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.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . S E C I D N E P P A F O T S I
L ... vx i
.I R E T P A H
C INTRODUCTION
d n u o r g k c a B h c r a e s e R .
A ... 1 m
e l b o r P h c r a e s e R .
B ... 5 t
a ti m i L m e l b o r P .
C i on ... 5 s
e v it c e j b O h c r a e s e R .
D ... 6 s
ti f e n e B h c r a e s e R .
E ... 7 s
m r e T f o n o it i n if e D .
ii i x .
I I R E T P A H
C REVIEWOFRELATEDLITERATURE n
o it p ir c s e D l a c it e r o e h T .
A ... 01 .
1 Error s ... 01 .
a Deifniitono fErrors ... 01 .
b Erro rAnalysi s ... 11
c .Type so fErrors. ... 12
1 )LinguisitcCategoryTaxonomy. ... .13
2 )SurfaceSrtuctureTaxonomy. ... .13
a )Omission ... .13
b )Addiiton. ... .13
c )Misinformaiton. ... .14
d )Misorde irng ... .15
3 )ComparaitveTaxonomy ... .15
4 )CommunicaitveEffec tTaxonomy ... .15
d .Cause so fErrors. ... .15 )
1 Carelessness... 16.. c
n e r e f r e t n I e g a u g n a L t s ri F )
2 e ... 16 n
o it a l s n a r T )
3 ... 16.. r
e v O )
4 -generailzaiton ... 17 y
ti v it a e r C e g a u g n a L f o t r a P a s a s r o r r E )
5 ... 17
n o C )
6 tex tLearning ... 17 s
r o r r E d n a s e k a t s i M .
e ... 18 r
a m m a r G .
v i x
r a m m a r G f o y r o e h T .
a ... 02 f
o e c n a tr o p m I e h T .
b Gramma r... 02 e
s n e T t n e s e r P e l p m i S .
3 ... 22 k
r o w e m a r F l a c it e r o e h T .
B ... 23
. I I I R E T P A H
C RESEARCHMETHODOLOGY d
o h t e M h c r a e s e R .
A ... 26 g
n it t e S h c r a e s e R .
B ... 27 s
t n a p i c it r a P h c r a e s e R .
C ... 28 e
u q i n h c e T g n ir e h t a G a t a D d n a s t n e m u rt s n I .
D ... 28
t n e m u rt s n I n a m u H .
1 ... 29 t
n e m u c o D .
2 ... 29 w
e i v r e t n I .
3 ... 03 e
u q i n h c e T s i s y l a n A a t a D .
E ... 13 e
r u d e c o r P h c r a e s e R .
F ... 33
. V I R E T P A H
C RESEARCHRESULTSANDFINDINGS .
A TheGrammaitca lErrorsi nSimplePresen tTense ... 35 e
h t f o n o it a t n e s e r P a t a D .
1 Grammaitca lErrorsi nSimple e
s n e T t n e s e r
P ... 35 e
h t n o n o i s s u c s i D .
2 Grammaitca lErrorsi nSimplePresen t e
s n e
T ... 36 e
h T .
v x s
e r P a t a D .
1 entaitonoft heCause so fErrorsi nSimplePresen t e
s n e
T ... 14 e
h t n o n o i s s u c s i D .
2 Cause so fErrorsi nSimplePresen t e
s n e
T ... 44
R E T P A H
C V . CONCLUSIONSANDRECOMMENDATIONS s
n o i s u l c n o C .
A ... 49 s
n o it a d n e m m o c e R .
B ... 05 r
o F .
1 EngilshLecturers ... 05 r
o F .
2 Student s ... 15 r
o F .
3 OthersResearchers... 52 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S E C N E R E F E
i v x
S E L B A T F O T S I L
e l b a
T Page
1 .
2 TheTheoryo fSimplePresen tTense. ... 22 1
.
3 TheType so fError sandThei rExamples. ... 32 .. 1
.
4 TheType so fError s... 36 2
.
ii v x
S E C I D N E P P A F O T S I L
x i d n e p p
A Page
.
A SuratI ijnPeneilitan ... 55 B .Sample so fStudents ’WirttenWork... 57 C .TheType so fError sandThei rExample s... 64
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. s t n e d u t S e h t y b e d a M s r o r r E f o n o it a c if i s s a l C e h T .
D 7 1
1 I R E T P A H C
N O I T C U D O R T N I
, d n u o r g k c a b h c r a e s e r e r a e s o h T . s r e t p a h c b u s x i s f o s t s i s n o c r e t p a h c s i h T
n e b h c r a e s e r , s e v it c e j b o h c r a e s e r , n o it a ti m il m e l b o r p , n o it a l u m r o f m e l b o r
p eftis ,
.s m r e t f o n o it i n if e d d n a
.
A ResearchBackground h s il g n E , s y a d a w o
N ha savery i mpo tran trolein educaiton .Engilsh i sno t r e n r a e l g n u o y y b o s l a t u b s t n e d u t s l o o h c s h g i h r o i n e s r o r o i n u j y b d e i d u t s y l n
o s
. s t n e d u t s n e tr a g r e d n i k d n a y r a t n e m e l e s a h c u
s tI i sapopula rsubjecti nplaygroup .
y lt n e s e r p n e tr a g r e d n i k r
o Eng ilsh a stheForeign Language i s i mplemented a sa a
i s e n o d n I n i n r a e l o t t c e j b u s y r o s l u p m o
c a s stated in the cur irculum fo r
.l o o h c S h g i H r o i n e S d n a l o o h c S h g i H r o i n u J ,l o o h c S y r a t n e m e l E
o t d e e n e l p o e p t a h t s ll i k s t n a tr o p m i e h t f o e n o s i h s il g n E g n ir e t s a
M do i n
o t r e d r
o achieveabetterl fie .Eng ilsh i salso used i n manyaspect sofl fiesuch a s g n ir e t s a m y B . e r o m y n a m d n a e r u tl u c , e d a rt d n a l a i c r e m m o c , s c i m o n o c e , s c it il o p
. h s il g n E r e t s a m t o n o d o h w e l p o e p n a h t b o j r e tt e b a e v a h n a c e l p o e p , h s il g n E
I , h s il g n E f o s ti f e n e b e h t g n i e e
S ndonesian governmen t in thei r educaitona l s
a h s n o it a l u g e
r made a decision to make Engilsh a sa compulsory subjec tin .
