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5-Step Involved In Error Analysis (Collection of a sample of learner…
5-Step Involved In Error Analysis
Collection of a sample
of learner language
3 types of samples based on the sample size
i. Massive sample- large sample consisting several samples of
language use for comprehensive lists of errors
ii. Specific sample- one language sample from limited number of
students
iii.Incidental sample- one language sample by one single learner
Consideration for which part of language
Manner of sample collection- natural, spontaneous, elicitation
Cross-sectionally or longitudinally
explanation of error
Many experts have attempted to explain the source of errors:
1) Taylor(1986)
Psycholinguistic, sociolinguistic, epistemic and discourse
structure
2) Richards(1971)
Interference errors, intralingual errors, developmental
errors
3) Lott (1983)
Overextension of analogy, transfer of structure, interlingual/
intralingual errors
4) Dulay and Burt (1974)
Developmental, interference, unique
As discussed earlier, not all errors are due to L1 interference =
transfer.
Errors that reflect learner’s understanding of the L2 system itself =
developmental errors
Errors caused by trying to use a rule in a context where it does not
belong e.g. a regular –ed ending on an irregular verb =
overgeneralization
Errors where elements of a sentence are left out e.g. where all
verbs have the same form regardless of person, number or tense =
simplification
. description of error
A number of different categories to describe errors:
a) Addition, omission, substitution and ordering (like standardMath)
e.g. Does can he sing? (a do auxiliary is added), I went to movie (a
definite article omitted), I lost my road (an item substituted), I to the
store went (a word order confused)
b) Phonology or orthography, lexicon, grammar and discourse.
e.g. a word with a faulty pronunciation might hide a syntactic or
lexical error; they are, their there are
c) Global or local (Burt & Kiparsky, 1972)
Global errors = prevent comprehension in some parts of message
thus hinder communication e.g. I go up lift table
Local error = do not prevent understanding because there is only a
minor violation e.g. a scissors
d) Domain or extent (Lennon, 1991)
Domain= the rank of linguistic unit (from phoneme to discourse) that
must be taken as context in order for the error to become apparent
Extent= the rank of linguistic unit that would have to be deleted,
replaced, supplied, or reordered in order to repair sentences e.g. in
“a scissors
Evaluation of errors
Involves a consideration of the effect that errors have on the
person addressed, specifically the decisions on who the addressees
will be, what errors they will be asked to judge, and how they will
be asked to judge them.
Deals with 3 main research questions:
i. Are some errors judged to be more problematic than others?
ii. Are there differences in the evaluation made by NS and NNs?
iii. What criteria do judges use in evaluating learners’ errors?
Limitation of evaluation of errors in EA – criteria for ‘seriousness’,
‘intelligibility’ or ‘acceptability’ of an error
Identification of errors
Not easy
Compare learners’ sentences with the normal or correct sentences
in the TL – sometimes straightforward, sometimes not
Umar and Imran was watching Transformers
Sometimes, learners’ sentences are not preferred ones
Zaid jumped in the pool
Sometimes, it’s difficult to reconstruct the sentence because we
are not sure what learners really mean to say
The thick of them belongs to Imran