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The nature of learner language. Sukmawan Bimo S 2201410012. Outline:. Errors and error analysis Developmental patterns Variability in learner language. Errors ‘n their analysis. Identifying errors Describing errors Explaining errors Errors evaluation. Reactions to errors.
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The nature of learner language SukmawanBimo S 2201410012
Outline: • Errors and error analysis • Developmental patterns • Variability in learner language
Errors ‘n their analysis • Identifying errors • Describing errors • Explaining errors • Errors evaluation
Reactions to errors • Identifying errors:Distinguish errors and mistakes • Describing errors:Classify errors into grammatical categories • Explaining errors:Explaining why the errors occurs • Errors evaluation:Global errors, Local errors
Errors evaluation • Global errors are errors which violate the overall stucture of a sentence • Local errors are errors which only affect a single constituent in the sentence and less likely to create any processing problems.
The order of acquisition • To investigate the order of acquisition, researchers choose a number of grammatical structures to study (for example, progressive –ing, auxiliary be, and plural –s). They then collect samples of learner language and identify how accurately each feature is used by different learners. This enables them to arrive at an accuracy order.
Sequence of acquisition • When learners acquire a grammatical structure they do so gradually, moving through a series of stages en route to acquiring the native-speaker rule. The acquisition of a particular grammatical structure, therefore, must be seen as a process involving transitional constructions.
learners use their linguistic sources inpredictableways. The use of grammatical forms has been shown to vary according to : Linguistic context psycholinguistic context Situational context
The linguistic context In one context, the learners use one form while in other contexts they use alternate forms. • The situational context • For example, who the learner is addressing. Learners vary their use of language similarly. They are more likely to use the correct target-language forms in formal contexts and non-target forms in informal contexts.
The psycholinguistic context For example, whether the learner has an opportunity to plan. It shows that planned speaking or writing has tendency more likely to the correct target-language that unplanned one.
