Group 4 Nur Maila Kusumaningrum Adindha Puspa Dewi Kurniyasari Lisa Ika Lestary

1. The Nature of Learner Language Group 4 NurMailaKusumaningrum Adindha PuspaDewiKurniyasari Lisa IkaLestary

3. Identifying errors. To identify errors we have to compare the sentences learners produce with what seem to be the normal or “correct” sentences in the target language which correspond with them. Errors: Reflect gap in a learner’s knowledge; they occur because the learner does not know what is correct. Mistakes: Reflect occasional lapses in performance; they occur because, in a particular instance, the learner is unable to perform what he or she knows.

4. Describing errors. There are several ways of doing this: • Classifying errors into grammatical categories. • Trying to identify general ways in which the learners’ utterances differ from the reconstructed target-language utterances.

5. Error types: • 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. • Misordering: putting the words in an utterance in the wrong order.

6. Explaining errors. Errors are, to a large extent, systematic and, to a certain extent, predictable. Errors are not only systematic; many of them are also universal but not all errors are universal. Some errors are common only to learners who share the same mother tongue or whose mother tongues manifest the same linguistic property.Errors have different sources: • Omission error: for example, they leave out the article “a” and “the” and leave the –s off plural nouns. • Overgeneralization error: for example, the use of “eated” in place of “ate”. • Transfer error: reflect learners’ attempts to make use of their L1 knowledge.

7. Error evaluation • Global errors: violate the overall structure of a sentence and for this reason may make it difficult to process. • Local errors: affect only a single constituent in the sentence.

8. Developmental patterns. In such circumstances, some L2 learners, particularly if they are children, undergo a silent period. The second characteristic of early L2 speech is propositional simplification. Learners find it difficult to speak in full sentences so they frequently leave words out.

9. Important factors that accounts for the systematic nature of variability: • Linguistic context • Situational context • Psycholinguistic context

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