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The Nature of Learner Language . CITRA PUTRI UTAMI 2201410114. Contents. Good Reasons for Focusing on Errors. 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.
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The Nature of Learner Language CITRA PUTRI UTAMI 2201410114
Good Reasons for Focusing on Errors • 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 Errors • 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. CLICK!!
Errors and Mistakes • 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.
Describing Errors • Classify errors into grammatical categories. Tenses: contain contained • Identify the general ways in which the learners’ utterances differ from the reconstructed target-language utterances. • 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’ • Misordering : putting the words in an utterance in the wrong order. CLICK!!
Explaining Errors • Omission • Leave the article ‘a’, and ‘the’, and ‘-s’ for the plural nouns. • Overgeneralization Error • The use of ‘eated’ in place of ‘ate’. • Transfer Error • Learners’ attempts to make use of their L1 knowledge. They create their own rules. CLICK!!
Error Evaluation • 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 CLICK!!
U- Shaped Course of Development/ Restructuring • Initially learners may display a high level of accuracy only to apparently regress later before finally once again performing in accordance with target- language norms. • For example: - After that the weather was nice so we swimming in the ocean. - Last night everything seem very quiet and peaceful. CLICK!!
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.
