The document discusses learner errors and their classification. It makes three key points: 1) It is important for teachers to understand why learners make errors so they can help improve students' language skills. Errors provide insight into gaps in a learner's knowledge. 2) There are different ways to categorize learner errors, such as grammatical errors, meaning errors, or order errors. The most common type is misinformation, like using the wrong word. 3) Learner errors are systematic and universal, reflecting the cognitive processes of language acquisition. Learners progress through predictable stages and their errors provide clues about their current stage of development in acquiring a new language.

1. By: NOVITA ARUM SARI
2201410104

2. *) The Good Reasons Why we
Should focus on Errors
1) Rising the important
question of “why do
learners make errors?”
2) It is useful for teachers to
know what errors learners
make

3. To identify errors you
should compare the
sentence learners produce
with what seem to be the
normal or “correct”
sentence in the target
language which correspond
with them.

4. The difference of errors and
mistakes;
1) errors reflect gaps in
learners‟ knowledge, they
occur because the learner
does not know what is
correct.
2) mistakes reflect

5. There are several ways to
classify errors into
categories;
*) Grammatical errors
1) omission leaving out an
item that is required for an
utterance to be considered
grammatical

6. 3) Misordering  putting the
words in an utterance in
the wrong order
The most common general
error type is „misinformation‟
For example;
A. the use of „big‟ instead of
„bigger‟

7. Errors appears to be
explained, because errors
are universal. The point is
that, why this errors could
occur.
@ The types of errors:
1) Overgeneralization
errors

8. The purpose of the error
analysis is to help learners
learn an L2, there is a need
to evaluate errors.
There are 2 kind of errors:
*) Global error
*) Local error

9. We can explore the
universality of L2
acquisition by examining the
development pattern
learners follow:
*) The early stages of L2
language:
A. A silent period

10. B. The order of acquisition
time, when learners begin
to learn the grammar of
the L2.
C. Sequence of acquisition
when learners acquire a
grammatical structure
they do so gradually,
moving trough a series of

11. The conclusions that reached
from the study of learner
errors, L2 acquisition is :
a) Systematic
b) To a large extent
c) Universal
d) Reflecting ways in which
internal cognitive mechanism
control acquisition

12. learners‟ language
systematic  variable
The variability of learners
using in L2:
@ Linguistic context
@ Situational context
@ Psycholinguistic context

13. At any given stage of
development, learners
sometimes employ one form
and sometimes another.
Example :
*) Yesterday the thief steal
the suitcase
*) yesterday the thief

14. We have already seen
evidence of systematic
variability. learners‟ choice
of past tense marker
(progressive form or correct
past tense form) depends, in
part, on whether the verb
refers to an event, an

15. Learners vary in their
using of the L2 according to
linguistic content, they use
one form while in another
context they use alternate
form. The effect of
linguistic context are also
evident in learners‟ use of

16. Learners also vary the
linguistic forms they use in
accordance with the
situational context. In this
respect, learners are no
different from native
speakers, when the native
speaker of English are
talking to friends, for

17. Another important
factor that accounts for the
systematic nature of
variability is the
psycholinguistic context-
learners only use the
correct forms of L2 when
they have the opportunity to

18.  THANKS 