Error analysis is a technique used to analyze the errors made by second language learners. It involves collecting language samples from learners, identifying the errors, classifying them, and determining their sources. The key steps are collecting errors, identifying them, describing them, explaining them, and evaluating/correcting them. Error analysis helps determine areas of difficulty for learners and inform teaching. It replaced contrastive analysis as a way to investigate learner language. While it provided insights, error analysis has limitations such as not accounting for correct usage and development over time.

3. Presentati
on
Prepared
by:
Muhammad Irfan
Kosar Tasleem
Haider Ali
Muhammad Asif
Faisal nazeer
Tahir Hussain
arfanrai9@gmail.com

4. Second Language Acquisition

5. INTRODUCTION
It is quite observable that some learners learn a new language
more quickly than others, because they are successful by virtue
of their strong determination, hard work and persistence.
Yet, some other learners are not very successful in learning a
new language, and it is obvious that there are some crucial
factors influencing success, which are mostly beyond the
control of the learner.

6. What is a
Language?
Language is a set of Codes.These codes are
used for human communication.
Language is a source of Communication
among human beings.

7. LANGUAGE:
The Object of Linguistics

8. “Language is a purely human and non-instinctive
method of communicating ideas, emotions and desires
by means of voluntarily produced symbols.”
--Edward Sapir (1884-1939):
Language: An Introduction to the Study of Speech (1921)
What is
language?

9. “From now on I will consider language to be a set
(finite or infinite) of sentences, each finite in length
and constructed out of a finite set of elements.”
--Noam Chomsky (1928- ): Syntactic Structures
(1957)
What is
language?

10. Linguist

11.  Krashen's Theory of Second Language Acquisition
:
 According to Krashen there are two independent
systems of second language performance: 'the
acquired system' and 'the learned system'. The
'acquired system' or 'acquisition' is the product
of a subconscious process very similar to the
process children undergo when they acquire
their first language. It requires meaningful
interaction in the target language
Acquisition
&
Learning

12.  The 'learned system' or 'learning' is the product
of formal instruction and it comprises a
conscious process which results in conscious
knowledge 'about' the language, for example
knowledge of grammar rules.
Acquisition
&
Learning

13. 5 Stages of
second
language
acquisition
 Pre-production (No English)- new learners of English
with up to 500 known words, the silent period
 Early production (Receptive English Only)- can speak
one or two word phrases, have about 1000 known
words
 Speech Emergence (Survival English)- can
communicate with simple phrases and sentences, have
about 3,000 known words
 Intermediate Fluency- beginning to use more complex
sentences and are willing to express opinions and share
thoughts, about 6,000 known words
 Advanced Fluency (Proficient English)-near native in
their language skills, takes 4-10 years

14. Factors
Affecting
second
language
acquisition
1.Age
2.Personality
4.Experiences
5.Cognition
6.Cultural
background

15. 1. AGE
the age of the learner
influences the 2LA
Children having strong
literacy skills in their own
language, seem to be in a
better position to acquire a
new language in a more
effective way. Very
motivated, older learners can
do it, but usually they should
try hard to become a native-
like speaker.
“You can't teach an old dog new tricks”
(Idiomatic Expression)

16. Adults are superior to children in rate of
acquisition
Older children learn more rapidly than younger
children
With regards to morphology and syntax, the
adolescents do best, followed by the adults and
then the children
Grammar differences diminish over time, and
children begin to catch up, but adults outperform
children in the short term
Where pronunciation is concerned, adults do not
always progress more rapidly than children do
Effects of
age on
RATE of
second
language
learning

17. 2. PERSONALITY
A person who wants to
acquire second Language is
to be sincere with his
learning. He must be
hardworking. His attitude
and behavior must be
related to language
acquisition.
Logic, Interest, Motivation
"I know one thing, that I know nothing“
(Socrates)

18. 3. EXPERIENCES
Learners who have
acquired general
knowledge and
experience are in a
stronger position to
develop a new
language than those
who haven't.

19. 4. Motivation
and attitudes
Motivation can be defined in terms of two factors:
1. Learners’ communicative needs
2. Learners’ attitudes towards the second language community

20. Types of
Motivation
1. Integrative motivation
(language learning for personal growth and
cultural enrichment)
2. Instrumental motivation
(language learning for more immediate or
practical goals)

21. 5. COGNITION
Generally speaking,
apparently students with
greater cognitive abilities
make a faster progress.
Some Chomskyan linguists
suppose that there is a
specific, innate language
learning ability which is
believed to be stronger in
some students than in
others.
LAD

22. 6. Cultural
background
There is some evidence that students under the
condition in which their mother culture has a
lower status than the target language’s culture
that they are learning will make a slower
progress.

23. II. EXTERNAL
FACTORS
1. Curriculum
2. Instruction
3. Culture&Status
4. Motivation
5. Access to Native Speakers

24. 2.1.
CURRICULUM
Particularly for the ESL students,
it is essential that the totality of
thier educational experiences
should be suitable to their
needs. If learners are entirely
submersed into a mainstream
program without having any
additional assistance, then
language learning is less likely
to occur.

