This document summarizes a study on error analysis of highly motivated students in target language speaking and writing at the secondary level. The study aims to identify whether native language transfer is a major cause of errors in the target language of English. Samples of written assignments from 60 students in their first and second academic years were collected on topics and analyzed for errors. The study found that errors in writing mainly occurred due to interference from the native language, overgeneralization of rules, and faulty teaching materials. Errors in speaking were often due to the influence of the native language's phonology. To reduce errors, a direct teaching method ignoring the native language is recommended, along with awareness among teachers and students of factors influencing foreign language learning.

1. Topic: Errors Analysis of Highly Motivated Students in Target Language
Speaking and Writing.
Sarwat Javeed
Student of Diploma TEFL (AIOU)
ABSTRACT:
Error analysis is a type of linguistic analysis that focuses on the errors learners
make. It consists of comparison between the errors made in the target languages
(TL) and TL itself for learners themselves, errors are indispensable, since the making
of errors can be regarded as a device the learner user in order to learn. Researchers
are interested in errors because they are believed to contain valuable information on
the strategies that learners use to acquire a languages. Errors analysis is the best
tool for describing and explaining errors made by learners. This study focuses on
errors in English speech and writings at secondary level in order to identify whether
the LI transfer is the major cause for errors in target language. (Ellis, 1995) samples
of written assignments were collected from 60 students who are in the first and two
second academic years. These students were provided with the topics an
unforgettable day in my life of my university life and asked to write on then in 200 to
250 words. They were sufficient time to write (Elis, 1997): They started with on
outline, then a first draft and a final draft.
Key word; error analysis, secondary level, interlanguage.
INTRODUCTION:
“Systematically analyzing errors made by language learners makes it possible to
determine areas that need reinforcement in teaching (Corder, 1974)”. Corder (1967)
is the “Father” of error analysis. It was with his article entitled “The Significance of
learner errors”. That EA took a new turn. He contended that those errors are
important in and of themselves”. For learners themselves, errors are indispensable,
since the making of errors can be regarded as a device the learner uses in order to
learn. In Pakistan there is complex position therefore it is obvious that the learning
and teaching of English presents a number of difficulties in syntax structure and
idiom. Second language learners use incorrectforms to express themselves in that
language.It is due to inadequate understanding of the target language rules.when
these learners are revealed totheir errors,they correct the mistakes.Otherwise they
are tending to continue their errors in that target language.A second language
learner has to be internalized the rules of the target language.Errors arise in
reception,understanding or production of the target languahe in spoken or written
form.Faulty teaching and materials is another reason for error, but is the most
difficult to identify.There are three main causes for L2 error-
interference,overgeneralization and faulty material or teaching.The mentalists viewed

2. L2errors as more like L1errors and consequently as evidence of learning and
process.It is essential to judge errors within their own context.
DEFINITION OF ERRORS:
Gass and Selinker (1994) defined errors as red flag that provide evidence of the
learner’s knowledge of the second language. Moreover, according to Rechards and
Sampson (1974) “at the level of pragmatic classroom experience error analysis will
continue to provide one means by which the teacher assesses learning and teaching
and determines priorities for future effort”. Before 1960s, when the behaviouristic
viewpoint of language learning was prevailing learner errors considered something
undesirable and to be avoided. It is because in behaviorists respective, learners
learn by responding to external stimuli and receiving proper reinforcement a proper
habit is being formed by reinforcement, hence learning takes place. Therefore, errors
were considered to be a wrong response to the stimulus which should be corrected
immediately after they were made. Chomsky (1957). He wrote in his paper against
(Selikner, 1989) that human learning, especially language acquisitions cannot be
explained by simply starting ofwith a tabula rasa stats of mind.
He claimed that human beings must have a certain kind of inmate capacity which an
guide learner through a vast number of sentence generation possiblitites and have
child acquire a grammar of that language until the age of give or six until almost no
exception he called this capacity. “Universal Grammar” and claimed that it is this
very human faculty that linguistics aims to pursue.
According to Corder (1974), error analysis has two objectives one theoretical and
another applied,
STATEMENT OF PROBLEM:
Various researches how concentrated on errors which demonstrate the influence of
one’s native language acquisition. Before Corder’s word interference errors were
regarded as inhibitory it was Corder who pointed out that they can be facilitative and
provide information about one’s learns strategies. According to Hagege (1993)
interference between L1 and L2 he is observed in children as well as in adults in
adults it is more obvious and increases continuously, as monolingual person gets
order and the structures of this his first language get strong and impose themselves
more and more on any other language the adult wishes to learn. In contrast, as
regards children, interference feature will not become permanent unless the child
does not have sufficient exposure to L2. It there is sufficient exposure, then instead
of reaching a point where they can no longer be corrected, interference features can
be easily eliminate. This study focuses on errors analysis in second language
speaking and writing L1 transfer in the major cause for errors in English speaking
and writing in Pakistan. It is truth that badly trained teachers with a very poor
command of English themselves are bound to do a great deal of harm. If teachers

