3. I. INTRODUCTION
The first in the process of analysis
errors is the identification and
description of errors.
According to Corder’s model, any
sentence uttered by the learner and
subsequently transcribed can be
analyzed for idiosyncrasies.
4. I. IDENTIFYING ERRORS
OVERT ERRORS (sentence level error)
Overtly erroneous utterances are
unquestionably ungrammatical at the
sentence level
( ungrammatical sentences are overt errors)
Ex: He can singing.
Are you go to New York next week?
5. I. IDENTIFYING ERRORS
COVERT ERRORS (Discourse level errors)
Covertly erroneous utterances are grammatically well-
formed at the sentence level but are not
interpretable within the context of communication
cover errors are not really errors at all if you attend
to surrounding discourse.
Ex1: How old are you? I’m fine, thanks.
Covert error
Ex2: How are you? I’m fine, thanks.
Not error any more
6. PROCEDURE OF IDENTIFYING ERRORS
Is sentence superficially
well formed in term of
grammar of TL?
(It is rainy)
Yes
Does the normal interpretation
according to the rules of the TL
make sense in the context?
(Talking about the weather)
Yes
Sentence is not
idiosyncratic
OUT
1
7. PROCEDURE OF IDENTIFYING ERRORS
Is sentence superficially well
formed in term of grammar of TL?
S1: Does can John swim?
S2: I saw their department
No
Sentence is overtly
idiosyncratic.
Yes
Does the normal interpretation according to the
rules of the TL make sense in the context?
(context was in a conversation about living
quarters in Mexico)
Sentence is covertly
idiosyncratic.
No
Can a plausible
interpretation be put
on a sentence in
context?
Yes
Make well-formed
reconstruction of
sentence in TL.
(Can John swim?)
Compare a
reconstructed
S with original
idiosyncratic
S. What do
they differ?
OUT2
No
Is mother tongue of
learner known?
(Yes, Spanish)
Yes
Translate S
literally into L1. Is
plausible
interpretation in
context possible?
(Yo vi su
departamento. Yes)
Translate L1 sentence
back into target language
to provide reconstructed
sentence.
(I saw their apartment)
8. PROCEDURE OF IDENTIFYING ERRORS
Is sentence superficially well formed in term of
grammar of TL?
(The different city is another one in another two)
No
Sentence is overtly idiosyncratic.
Can a plausible interpretation be put
on a sentence in context?
No
Yes
Translate S literally into L1. Is
plausible interpretation in
context possible?
Is mother tongue of learner know? Yes, Spanish
No
Hold the sentence in store. OUT3
No
9. II. DESCRIBING ERRORS
ERRORS OF ADDITION
Ex: Does he can sing?
I don’t have got any sisters.
ERRORS OF OMISSION
Ex: I went to cinema. (the cinema)
My mother is doctor. (a doctor)
10. II. DESCRIBING ERRORS
ERRORS OF SUBSTITUTION
Ex: I lost my road. (way)
He is personal detective. (private)
ERRORS OF ORDERING
Ex: We were late school for.
Her house is beautiful more than mine.
11. II. DESCRIBING ERRORS
However, these categories are clearly very
generalized. Within each category, levels of
language can be considered: phonology or
orthography, lexicon, grammar, and discourse.
Ex:
Nevertheless, the categories can help you to
identify where the leaner is in terms of his or
her own system.
