Error analysis is an important approach in language teaching that focuses on analyzing learner errors. There are several key steps, including collecting oral and written data from learners, classifying errors based on linguistic categories and surface strategies, and identifying interlingual or developmental errors. Non-contrastive analysis further examines the source of errors between the first and target languages. Teachers can then provide error correction through explicit feedback, recasts, clarification requests and other techniques to help learners develop their interlanguage system. Analyzing errors provides insights into learner development and guides remedial lessons.

1. ERROR ANALYSIS
correction
Ms. Nokthavivanh
S200140054
learner
output
error
Teacher

2. I. INTRODUCTION
 Error analysis is a type of linguistic analysis that focuses on
the errors learners make. Pit Corder is the “Father” of Error
Analysis (the EA with the “new look”). It was with his article
entitled “The significance of Learner Errors” (1967) that EA
took a new turn.
 and Salille Troiko(2006) said that error analysis is a windows
into the language learner’s mind
 Students’ Error “tell the teacher what need to be taught, tell the
researcher how learning, proceeds, and are the means
whereby learners test their hypotheses about the second
language.” (James1998:12)

3. THE ALGORITHM FOR CONDUCTING ERROR
ANALYSIS
According to Sridhar (1980:103) into 8 steps:
1.Collection of data
2. Identification of error
3. Classification into error types
4. Statement of relative frequency of error types
5. Identification of the areas of difficulty in the target language
6. Thereby or remedial lesson
7. Analysis of the source of error
8. Determination of the degree of disturbance caused by the error.
.

4.  Moreover, Gass&Selinker(2008:103) identified 6 steps
1. Collection data
2. identify error
3. Classify error
4. Quantify error
5. Analysis source
6. Remediate
(www.slideshare.net/ahmedqadury/error-analysis)
How difference between “error and mistake
Error arises “only when there was no intention to commit one”
(James 1998:77) or we can say that errors result from the
learner's lack of knowledge of correct rules of the target
language.

5.  Errors are “systematic,” i.e. likely to occur repeatedly and not recognized
by the learner. Hence, only the teacher or researcher would locate them,
the learner wouldn’t (Gass & Selinker, 1994).
 Mistakes are deviations due to performance factors such as memory
limitation, fatigue, and emotional strain. A mistake can be self-corrected
 Mistake: Sometimes students 'know' the correct form in a second
language (L2), but they make the mistake anyway when they are
speaking or writing. They understand the rule, but they haven't
committed the form to memory and can make a mistake.
http://slafrancois.blogspot.com/2013/02/whats-difference-between-mistake-and.html

6. COLLECTION DATA
According to Ellis(1994:49) there are basically two types of data
collection procedure:
1. Spontaneous or unplanned data for written and spoken
language are
 unmonitored conversation and interviews
 free compositions and examination paper
2. Elicited procedure
 oral and written translation about the native language to
the target language
 Multiple-choice test which should be free from the
restriction of the test constructor.

7. ERROR IDENTIFICATION
 According to Corder (1978) calls this approach an authoritative
reconstruction of his original utterance. On the other hand, if
the learner is not available for consultation, an attempt has to
be made for an interpretation of his utterance on the basis of
its form and its context.
 Grammaticality has something to do with the language code
and acceptability with the proper use of the code. Only
sentences which are both grammatical and acceptable may be
free from error. Then we will produce the sentences are
consisted by grammaticality and acceptability.

8. ERROR DESCRIPTION OR CLASSIFICATION
Richards(1977), Dulay, Burt and Krashen(1982), and James(1998)
present the most useful and commonly used bases for the
descriptive classification of error. Error can be described using
different kinds of taxonomy, namely, linguistic category, surface
strategy, comparative taxonomy, and communicative effect.
1. linguistic category
James (1998:105) said that “ carries out error in terms of where the
error is located in the overall system of the TL based on the
linguistic item which is affected by error”. Language components
may include: phonology, syntax, semantic and lexicon, and style .

9. 2. SURFACE STRATEGY TAXONOMY (Dulay, Burt, and Krashen:1982)
Category description example
Omission The absence of an item that must
appear in a well-from utterance
He doing home work
Addition The present of an item that must not
appear in well-fromed utterance
I thinks that he loved you
Misfromation The use of the wrong from of the
morpheme or structure
My cat runned to house
Misordering The incorrect placement of a
morpheme or group of morpheme in
an utterance
Why my brother goes to
school on Sunday?

