error and mistake in s.s.c level and solution

2. Name :Khaza Sakib Birzis Siddique
ID : 121431003
Batch : 5th
Semester : 8th
Department : English
Course name : Dissertation
Course Code :Eng-4804

3. Error and mistakes
in SSC level

5.  An error and a mistake, although share
similar denotation, truly do vary in connotative
meaning. An error is something wrong that is
done when not knowing any different, versus a
"mistake" implies something wrong that is done
when knowing better. I'm not strong in math,
and I typically would make errors on exams since
I didn't have control of higher level math rules.
However, I make careless mistakes when
balancing my check book because I really despise
doing it. There is a definite difference in
connotation.

6.  As far as error analysis, this is the formal study
or examination of the types and causes of
errors. In what ways do non-native speakers
make errors in language use: pronunciation,
writing, listening, and choice of
vocabulary? This is, of course, a much
different question when it comes to discussing
the common mistakes made by native
speakers. Or a bigger question may be, in what
ways do native speakers make errors in
language use? Are these "errors" or are they
truly "mistakes"? When a student says or
writes, "I ain't got none", is it a statement made
due to a lack of knowledge or is it knowlingly a
statement which breaks the rules due to
laziness and habit? I think we know the answer.

7.  This research has been made especially for ssc students
whose mother tongue is Bangla and who have made
various kinds of mistakes in writing English. It deals with
the common errors usually made by the students and
these are categorized under the sources of interlingual
and intralingual errors. Therefore, this paper aims not to
look at each and every cause of error in writing rather it
attempts to analyze some recurrent and systematic errors
and its causes which will help students write authentic
English. I collected 513 samples from 9 institutions. I
provide a test on right from of the verb, preposition,
tense, use of articles and antonym. The peruse of the
research is help the student to identify their mistakes and
error. Also give the solution how they can improve their
English

8.  1. I collected data from the rural area.
 2. 70% data are collected from Sirajgonj and
30% data collected from Dhaka rural area.
 3. I could not collect the data from highly
reputed school because they did not get the
permission.
 4. I collected 32 samples from two English
medium students and 481 samples from
seven bangla medium school.

9.  It is hoped that the findings from this study would highlight
areas of development in order to eradicate errors. It might
encourage and increase the equal distribution of educational
resources without discrimination. This would also assist with the
identification of the relevant and competent educators of
English. It is also hoped that underqualified educators will
receive assistance and be empowered in terms of how to teach
syntax through departmental workshops. These workshops will
again assist by making educators aware of the influence the
media through advertisements and technology such as cellular
phones impacts on English learning, especially when it comes to
error analysis. It will also make educators aware of the fact that
the English which learners learn, should be the English which
they are supposed to write and ensure that they minimise errors
as far as possible.

10.  The present study focuses on the common mistakes and errors that
learners make in their writing in English. It gives specific focus on
sentence level problems alongside vocabulary and mechanics. A
descriptive analysis focusing on what kinds of problems occur in
student writing is presented. The study includes 513 students’ samples
to identify the categories of mistakes and errors that the students
made. In obtaining the data, consideration was given on ensuring
acceptable representation from male-female,from two English medium
school and seven bangla medium school. The motivation for providing
the guideline was that it would ensure at least thematic uniformity. As
the topic did not warrant technical or special knowledge on an issue,
we expected that this would best measure students’ strengths and
weaknesses of writing. Furthermore, we wanted to make sure that the
topic covers variety of linguistic skills such as, the three basic tenses
(present, past and future), common vocabulary items, word order,
ideas of collocation, orthographic competence.These 513 students data
two city Sirajgonj and Dhaka.Two English medium schools and four
bangle medium schools data were collected from Sirajgonj.Three
bangla medium schools data were collected from Dhaka.21% data were
collected from Dhaka and rest of the data were collected from
Sirajgonj.All data were collected from the rural.

11. English Medium School
Tense 20%
Article 15%
App.Word 70%
Capitalization 50%
Rt.Verb 36%
Preposition 15%
Rules 17%
Spelling 21%

12. Bangla Medium
Tense 65%
Number 18%
Instruction 20%
Preposition 63%
Rules 32%
LC.Voccubulary 73%
Spelling 29%
WR.Verb 79%
Article 37%
Capitalization 63%

13.  The first stage of error analysis consisted of what James, (1998) calls the
‘broad trawl’. This initial analysis enables the researcher ‘to gain a first
impression of the learner’s capacities and limitations to identify the areas
of TL competence where they are most susceptible to error’ (James,
1998:19). Part of the study consists of a description of errors and James
(1998) lists three reasons for describing data:
 The need for labels so that intuitions can be compared with those of other
people;
 The need to count errors; and
 The need to create categories of errors which can be compared
intralingually and crosslingually ( Hobson,1999).
 The second stage of error analysis is where one counts the number of
obligatory contexts and then calculates suppliance of the morpheme
according to van Els et al.’s (1984) categories. Problems with this approach
include instances where the learner avoids the structure. This is especially
problematic when comparing learners where one learner uses the form and
another learner avoids the form (Tarone, 1987).

14.  The use of TL labels on IL data is
problematic, as Pienemann (1992) points
out, especially if it is assumed that IL is a
system in its own right. However, no studies
have completely reinvented terminology
which will effectively account for IL data,
(Hobson, 1999). According to Hobson (ibid),
error analysis as an analysis procedure has
a number of shortcomings, but it is
nevertheless a useful starting point for a
description of the data (James, 1998).

15.  1. learners should special focus on tense.
 2. They should depth knowledge on preposition.
 3. They should concentration on article.
 4. They should have learn the grammatical rules.
 5. They can use the grammar translation method.
 6. They can use 60bit music to concentration on study .It helps
students to learn quickly 3 to 5 time more than any tradition
method.
 7. They can use communicative language teaching.
 8. They have to focus on number and gender.
 9. They have to careful about use of verb.
 10. Language is a means of communication and
contextualization of language items is a basic premise.CLT
encourages students to use the target language in each
activity within and outside classroom.
 11. CLT is essential to understand anything easily and
effectively. Translation may be used where students need.

16.  Error analysis is associated with a rich and complex
psycholinguistic view of the learner, but the sophisticated
use is in its infancy. As EFL teachers, we should be aware of
what is going on in the field of EA and keep a keen eye on
the related theories. In order to improve teaching, we need
to explore the learners’ psychological process in language
learning so that we can enhance our understanding of
learners’ errors. Based on the analysis of the causes of their
errors, we provide our timely guide and help. In addition,
while placing an emphasis on error correction in the
classroom, as language teachers, we should take the
teaching objectives, students’ linguistic competence, their
affective factors and the effectiveness of the error correction
into Considerations. Consequently, we can employ more
flexible strategies in error correction and make more
contributions to the EFL classroom teaching and learning.