Errors and Error Analysis: Understanding Learner Language

1. MUHAMMAD JONA LUMINTU 2201410143 Semarang State University Chapter 2The Nature of Learner LanguageRod Ellis (1997) : 15-30

2. Errors and Error Analisys Why do we focus on error? • Learners are a conspicuous feature of learner language • It is useful for teacher to know what errors learners make • Paradoxically, it is possible that making errors may actually help learners to learn whe they self-correct the errors they make

3. Steps Identifyng Errors wrong : A man and a little boy was watching him. correct form : A man and a little boy were watching him. in identifying  distinguish errors and mistakes

4. Describing errors The identified errors can be described and classified into types by several ways : • Grammatical categories • General ways(learners’ utterances differ from the re-constructed target-language)

5. Explaining errors errors are to a large extent, systematically, and to certain extent, predictable. errors are not only systematic but also universal.

6. example : the case of the speaker of Bantu languages ‘at’  ‘to’ (direction of place)

7. Errors evaluation global errors  violate the overall structure of sentence example : The policeman was in this corner whistle.. local errors  affect only a single constituent in the sentence.

8. Developmental patterns The early stage of L2 acquisition • Chidren  silent period learn through listening to or reading • Learners begin to speak  2 characteristic • The kind of formulaic chunks, i.e : greeting and request • Proportionsl simplification, i.e : Me no blue.

9. Learners learn grammar  acquisition order • Learners learn particular grammar structure sequence of acqusition The order of acquisition accuracy order : how accurately each feature is used by learners

10. Researchers said : there is a definite accuracy order and that this remains more or less the same irrespective of the learners’ mother tongue, age, and wether they receive formal language intruction or not

11. Sequence of acquisition The acquisition of particular grammatical structure, therefor, must be seen as aprocess involving transitional contructions. Example : consider ho L2 learners acquire irregular past tense form (see table)

13. Some implications conclussion reached from learning the ierrors s L2 acquisition is systematic and, to large extent, universal, reflecting ways that supported by some internal factors Linguistic feature (grammar) is easier to be learnt than others

14. Variability in learner language We have seen : Learner language is systematic at a particular development, learners consistently use the same grammatical form.

15. Learner language is variable  at any given stage of development, learners sometimes emloy one form and sometimes another.

16. Example : Yesterday the thief steal the suitcase Yesterday the thief stealing the suitcase Correct target language : Yesterday the thief steal the suitcase Yesterday the thief stole the suitcase

17. Learner use specific grammatical context to vary the linguistic context, the situational context (i.e who the learner is addressing) and the psycholinguistic context Variability plays an integrative part. Different kinds of variability may be evident at the different stages of development

18. THANK YOU