Published by a Ph.D student of Western Mindanao State University, Zamboanga City

1. “CAUSES AND EFFECTS OF
GRAMMAR ERRORS”
Presented by:
SAR-ANA M. MISUARI
PH.D LANG

2. What are grammatical errors?
Grammar is regarded as a whole system and
structure of a language. It consists of syntax,
morphology, and sometimes also phonology and
semantics (Oxford Dictionaries, N/A).
Larsen-Freeman (1997) indicates that
grammar encompasses the three dimensions of
morphosyntax (form), (meaning), and pragmatics
(use).

3. Grammatical errors thus mean
inaccurate forms, semantics meanings,
and use.

4. Figure 1. (Retrieved from Larsen-Freeman, 1997, N/A)

5. The Concept of Error
According to James (1998:77) an error arises
“only when there was no intention to commit
one”. Errors are systematic, consistent deviance
which is a characteristic of the learning
produced by learner’s linguistic system at a
given stage of learning.

6. “The distinction between error and mistake”
Corder (1967) states that mistakes are
categorized as non-systematic errors out of
chance circumstances, such as slips of the
tongue, while errors refer to systematic errors
which often occur in second language
learning.

7.  Brown (2000) further regards mistakes as a
failure which learners neglect on correctly
utilizing a known system and learners can
self-correct once concentrating. Errors can
reveal learners' insufficient competence in
producing sentences with correct
grammar(Brown, 2000).

8. a. Interlingual Error
Interference, language transfer, and
cross-linguistic interference are also known as
interlingual errors. Corder (1981) states that
these kinds of errors occur when the learner’s
habits (patterns, systems or rules) interfere or
prevent him or her, to some extent, from
acquiring the patterns and rules of second
language.
Sources of Grammatical Errors

9.  Lado (1964) said Interference (negative
transfer) is negative influence of the mother
tongue (L1) on the performance of the target
language (L2). Chelli (2013) defined the
interlingual errors are the result of language
transfer, which is caused by learner’s first
language.

10. Brown (1980:160) states that most of the
learners’ errors are in the second language
primarily result from the learners’ assumption
that the second language forms are similar to
the native language.

11. According to Allen and Corder (1974),
Interlingual errors are caused by transfer error.
Touchie (1986) suggested that interlingual
errors are caused mainly by mother tongue
interference. Another researcher is Al-Kresheh
(2010). He suggested that interlingual errors is
committed by literal translation.

12. 1. Transfer Error: error caused by interference
from mother tongue. A student who has not
known the rules of target language will use the
same rules as he obtained in his native
language.
2. Mother tongue interference: errors are
produced in the learners’ attempt to discover the
structure of the target language rather than
transferring models of their first language.
3. Literal Translation: errors happen because a
student translates his first language sentence or
idiomatic expression in to the target language
word by word.

13. b. Intralingual Error
Richard (1974:6) states, intralingual interference
refers to items produced by learner, which reflect
not the structure of mother tongue, but
generalization based on partial exposure of the
target language.
Richard (1974:120) classifies the intralingual
errors into four categories including,
overgeneralization, ignorance of rule restriction,
incomplete application of the rules, and false
concept hypothesized or semantic errors.

14. 1. Overgeneralization: it happens when a learner
creates a deviant structure on the basis of his
experience of other structure in the target language.
Littlewood (1984) cites the example of forming plural
by adding “s” to even irregular plurals, also
generalizing the “–ed” past form.
2. Ignorance of the Rule Restrictions: James
(1998:63) that ignorance is specific in the sense that
one is normally said to be ignorant of structure; the
learner of the second language does not obey the
structure of the target language.

15. 3. Incomplete Application of the Rules: this error
may occur when learner fails to apply the rules
completely due to stimulus sentence.
4. False Concept Hypothesized: learner’s faulty
understanding of distinctions of target language
items leads to false conceptualization. Learners’
faulty understanding of distinctions of target
language items leads to false concept
hypothesized.

16. Error studies in second language acquisition
 According to CAH, while a L2 learner, who has
already established the formation of habits in L1,
learns other new habits in L2, L1 system will
dominate the L2 learning process.
This indicates that similar features between L1 and
L2, such as grammar and phonics, would ease L2
acquisition or form the new habits in L2 easily.
Oppositely, when features are different, the
formatted habits in L1 would interfere with new
habits in L2 (Lado, 1957; Weinreich, 1953).
*Contrastive Analysis Hypothesis

17. Lado (1957) first introduces CAH and
asserts that L2 learners make errors due
to L1 interference (Ellis, 1995). L2
learners thus need to identify differences
between L1 and L2 and form new habits
in L2 by reinforcement.

