This document discusses linguistic factors that influence learner language such as cross-linguistic transfer between a learner's first and second languages. It covers key concepts like error analysis, the contrastive analysis hypothesis, and cross-linguistic influence. Error analysis describes and explains why learners make errors, categorizing errors into omission, addition, substitution, and ordering. Errors can be covert or overt, local or global. The document also discusses implications for error correction and conclusions about errors providing feedback on teaching.

2. LINGUISTIC FACTORSCross – LinguisticInfluence and learnerlanguage

3. AGREEMENT OR DISAGREEMENT ACTIVITY. Errorsanalysis describes and explainwhylearnersmakeerrors. Error isthecondition of havingincorrector false knowledge. Mistakeis a deficiency in competence.Intralingual transfer happenswithinthe target languageitself.Interlingual transfer happensfromthenativelanguagetothesecond .Error correctiondoesnotpermitusidentifystrategieswhichlearners use in languageteaching. KEY CONCEPTS

4. HISTORICAL BACKGROUND1.1. CAH AND CLI THEORIES2. PROVOCATIVE STATEMENTS3. ERRORS AND MISTAKES.3.1 CATEGORIES FOR DESCRIPTION OF ERRORS3.2. SOURCES OF ERRORS.4. PEDAGOGICAL IMPLICATIONS4.1. ERROR CORRECTIONS: WRITTEN AND SPOKEN.5. CONCLUSIONS. CONTENTS

5. 1.1 THE CONTRASTIVE ANALYSIS HYPOTHESIS AND THE CROSS- LINGUISTIC INFLUENCECAHCLIThe CAH studiestwolanguages in contrast.Behavioristic and structuralistaproaches.Interference L1 with L2.Hierarchy of difficulty.Fries,1952; Stockwell, Bowen, Martin,1965.The CLI recognizestheimportance of L1 in learning L2 or more. Intralingual - interlingual factors.Odlin, 2003; Kellerman,1995; Kellerman and Sharwood- Smith, 1986.

6. PROVOCATIVE STATEMENTSLET’S THINK ABOUT THE PAST!!!Do yourememberwhenyoulearnedto…SwimSkateRide a motorcycleDrive a car

7. “ Learningisfundamentally a processthatinvolvesthemaking of mistakes” Brown, H.D (2004)

8. DIFFERENCES BETWEEN MISTAKES AND ERRORSMISTAKEERRORItis a failuretoutilize a knownsystemcorrectly.Itis a slip of thetongue. The speaker recognizes and correctsit. Itisnot a deficiency in competence.Itisthecondition of havingincorrector false knowledge. Itisnotrecognizedbythelearner. An error can notbeself-corrected. Itreveals a portion of thelearner’scompetence in the L2.

9. AUDIO

10. a. Categories and levels. ByCorder (1973)1. Omission: of somerequiredelement. Morphologicalomission. “A strongthinghappento me yesterday”Syntacticalomission. “ ? Mustsayalsothenames”2. Addition:In morphology. “Thebooksisthere”In syntax. “The London”In lexicon. “I stayedthereduring 5 yearsago. Identifying and describingerrors

11. 3. SubstitutionIn morphology: “My friendisoldestthan me.In lexicon: “I lost my road”4. Ordering. In pronunciation. “Fifnisicant” forsignificant. “Prulal” for plural.In morphology. “getupping” forgetting up. In syntax. “he is a dearto me friend”

12. B. Covert, overt, Local and GlobalA: Who are you? B: I’m fine, thankyou. A: Wherewere he?B: He gotoCanadaA: “a scissors” Covert Local Overt Global Local

13. CATEGORIES:OMISSION, ADDITION, SUBSTITUTION, ORDERING I start to studying English in this University.Because the English is important for in this moment.… the many technologies, because a new fields of the technology need the understand very well the English. (Global, Overt) At the moment in the university the English for me in the first semester is confuse because in my school don´tprepare very well the homeworks, the works of the classroom. STUDENT´S ERROR ANALYSIS

14. DEALING WITH ERRORSTeachersshouldinterruptlearnerswhentheymake a mistakeor error when…

15. Teachers can givedelayedfeedback in thefollowingsituations…

16. Someerrorsormistakesshouldremainuncorrectedbytheteacher, forexample…