1. 2
THE NATURE OF LEARNER LANGUAGE
By. Rod Ellis
Oxfort University Press, 2003
Yayuk Fitriani
2201410004
Universitas Negeri Semarang

2. ERROR AND ANALYSIS
There are good reason for focusing on error:
 They are conspicuous feature of learner language
 It is usefulfor teacher to know what error learner
make.
 It is possible that making errror may actually help
learner to learn when self-correct the errors they
make.

3. IDENTIFYING ERROR
Identify errors we have to compare the
sentense learners produce with what seem
to be the normal or ‘correect’ sentences in
the target language which correspond with
them.

4. DISTINGUISH ERRORS AND MISTAKE
 Errors reflect gaps in a learner’s knowledge; they
occur because the learner does not know what is
correct.
 Mistake reflect occasional lapset in performce; they
occur because, in a particular instance the learner
in unable to perform what he or she knows.

5. DECRIBING ERRORS
There are several ways of doing this:
 Classify errors into grammatical categories.
 Identify general ways in which the learners’
utterences differ from the reconstructed target-
language utterence.
 Omission
 Misinformation
 Misordering

6.  Omission
leaving out the an item that is required for an
utterances to be considered grammatical.
 Misinformation
using one grammatical form in place of another
grammatical form.
 Misordering
putting the words in an utterance in the wrong
order.

7. EXPLANING ERRORS
 Errors are, to a large extent, systematic and, to a
certain extent, predictable.
 Not all errors are universal. Some errors are
common only to learner who share the same
mother tongue or whose mother tongue manifest
the same linguistic property.

8. ERROR EVALUATION
 The purpose of the error analysis is to help
kearners learn an L2, there is need to evaluate
serrors.
 Some error , know as the global error, violate the
overall atructureof a sentence and for this reason
may make it difficult.

9. THE PURPOSE OF THE ERROR ANALYSIS IS TO
HELP LEARNERS LEARN AN L2, THERE IS A
NEED TO EVALUATE ERRORS.
There are 2 kind of errors:
 Global error
 Local error

10. DEVELOPMENTAL PATTERNS
 Silent period
The early stages of L2 language.
 Acquisition order
learner do begin to learn the grammar of the L2.
 Sequence of acquisition
when learners acquire a grammatical structure they
do so gradually, moving trough a series of stages
en route to acquiring the native-speaker rule.

11. SOME IMPLICATION
The conclusions that reached from the study of
learner errors, L2 acquisition is :
 Systematic
 To a large extent
 Universal
 Reflecting ways in which internal cognitive
mechanism control acquisition
 Irrespective of the personal background of
learners.

12. VARIABILITY IN LEARNING LANGUAGE
Learners’ language systematic  variable
The variability of learners using in L2:
 Linguistic context
 Situational context
 Psycholinguistic context

13. At any given stage of development, learners
sometimes employ one form and sometimes another.
Example :
 Yesterday the thief steal the suitcase
 Yesterday the thief stealing the suitcase

14. We have already seen evidence of
systematic variability. Learners’ choice of
past tense marker (progressive form or
correct past tense form) depends, in part, on
whether the verb refers to an event, an
activity , or a state.

15. We have already seen evidence of
systematic variability. Learners’ choice
of past tense marker (progressive form
or correct past tense form) depends, in
part, on whether the verb refers to an
event, an activity , or a state.

16. Learners also vary the linguistic forms they use in
accordance with the situational context. In this
respect, learners are no different from native
speakers, when the native speaker of English are
talking to friends, for example, they tend to speak
informally, using colloquial expression. In
contrast, when they are talking to someone they do
not know very well they tend to use formal
language.

17. Thank you , , ,