s l o o h c s
n a tr o p m i e h t t u o b a n o it p ir c s e d e h t n o d e s a
B ceo fEngilsh posiiton, i tcan
s e g a u g n a l t n a tr o p m i e h t f o e n o s i h s il g n E t a h t n e e s e
e h t r o f , h s il g n E , e r o f e r e h T . a i s e n o d n I n i l o o h c s y r e v e n i s t c e j b u s g n i g n e ll a h c
s t n e m tr a p e d h s il g n
E tudent ,si sno tanews ubject .T hati sbecauset heyhavel earn t e
m e l e m o r f h s il g n
E ntary schoo lto the universtiy so tha tthey should maste r t
o b e g d e l w o n k r i e h t y l p p a o t e l b a e b d l u o h s y e h t d n a l l e w h s il g n
E h i nw irttenand
m r o f l a r
o .
f o s r e n r a e l s a , s t n e d u t s m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E
. h s il g n E f o y c n e i c if o r p d o o g e v a h o t d e t c e p x e e r a , e g a u g n a l n g i e r o f a s a h s il g n E
w y e h t e s u a c e b t i d e e n y e h
T i ll be Engilsh user swhen t hey entert he ifeld satfe r m
o r f g n it a u d a r
g theEngilsh LanguageEducaitonStudyProgram .Therefore,thei r m o r f s e t a u d a r g r e h t o f o t a h t o t d e r a p m o c e t a r u c c a e r o m e b o t d e t c e p x e s i h s il g n E
o r p y d u t s r e h t
o grams .Heaton( 1979 )menitonedt hatt heyareno tonlyexpectedt o o
t e l b a e
b recognizeEngilsh l anguage, i ncluding t hepatterns ,bu talsot o beable o
t producet hel anguage(p .6).
ll i k s g n it ir w d n a g n i k a e p s s e d u l c n i e g a u g n a l g n i c u d o r
P s .Accuracy i s
d e d e e
n in both o fthem .Thornbury (2006) menitoned tha tin orde rto acqurie ,
y c a r u c c a h s il g n
E learner shave t o form speaking and w iritng skills .In speaking e m a s e h t t a g n i n a e m d n a m r o f n o s u c o f o t n o it n e tt a d e ti m il e v a h s r e n r a e l ,s ll i k s
e r a y e h t ,t c a f n I . e m
it moreaccurate fit heyhavemore itmet oplan ,montior ,and (
t u p t u o r i e h t y fi d o
m p .92) .On the othe rhand ,according to Harme r(2005) , e
n r a e l s e d i v o r p g n it ir
w r senough itmet o t hinkhowt ocreateaccuratel anguagei n t
m e h t s e l b a n e t i t a h t o s g n it ir w r i e h
g n it s i s n o c , s s e c o r p g n i y fi d o m d n a g n i n n a l p f o t c u d o r p l a n if e h t e b o t d e r e d i s n o c . g n it f a r d f o t o l a f o h s il g n E g n i n r a e l n
I , includingw iritng ,student swilll earn abou tgramma .r ) 5 0 0 2 ( n e z i u h k r a B d n a s il l E n i d e ti c s a , r e d r o C o t g n i d r o c c
A Grammari soneo f
t a h t s r o t c a f t n a c if i n g i s e h
t causeanerror(p .51) .Thedfi ifculite soccurbecauseo f g a u g n a l e v it a n n e e w t e b e c n e r e f fi d e h
t e and the targe tlanguage .The dfiference .s r o r r e e t a e r c n a c d n a e g a u g n a l f o s t c e p s a l l a n i e b n a
c Each language ha sthe
e s u a c n a c r a m m a r g g n ir e t s a m n i s e it l u c if fi D . e l u r d n a m e t s y s x e l p m o c . s r o r r e l a c it a m m a r
g I tcould be seen tha tthe grammaitca lerro rmade by the f o e s u a c e B . r a m m a r g g n i n r a e l n i s e i g e t a rt s s ’t n e d u t s e h t s a n e e s e b d l u o h s t n e d u t s p l e h d l u o h s s r e h c a e t ,
ti in correcitng the grammaitcal errors . I t i s because . h s il g n E g n i n r a e l n i r o t c a f t n a tr o p m i e h t s i r a m m a r g r e h c r a e s e r e h t , h c r a e s e r s i h t n
I wli ldiscus sabou tgrammaitca lerror sin t n e s e r P e l p m i
S Tense used by the Engilsh Language Educaiton Study Program , e v o b a n o it a n a l p x e e h t m o r F . y ti s r e v i n U a m r a h D a t a n a S f o s t n e d u t
s tii sclealry
n e e
s tha tgrammar t ake sa n impo tran trolei n studying Engilsh especially fort he e r a y e h t r e t a l e s u a c e b s i tI . s t n e d u t s m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E h y e h t o s s t n e d u t s r i e h t o t h s il g n E h c a e t o t g n i o
g ave to use good Engilsh
r a m m a r
g . Fu trhermore ,when t hey becomeEngilsh t eacher ,s t hey would become o
m e l o
r del sfort hei rstudents .In t hi scase, t hey areconsidered ast hemaster so f y e h T . d e d n a m e d y l h g i h s i y c a r u c c a e s o h w , h s il g n
E areno l ongerl earner swhose
o t e l b a e b t o n d l u o w y e h t ,r a m m a r g d o o g e s u t o n d l u o c y e h t fI . e l b a r e l o t e r a s r o r r e e d u t s r i e h t e d i u
s a m e l b o r
p tha to ftherit eacher sand eventually, t hi sproblemwould beaviciou s .
e l c ri
c
g n ir e d i s n o
C the problem above ,the researche ri sgoing to analyze the s
r o r r e l a c it a m m a r
g in Simple Presen tTense made by the Engilsh Language d
E ucaitonStudyProgram students .Ther esearche rchoose sSimplePresen tTense e
s u a c e b d e z y l a n a e b o
t ti ist hemorebasict ensethan theothertenses. Moreover , t
i is t aught i n t hefris t itme t han t he othert enses .Another reason i stha tSimple t
n e s e r
P Tensei st hef oundaitont ensei nEngilshandusedi ndaliyl fie .Inaddiiton , s
t n e d u t
s havelearnt SimplePresen tTensesincet hey werei n Elementary Schoo l l
o o h c S h g i H r o i n u J r
o . Besides, t hey have l earned Simple Prese Tn t ense when s
e n o r e t s e m e s n i e r e w y e h
t o tii sexpected t ha tstudentsi ntheEngilsh Language EducaitonStudyProgramhavemasteredSimplePresen tTensewel.l
n i s t n e d u t s e h t r e h t e h w e z y l a n a l li w r e h c r a e s e r e h t , h c r a e s e r s i h t n I
t a c u d E e g a u g n a L h s il g n
E ion StudyProgramhavemastered SimplePresen tTense .