25. 2.2.
INSTRUCTION
 L2 instruction can have an effect on how
learners acquire a L2 (Ellis 1991, Long 1983, 1988;
Rutherford & Sharwood-Smith 1985)
 "L2 instruction is effective in its own right"
(Norris & Ortega 2000:480)
 "while instruction may not always be
necessary to achieve competence in the L2, it
undoubtedly helps"(Ellis 2005: 725).

26. 2.3.
CULTURE&
STATUS
Students under the condition in which their mother culture has a
lower status than the target language’s culture that they are
learning will make a slower progress.
Social factors can affect motivation, attitudes and language
learning success.
Children, just like adults, are quite sensitive to social dynamics
and power relationships.

27. 2.4.
ACCESSTO
NATIVE
SPEAKERS
Since native speakers can act as linguistic models
and since they can provide effective feedback
for the learners, it is very advantegous to have
the opportunity to interact with the native
speakers, not only in the classroom setting, but
also outside of it.

28. Affective factors are emotional factors which
influence learning.
1. Self-Esteem
2. Inhibition
3. Risk Taking
4. Anxiety
5. Empathy
AFFECTIVE
FACTORS

29. SELF-ESTEEM
Self-esteem refers to a personal
evaluation and judgment of
worthiness that is expressed in the
individual's attitude toward him or
herself or toward his or her
capabilities.
Low motivation, low self-esteem,
and debilitating anxiety can
combine to 'raise' the affective filter
and form a 'mental block' that
prevents comprehensible input from
being used for acquisition. (Krashen
cited by Schütz, 2007)

30. INHIBITION
Inhibition in a person arises
as he/she tries to defend or
protect their self-image. If
the learner perceives the
mistakes that he/she makes
in the second language as a
threat to their emotional
well-being and self
perception, then acquisition
will not occur or will occur
much more slowly.

31. RISK TAKING
One of the characteristics
that has been found to
exist in "good" language
learners is the willingness
to guess. If the learner is
less inhibited, he/she is
more willing to take a
chance on producing a
"correct" utterance in the
second language.

32. ANXIETY
Anxiety is associated with the
feelings of uneasiness, self-
doubt, worry or fear that a
person feels under certain
circumstances. A threatening
environment does not promote
language acquisition. Factors
such as an emphasis on
competition between students
or forcing students to produce
in the second language before
they are ready can cause
anxiety.

33. ANXIETY
Three components of foreign language anxiety
(often with negative impact)
1. communication apprehension (inability to
express mature thoughts and ideas)
2. fear of negative social evaluation (how one is
viewed by others)
3. test anxiety

34. EMPATHY
Empathy refers to an individual's
ability to put him/herself in the
other's shoes. When a learner is
acquiring a second language, he
or she is also acquiring, in a
sense, a new personality, and a
new culture. Is the ability of a
learner to open him or herself to
new cultural experiences and
adopt these experiences as their
own is essential in the language
acquisition process..

35. GOOD
LANGUAGE
LEARNERS:
 Find their own way, taking charge of their learning
 Organize information about language
 Are creative, developing a “feel” for the language by experimenting
with its grammar and words
 Make their own opportunities for practice in using the language
inside and outside the classroom
 Learn to live with uncertainty by not getting flustered and by
continuing to talk or listen without understanding every word
14 characteristics summarized from Rubin(Rubin &
Thompson, 1982)

36. GOOD LANGUAGE LEARNERS:
 Use memory strategies to recall what has been learned
 Make errors work for them and not against them
 Use linguistic knowledge, including knowledge of their first
language, in learning a second language
 Use contextual cues to help them in comprehension
 Learn to make intelligent guesses

37.  Learn chunks of language as wholes and formalized routines to help them
perform “beyond their competence”
 Learn certain tricks that help to keep conversations going
 Learn certain production strategies to fill in gaps in their own competence
 Learn different styles of speech and writing and learn to vary their language
according to the formality of the situation
Good Language Learners:

38. Being successful in second language acquisition
depends on many factors. Age and motivation factors are
among the most important ones. In studies, it has been
found that if a learner has a competency in his or her own
language, he or she is more advantageous than those who
lacks competence in his first language. As to motivation, it
has been revealed that motivated students are more
successful in second language acquisition than those who
are demotivated. Also, the role the psychological aspects
play in gaining an extra language cannot be denied.
Conclusion

39. What four
things I hope
you remember
. . .
1. Encourage first language development.
2. Know your own attitudes and beliefs about language learners in
general. They will come through in your lessons.
3. Take a second and third look at the whole student, not just their
language ability.
4. “It depends”

40. An historical
background
Error analysis, a branch of “applied linguistics”
Pit Corder is the father of Error Analysis
Error Analysis emerged in the 1960s by S.Pit
Corder
Error Analysis

41. VIEW OF AN
ANAYLIST
 Crystal (2003) defines EA as a “technique for
identifying, classifying and systematically
interpreting the unacceptable forms produced by
someone learning a foreign language ,using any
of the principles and procedures provided by
linguistics”.