3. constantly mispronounce certain words ,we can hardly blame their students for
following suit.
RATIONALE FOR THE STUDY:
“Very surprisingly there are few published description of how or what children learn.
(There is) little about what mistakes the children made and how there can be
explained, or what generalization and learning strategies the children seem to be
developing (Richards 1974)”. At secondary level in Pakistan, the learners who have
been learning English since childhood as second language, conducted consequence
of that problems relating to the teacher of English as a second language this sort of
error analysis would really significant in three way.
- To the teacher” they show a student progress.
- To the researcher: they show how a language is acquired what strategies the
learner uses.
- To the learner: he can learn from these errors.
In Pakistan, there is complex position which creates psychosocial states speaking
English with a timing pattern that is dramatically different may lead to speech that is
difficult to understand. Our countrymen tend to carry the intonation,phonological
processes and pronunciation rules from their mother tongue into English speech.A
language is linked to the degree in which native speakers are able to detect a non-
native accent the exact nature of the link is disputed amongst scholars and may be
affected by neurological plasticity,cognitive development motivation, psychosocial
states,formal instruction,language learning aptitude,and the usage of their L1 and L2
languages.Speaking English with a timing pattern that is dramatically different may
lead tospeech that is difficult to understand.
AIMS AND OBJECTIVES:
To attempt to identify, describe and categorize errors in English essay writing and
speaking at secondary level, and thereby make efforts to minimize two difficulties
encountered by them.
HYPOTHESIS:
Native L1 transfer / interference is who major causes for errors in English speaking
and writing at secondary level students and faulty reading material.
DELIMITATION:
Error analysis focuses only on learners, production at secondary level.
RESEARCHER METHODOLOGY:
For the selection of corpus of language, following the guideline offered by Ellis
(1995), a sample of written works were collected from 60 students who are in the first

4. and second year. They are taught English mainly by qualified instructors and
lecturers. There students were provided with who topics “an unforgettable day in
your life” and “My University life” and where asked to write on it 200 to 250 works.
They were given of sufficient time to write. They started with on outline, them first
draft and a final draft.
DATE ANALYSIS:
Code (1978) only if L1 and L2 have structures meeting a crucial similarity measure
will there be interference, i.e. reliance on prior L1 knowledge. However, it is apparent
that all other errors except two analyzed above cannot be categorized under L1
interference.
Development errors are caused because of the learners efforts to build up
hypothesis about the language from his limited experience in the class room.
Richards classifies these errors under various heads like, overgeneralization,
ignorance of rule restrictions, incomplete application of rules and false concepts
hypothesized. It is important to identify the causes of errors,because this knowledge
may help the teacher to decide how to respond .Errors of interference and
overgeneralization provide a key learners current, understanding of the language
system and may provide the with evidence on which to base decision about what to
teacher explicitly .Some of the most important components in English language are
writing and speaking skills. The ability to writing and speaking well is not an inborn
skill.these are usually learned through a set of instructional practices.It involves
formulating new ideas and transformation,which by itself is a complex process.A
good command of speaking and writing are an undeniable advantage that every
student in college strives to achieve.
CONCLUSION:
Errors under study in writing occur mainly due to interference of L1, over
generalization and faulty teaching materials and in speaking L1 oftenely effects
Phonology of that language, if we want to control we need to adopt an approach of
direct teaching method and to completely ignore L1 as it causes error. Both teacher
and students are required to be aware of the elements effecting foreign language
and they should adopt a strategy of teaching through which errors could be reduced
to the minimum. A variation between the true valu of a mathematical quantity and a
calculated or measured value.Something unintentionally done wrong,e.g.as a result
of poor judgment or lack of care etc.
REFERENCES:

5.  Corder, (1967) S/P. The Significance of Learners errors. International review
& applied linguistics, 5 (4). 161-169.
 Corder, 1974, Errors Analysis, in Allen, J.L.P and Corder S.P. (1974)
Techniques in Applied Linguistics Oxford: Oxford University Press.
 Ellis, (1995) Second Language Acquisition Research and Language
Teaching. Oxford: Oxford University Press.
 Gas and Selinker 1994 second language acquisition on introductory course,
Mahwah NJ: LEA, Chapter 3.2.
 Richards, J.C and G.P Sampson (1974) The Study of Learner English. In J.C.
Richards (Ed) Errors.
 Analysis perspectives on second language acquisition PP 3-18.