t o n r
o tIi sbecauset hestudent shavet omaste rSimplePresen tTensewel lbefore r o i n u J , l o o h c S y r a t n e m e l E r o f m u l u c ir r u c e h t n i d e t a t s s a , s e s n e t r e h t o n r a e l y e h t
. l o o h c S h g i H r o i n e S d n a l o o h c S h g i
H Beside ,st her esearcheri salsoeagert o ifnd r
o r r e l a c it a m m a r g e h
t s made by students . The researche r choose s Engilsh n i y ti s r e v i n U a m r a h D a t a n a S f o s t n e d u t s m a r g o r P y d u t S n o it a c u d E e g a u g n a L
e s u a c e b o w t r e t s e m e
s att ha t itme, t her esearche rstatredt hisr esearch i nsemeste r n i s t n e m u rt s n i e m o s e k a m o t e m it h g u o n e e v a h t o n d i d r e h c r a e s e r e h t d n a t h g i e
s i n o s a e r r e h t o n A . r e t s e m e s t s ri f e h t t a h c r a e s e r e h t o d o t r e d r
o theyshould have
s e s n e t n i n o it a d n u o f d o o
. r e t s e m e s t x e n e h t n i y d u t s r i e h t t r o p p u s d n a w o ll o f o
t Moreove,r ti w ill be
l a i c if e n e
b fo rsecond semeste rstudents to know thei rerror sin Simple Presen t Tenseso t hatt heycan l earn f rom them. Then,t hestudent sareexpected t oavoid
r r e e m a s e h
t or sa swha tthey did. A tfe rknowing the error stha tthey made , o
t t o n d e t c e p x e e r a s t n e d u t
s makethe same errorsi n t henex tw iritng classe sso t
t a h
t hei rerror scan beminimizedsincet heyarei nt hel owe rsemester. Paragraph s
e r s i h t n i n e s o h c s i g n it ir
W earch because i ti smore visible than analyzing the .
ll i k s g n i d a e r r o g n i k a e p s , g n i n e t s il m o r f s r o r r
e Addiitonally ,atfe rthe Simple
t n e s e r
P Tense error sand t hefactor sbehind the errors can be i denitifed ,the bes t r
e ’ s t n e d u t s e z i m i n i m o t d o h t e m g n i h c a e
t r s or can be found so t ha tthey wli lno t t
n e s e r P e l p m i S e k a
m Tenseerrorsi nt hei rw iritngclas .s
.
B ResearchProblem
s i h t n i d e s s e r d d a s m e l b o r p o w t e r a e r e h t , d n u o r g k c a b e h t n o d e s a B
: e r a y e h T . h c r a e s e r
.
1 Wha taret hegrammaitca lerrorsi nSimplePresen tTenset ha taremadeby ?
s t n e d u t s m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E e h t .
2 Wha taret hepossiblecause soft hestudents ’grammaitca lerrorsinSimple e
s n e T t n e s e r
P ?
.
C ProblemLimtia iton
o t r e d r o n i m e l b o r p e h t ti m il l li w r e h c r a e s e r e h
T beablet oexplainwel.l I t
e c n a n if , e m
it s and ablitiy o f the researcher . The researche rfocuse s on the t
n e d u t
s s’ dfi ifculite sin masteirng Simple Presen tTense and wha tgrammaitca l s
r o r r
e student smade .Therefore ,the researche ronly analyze sSimple Presen t Tense error smade by student sin one Paragraph W iritng clas so f the Engilsh
e g a u g n a
L Educaiton StudyProgramSanataDharmaUniverstiyYogyakatraint he 1
1 0 2 / 0 1 0 2 r a e y c i m e d a c
a . I t i s an qualtiaitve study so the numbe r o f the h p a r g a r a P e n o s e s o o h c y l n o r e h c a r e s e r e h t t a h t o S . t n a tr o p m i t o n s i n o it a l u p o p
e h t n e h w e l b i s i v e r o m s i t i e s u a c e b n e s o h c s i g n it ir W h p a r g a r a P . s s a l c g n it ir W
e tt ir w e h t m o r f s r o r r e l a c it a m m a r g e h t s e z y l a n a r e h c r a e s e
r n work .By analyzing
m m a r g e h
t aitca lerrors in Simple Presen tTense ,the researche rhopes tha tthe n
i y ti li b a r i e h t e s a e r c n i n a c s t n e d u t
s maste irng gramma respecially in Simple t
n e s e r
P Tenseatfert heyknowt hei rerrors .
.
D ResearchObjecitve s n
ir e d i s n o
C gt hef ormulaitonoft heproblem,ther esearche rdeterminest wo :t
u o d n if o t e r a y e h T . y d u t s e h t n i s e v it c e j b o
.
1 SimplePresen tTenseerror smadebystudentsi n Paragraph W iritng clas s a m r a h D a t a n a S m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E e h t f o
. y ti s r e v i n U .
2 Thefactors t ha tmakestudents i n Paragraph W iritng clas so fthe Engilsh e k a m y ti s r e v i n U a m r a h D a t a n a S m a r g o r P y d u t S n o it a c u d E e g a u g n a L
t n e s e r P e l p m i S n i s r o r r e e s o h
.
E ResearchBeneftis
h t o b r o f l a i c if e n e b s i h c r a e s e r s i h
T student sand teachers ,paritculalry fo r e
s o h
t who are involved in Engilsh Language Educaiton Study Program . if
e n e b o s l a s i h c r a e s e r s i h t ,r e v o e r o
M cialf ort henextr esearchers . .
1 ForStudent s
s t n e d u t s e h t s p l e h h c r a e s e r e h
T to analyzet hecommonerror soccu irngi n t
n e s e r P e l p m i
S Tense .Noitcingt heerror ,st heyareexpectednott omaket hes ame s
i s y l a n a e h T . e r o m y n a s r o r r
e in the error swould also help them have a deepe r g
n i d n a t s r e d n
u o fSimplePresen tTense . .
2 ForTeacher s s i h
T research, hopefully, wli lbeusefulf ort het eacher ssotha tbyknowing n
a c y e h t ,s a e r a e m o s n i s r o r r e l a c it a m m a r g ’ s t n e d u t s e h
t p utmoreemphasi st otha t
n a c s r e h c a e t e h t ,s s e c o r p g n i n r a e l e h t n i y g e t a rt s e t a ir p o r p p a e h t g n i d n if y B . a e r a
. e k a m y e h t s r o r r e e h t g n i z i m i n i m n i s t n e d u t s ri e h t p l e h
.
