Initially learners may display a high level
of accuracy only to apparently regress
later before finally once again
performing in accordance with targetlanguage norms.
 For example:
- After that the weather was nice so we
swimming in the ocean.
- Last night everything seem very quiet
and peaceful.


Learners sometimes employ one form
and sometimes another:
Yesterday the thief steal the suitcase
Yesterday the thief stealing the suitcase

Learners vary in their use of L2 according
to linguistic context. One linguistic form
can trigger the use of another form.
In Peru, George usually play football
everyday. (= In Peru, George usually
played football everyday )
Psycholinguistic Context: whether the
learner has an opportunity to plan their
production.
 Variability plays an integrative part in the
overall pattern of development, with
learners moving through a series of
stages that reflect different kinds of
variability.

THANK YOU