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Error analysis
Error analysis
Error analysis
Error analysis
Error analysis
Error analysis
Error analysis
Error analysis
Error analysis
Error analysis
Error analysis
Error analysis
Error analysis
Error analysis
Error analysis
Error analysis
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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. …

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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  • 1. Error Analysis Instructor Marwan Alalimi
  • 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. 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. How errors are seen by behaviorists and cognitivists  Behaviorists:  Errors are signs of learning failure.  Cognitivists:  Errors are signs of language development.
  • 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. 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.  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.  explanation :  Why errors occurred ? 2- Linda goed to school yesterday. 3- The students are clevers. 4- It is car. Stages of error analysis
  • 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. 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. Mother tongue interference.  Differences of languages’ structures. Arabic – English.  E.g.  They are beautifuls.  They students.
  • 12. Overgeneralization.  Simplification strategy.  Learned rule applied to all.  E.g. learning to pluralize (-s)  Two pens √  Two mouses – Three mans- Two foots.
  • 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. 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. 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. Thank you

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