3 Fort heNex tResearchers
e e f o h w e n o y n a r o s r e h c r a e s e r t x e n e h t s p l e h o s l a h c r a e s e r s i h
T l s
y d u t s e m a s e h t n i d e t s e r e t n
i .By r eading t hisr esearch, t heycan besuppo tredand r
i e h t g n i o d n i d e d i u
g research .
.
F Deifniitono fTerms
n o it n e m s m r e t e m o s e r a e r e h
T ed i n t hi sstudy t ha tneed t o be deifned i n d
a e r d a e l o t d n a g n i d n a t s r e d n u s i m d i o v a o t r e d r
o erst o a bette runderstanding of
.
1 Gramma itca lError
t a h t d e t o n ) 1 0 0 2 ( r i a l c n i
S errori ssomething aperson h sa done which i s t
d e r e d i s n o
c obei ncorrec to rwrong ,o rwhichshouldno thavebeendone ( .p 92 ). 4 n
e tf o s t n e d u t s , g n it ir w n
I makesomeerror sbecauset heyassumet hatt hei rworki s ,
r e v o e r o M . t c e r r o
c according to E (lils 2003) , erro rrelfect sgap sin a learner’ s r
u c c o y e h t ; e g d e l w o n
k becauset hel earne rdoe sno tknowwhati scorrect .(p 1 .7) e h t w o n k t o n o d s t n e d u t s e s u a c e b e l u r g n o r w a s a r o r r e n a s e n if e d h c r a e s e r s i h T
. e l u r t c e r r o
c T hiscommonlyhappens whenstudent smakesomesentencesi nt hei r t
n I . s s a l c g n it ir
w he study ,the researche rfocuses on learners ’error sin Simple t
n e s e r
P Tense .Thoseerror sareclassiifed bothi nVerbSimplePresen tTenseand e
B SimplePresen tTense .Fo rexample : t
I * ] a 1
[ make the home more comfo trable .(grammaitca lerro rin Verb )
e s n e T t n e s e r P e l p m i S
2
[ a]*I fyout ried.( grammaitca lerrori nBeSimplePresen tTense) n
a c t
I beconcluded thatt hesentencei scalled a serro rwhen t hesentence break s .
a l u m r o f e h t r o e l u r e h t
.
2 ParagraphWriitngClass h
p a r g a r a
P W iritng classi saclas swheret he researche rdoes t heresearch d
n
a if s nd thedataabou tSimplePresen tTense . tIi sofferedi nsemestert woi nt he y ti s r e v i n U a m r a h D a t a n a S f o m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E
o t r e d r o n i s h p a r g a r a p e m o s e ti r w o t d e k s a e r a s t n e d u t s , s s a l c s i h t n I . a tr a k a y g o Y
s n o
o
g od and a correc tw irtten text .On the othe rhand ,in the proces so fwiritng , n
e tf o s t n e d u t
s makesomeerror sand o tfen ifnd somedfiifculites in t hei rwiritng . a
e r e h t f o e s u a c e
B sonabove,t her esearche rchoose sParagraphW iritngclasst obe .
h c r a e s e r s i h t t r o p p u s o t r e d r o n i d e z y l a n
a In thi sParagraph W iritng class ,
w r i e h t w o h s n a c s t n e d u t
s irtten work sin Simple Presen tTense .Moreover ,the d
n if n a c r e h c r a e s e
r ou thow wel lthey apply the rule so fSimple Presen tTense .
0 1
I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
e h t , t s ri F . s n o it c e s o w t f o s t s i s n o c r e t p a h c s i h
T researcher present sthe
e h t , d n o c e S . n o it p ir c s e d l a c it e r o e h
t researcherpresentst het heoreitcalf ramework .
.
A Theoreitca lDescrip iton
n o s e ir o e h t s e d i v o r p t r a p s i h
T errors ,gramma rand SimplePresen tTense . .
g n i h c a e t e g a u g n a l n i s tr e p x e e m o s y b d e t a t s e r a s e ir o e h t e h
T
.
1 Errors
e d i v o r p o t t n a c if i n g i s s e m o c e b t i ,s i s y l a n a r o r r e h ti w s l a e d y d u t s s i h t e c n i S
h t s e v l o v n i n o i s s u c s i d e h T . s i s y l a n a e h t g n it r o p p u s s e ir o e h t e h
t e deifniiton o f
r o r r
e s ,erro ranalysi ,st ype so ferrors andcause so ferrors .
.
a Deifniitono fErrors
n e h s a r K d n a , tr u B , y a l u
D (1982 )concluded ,“Error sare“the lfawed side s e l u r e h t m o r f s e t a i v e d e h f i r o r r e s e k a m r e n r a e l A ” . g n it ir w r o h c e e p s r e n r a e l f o
ins peakingo rw iritng.I nl earningal anguage ,makingerror scanno tbeavoided .A s a d e s u e r a s r o r r e e h T . s r o r r e g n i k a m t u o h ti w e g a u g n a l a n r a e l t o n n a c r e n r a e l
i k c a b d e e
f n teaching – learning processes .They serve two majo rpurpose so f e
’ s r e n r a e l g n i y d u t
g r a t a n i g n i n r a e l n i s t n e d u t s r i e h
t et l anguage .I tcan beused a st hefeedback i n g n i n r a e l g n i h c a e
t ” ( .p 138) . .
b ErrorAnalysi s
) 2 8 9 1 ( .l a t e y a l u D . s i s y l a n a e v it s a rt n o c o t d e t a l e r y l e s o l c s i s i s y l a n a r o r r E e h t d n a t s ri f e h t n e e w t e b s e c n e r e f fi d e h t ,s i s y l a n a e v it s a rt n o c n o d e s a b t a h t e t a t s e g a u g n a l d n o c e s a y b e d a m s r o r r e f o y ti r o j a m e h t r o f t n u o c c a e g a u g n a l d n o c e s d n o c e s a t a h t s r o r r e r o f s d n u o r g e h t t a h t w o h s s e s a c y n a m , y l e s r e v n o C . r e n r a e l . e g a u g n a l t s ri f ri e h t o t d e c a rt e b s y a w l a t o n n a c s e c u d o r p r e n r a e l e g a u g n a
l Dulay
. l a t
e (1982 )descirbed:
h t s s e c o r p n o it i s i u q c a 2 L e h t o t n i s t h g i s n i d e d l e i y s a h s i s y l a n a r o r r
E a t
t s o m s ti s p a h r e P . s e c it c a r p g n i h c a e t n i s e g n a h c r o j a m d e t a l u m it s e v a h e h t n e e b s a h n o it u b ir t n o c l a i s r e v o rt n o
c discovery t hatt hemajortiy oft he e h t t c e lf e r t o n o d e k a m s r e n r a e l e g a u g n a l d n o c e s s r o r r e l a c it a m m a r g il h c u m y r e v t u b e u g n o t r e h t o m s ’ r e n r a e
l ket hoseyoungchlidren makea s
e g a u g n a l t s ri f a n r a e l y e h
t (p .138) .
