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Meidiana insania amanah 2201410062 rombel 403-404

CHAPTER 2 : THE NATURE OF LEARNER LANGUAGE. Meidiana insania amanah 2201410062 rombel 403-404. ERRORS AND ERROR ANALYSIS. Compare the sentences learners produce with what seem to be the normal or ‘correct’ sentences in the target language which correspond with them.

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Meidiana insania amanah 2201410062 rombel 403-404

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  1. CHAPTER 2 : THE NATURE OF LEARNER LANGUAGE Meidiana insania amanah2201410062rombel 403-404

  2. ERRORS AND ERROR ANALYSIS

  3. Compare the sentences learners produce with what seem to be the normal or ‘correct’ sentences in the target language which correspond with them. • The difference between errors and mistakes : • Errors reflect gaps in a learner’s knowledge  They occur because the learner does not know what is correct. • Mistakes reflect occasional lapses in performance  They occur because, in a particular instance, the learner is unable to perform what he or she knows. IDENTIFYING ERRORS

  4. How can we distinguish errors and mistakes? • Check the consistency of learners’ performance. • Ask learners to try to correct their own deviant utterances.  Where they are unable to the deviations = ERRORS  Where they are succesful = MISTAKES

  5. There are several ways of describing errors : • Classify errors into grammatical categories. • Try to identify general ways in which the learners’ utterances differ from the reconstructed target-language utterances. DESCRIBING ERRORS

  6. Errors are, to a large extent, systemic and, to a certain extent, predictable. Errors are not only systemic; many of them are also universal. Some errors are common only to learners who share the same mother tongue or whose mother tongues manifest the same linguistic property Explaining ErrORs

  7. Omission errors • e.g : they leave out the articles ‘a’ and ‘the’ and leave the –s off plural nouns. • Overgeneralization errors • e.g : the use of ‘eated’ in place of ‘ate’. • Transfer errors  learners’ attempts to make use of their L1 knowledge.

  8. Global errors Violate the overall structure of a sentence and for this reason may make it difficult to process. Local errors Affect only a single constituent in the sentence (for example, the verb) and are, perhaps, less likely to create any processing problems. Error evaluation

  9. Developmental patterns

  10. Characteristics : • The kind of formulaic chunks which we saw in the case studies. e.g : Fixed expression like ‘How do you do?’, ‘I don’t know’, ‘My name is ___ ‘ figure very prominently in early L2 learning. • Propotional simplification e.g : J wanted the teacher to give him a blue crayon but said only : ‘Me no blue’ The early stages of l2 acquisition

  11. Even the simplest structure is subject to a process of gradual development, manifesting clear stages. To investigate this we need to consider the sequence of acquisition. The order of acquisition

  12. Transitional constructions : The acquisition of a particular grammatical structure. e.g : how L2 learners acquire irregular past tense forms. • U-shaped course of development : learners may display a high level of accuracy only to apparently regress later before finally once again performing in accordance with target-language norms. Sequence of acquisition

  13. L2 acquisition is systematic and, to a large extent, universal, reflecting ways in which internal cognitive mechanisms control acquisition, irrespective of the personal background of learnersor the setting in which they learn. Some implications

  14. Variability in learner language

  15. Learners sometimes use full ‘be’ (e.g : ‘is’), sometimes contracted ‘be’ (e.g : ‘s’), and sometimes omit ‘be’ entirely. Linguistics context

  16. Learners are no different from native speaker. When native speakers of English are talking to friends, for example, they tend to speak informally, using colloquial expressions : “My kid’s real pain these days.” Situational context

  17. Learners have the opportunity to plan their production. • Learners do build variable systems by trying to map particular forms on to particular functions. Psycholinguistic context

  18. Learners make do not always conform to those found in the target language. • Learners try to make their available linguistic resources work to maximum effect by mapping one meaning on to one form. Form-function mappings

  19. J produced these two negative utterances in close proximity to each other, in the same context, while addressing the same person and with similiar amounts of planning time. Free variation

  20. Many learners stop developing while still short of target-language competence. Learners may succeed in reaching target-language norms in some types of languageuse (e.g : planned discourse) but not in others (e.g : unplanned discourse). fossilization

  21. THANK you

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