18. *Error analysis
Error Analysis (EA) is used to study L2 learners’
errors and analyze the errors from all possible
sources (Brown, 2000).
EA can be traced back to the innatist
perspective. The innatists state that human
beings are born with a specific innate ability to
discover the rules of a language system on the
basis of the surrounding language environment.

19. Chomsky’s (1950s) Universal Grammar (UG)
contains the general rules and principles which are
common to all human languages.
In addition, children are born to have the ability to
learn any language they are exposed to in their
environment. Based on Chomsky’s theory, Lenneberg
(1967) further asserts that the linguistic competence
has its biologically developing order and process
despite of drilling learners with numerous amount of
imitation or repetition.

20. In Natural order hypothesis (Krashen, 1982),
indicates that L2 learning also passes through
predictable stages of development like L1. Even
though the grammatical rules seem simple, L2
learners still have togo through the developing
stages.

21. Richards and Sampson (1974) then present
seven factors involved with L2 learners’ linguistic
system:
 Language transfer
 Intralingual interference
 Sociolinguistic situation
 Modality
 Age
 Successions of approximative systems and
 Universal hierarchy of difficulty (cited in Huang,
2002).

22. Dulay, Burt, and Krashen (1982) proposed
six error taxonomies, including:
 linguistic (e.g., phonology, syntax,
morphology, semantics, lexicon, and
discourse),
 surface strategy (e.g., omission and addition
errors),
 misformation (e.g., regularization, archi
forms, and alternating forms errors),
 misordering, comparative (e.g.,
developmental, interlingual, ambiguous, and
unique errors), and
 communicative effect (e.g., global and local
errors) taxonomies.

23. Brown (1980) categorized four sources
of errors:
 Interlingual transfer which errors are
interfered by L2 learners’ mother
tongue
 Intralingual transfer which errors
occur from L2 development of a new
linguistic system
 Context of learning which errors are
caused by misleading explanations or
contexts and
 Communication strategies which
wrong techniques cause errors (as
cited in Huang, 2002)

24. Effects of Grammatical Errors
 Celce-Murcia (1991), cited a study that indicates
EFL students’ academic writing laden with
frequent grammar errors can make essays
unacceptable to university faculty in mainstream
courses (as cited in Hinkel, 2013, p. 4).
 Precision in expression is not the ultimate goal
of grammar, communication is. There are times
that you want to be imprecise in the sense of
vague, and correct grammar, arm-in-arm with its
companions vocabulary and syntax, enable an
articulate speaker to convey the nuances of the
degree of precision or vagueness required by
the situation and the speaker’s intent.

25.  Grammar rules can help learners develop the habit of
thinking logically and clearly. After studying grammar,
learners are able to become more accurate when
using a language.
 Without good grammar, clear communication is
impossible. Proper grammar keeps the students from
being misunderstood while expressing their thoughts
and ideas.
 Grammar improves the development of fluency. When
a student has learned grammar, it will be easier for
that student to know how to organise and express the
ideas in his mind without difficulty. As a result, he will
be able to speak, read and write the language more
fluently.

26.  Unclear communication is the biggest issue
caused by using incorrect grammar when writing
or speaking.
 A person with poor grammar skill can form a
negative impression on others. First impressions
can be lasting, and may hide the true judgment of
character. Some people consider good grammar
to be a mark of intelligence and education. Don’t
allow strangers to form a negative impression of
you based on your poor communication skills.
 Writing and speaking correctly gives you the
appearance of credibility. If you’re attempting to
build a reputation as an expert in your profession,
correct use of grammar is extremely important.

27.  Many employers are immediately put off when
they receive a cover letter for a job application
that contains grammatical errors and is poorly
written. Many employers will simply ignore this
application and even delete it. It is therefore
important to bear this in mind when applying for a
job.
 When writing on behalf of your organisation, it is
important to use the correct grammar, as this can
mean the difference between readers trusting your
expertise or questioning your knowledge of the
subject matter. If you can’t write properly, you
can’t relay your subject matter with authority.

28. Conclusion:
It is hoped that through the fundamental
knowledge given above, ESL teachers can
accurately enhance ESL learners’ language
competence by distinguishing between errors and
mistakes and diagnosing causes of grammatical
errors in ESL instruction as well as providing
appropriate interventions to the errors committed
by these learners.

29. Thank you