THE NATURE OF LEARNER LANGUAGE Ellis 2003, Chapter 2 (pp.15-29)

1. THE NATURE OF LEARNER LANGUAGEEllis 2003, Chapter 2 (pp.15-29) By: Charisma Septika / 2201410033

2. Errors and error analysis • Identifying error: • comparing the sentencesproduced by the learners in the target language. • Differentiate between errors and mistakes.- error: reflect gaps in a learner’s knowledge.- mistake: reflect occasional lapses in performance.

3. B. Describing errors • Classifying error can help us to:- examine the learners’ learning problems.- to plot how changes in error patterns occur. • Classfying into 2 types:- grammatical categories. - identify general ways in which the learners’ utterance differ from target language utterance.

5. Explaining errors • Systematic error: L2 learners create different rules of the target language. • Universal error: L2 learners commit to create the same grammatical error.

6. Error evaluation • To help learners learn an L2, need to evaluate their errors.

7. Developmental patterns • The early stages of L2 acquisition. • Two characteristics of early L2 speech: - formulaic chuncks - propositional simplification • Questions which raise when early L2 learners begin to learn grammar: - acquisition order - sequence of acquisition

8. B. The order of acquisition Collect samples of learners’ grammatical study  identify the accuracy of each feature which is used by different learner  rank the features.

9. C. Sequence of acquisition The acquisition of a particular grammatical structure involving:

10. D. Some implications Conclusion from the study of learner error: • L2 acquisition is systematic, • a large extant, universal, • reflecting ways in which internal cognitive mechanism control acquisition, • irrespective of the personal background of learners

11. Variability in learner language

12. A. Linguistic context • In one context learners use one form while in other alternate contexts forms.

13. B. Situational context • Learners vary their use of language similarly. They are more likely to use the correct target language forms in formal context, and non target language in informal

14. C. Psycholinguistic context • Learners have their own opportunity to plan their production.

15. D. Form-function mappings • Learners do not always make confor, to those found in the target language.

16. E. Free variation • Sometimes the learners use two or more forms in free variation. • Constitutes an essential stage in the acquisition of grammatical structures.

17. F. Fossilization • The failure learners in grammatical structure stage will continue to show non target language variability, at least some grammatical features. • Many learners stop developing while still short of target language competence.

18. Thank you.. 