Segunda Exposicion de Lin

7/24/2019 Segunda Exposicion de Lin

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TH E N ATU R E O F LEA R N ER

L A N G U A G E


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ERRORS AND ERROR

ANALYSIS

There are good reasons for focusing on

errors. First, they are a conspicuous feature oflearner language, raising the important questionof Why do learners make errors? Second, it isuseful for teachers to know what errors learners

make. Third, paradoically, it is possi!le thatmaking errors may actually help learners tolearn when they self"correct the errors theymake.

#rror

$nalysis


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%&'( )F#**)*S

#+-$&'&'

#**)*S

(#S/*&0&'#**)*S

&(#'T&F1&'#**)*S


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2. IDENFIYIN G ERRO RS. READ TH E LESSO N AN D THEN

W RITE SOM E EXAM PLES OF ERRO RS TH AT YO U REM EM BER

YO U H AVE M AD E W HEN LEARN IN G EN GLISH .

EXPLAINING ERRORS

The identi2cation and description oferrors are preliminaries to the much moreinteresting task of trying to eplain why the

occur.

LARGE EXTENT

CERTAINEXTENT

SYSTEMATIC

ERRORS

PREDICTABLE


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DESCRIBING ERRORS

Ways of describe and classify errors into types.

rammatical errors

ather all errors a!out 3er!s, identifydi4erence

kinds of 3er!s errors 5 e.g. ast tense6

(i4erences !etween general ways andreconstructed sentences.


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#'#*$- W$1S

)7&SS&)'5 -ea3e out and necessary item6

7&S&'F)*7$T&)'58se grammatical form $ instead of 06

7&S)*(#*&'5Words in wrong order6


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IDENTIFYING ERRORS

The 2rst step in analy9inglearner errors is to identify

them. This is a transcription of a

story, !ased on a series ofpictures, told !y :ean, an

adult French learner of#nglish. ;e told the storyorally after ha3ing !eengi3en the chance to writeit out 2rst.


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)ne day and &ndian gentleman, a snakecharmer, arri3ed in #ngland !y plane. ;e was

coming from 0om!ay with two pieces of

luggage. The !ig of them contained a snake.$ man and a little !oy was watching him inthe customs area. The man said to the little

!oy o and speak with this gentleman.When the little !oy speaking with the

tra3eller, the thief took the !ig suitcase andwent out quickly. When the 3ictim saw that hecried ;elp me< ;elp me< $ thief a thief


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)ne day and &ndian gentleman, a snakecharmer, arri3ed in #ngland !y plane. ;ewas coming from 0om!ay with two pieces

of luggage. The !ig of them contained asnake. $ man and a little !oywaswatchinghim in the customs area. The man said to

the little !oy o and speak with thisgentleman. When the little !oy speaking

with the tra3eller, the thief took the !igsuitcase and went out quickly. When the

3ictim saw that he cried ;elp me< ;elp me lack of knowledge.

7istakes> know it, !ut

sometimes wrong unconsciously.


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4. W H AT AR E TH E SO U RCES O F

ERRORS?

ERRORS CAN HAVE DIFFERENTSSOURCES.

#rrors that - learners makeare uni3ersal>

omission 5compare with -@acquisition6

o3ergenerali9ation5compare with -@acquisition6

transfer errors 5from -@6

.

)7&SS&)'

OVER-GENERALI3ATIO

NTRANSFER


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Omi$$i!n4

the learner lea3e out the articlesAaB and AtheB and they lea3ethe Cs o4 plurals nouns.


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O,e)'ene)ali5ati!n4 thelearner use of AeatedB in placeof AateB

0oth errors are common in thespeech of all - learners,irrespecti3e of their -@

5e.g., AThey la"$toys in the

!arB, AShe("ed a dress.B6.


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OTHER ERRORS , HOWEVER, REFLECT LEARNER ATTE!"TSTO !A#E $SE OF THE%R L& #NOWLE'(E. THESE ARE #NOWN

AS TRANSFER ERROR


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%NTRALINGUAL TRANSFER AND DEVELOPMENTAL ERRORS

INTERFERENCES FROM THE STUDENTS OWN LANGUAGE IS

NOT THE ONLY REASON FOR COMMITTING ERRORS.

AS ELLIS (1997) STATES, SOME ERRORS SEEM TO BE

UNIVERSAL, REFLECTING LEARNERS ATTEMPTS TO MAKE

THE TASK OF LEARNING AND USING THE TARGET LANGUAGE

SIMPLER. USE OF PAST TENSE SUFFIX -ED FOR ALL VERBS

IS AN EXAMPLE OF SIMPLIFICATION AND OVERGENERALIZATION.