10. 3. COMPARATIVE TAXONOMY
(Dulay, Burt and Krashen, 1982, p.165).
Development error:
Comparative Taxonomy Interlingual error
Taxonomy
category ambiguous error
Development error : Ex: My father drink a lot of beer last night
Interlingual error: Ex: My mum beautiful (English)
Ibu saya cantik ( indonesian)
Ambiguous error: Ex: I no have money
saya tidak punya uang.( Indonesian)

11. 4. COMMUNICATIVE EFFECT TAXONOMY
“the perspective of their effect on the listener or reader” (Dulay, Burt,
and Krashen,1982:189).
Global error: “that affect overall sentence organization and they
significantly hinder communication” (Dulay, Burt and Krachen,
1982:191).
Ex: She will be beautiful since she makes up (wrong connector)
Local error: effects single elements” constituent in a sentence, and do
not usually hinder communication significantly (Dulay, Burt and
krashen, 1982:191). Ex: what you do last night?
Ex: why we do these? We no like cake.

12. NON-CONTRASTIVE APPROACH TO ERROR
ANALYSIS
According to Richards(1977) classifies errors there are into two:
intralingual and developmental error.
Interlingual/Transfer error:L1 interference according to Richards this
error reflect the general characteristics of the rule learning. When
students who learn English as a second language already have a
keep knowledge of at least one language, the learners’ native
language with help the teacher a lot.
Ex: the sound /f/ and /v/
Grammar when the second language use different system
Ex: she is girl beautiful
·

13.  Intralingual/Developmental error/ overgeneralization: According
to (Richards, 1970, p. 6).“derive the rules behind the data to
which he/she has been exposed, and may develop hypotheses
that correspond neither to the mother tongue nor to the target
language”.
Ex: she is nicer than him.
Here the acquisition of more for comparative is over-generalized
and mixed up with the rule that students have learnt. The
comparative adjective +er. Error of this kind are part of a
natural language acquisition process.

14. ERROR CORRECTION
Lyster and Ranta (1997:38) investigated the different types of
feedback and teachers provide when students produce
utterance that contain a linguistic error. They provided the
feedback into six types:
1. Explicit correction
2. Recasts
3. Clarification requests
4. Metalinguistic feedback
5. Elicitation
6. Repetition

15. 1.Explicit correction:
Ex: L: When I have 12 years old
T: no, not have, you mean, “ when I was 12 years old”
2. Recast: Implicit corrective feedback
Ex: L: I lost my road yesterday
T: Oh, yeah, I see, you lost your way, and then what happen?
3. Clarification requests:.
Ex: L: I want practice today, today (grammar error)
T: I am sorry? (clarification request)
4. Metalinguistic feedback: comments, information or questions
Ex: L: I am here since January.
T: well, okeay, but you should remember that we talk about the
present perfect.

16. 5. Elicitation: prompts the learner to self-correct
Ex: L1: (to other student) what mean this word?
T: Uh, Luis how do we say that in English what does……?
L2: what does this word mean?
6. Repetition:
Ex: L: yesterday I drink beer with my friends
T: what? “yesterday I drank beer with my friends”

17. SUMMARY
The main point of title “Error analysis”
Error analysis is the important in approach in language teaching.
To know about how different between “ error and mistake”
To understand about “grammaticality and acceptability will be free from
error”
Collection error: oral data and written data.
Error Description or classification: there are 4 classifications.
Non-contrastive approach to error analysis: Interlingual and development
error.
 Error correction helps teachers to devise remedial lesson which can
help learner better learn the target language so that they can develop
their interlanguage system and gives significant help to the learners’
interlanguage development.

18. In my opinion, error analysis is very important approach
in language teaching that helps teachers to know
students’ weakness, also it helps students to improve
their second language and researchers understand
some learners’ error. Teachers must do error
correction because it helps students to develop their
second language. if teachers are lazy to do error
correction then your learners are bad in language
learning.
According to Corder( 1987) note “ learners’ errors are
significant in that they provide to the researchers
evidence of how language is learned or acquired,
what strategies or procedures the learner is
employing in the discovery of language”

19. THANK YOU SO MUCH AUDIENCE