s i s y l a n a e v it s a rt n o c e c n i s g n i s ir d e tr a t s s i s y l a n a r o r r e o t r u o v a f e h t , e c n e H e h t h g u o r h t p u r a l u p o p s a w h c i h
w 1960’s ,seemed t o fali i n preceding t heerror s y b d e c u d o r p e b d l u o w t a h
t secondl anguagel earners .
d n a g n i b ir c s e d f o e r u d e c o r p e h t s i s i s y l a n a r o r r e d e n if e d ) 4 9 9 1 ( r e h s A s ’ r e h s A o t r a li m i S . ) 0 4 7 . p ( y ll a c it a m e t s y s s r o r r e g n i n i a l p x
e deifniiton ,Elil sand
) 5 0 0 2 ( n e z i u h k r a
B deifned ,“Erro ranalysisi sa se to fprocedure sfori dentfiying , r o r r e , f e ir b n I . ) 1 5 . p ( ” s r o r r e r e n r a e l g n i n i a l p x e d n a , g n i b ir c s e
d analysi si sthe
e n r a e l f o y d u t
s rs ’error sin both speaking and w iritng . I ti s also simlia r to . e g a u g n a l e v it a n e h t o t d e r a p m o c e r a s r o r r e e h t h c i h w n i , s i s y l a n a e v it s a rt n o c e v n o
s i s y l a n
a i sbetweenl earner’ sproducitonoft argetl anguageandt het argetl anguage fl e s ti m r o
f ” (p . 79) .Fu trhermore , Stern (1986 ) men itoned tha t according to e , ) s ’ 0 6 9 1 e t a l( r e k n il e
S rro ranalysisi salsocalledi ntelranguages tudybecauset he r e n r a e l g n i p o l e v e
d s languagei sassumed a sasystem i n theriown irght(p .354) . , r e v o e r o
M Seilnker ,Swain ,andDumas( 1975)s aidthat :
t c e p x e e n o t a h w o t s m r o f n o c y l e r a r h c e e p s e g a u g n a l d n o c e
S s naitve
n o it a l s n a rt t c a x e n a t o n s i t a h t , e c u d o r p o t e g a u g n a l t e g r a t e h t f o s r e k a e p s c it a m e t s y s n i e g a u g n a l t e g r a t e h t m o r f s r e f fi d t i t a h t , e g a u g n a l e v it a n e h t f o a y b e g a u g n a l d n o c e s e h t n i d e c u d o r p s e c n a r e tt u f o s m r o f e h t t a d n a , s y a w r t o n e r a r e n r a e
l andom .Thi sintelranguage-hypothesi spropose stha tthe h c e e p s e h t e b t s u m g n i n r a e l e g a u g n a l d n o c e s f o y r o e h t a f o a t a d t n a v e l e r d n o c e s a n i g n i n a e m f o n o i s s e r p x e t p m e tt a e h t m o r f t l u s e r h c i h w s m r o f e g a u g n a
l (p .354) .
r e t a h t s e t a t s ) 4 9 9 1 ( r e h s A , s e d i s e
B ro ranalysi sha sboth pedagogica land d e t a l e r k c a b d e e f s e d i v o r p t i e s u a c e b m i a l a c i g o g a d e p s a h t I .s m i a c it s i u g n il o h c y s p n I . s r e h c a e t e h t y b d e y o l p m e s l a ir e t a m e h t s a l l e w s a s d o h t e m g n i h c a e t e h t o t i p e d n a c t i e c n i s m i a c it s i u g n il o h c y s p a s a h t i , n o it i d d
a ct t he way l earners l earn
s e g a u g n a l e c u d o r p d n
a (p .740) .
.
c Type so fErrors r o r r e e c n i
S s can be numerou sand found in the language produciton o f e h t n o d e s a b s r o r r e e h t y fi s s a l c o t l a it n e s s e s e m o c e b t i ,s r e n r a e l e g a u g n a l d n o c e s e i s a e e b l li w t i t a h t o s e p y
)
1 LingusiitcCategoryTaxonomy
y m o n o x a t y r o g e t a c c it s i u g n i L “ , ) 9 9 9 1 ( n o s n h o J d n a n o s n h o J o t g n i d r o c c A
u g n il r i e h t y b s r o r r e s e if i s s a l c , s e i m o n o x a t r o r r e t s e il r a e e h t f o e n o s
i isitct ype”( p .
) 1 1
1 . Moreover , Dulay e t al . (1982 ) shaped the deifniiton staitng tha t thi s t
n e n o p m o c e g a u g n a l e h t h t o b o t g n i d r o c c a s r o r r e s e if i s s a l c y m o n o x a
t a nd the
. s t c e f f a r o r r e e h t t n e u ti t s n o c c it s i u g n il r a l u c it r a
p Languagecomponent sconsis to f
n o h
p ology (pronunciaiton) ,syntax and morphology (grammar) , seman itc and .