THESE ERRORS ARE COMMON IN THE SPEECH OF SECOND

LANGUAGE LEARNERS, IRRESPECTIVE OF THEIR MOTHER

TONGUE.

Lan'(a'e

T)an$6e)


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Omi$$i!n 4M!)&!l!'i%al !mi$$i!n 7A $t)an'e t&in' &aen t!me "e$te)da"*S"nta%ti%al !mi$$i!n 7 M($t $a" al$! t&e name$2

Additi!n 4In m!)&!l!'" 7 T&e !!/$ i$ &e)e*In $"nta8 7 T&e L!nd!n

In le8i%!n 7 I $ta"ed t&e)e d()in' 9,e "ea)$ a'!*

Sele%ti!n4In m!)&!l!'" 7 M" 6)iend i$ !lde$t t&an me*In $"nta8 7 I #ant t&at &e %!me$ &e)e*

O)de)in'4In )!n(n%iati!n 7 9'ni$i%ant 6!) :$i'ni9%ant;


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M" /id;$ a )eal ain t&e$eda"$*

&n contrast, when they are talkingto someone they do not know3ery well they tend to use

more formal language.

M" da('&te) %an e ,e)"t)!(le$!me t&e$e da"$*

-earners 3ary their use oflanguage similarly. They aremore likely to use the correcttarget"language forms informal contet and non"targetforms in informal contets.


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@@. W;$T &S S1/;)-&'8&ST&/ /)'T#+T $0)8T?

&t is the aspects of the contetin which communicationtakes place which inuence

the etent to which learnersare a!le to plan or self"correctwhat they say or write.

The learners ha3e the

oppurtunity to plan theirproduction

The learner can !uild3aria!les systems !y trying to

map particular forms on to


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FOR EXAMPLE

-situational context

informal: My kids a real ain!

lanned seec": less mistakes

#syc"olo$ical context

unlanned seec": more mistakes


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To illustrate how psycholinguistic contet works we can turnagain to :ean . The trascript on the page @E is of a oral narrati3e

that :ean produced after he had !een gi3en the chance to write itout. The transcript !elow is of another oral narrati3e which :ean

produced, this time with no prior opportunity to plan.

)ne e3ening a little !oy wasgoing at home after the classroom afterthe class. ;e wentout of the !us with three packets. )ne of them thesmall one falled on the ground. ;e donKt sawit !ut the man who waspassing !y this way sawit and he would gi3enthis packet to the little!oy also he tookthe same way. &t wasdark !ut the moon was full.When the little !oy sawthe man who follow him he wasafraid. ;e ranquickly followed !y the man. :ust !efore that little !oy arri3e in hishome the man Join him and ga3ehim the packet. Then the little !oy

was happy to recei3e his packet.


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$ comparison of how :ean marks 3er!s requiring past tense inthe two narrati3e is re3ealing. First, it is clear that o3erall :ean

uses a higher proportion of irregular 3er!s like LsawL and Lwent

L in the unplanned narrati3e than in the planned one.Second, :ean is more much likely to mark 3er!s correctly for thepast tense in the planned than in the unplanned narrati3e.

&t is clear that :eans use of the past tense is strongly inuenced!y the a3aila!ility of planning time.

Variability in learner language, then, is learly n!t "ust ran#!$. %earners ha&e

Aess t! t'! !r $!re linguisti (!r$s (!r reali)ing a single gra$$atial

struture but they #!

e$*l!y these arbitrarily. Rather their h!ie is #eter$ine# by a &ariety !((at!rs.suh as linguisti !nte+t , the situati!nal !nte+t, an# the a&ailability !(

*lanning ti$e.

Di((erent in#s !( &ariability $ay be e&i#ent at #i((erent stages !( #e&el!*$ent.


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+ W HAT HAPPENS W HEN LEA$NE$S%#SSILI0E)

Fossili9ation is the process responsi!le for thecessation of learning some way short of target"laguage competence. 7ost - learnersL

interlanguages fossili9e.

When a learner fossili9e means that sheMhe stopsde3eloping herMhis target language competence.

0esides, learner will continue to show non"targetlaguage 3aria!ility in at least grammaticalfeatures. -earners may succeed in reachingtarget"language norms in some types of

language use.


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Is a *r!ess that $ay

!ur in the se!n# languagea-uisiti!n !nte+t as !**!se#

t! (irst language a-uisiti!n.

It !&ers (eatures !( the se!n# language learners

interlanguage that #e&iate (r!$ the nati&e s*eaer n!r$ an#

are n!t #e&el!*ing any (urther, !r #e&iant (eatures 'hih /

alth!ugh see$ingly le(t behin# // re/e$erge in the learners

s*eeh un#er ertain !n#iti!ns. Thus, the learner has

st!**e# learning !r has re&erte# t! earlier stages !(

a-uisiti!n.


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