2. Agenda
ERROR ANALYSIS
• Definition
• Objective and justification of error analysis
• Main purpose for conducting error analysis
• Distinction between mistake and error
• Classification of errors
• Error based on the levels of language
• Causes/sources of errors
• Steps of error analysis
PRESENTATION TITLE 2
3. Agenda
REMEDIAL TEACHING
• Meaning
• Need & objective of remedial teaching
• Learning difficulties of peer groups
• Procedure
• Role of teacher
• Strategies for remedial teaching
• Conclusion
Reference
PRESENTATION TITLE 3
5. errors are ‘signals’ that indicate an actual learning process
taking place and that the learner has not yet mastered or
shown a well-structured [linguistic competence / competence]
in the target language
Hendrickson
PRESENTATION TITLE 5
6. Error analysis
• Latin word- “errare” means wonder /to
stray
• Errors, committed by second / foreign
language learners, are an inevitable part of
language learning.
• Norrish(1987)-“…error is a systematic
deviation, when a learner has not learnt
something and consistently gets it wrong”
• arises due to lack of knowledge , cannot self
corrected
• Error - use of word,speech or grammatical
items as seems imperfect and indicates an
incomplete learning
PRESENTATION TITLE 6
7. ERROR ANALYSIS
• Background of error analysis
• Applied branch of Linguistic analysis that focuses
on errors learners made by comparing b/w errors
in target language and 2nd language(TL itself)
• Teacher’s Important source of information
• Student error & correction
• Improve effectiveness of teaching learning process
PRESENTATION TITLE 7
9. MAIN PURPOSE FOR CONDUCTING
ERROR ANALYSIS
Sercombe (2000) explain that EA
serves 3 purposes
• Level of language proficiency of
learner
• Information about common
difficulties in language learning
• How people learn a language
PRESENTATION TITLE 9
10. DISTINCTION BETWEEN MISTAKE
AND ERROR
• Committedat performance level
• Committedby both L1&L2
learners
• Can be correctedby learners
• Caused by non-linguisticreasons
such as lack of attention,
fatigue,fear,tension etc.
• Can be identifiedby learners
• Can be predicted
• All mistakesaren't errors
• Inclusive term
10
• Committedat competencelevel
• Committedonly by L2 learners
• Can't be correctedby learners
• Caused by inadequate
knowledge of second language
• Can't be identifiedby learners
• Can't be predicted
• All errors are mistakes
• Exclusive term
MISTAKE ERROR
11. CLASSIFICATION OF ERRORS
Corder(1973) classifies errors into two types such as
• occurs when L1/ L2 learners
don't know the rules of the
target language adequately.
PRESENTATION TITLE 11
• They are the outcome of the
mistakes in language such as
false starts or slips of the
tongue. It happens when the
learners suffer from stress,
indecision, conflict, fatigue,fear
etc.
• Errors of competence ▪ Errors of performance
12. CLASSIFICATION OF ERRORS
Again errors of competence are divided into two types such as
• Interlingual errors
• Intralingual errors
Interlingual errors-:
• Caused by transfer of similar rules from learners native language
• Learner use their knowledge of 1st language in learning a second language
Intralingual errors-:
• Caused by target language itself
• Occurs because of two errors
1st- Learning strategy based errors
2nd- Communication strategy based errors
PRESENTATION TITLE 12
13. CLASSIFICATION OF ERRORS
PRESENTATION TITLE 13
According to Burt & Kiparsky there are two types of fundamental errors such as
• Local errors-:
It affects only a single constituent in a sentence (i.e. clauses or phrases)
• Global errors-:
It affects the interpretation of the whole sentence or it violate the overall structure of
a sentence.
Apart from that there are some other errors…
14. CLASSIFICATION OF ERRORS
Samplification-: Learners often choose
simple forms and constructions instead
complex ones
Ex-: Use of simple present instead of
present perfect continuous.
Developmentalerrors-:Itindicates that
learner has starteddeveloping their
linguistic knowledge and fail to reproduce
the rules they have lately been exposed to
in target language learning.
Ex-: Come=Comed, Break=Breaked
PRESENTATION TITLE 14
15. CLASSIFICATION OF ERRORS
PRESENTATION TITLE 15
• Occurs due to incorrect strategies used in classroom
• These are the result of classroom situation which
induces ( materials induced errors, Teachers talk
induced errors, Exercise based induced errors, Errors
induced by pedagogical priorities and Lookup errors)
Induced errors-:
• Occurs when the learner fail to apply certain target
language rules just because they are thought of to be
too difficult.
Errors of avoidance-:
16. ERROR BASED ON LEVEL OF LANGUAGE
• Phonological errors
• Morphological errors
• Grammatical errors
• Semantic/lexical errors
• syntactic errors
PRESENTATION TITLE 16
17. SOURCES /CAUSES OF ERRORS
1. Overgeneralization
2. ignorance of rule restriction
3. Transfer error
4. Carelessness and lack of
motivation
17
18. Sources/causes of errors
18
• If the learner learns the rule of making plural by adding 's' or 'es' at the end of
a singular noun, he will overgeneralize it where's' or 'es' is not required such as:
• People Peoples
• Woman Womans
• Child Childs
Overgeneralization:
• Give Gived
• Go Goed
Same case is with verbs, such as:
19. SOURCE OF ERROR
19
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
PRESENTATION TITLE
20. SOURCE OF ERROR
.Transfer error:
• According to behaviorist learning theory, old habits get in
the way of learning new habits.
• Thus, in La acquisition the patterns of the learner's mother
tongue get in the way of learning L2.