) e l y t s ( e s r u o c s i d d n a , ) y r a l u b a c o v d n a g n i n a e m ( n o c i x e
l Consttiuentsi ncludet he
. t n e n o p m o c e g a u g n a l h c a e e s ir p m o c t a h t s t n e m e l e
)
2 SurfaceStructureTaxonomy
a w e h t n o d e s a b s i t
I y s surface srtucture s are changed in erroneou s t
uterances ro sentences .In 1982 ,Dulay ,Bu tr ,and Krashen stated by Elil sand 5
0 0 2 ( n e z i u h k r a
B ) , T“ he error sare divided into fo ur types ,namely omission , f
n i s i m , n o it i d d
a ormaiton ,andmisordeirng”( p .61) .
a ) Omission
n a s i e r e h t n e h w y r o g e t a c s i h t o t n i d e if i s s a l c s i r o r r e n
A absenceo fan tiem
t s u m h c i h
w be presen tin a well-formed sentence ,e.g. :*My sister svery happy f
o d a e t s n
i Mys isteri sveryhappy .
b ) Addiiton
Con rtaryt oomission ,addiitoni scharacteirzedby“thepresenceo fan tiem ll
e w a n i r a e p p a t o n t s u m h c i h
e l b u o
d -marking,r egulairzaiton ,andsimpleaddiiton .Doublemarking r eferst o an i
h w s m e ti e r o m r o o w t g n i n i a t n o c e c n a r e tt u n a n i r o r r
e ch aremarkedf ort hesame
F . e r u t a e
f o rexample ,*Hedoe sno tcome sinstead o fHedoe sno tcome .Dulaye t e r a y r o g e t a c n o it i d d a e h t r e d n u l l a f t a h t s r o r r e n o it a z ir a l u g e r t a h t d e t a t s ) 2 8 9 1 ( .l a
c it s i u g n il a o t d e d d a y ll a c i p y t s i t a h t r e k r a m a h c i h w n i e s o h
t tiem i serroneously
: . g . e , r e k r a m a e k a t t o n o d t a h t s s a l c n e v i g e h t f o s m e ti l a n o it p e c x e o t d e d d a
s h c t a w
* and*drinkes .Thet h ridcategoryo faddiitoni scalledsimpleaddiiton .An r o n g n i k r a m e l b u o d a r e h ti e n s i t i f i n o it i d d a e l p m i s a s i r o r r e n o it i d d a
. n o it a z ir a l u g e r
c ) Misinforma iton
. l a t e y a l u
D (1982 )stated t ha tmisinformaiton error sarecharacteirzed by ’ d e t a e ‘ d r o w e h t : . g . e , e r u t c u rt s r o e m e h p r o m e h t f o m r o f g n o r w e h t f o e s u e h t
n i n w o h
s *The dog eated the chicken. There are three sub-classfiicaiton so f i
h c r a , n o it a z ir a l u g e r e r a h c i h w , n o it a m r o f n i s i
m -form sandatlernaitngf orms .
n i e s o h t e r a y r o g e t a c n o it a m r o f n i s i m e h t r e d n u l l a f t a h t n o it a z ir a l u g e R
n i n e e s s a , e n o r a l u g e r ri n a f o e c a l p n i d e s u s i r e k r a m r a l u g e r a h c i h
w *Dot heybe
? y p p a
h cA ir h -form srefe rto form sselected by the learner .Dulay e tal .(1982 ) e
n o y l n o t c e l e s y a m r e n r a e l a t a h t d e t a t
s membe ro ftheclas so fpersona lpronoun s ,
s s a l c e h t n i s r e h t o l a r e v e s r o f n o it c n u f o
t a sseen in *Give me that and * Me
y r g n u
d ) Misordering
Like wha tthe term imp iles ,misordeirng i scatego irzed b y the incorrec t a
n i e m e h p r o m f o s p u o r g r o e m e h p r o m a f o t n e m e c a l
p n utterance ,e.g. :*She
r e h t o r b r e h e m it e h t ll a s t h g
if and* Idon’ tknowwha tsit ha.t
3 ) Compara itveTaxonomy
8 9 1 ( .l a t e y a l u
D 2)t heclassiifcaitono ferrorsi ncomparaitvet axonomyi s f o s e p y t r e h t o n i a tr e c d n a s r o r r e 2 L f o e r u t c u rt s e h t n e e w t e b s n o s ir a p m o c n o d e s a b
. ) 3 6 1 . p ( s n o it c u rt s n o
c In othe rwords ,accordingt o Johnsonand Johnson ( 1999) , r
e ’ s r e n r a e l e g a u g n a l d n o c e s e h T
“ ror sareclassiifed by simliartiywtih chlidren’ s y b r o / d n a s m r o n e g a u g n a l t e g r a t e h t m o r f s n o it a i v e d r e n r a e l e g a u g n a l t s ri f
. p ( ” d n u o r g k c a b 1 L t n e r e f fi d m o r f s r e k a e p s 2 L y b e d a m s r o r r e e h t h ti w y ti r a li m i s
. ) 1 1 1
4 ) Communica itveEffec tTaxonomy
t s i h
T axonomy classi ife serror sbased on the effec ton the ilstene ro r .
r e d a e
r Accordingt oJ ohnsonandJ ohnson( 1999) ,“Theeffectt heyhaveonnaitve n o n t a h t y a w e h t f o s m r e t n i r o n o i s n e h e r p m o c f o s m r e t n i r e h t e h w , s r e k a e p
s
-n y b d e v i e c r e p e r a s r e k a e p s e v it a
n aitves peakers”( p .112 .)
.
d Cause so fError s h
s ir r o
N (1983 )classiifed t hecause so ferror swhich arecarelessnes ,sf ris t g
n a
l uage interference , rtanslaiton , overgenerailzaiton , and error s a s par t o f y
ti v it a e r c e g a u g n a
1 ) Carelessnes s l e r a
C essnessi so tfenclosely related t o l ack o fmoitvaiton .Manyt eacher s e h t s p a h r e p ; t s e r e t n i s e s o l e h f i tl u a f s ’t n e d u t s e h t s y a w l a t o n s i ti t a h t ti m d a l li w
o d n o it a t n e s e r p f o e l y t s e h t r o / d n a s l a ir e t a
m e snots ui thim.
2 ) Firs tLanguageI nterference o
N rirsh (1983 )state stha tlearning a language (a mothe rtongue o ra n
o it a m r o f ti b a h f o r e tt a m a s a w ) e g a u g n a l n g i e r o
f (p .22). Thel earner’ sutterance s s a w e h e g a u g n a l e h t f o e s o h t s d r a w o t ” d e p a h s “ y ll a u d a r g e b o t t h g u o h t e r e w
s d a e l e u g n o t r e h t o M . g n i n r a e
l in turn to repeititon so fthe utterance and the s
ti b a h c it s i u g n il f o n o it a m r o f t n e u q e s b u
s . Fris t Language Interference i s
n e h w n e h t ,s ti b a h f o t e s a y ll a it n e s s
e thel earners rtyt o l earn new habti ,s t heold e
n
o s willi nterferewtiht henewones .
