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The nature of learner language. Rod Ellis, 2003, chapter 2 Page 15-30 Uli Azzahro. The description may focus on the kinds of errors learner make and how these errors change overtime. There are three areas in turn: Error and error analysis developmental pattern
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The nature of learner language Rod Ellis, 2003, chapter 2 Page 15-30 UliAzzahro
The description may focus on the kinds of errors learner make and how these errors change overtime. There are three areas in turn: • Error and error analysis • developmental pattern • variability in learner language
Error and error analysis The are good reasons for focusing on errors. • They are a conspicuous feature of learner language • it is useful for teacher to know what errors learners make. • it is possible that to help learner to learn when they self-correct the errors they make.
There are some steps in analyzing learner errors. • Identifying errors • Describing error • Explaining errors • Error evaluation
Identifying errors To identify errors we have to compare the sentences learners produce with what seem to be the normal sentences in the target language which correspond with them. Then, we need to distinguish error and mistake.
How can we distinguish error and mistake? • Ask to learner to try to correct their own deviant utterances. • compare the two words then identify them.
Describing errors There are several ways of describing and classifying: • To classify error into grammatical categories. • To try to identify general ways in which the learners’ utterances differ from the reconstructed target-language utterances.
Explaining error Some error are common only to learners who share the same mother tongue or whose mother tongues manifest the same linguistic property. Example of different sources error: • Errors of omission • Overgeneralization error • Transfer error
Error evaluation Global error: violate the overall structure of a sentence Local error: affect only a single constituent in the sentence
Developmental pattern We can explore the universality of L2 acquisition by examining developmental pattern: • The early stages of L2 acquisition • The order of acquisition • Sequence of acquisition • Some impication
The early stages of L2 acquisition The particular characteristics: • The kind of formulaic chunk which we saw in the case studies. • Propositional simplification The concerns are acquisition order and sequence of acquisition.
The order of acquisition To investigate the order of acquisition, researcher choose a number of grammatical structures to study. This enable them to arrive at an accuracy order. An accuracy order must be the same as the order of acquisition on the grounds.
Sequence of acquisition Such sequence are instructive because they reveal that the use of a correct structural form does not necessarily mean that this form has been acquired.
Some Implication L2 acquisition is systematic and, to large extent, universal, reflecting, ways in which internal cognitive mechanism control acquisition, irrespective of the personal background of learners. SLA and language teaching is whether the orders and sequence of acquisition can be altered through formal instruction
Variability in learner language Variability in learner language is not just random. Learners have access to two or more linguistic forms for realizing a single grammatical structure but they not employ these arbitrary.
Research on variability has sought to show that, although allowance should perhaps be made for some variation, variability in learner language is systematic. Furthermore, variability plays integrative part in the overall pattern of development, with learners moving through a series of stages that reflect different kinds of variability.
