Interlingual (across two or more languages) errors
” A learner’s errors…are significant in (that) they provide to the researcher evidence of how language is learned or acquired, what strategies or procedures the learner is employing in the discovery of the language.” (Corder, 1967)
A mistake refers to a performance error that is either a random guess or a “slip,” in that it is a failure to utilise a known system correctly.
An error , a noticeable deviation from the adult grammar of a native speaker, reflects the competence of the learner.
Mistakes are what researchers have referred to as performance errors (the learner knows the system but fails to use it) while the errors are a result of one’s systematic competence (the learner’s system is incorrect).
Think about to what extent your learning or teaching has been characterised by a progression of noticing and repair? Can you think of stages when you were in the process of cleaning up your errors and may have made a few random mistakes? What do you do?
We must be aware of placing too much attention on errors and not lose sight of the value of positive reinforcement or clearly expressed language that is a product of the learner’s progress and development.
The comprehension of language is as important as the production . Language is speaking and listening, writing and reading.
The absence of the error does not necessarily reflect native-like competence because learners may be avoiding the very structures that pose difficulty for them.
We need to engage in performance analysis or inter-language analysis, a less restrictive concept that places a healthy investigation or errors within the larger perspective of the learner’s total language performance.
Levels of language need to be considered: phonology, orthography, lexicon, grammar and discourse
Global errors hinder communication: ; they prevent the hearer from comprehending some/all aspect of the message. Local errors do not prevent the message from being heard, usually because there is only a minor violation on one segment of a sentence, allowing the hearer/reader to make an accurate guess about the intended meaning.