[2024]Digital Global Overview Report 2024 Meltwater.pdf
The nature of learner language
1. Group Members :
Pandu D. Prakoso 2201410087
Kasanah 2201411035
Dian Ayu Titisari 2201411037
Solekah 2201411041
THE NATURE OF LEARNER
LANGUAGE
Rod Ellis
2. Learner Language
Learner language is the written or spoken
language produced by a learner. It is also the
main type of data used in second-language
acquisition research. Much research in second-
language acquisition is concerned with the
internal representations of a language in the mind
of the learner, and in how those representations
change over time.
3. Errors and error analysis
There are some reason for focusing on error:
1. They are a conspicious.
2. It is useful for teacher to know what error
learners make.
3. Paradoxically = making error help the learner to
learn.
4. Identifying errors
How to analysing learner errors?
To identify errors we have to compare the sentence
learners produce with what seem to be the normal
or ‘correct’ sentences in the target language with
correspondent with them.
5. Example:
A man and a little boy was watching him.
The correct sentence should be:
A man and a little boy were watching him.
6. Describing Error
Errors that have been identified can be described and
classified into some types.
1. To classify errors into grammatical categories by
gathering all the errors relating to verb and then
identifying error in our sample.
2. Try to identifying general ways in which the
‘learners’ utterance differ from the the
reconstructed target-language utterances.
3. Include ‘ommision’ (i.e. Leaving out an item that
is required for an utterances to be considered
grammatical. Misinformation (i.e. Using one
grammatical form in place of another
grammatical form).
7. 4. Misordering (i.e. Putting the words in an
utterance in the wrong order).
5. Misinformation (i.e. Using one
grammatical form in place of another
grammatical form).
8. Explaining Error
Errors are systematicity
Jean’s verb errors described above do not involve
haphazard substitutions of past tense verb. This
systematicity suggests that Jean has constructed
some kind of rule, albeit a rule different from that
of the target language.
Errors are universal
The kind of past tense error found in Jean’s
speech has been attested in the speech of many
learners where they substitute the simple form of
the verb for the past tense form.
9. Errors can have different sources :
Omission
They leave out the articles ‘a’ and ‘the’ and leave the
–s of plural nouns.
Overgeneralization error
The use of ‘eated’ in place of ‘ate’
Transfer error
Learners are to be seen as actively involved in
shaping the ‘grammars’ they are learning. They
‘create’ their own rules.
10. Error Evaluation
Global error
The policeman was in this corner whistle . . .
Which is difficult to understand because the basic
stucture of the sentence is wrong.
Local error
affect only a single constituent in the sentence
(for example, the verb).
11. Developmental patterns
The early stages of L2 acquisition
Some L2 learners, particularly if they are
children, undergo a silent period.
When learners do begin to speak in the L2
their speech is likely to manifest two particular
characteristics.
1. The kind of formulaic chunks.
2. Proposional simplification
12. The order of acquisition
1. Researchers choose a number of grammatical
structure to study
2. They collect samples of learner language and
identify how accurately each feature is used by
different learners.
3. They rank the features according to how
accurately each feature is used by the learners.
13. Sequence of acquisition
When learners acquire a grammatical structure
they do so gradually, moving through a series of
stages en route to acquiring the native speaker
rule.
Some implications
The discovery of common patterns in the way in
which learner language changes over time is one
of the most important findings of SLA. It provides
further support for the conclusions reached from
the study of learner errors.
14. •Learner vary in their use of second language(L2)
according to;
1) Linguistic Context
2) situational context
3) psycholinguistic context/the availability of
planning time
Variability in Learner Language
15. 1. Linguistic Context
• In one context the learners use one form while in
other contexts they use alternate forms.
For exmple:
• the choice of past tense marker is created by the
verb itself.
• Depending on whether or not an adverb of
frequency.
2. Situational Context
Learners are no different
from native speakers
16. 3. Psycholinguistic context/the availability of planning
time
•learners have the opportunity to plan their
production.
•Learners do build variable systems by
trying to map particular forms on to
particular function
•Particular form-function mapping not always
conform in the target language.
