There are good reasons to focus on analyzing learner errors, including that errors reveal gaps in a learner's knowledge and help teachers understand what learners are struggling with. The document outlines several key steps and considerations for error analysis: identifying errors by comparing learner language to correct target language, distinguishing between errors and mistakes, classifying errors into grammatical categories, describing how learner utterances differ from the target language, and explaining error types such as omission, overgeneralization, and transfer from the first language. Developmental patterns in learner language are also discussed, showing that acquisition involves transitional constructions and varies based on linguistic, situational, and psycholinguistic contexts.

1. Errors and Error Analysis
There good reason for focusing on errors:
 There are conspicuous feature of
leraner language
It is useful for techer to know what
errors learners make
Making errors actually help learners to
learn they self correct.

2. Identifying errors
• The first step in analysing leraner errors is
to identiffying them.
• To identifying errors we have to compare
the senytences learner with what seems to
be correct sentences in the target
language.

3. We need to distinguish errors and mistakes.
Errors reflect gaps in a learners, because
the leraner does not know what is correct.
Mistakes occur because the learner is
unable toperform what he or she knows.

4. Example:
Mistakes In jean’s speech, early in the
narrative he says:
“the big of them contained a snake”.
Using past tense correctly, however in the
final sentences he says:
“the basket contain a snake”.

5. Making what seems to be a past tense error,
but clearly jean know what the past tense of
“contain” is as he has already used it
correctly once. His failure to say “contained”
in the last sentences might be considered a
mistake.

6. Describing Errors
There are several ways of doing this.
Classify errors into grammatical categories.
Identify the learners’ utterances differ to
the reconstruction target language
utterances.

7. Explaining Errors
Learners commit errors of omission. For
example articles “a” and “the”, and leave
the –s plural form.
The use of “eated” in place of “eat” is an
overgeneralization error.
Other errors, reflect leraners’ attempts to
make us of their L1 knowledge known as
transfer error.

8. Error evaluation
Some errors, known as global error, violate
the overall of structure of a sentence.
Example:
“The policeman was in this the corner
whistle.
Other error, kown as local errors, affect
only a sinle constituent in the sentence
(for example the verb).

9. Developmental Patterns
The early stages of L2 acquisition
Some leraners, if they are children,
undergo silent period. When leraners do
begin to speak in the L2 is to manifest two
particular characteristic.
- One is the kind of formulaic chunks.
- Prepositional simplication

10. The error of acquisition
-To investigate acquisition, researchers
choose a number of grammatical
structures to study (for example:
progressive-ing, auxiliary, be, and plural-s).
-Another problems is that the research
treats acquisition as if it is a process of
accumulating linguistic structures.
Sequence of acquisition
The acquisition of a particular grammatical
structure, must be seen as a process
involving transitional contructuions.

11. Some implications
-The discovery of commons patterns in the
way in which learner change over time is
one of the most important findings of SLA.
-The work ondevelopmental patterms is
important for another reason.

12. The use of spesific grammatical forms has
been shown to vary according to:
-the linguistic context
The situational context (for example, who
the learner is addressing).
The psycholinguistic context( for example:
whether the leraner has an opportunity to
plan).

13. Variability In Learner Language
Research on variability has sought to sho
that, although allowance should perhaps be
made for some free variation, variability in
learner language is systematic.
That is laearners use their linguistic sources
in predictable ways.