3 ) Transla iton 3 8 9 1 ( h s ir r o
N ) state s tha t rtanslaitng word by word o f idiomaitc s i h n i s r o r r e g n i k a m n i r o t c a f r e h t o n a s i e g a u g n a l t s ri f s ’ r e n r a e l e h t n i s n o i s s e r p x e
g n it ir w r e h r
o (p .26) .I tcan happen in the typica lstiuaiton when a learne rha s e
e
b n asked to communicate something ,in thi scase in w iritng ,bu the o rshe i s e h T . e r u t c u rt s r o n o i s s e r p x e e t a ir p o r p p a e h t w o n k t o n s e o d e h s r o e h t a h t e r a w a
n e h w , y lt n e u q e s n o C . s t s i x e e n o e t a ir p o r p p a n a t a h t e r a w a n u e b n e v e y a m r e n r a e l
a c i n u m m o c o t s t n a w r e n r a e l e h
t t e hi so rhe rideas ,the lear rn e wli llook a tthe r e h r o s i h f o t a h t y l e m a n , r a il i m a f s i r e n r a e l e h t h c i h w h ti w m e t s y s e g a u g n a l
4 ) Over-generailza iton
) 3 8 9 1 ( h s ir r o N o t g n i d r o c c
A , o rv -e generailzaitoncan alsobedeifned a sa o
w t f o d n e l
b srtucture sin the standard version o fthe language (p ). 31 ,e.g. : s
e ti r w
* instead of wrtie .Anothe rexample i sthe form i si sgenerailzed fo ral l e
h t n i s r e b m u n h t o b d n a s n o s r e
p Presen tTense.
5 ) Error sa saPar to fLanguageCrea itvtiy i
a s ) 3 8 9 1 ( h s ir r o
N d tha tlanguage creaitvtiy i sa natura lacitv tiy o fthe e s n e s e k a m o t t p m e tt a e l b a d u a l e h t n i t n e m n o ri v n e s i h h ti w s t c a r e t n i o h w n a m u h
s d n e n w o s i h o t ti m r o f o t d n a t i f
o (p .34- )3 .L5 earner ssomeitme sarerequried t
u b , s e c n a r e tt u w e n e t a e r c o t d e k s a d n
a wtih ilmtied expeirence o fthe targe t language ,they may make mistake .Fo rexample ,“emergen tvisti” .I tshould be
. e n o e v it a e r c a y lr a e l c s i s r o r r e e h t o t g n i d a e l s s e c o r p e h T . ” ti s i v y c n e g r e m e “
6 ) ContexLearning
, e r o m r e h tr u
F Brown ( 1980 )addedcontextl earning ast hecaus s e o ferrors 4
7 1 . p
( -177) .Contextr efersto t heclassroom wtih tist eache rand ti smate iralsi n d
e r o t u t n u f o e s a c e h t n i n o it a u ti s l a i c o s e h t r o , g n i n r a e l l o o h c s f o e s a c e h
t second
n I . g n i n r a e l e g a u g n a
l theschoo lcontex ,tt heteache rort het extbook canl ead t he .
e g a u g n a l e h t t u o b a s e s e h t o p y h y tl u a f e k a m o t r e n r a e
l Learnerso tfen makeerror s
a f o n o it a t n e s e r p y tl u a f , r e h c a e t e h t m o r f n o it a n a l p x e g n i d a e l s i m a f o e s u a c e b
e tt a p a f o e s u a c e b n e v e r o , k o o b t x e t a n i d r o w r o e r u t c u rt
s rn t ha twa smemo irzed
.
e Mistake sandError s
n r e c s i d o t t n a c if i n g i s s i ti t e y , e u g a v s n i a m e r r o r r e f o n o it a z ir e t c a r a h c e h T m r e t e n O . r o r r e h ti w s u o m y n o n y s e b o t m e e s h c i h w s m r e t r e h t o y n a g n o m a r o r r e n e tf o s i t a h
t used synonymously wtih error i smistake .Harme r(2007 )classiife s e h t y b d e t c e r r o c e b n a c s p il s e li h W . e k a t s i m f o s tr o s s a t p m e tt a d n a p il s , r o r r e e h t , s e d i s e B . s e v l e s m e h t y b d e t c e r r o c e b t o n n a c s r o r r e , s e k a t s i m g n i k a m s e n o e m o s n e h w d e s u s i t p m e tt a m r e
t onewantst os ays omethingbu tdoe sno tye tknow . ) 6 9 . p ( ti y a s o t w o h e k a t s i m e r a s p il
S s whichs tudent scancorrectt hemselves ,oncet hemistake t c e r r o c t ’ n a c y e h t h c i h w s e k a t s i m e r a s r o r r E . m e h t o t t u o d e t n i o p n e e b s a h s e v l e s m e h
t -and which, t herefore ,needexplanaiton .Attempt saremistake s t e y w o n k t o n o d t u b g n i h t e m o s y a s o t y rt y e h t n e h w e k a m s t n e d u t s t a h t .t i y a s o t w o h t a h t t u o s t n i o p e H . y a w r e h t o n a n i e k a t s i m d n a r o r r e s e n if e d ) 7 8 9 1 ( n w o r B a g n it c e lf e r p il s a r o s s e u g m o d n a r a e b n a c e k a t s i m
a performanceerror .I tmean s
m e t s y s n w o n k a g n i z il it u n i d e e c c u s t o n s e o d s e k a t s i m s e k a m o h w e n o e m o s t a h t . y lt c e r r o
c Besides ,he add stha ta sa driec tman fiestaiton o flearners ’operated a n t l u d a n a f o r a m m a r g e h t m o r f n o it a i v e d s u o i v b o n a s i r o r r e , m e t s y
s itvespeaker
) 0 7 1 . p ( . 1 0 0 2 ( r e k n il e S d n a s s a G o t g n i d r o c c
A ) ,“Anerrori st hei ncorrectf orm o f e k a t s i m m o r f t n e r e f fi d s i t i , r e v e w o H . s r e n r a e l y b d e c u d o r p e g a u g n a l t e g r a t a ” . p
( 4 ) .53 Moreover ,Elil sandBarkhuizen( 2005)s tatedt ha terror sairsebecauseo f y e h t e s u a c e b s m r o f t c e r r o c n i e h t e k a m y e h t n e h w e g d e l w o n k ’ s r e n r a e l e h t n i s p a g s e n o t c e r r o c e h t w o n k t o n o
e h
t learners . Fu trhermore ,Gas sand Seilnke r(2001 )noted tha tmistake sare e
u g n o t e h t f o s p il s o t r a li m i
s .(p 78) .When the learner srecognize them ,they g n i k a m n e h W . c it a m e t s y s e r o m e r a s r o r r e , d n a h r e h t o e h t n O . m e h t t c e r r o c d l u o c
e r d l u o c s r e n r a e l , s r o r r
e pea t the same incorrec t form s o f language wtihou t .
