Which one is correct ?
a. I want t o st ay wit h her. b. I want st ay wit h her
I am is Tiffani. I am is from Bant ul.
A movement from behaviorism t o ment alism
CA has it s basis in behaviourist learning
Theory
EA (Dulay and Burt ) is pervaded by
Chomsky’s LAD---- int ernal sylabus for FL acquisit ion
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Why is CAH problemat ic?
A number of SLA research st udies show t hat
Errors are not always “bi-directional” when differences bet ween L1 and L2 exist .
Learners have intuitionst hat cert ain feat ures of t heir L1 are less likely t o be t ransferable t han ot hers. For example, t hey believe t hat idiomatic or metaphorical
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During t he 1970s:
The research goal was t o discover what learners really know about the TL. Their errors reflect t heir current understanding
of t he rules and pat t erns of t he TL.
Error analysis replaced contrastive analysis. It did not set out t o predict L2 learners’ errors; rat her, it aims t o discover and
describe different kinds of errorsin an effort t o underst and how learners process t he L2.
Human learning is fundament ally a process t hat involves t he making of mist akes.
They form an import ant aspect of learning virt ually any skill or acquiring informat ion.
Language learning is like any ot her human learning.
L2 learning is a process t hat is clearly not unlike L1 learning in it s t rial-and-error nat ure. Inevit ably, learners will make mist akes in t he process of acquisit ion, and t hat process will be impeded if t hey do not commit errors and t hen benefit from various forms of
feedback on t hose errors.
1. A corpus language is select ed
2. The errors in t he corpus are ident ified 3. The errors are classified
4 The errors are explained 5. The errors are evaluat ed
2 kinds of informat ion about int erlanguage:
1. Linguist ic t ype of errors produced by L2
learners
2. Psycholinguist ic t ype of errors produced by
Alt hough t here are considerable problems about coding errors in t erms of cat egories (such as development al or int erference), a st udy of errors reveal conclusively t hat t here is no single or prime cause of errors (as
Richard (1974) ident ifies various st rat egies
A device used when t he it ems do not carry any obvious cont rast for t he learners
It ” includes where t he learner creat es a deviant st ruct ure on t he basis of his
experience of ot her st ruct ure in t he TL” e.g.
* He can sings
Occurs when rules are ext ended t o cont ext s where in TL usage do not apply. This can be result ed from t he rot e learning of rules.
“ failure t o observe t he rest rict ions of exist ing st ruct ure”
Involves a failure t o learn t he more complex t ypes of st ruct ure because t he learner finds he can achieve effect ive communicat ion by using relat ively simple rules.
“ The occurrence of st ruct ures whose devaicy
represent t he degree of development of t he rules required t o produced accept able
E.G. spoken ut t erances:
Errors derived from fault y underst anding of TL dist inct ions
e.g. He is speaks Bahasa Indonesia (‘is’ may be t reat ed as general marker of present t ense)
Errors derived from t he learner’s need t o exploit t he redundancy of language by
George and Richards implicit ly argued t hat at least some of t he causes of t he errors are
universal.
Errors analysis can be used t o invest igat e
It t akes apart in t he reassessment of CAH
As a result of int erlanguage t heory and t he
evidence accumulat ed from EA, errors were no longer seen as unwant ed forms but as
evidence of learner’s act ive cont ribut ion t o SLA.
In order t o analyze learner language in an appropriat e perspect ive, it is crucial t o make a dist inct ion bet ween
mistakesand errors, t echnically t wo very different phenomena.
Mist ake –refers t o a performance error t hat is eit her a
random guess or a “ slip” , in t hat is a failure t o ut ilize a known syst em correct ly. Nat ive speakers make mist akes.When
at t ent ion is called t o t hem, t hey can be self-correct ed.
The fact t hat learners do make errors, and
t hese errors can be analyzed, led t o a surge of st udy of learners’ errors, called error analysis.
Error analysis became dist inguished from
cont rast ive analysis by it s examinat ion of
Errors reflect gaps in a learner's knowledge ; learner does not know what is correct
Mist akes reflect occasional lapses in
performance, t hey occur because in part icular inst ance, t he learner is unable t o perform
Occurs in most language learner and cannot be remedied by furt her inst ruct ion
Fossilized st ruct ures can be realized as errors
If, when fossilizat ion occurs, t he learner has reached a st age of development in which feat ure x in his int erlangugae has assumed t he same form as in t he TL, t he fossilizat ion of t he correct form will occur.
If, however, t he learner has reached a st age in
which feat ure y st ill does not have t he same form as t he TL, t he fossilizat ion manifest
Fossilized st ruct ure is not persist ent ----may succeed in producing TL
----may “ backslide” t oward his t rue
It occurs because he learners believe t hat t hey do not need t o develop t heir int erlanguage any furt her in order t o communicat e
effect ively what ever t hey want t o Or
It can occurs because of changes in t he neural st ruct ure of t heir brain as a result of age
Should errors be t reat ed? How t hey should be t reat ed? When?
Vigil and Oller (1976) provided feedback about
t hese quest ions wit h t he following model:
Fossilizat ion may be t he result of t oo many
Does John can sing?
red (-) abort(X) recycle
Message yellow (0)
green (+) cont inue cont inue
Affect ive
1. (posit ive) Keep
t alking; I’m list ening 2. (neut ral ) I’m not sure I
want t o cont inue t his conversat ion.
3. (negat ive) This
conversat ion is over
Cognit ive
1. (pos.) I underst and your message; it ’s clear.
2. (neut ral) I’m not sure if I correct ly underst and you or not .
BASIC OPTIONS
1. To t reat or t o ignore
2. To t reat immediat ely or delay 3. To t ransfer t reat ment (ot her
learners) or not
4. To t ransfer t o anot her individual,
subgroup or t he whole class
5. To ret urn , or not , t o original error
maker aft er t reat ment
6. To allow ot her learners t o init iat e
t reat ment
7. To t est for efficacy of t he
t reat ment
POSSIBLE FEATURES
1. Fact or error indicat ed 2. Locat ion indicat ed
3. Opport unit y for new at t empt given 4. Model provided
5. Error t ype indicat ed 6. Remedy indicat ed
