The nature of learner language Book: Ellis, 1997 chapter 2, page 15

1. The nature of learner languageBook: Ellis, 1997chapter 2, page 15 By: NOVITA ARUM SARI 2201410104

2. Errors and error analysis *) 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 help learners to learn and correct the errors they make

3. Identifying errors 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 occasional lapses in performance, they occur because, in a particular instance, the learner is unable to perform what she or he knows.

5. Describing errors 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 2) Misinformation using one grammatical form in place of another grammatical form

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’ B. Was watching’ instead of ‘were watching’

7. Explaining errors 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 2) Transfer errors

8. Error evaluation 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. Development patterns 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 learning language trough listening or reading.

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 stages en route to acquiring the native-speaker rule.

11. Some implication 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 e) Irrespective of the personal background of learners.

12. Variability in learner language 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 stealing the suitcase

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 activity , or a state.

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 the verb ‘to be’ (for example ‘s’) and sometime omit ‘be’ entirely.

16. Learners also vary the linguistic forms they use in accordance with thesituational context. In this respect, learners are no different from native speakers, when the native speaker of English are talking to friends, for example, they tend to speak informally, using colloquial expression. In contrast, when they are talking to someone they do not know very well they tend to use formal language.

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 plan their production.

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