s r o r r e e h t g n i z i n g o c e r
1 9 9 1 ( n w o r B , s s e l e h tr e v e
N )proposed a disitnc tdeifniiton o ferrors .He t o n e d a m s r o r r e e r a s f o o G . s e k a t s i m d n a s f o o g : s e p y t o w t o t n i s r o r r e d e if i s s a l c
s r e n r a e l e g a u g n a l e h t y b y l n
o ,bu talso by the naitve language users .They are s r o r r e e r a s e k a t s i m , e li h w n a e M . e l b a t c e r r o c e r a d n a e u g n o t e h t f o s p il s y b d e s u a c
t l u s e r a s a , y lt c e r r o c e g a u g n a l e h t e c u d o r p o t t p m e tt a s r e n r a e l e h t n e h w g n ir r u c c o
s s e l u r e g a u g n a l d n o c e s f o s s e c o r p e h t f
o ystem which i sincompletely formed .
p
( 109) .
e l p o e p , s e m it e m o
S have d fiifcutly to dfiferenitate between mistake sand t
e s o h T . s r o r r
e wo term shave a ltilte dfiferenc .e However ,i ti simpo tran tto l
c m e h t e k a m o t r e d r o n i s m r e t e h t f o h t o b e t a it n e r e f fi
d ear .Chomsky (1965 )a s
2 8 9 1 ( y a l u D n i d e t a t
s ) disitnguishe s between error s caused by faitgue and e h t f o s e l u r e h t f o e g d e l w o n k f o k c a l m o r f g n it l u s e r s r o r r e d n a n o it n e tt a n i
n o it n e tt a n i d n a e u g it a f y b d e s u a c s r o r r E . e g a u g n a
l i scalled“performancef actors,”
e h t f o s e l u r e h t f o e g d e l w o n k f o k c a l m o r f g n it l u s e r s r o r r e e li h
w language i s
e c n e t e p m o c “ d e ll a
c .” Fu trhermore , “performance error s have been called ’
s e k a t s i m
‘ ,whliet het erm‘ errors ’wasr eserved f ort hesystemaitcdeviaiton sdue l
li t s s ’ r e n r a e l e h t o
.
2 Grammar
a m m a r g f o y r o e h t e h t s r e v o c n o i s s u c s i d g n i w o ll o f e h
T r and the
r a m m a r g f o e c n a tr o p m
i .
.
a Theoryo fGrammar
t n e m e g n a r r a d n a m r o f f o n r e tt a p e h t s a r a m m a r g t a h t d e t a t s ) 5 4 9 1 ( s e ir F h c i h w y
b theword sareputt ogether( p .28) .However ,Rivers( 1968 )statedt hatt o s i h c i h w y g o l o n i m r e t a n i t u o t e s e g a u g n a l f o s e l u r e h t s i r a m m a r g , e l p o e p t s o m .) 6 5 . p ( e l u r h c a e o t d e d n e p p a , s n o it p e c x e y n a m h ti w , r e b m e m e r o t d r a h e l ll i w r a m m a r g m r e t e h t g n i s s u c s i
D ad t o t heword srtucturerule swhich . r a m m a r g f o s n o it i n if e d s u o r e m u n e s o p o r p s t s i u g n il y n a M . s e c n e t n e s n i t s i x e e h t f o y d u t s e h t n e e b s a h r a m m a r G “ e l p o e p n o m m o c r o f t a h t d n u o f ) 7 7 9 1 ( o d a L e d u t s e h t ll e t o t d e m i a l c t a h t s e l u r ,s i t a h t ,s s e n t c e r r o c f o s e l u
r nt swha ttheyshould
e g a u g n a l e h t k a e p s o t r e d r o n i y a s t o
n oft hes ocietyeducatedclasses” (p .141 .)
.
b TheI mportanceo fGrammar
f o s tr a p f o s e m a n e h t y l e r e m t o n s i r a m m a r g ) 9 4 9 1 ( n r u b l o C o t g n i d r o c c A d n a h c e e p
s patr so fa sentence .Gramma ri sthe knowledge o fsome p irnciple s s t c e f f e n i a tr e c e v i g o t p u o r g n i k r o w s d r o w y a w e h t g n i n r e v o
g (p .31). A sar esu tl ,
n a m u h e c n i S . o o t g n i n a e m e h t r e tl a l li w s d r o w f o r e d r o r o m r o f e h t g n i g n a h c g d e l w o n k e h t y l p p a o t t n a tr o p m i s i t i , s e c n a t s m u c ri c d e ir a v n i e v il s g n i e
b e o f
r a l u c it r a p h c a e o t d e ti u s t s e b e g a u g n a l f o m r o f e h t e s o o h c d n a e s u o t r a m m a r g . n o it a u ti
t a h w e g a u g n a l o t s i r a m m a r g t a h t e s i n g o c e r t s u m e w , n o i s s u c s i d y n a n I y d o b n a m u h e h t o t s i y m o t a n
a ... .To say t ha tgramma rcan be brushed i s a e d i s
a nconsequenita lo r rirelevanti so fcoursenonsense .Thequesiton , e s u e w r a m m a r g e h t f o e r a w a e b t s u m e w e e r g e d t a h w o t r e h t a r s i k s a o t y m o t a n a e h t f o e r a w a e b t s u m e w t n e t x e t a h w o t k s a y a m e w s a t s u
j o fou r
. ) 3 5 1 . p ( k r o w d n a k n i h w d n a y a l p d n a t c a e w s a s e i d o b t n a tr o p m i y ll a e r a s i r a m m a r g , e c n e t n e s a g n i c u d o r p n i t a h t s n a e m s i h T . l u f g n i n a e m e c n e t n e s a e k a m o t r e d r o n i t n e m e l
e Therefore ,Engilshuser smus tbe
e s u r a m m a r g e h t f o e r a w
a d inproducingasentence.I naddiiton,r ule so fgramma r n a c t i , e r o f e r e h T . n o it a c u d e l a m r o f n i y ll a i c e p s e d e il p p a e b o t t n a tr o p m i y r e v e r a n i r a m m a r g f o s e l u r e h t n r a e l o t s r e n r a e l l o o h c s e h t r o f y r a s s e c e n s i ti t a h t d i a s e b . l o o h c s f o t s e il r a e y r e v e h t o n o it i n if e d e h
T fgramma ra sstated aboveclealrydeifnes tha tgrammari s r a m m a r g h s il g n E . s d r o w f o e s u
