This document discusses error analysis in second language acquisition. It defines errors as systematic deviations from the rules of the target language, while mistakes are performance errors that can be self-corrected. Behaviorists viewed errors as a failure of learning, while mentalists saw them as inevitable parts of the language learning process. The aims of error analysis are to identify error types and patterns, establish taxonomies, and inform teaching. Errors can be interlingual from L1 interference or intralingual from faulty L2 learning. Error analysis contributed to understanding of language learning but also has limitations in methodology.

1. Institute of English Language & Literature
Shah Abdul Latif University, Khairpur. (Sindh-Pakistan)

2. Issues in Applied Linguistics

3. Topic : Error Analysis

4. ERROR
The Definition:
In Applied Linguistics, an error is a deviation
from accepted rules of a language, committed
by learners of second language.
Norrish (1983) defines error as ‘A systematic
deviation when a learner has not learnt
something and consistently gets it wrong’.

5. Mistakes
 A mistake refers to a performance error that is either a
‘random guess’ or ‘a slip of tongue’.
 It is actually a failure to utilize a known system correctly.
 Native speakers make mistakes but when attention is called
to them, they can be self –corrected.

6. Behaviorists' view
 People learn language by responding to an external
stimuli and receiving proper reinforcement.
 By this repetition, a proper habit is formed and
language learning takes place.
 Therefore, errors were deemed as a sign of failure on
the part of the learners as well as teachers.

7. Mentalists’ View
 The conviction is that error is inevitable.
 It is integral part of learning process and developing
competence.
 It should not be regarded as a sign of failure but as an
evidence that student is heading his way towards the correct
rules.

8. Aims of Error Analysis
The primary aims of Error analysis are:
 To identify types and patterns of errors
 To establish error taxonomy
 Common difficulties in second language acquisition are to be
identified.
 On this basis, error analysis is supposed to contribute to a
comprehensive knowledge and processes of second language
acquisition.
 In addition, results are to be used for the revision of theories of
language learning and it also helps to evaluate and improve language
teaching.

9. Methodology of Error Analysis
Error analysis in second language acquisition was
established in 1960’s by Stephen pit Corder and colleagues.
Error analysis was an alternative to contrastive analysis, an
approach influenced by behaviorism through which applied
linguistics sought to use formal distinction between the
learners’ first and second languages to predict errors.
Error analysis proved that contrastive analysis was
unable to predict a great majority of errors.

10. EA distinguish between errors, which are systematic and
mistakes, which are not
Errors can been classified according to basic
type:Omissive,additive or word related.
Errors can also be classified according to the level of language:
phonological errors, lexical errors, syntactic errors and so on.
EA was beset with methodological problems from the beginning.
It is often impossible to reliably determine what kind of error a
learner is making.
Error analysis can deal effectively with production and not with
reception.

11. Types of Error Analysis
Interlingual Errors :
Interlingual errors are said to occur due to interference of L1
to L2.
In this case previous learned structures create problems for
the learners to learn new language adequately.
Intralingual Errors:
Intralingual errors are those errors that occur due to faulty
or partial learning of target language. Such as over-
generalization or over-simplification.

12. Overt and Covert Errors
Overt Errors:
When the deviation is apparent on the surface form of the
utterance, the deviation is termed as Overt error.
Such as : I runned all the day.
Covert Errors:
Such errors occur in utterances that are superficially well-formed
but it does not mean what the learner intended them to mean.
Such as: I was stopped.

13. Causes and Source of Errors
1. Over-generalization:
 Learners of second language sometimes apply previous
learned rules on the target language without
appropriate knowledge of their application. Thus, they
commit error. E.g. He can sings.
.

14. 2. Ignorance of Rule Restriction:
In every language every lexical item has some rules and restrictions to
be used with adjacent lexical items.
For example: the pronoun ‘who’ has the restriction that it should be
used with ‘living creature’ not with ‘non living’ things.
Moreover, application of rules to context where they don’t apply also
cause errors.
E.g. he made me to rest.
He asked/ wanted/invited.

15. 3.L1 Transfer:
According to behaviorist learning theory, old habits
get in the way of learning new habits.
Thus, in L2 acquisition the patterns of the learner’s
mother tongue get in the way of learning L2

16. Contribution of Error Analysis in SLA Research
 EA is the first method used to investigate learners’
language.
It has served as a tool for providing empirical evidence for
the behaviorist/mentalist debate of 1970’s.
It supports the claim of the ‘creativeness’ of learners’
language.

17. It recognized that errors were not something to be avoided
but were an inevitable feature of learning process.
Everything that a learner utters is by definition a
grammatical utterance in his dialect (corder 1971).
It helped in making errors respectable

18. The Limitations of Error Analysis
Error analysis has weaknesses in methodological procedure.
 It fails to provide a complete picture of learner’s language.
 It takes no account of what learners do correctly or their
development over time.

19. Conclusion: A reassessment of
EA
 EA replaced contrastive Analysis.
first serious attempt to investigate learner language in
L2.
It is practiced as a mean of investigating a specific
research question.

20. Thank you for your patience
The End