42. ERRORS

43. WHAT IS AN
Error?
 An error is a learner language form that deviates from, or violates,
a target language rule.

44. Learner errors
and error
analysis
 Human learning is fundamentally a process that involves the
making of mistakes.
 They form an important aspect of learning virtually any skill or
acquiring information.
 Language learning is like any other human learning.
 L2 learning is a process that is clearly not unlike L1 learning in its
trial-and-error nature.

45. Learner errors
and error
analysis
4 Explanation of errors
Establishing the source of
error
Error source
Taylor (1986)
Psycholinguistic (nature of L2 knowledge system,
and difficulties to use it in the production)
Sociolinguistic (ability to adjust the language in
accordance to social context)
Epistemic (lack of world knowledge)
Discourse structure (problems in the organization
of information into a coherent text)

46. ERROR ANALYSIS

47. Error analysis
 Error analysis is a type of linguistic analysis that focus on the errors
make learners.
 Ea was emerged in the answer of contrastive analysis which aim to
find the learners error due to native language.
 It consists of a comparison between the errors made in the target
language and second language
 It is a technique to explain the learners language error.

48.  Error analysis is the examination of those errors committed by the
students in both the spoken and written medium.
 Ea defines the reinforcement areas of learners.

49. Steps of Error
Analysis
 According to linguistCoder, the following are the steps in any
typical Error Analysis research:
collecting samples of learner language
identifying the errors
describing the errors
explaining the errors
evaluating/correcting the errors

50. 1. Weaknesses in methodological procedures
2. Limitations in scope
The limitations of error analysis
Error analysis
 fails to provide a complete picture of learner
language
 most studies are cross-sectional in nature
provides a partial picture
 takes no account of what learners do correctly or
their development over time

51. Conclusions: a reassessment of Error Analysis
 Error Analysis replaced Contrastive analysis
 First serious attempt to investigate learner language in L2.
 It is continuous to be practiced as a mean for investigating a specific
research question.

52. Contrastive analysis

53. Contrastive
analysis
 CA is a technique used to define the learners errors that are
occurred in his L2 due to the transfer of L1.
 Transfer can be of two types
1. Negative; when structure of two languages is different and
learner consider them as same.
2. Positive; when structure of two languages is same and learner
consider them as same.

54. Errors &
Mistakes
The distinction between learner’s
errors and mistakes has always
been problematic for both
teachers and researchers

55. Error/mistake
Errors are systematic and that can
not be corrected by the learners.
Mistakes are occurred due to the
lake of competence in the learners
language.

56. Classification
of Errors
 Orthographic Errors
Sound/letter mismatch
Same spelling. Different pronunciation
Similar pronunciation. Different spelling
Ignorance of spelling rules
 Phonological Errors
Lack of certain L2 phonemes in the learner’s L1
Differences in syllable structures in L1 and L2
Spelling pronunciation of words
The problem of silent letters

57. Classification
of Errors
 Lexico-semantic Errors
(related to the semantic properties of lexical items)
* I am working 24 o’clock each week.
* English is alive language by which everyone can convey his
ideas.
 Morphological-syntactic Errors
Wrong use of plural morpheme
 Wrong use of tenses
Wrong word order
Wrong use of prepositions
Errors in the use of articles

58. TYPESOF
ERRORS

59. Forms of errors
 Omission; leaving out some required linguistic elements
* My father is doctor.
 Additions; redundant use of certain elements in a sentences
* Please answer to my letter soon.
 Substitutions; replacement of incorrect elements for
correct ones
*I am not afraid from dogs.

60. Why error
analysis?
 The idea made the researchers of applied linguistics devote their
studies largely to the comparison of the native and the target
language in order to make explanations about errors.
 It is done to evaluate the learners error in their second language.

61.  Errors are ‘systematic”
 Like; its occur repeatedly and not recognized by the learner.
 Errors are of different types
 Errors cannot be self corrected by learners
Nature of
errors

62. Methodology of
ERROR
ANALYSIS
 Collection of error
 Identification of error
 Classification of error types
 Statement of relative frequency of error types
 Identification of the areas of difficulty in the L2
 Determination of the source of error
 Determination of the seriousness of the error
 Remedy by the teacher in the classroom

63. IMPORTANCE
OF ERROR
ANALYSIS

64. Importance;
 Error analysis helps to understand the process of SLA (second
language acquisition)
 Error analysis shows the troublesome linguistic areas or errors that
L2 learners encounter in learning
 It showed that Contrastive Analysis was unable to predict a great
majority of errors.

65.  The errors give valuable feedback to both teachers and learners
regarding strategies and progress.
 The error also provides research with insights into the nature of
SLA process
Importance;

66. Importance;
 Error analysis is useful in second language learning because it
reveals to us.
 Teaching strategies
 Syllabus designing
 Textbook writers of what the problems areas are.

67. conclusion
Error analysis is a useful technique to define the
learners errors of second language.
It is beneficial to the learner and the teacher both
It is compulsory to evaluate the current status of
the learner
It also indicate the problem areas and the solutions
of them
It explores the reinforcement areas of the learners
It helps to acquire linguistic rules of second language