Error analysis

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This lecture provides a general feedback to the concept of error analysis and the stages of conducting error analysis, and the sources of errors. ..etc.

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Error analysis

  1. 1. Error Analysis Instructor Marwan Alalimi
  2. 2. Errors and mistakes • An error : is a faulty utterance produced by language learners as a result of incomplete knowledge. • A mistake : is a faulty utterance produced by language learners caused by lack of attention, fatigue or carelessness.
  3. 3. Error analysis • The process of studying and analyzing the errors which are made by second language learners. • It studies the types and causes of errors. • It is an alternative to contrastive analysis.
  4. 4. How errors are seen by behaviorists and cognitivists  Behaviorists:  Errors are signs of learning failure.  Cognitivists:  Errors are signs of language development.
  5. 5. Error analysis is important… why?  Errors are helpful for learners to learn.  They are useful for teachers to observe the learner’s progress. They are valuable for researchers to find out what strategies learners use and how language is acquired.
  6. 6. Stages of error analysis Recognition or identification of errors:  First step. E.g. 1- George and his child was watching T.V 2- Linda goed to school yesterday. 3- she has taken a translation exam last week.  comparison.
  7. 7.  Description:  Describing and classifying errors. E.g. 1- George and his child was watching T.V 2- Linda goed to school yesterday. 3- she has taken a translation exam last week. Stages of error analysis
  8. 8.  explanation :  Why errors occurred ? 2- Linda goed to school yesterday. 3- The students are clevers. 4- It is car. Stages of error analysis
  9. 9. Interlingual and intralingual errors  Interlingual errors: Errors caused by transferring rules from mother tongue.  Intralingual errors: Errors caused by second language processing in its own terms.
  10. 10. Sources of errors According to Jack Richards, there’re five factors explaining learners' types of errors: 1. Mother tongue interference. 2. Overgeneralization. 3. Ignorance of rule restriction. 4. Incomplete application of rules. 5. False concept hypothesized.
  11. 11. Mother tongue interference.  Differences of languages’ structures. Arabic – English.  E.g.  They are beautifuls.  They students.
  12. 12. Overgeneralization.  Simplification strategy.  Learned rule applied to all.  E.g. learning to pluralize (-s)  Two pens √  Two mouses – Three mans- Two foots.
  13. 13. Ignorance of rule restriction.  The learner lack the knowledge of the rule.  E.g. I will let him to drive.  I will make her to leave.  She can translates very well.
  14. 14. Incomplete application of rules  Learners apply one of the two connected rules.  In forming negatives and interrogatives for instance:  She speaks English pretty well. (positive)  She does not speaks English pretty well.(negative)  Do she speak English pretty well? (interrogative)
  15. 15. False concept hypothesized.  Learners wrongly assume something.  No rule’s ignored or overgeneralized.  E.g. Assuming that Verb be “am – is – are ” , indicate present tense.  I am speak French.  You are dress elegantly.
  16. 16. Thank you
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