PRESENTATION TITLE 20
21. SOURCE OF ERROR
4.Carelessness and lack of motivation :
• Carelessness is the major cause of committing
errors on the part of the learners.It may be the
outcome of many reasons that are following:
Reasons:
• Lack of motivation Losing interest
• Inappropriate/boring material
• Unexpressive style of presentation
PRESENTATION TITLE 21
22. STEPS OF ERROR ANALYSIS
• Corder (1974) suggests
the following steps in
error analysis
PRESENTATION TITLE 22
Collection of learner language
sample
Identification
Description
explanation
23. Steps of error analysis
1.Collection of a sample of learner language
collecting sufficient data is the first important
stage for any successful error analysis study.
As far as sample size is concerned three types
of samples are there-
PRESENTATION TITLE 23
Massive sample
Specific sample
Incidental sample
24. STEPS OF ERROR ANALYSIS
2.Identification of errors
• Existing errors are identified . It means distinguishing errors.
• Errors are distinguished from mistakes in general.
• Question arises whether error is overt or covert.
PRESENTATION TITLE 24
ERROR
Overt-Easy to define because of clear Deviation. Eg- I
hungry
Covert-Occurs in sentence that are superficially well-formed but
meaning is different according to the learner. Eg it was stopped.
25. Steps of error analysis
3.Descriptionof errors
Categorizing errors grammatically.
Corder(1973) proposed four major categories.
CATEGORY DESCRIPTION EXAMPLE
Omission leaving out items which are
required for grammatical
correctness
She sleeping
addition The presence of an item that
must not appear in well-
formed utterances
Does he can swim
misinformation Use of one grammatical form
instead of another
The dog ated the chicken
The dog ated the chicken.
misordering Putting words in a wrong way What mother is doing?
PRESENTATION TITLE 25
26. Steps of error
4. Explanationof error
It is concerned with establishingsource of error i.e. accounting for why it
was made .
This stage is important for SLA researchas it involves an attempt to
establishthe processes responsible for L2 acquisition.
TASK OF TRACING THE SOURCE OF ERRORS
• Systematic
L2 learners create rules on their own , different to the rules of the
target language.
• universal
L2 learners commit the same grammaticalerrors.
• overgeneralized
L2 learners overgeneralizeform that they find easy to learn and
process.
• Transfer
L2 learner attempt to make use of their L1 knowledge.
26
27. Steps of error analysis
5. Evaluation of errors
▪ purpose : to help learners to learn L2.
The teacher correct the errors or the learners
correct themselves under the guidance of the
teacher .
27
29. Remedial Teaching
Meaning
• ‘Remedy- a way of solving a problem
• Teaching - ideas and beliefs that are taught by
somebody/something
A remedial teaching class is one that is meant
to improve a learning skill or rectify a particular
problem area in a student.
PRESENTATION TITLE 29
30. Need and Objectives
30
Remedial Teachingis needed to
provide learning support to students
who lag far behind their counterparts
in school performance.
Objective is to help students develop
their potential and remove the
obstacles in learning.
Provide clear instruction.
Meaningful teachingand learning
environment .
Planning of different learning
activities.
31. Learning Difficulties of students under
Remedial Teaching
• Poor memory
• Short attention span
• Lack of learning motivation
• Low self expectation in problem solving power
• Poor comprehensive power
• Fail to grasp information effectively
• Fail to transfer knowledge to the related learning
areas appropriate
• Have difficulty,in understanding new concept
31
33. Role of
Teacher
33
Characteristics of the students
Teaching preparation
Provide clear instructions
Summarize the main points
Enhance learning interest and motivation
A more constructive role
Encourage pupils for active participation in class activities
Design meaningful learning situation
Show concern for the performance of individual pupils
34. Strategies For Remedial Teaching
1. Individualised
Educational Programme
(I.E.P.) :-
• Learning needs of individuals
students
• Reinforce the foundation of learning
• Know about the students base line
2. Action Research :-
• Provide essential and undefined
information about a problem
• Systematic strategy
PRESENTATION TITLE 34
35. Strategies For Remedial Teaching
35
3. Peer Group Programme :-
• Collaborative learning peer support to
each other
• Remedy works as in form of little
teachers helping their classmates
• Reinforce their knowledge,
communication, cooperative skills
and good interpersonal relationship
4. Reward Scheme :-
• Based reward scheme, reward should
be according to all aspects
• Guiding students to be self learner to
set their own objectives and plans
36. Strategies For Remedial Teaching
PRESENTATION TITLE 36
5. Orton Gillingham :-
• Approach for students with
reading difficulties
• Divides reading skill into its
sub skills like sounds and
letters
Some Common
Strategies
6. Drill and practice 7. Audio-visual aids
8. Trial and error
learning
9. Programmed test
10. Teacher and parents
interaction
37. Some Important Points About Remedial Teaching
Only students of the same level should receive remedial
teaching in the same lesson
• Helds after the regular or before the regular school hour
• Gives greater importance to learners who are fallen behind
• A remedial preparation or syllabus should be based on
analysis of error's made by students
• Teacher should intake curriculum and always brainstorm for
giving homework to students
37
38. Conclusion
38
Error is present
everywhere, also
present in language
specially in second
language
1
To overcome the
second languageerror,
remedial teaching is
an important one
2
In remedial teaching,
there are many
strategieslike IEP,
reward scheme, peer
group program, action
researchetc.
3
By these techniques
and error analysis one
can overcome the
second languageerror
and help in
errorproofing
4
