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T N E T N O C F O E L B A
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H A I M L I A Y R A K I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E P R A B M E
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o it a ti m i L m e l b o r P .
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i x
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 . II R E T P A H C
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a Sourceo fError ... 0..1 .
b Othe rSourceo fError ... 41 r
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c ... 5..1 .
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a ... 22 .
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t n a p i c it r a P h c r a e s e R .
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D ... 1..3 t
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1 ... 43 w
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2 ... 53 e
r u d e c o r P h c r a e s e R .
F ... 63 S
G N I D N I F D N A S T L U S E R H C R A E S E R . V I R E T P A H C
s r o r r E e s a r h P l a n o it i s o p e r P ’ s t n e d u t S e h T . A
r r E e h t f o n o it a t n e s e r P a t a D .
1 or sMadebyt heStudent s... 73 s
t n e d u t S e h t y b e d a M s r o r r E e h t n o n o i s s u c s i D .
2 ... 93 s
r o r r E e h t e k a M o t s t n e d u t S e h t d e s u a C t a h t s r o t c a F e h T . B
s t n e d u t S e h t d e s u a C t a h t s r o t c a F e h t f o n o it a t n e s e r P a t a D . 1
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t ... 64 s
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c a F e h T .
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s a r h P l a n o it i s o p e r
P Error s... 55 s
n o it a d n e m m o c e R . B
.
1 Fo rStudentsi nParagraphW iritngClas s... 56 l
C g n it ir W h p a r g a r a P n i s r e r u t c e L r o F .
2 a ss... 75 s
r e h c r a e s e R e r u t u F r o F .
3 ... 85 S
E C N E R E F E
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T ... 32 y
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s t n e d u t S e h
t ... 43
Table3.2TheNumbe ro fPreposiitona lPhraseError sMadebyt heStudents... 43 t
c e j b u S f o r e b m u N e h T 1 . 4 e l b a
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A Page
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D TheI nterviewGuide ... 37
.
1 I R E T P A H C
N O I T C U D O R T N I
y r o t c u d o rt n i s i h
T chapte rconsist so fsix secitons .Thi schapte rwli lpresent s
h c r a e s e
r background ,research problems ,problem ilmtiaiton ,research objecitves ,
.s m r e t f o n o it i n if e d d n a , s ti f e n e b h c r a e s e r
.
A ResearchBackground e g a u g n a L h s il g n
E Educaiton Study Program (ELESP )student sare prepared
r e h c a e t e m o c e b o t d e t c e p x e d n
a s .A sEngilsh teachers ,they should maste rEngilsh
s t n e d u t s r i e h t o t h s il g n E t u o b a e g d e l w o n k r i e h t r e v il e d l li w y e h t n o r e t a l e s u a c e
b . sA
n i d e t a t
s PanduanAkademik (2011), ELESP students shouldhave good pro ifciency
h s il g n E p o l e v e d d n a e g a n a m , n g i s e d o t e l b a e b d l u o h s y e h t e s u a c e b h s il g n E n i
m a r g o r p g n i n r a e
l (para. )2
h s il g n E f o e n o s i r a m m a r
G languageelements whichi simpo trantt o bel earn t
n
i learning Engilsh .ELESP students should have good gramma rpro ifciency to
h s il g n E n e tt ir w d o o g e c u d o r
p because late ron they wli lteach thei rstudents . Fo r
, e c n a t s n
i ELESP student sshould be able to apply the use o fgramma rcorreclty to
d o o g a e v a
h Engilsh W iritng .Theresearche rw as interestedt o conduc tar esearch on
e s a r h p l a n o it i s o p e r
p error because preposiitona l phrase i s one o fthe gramma r
s t n e m e l
e which i s o tfen considered by some students (based on researcher’ s
) e c n ri r e p x
e a ssimple thing. Anothe rfacto rwhy the researche rchose preposiitona l
r e h c r a e s e r e h t s i d e h c r a e s e r e b o t e s a r h
s r o r r
e abou tpreposiitona lphrase i n researcher’ swork in seventh semester which i s
w o n k o t e t a l o o
t preposiitona lphrase error. The researche rthought that i twould be
r o r r e r i e h t w o n k o t P S E L E n i s t n e d u t s r o f r e tt e
b s abou tpreposiitona lphrase i n the
r e t s e m e s r e il r a
e s in orde rto avoid the erro rthey made in future .Based on Sanata
t u o b a h c r a e s e r t s a l( e s a b a t a d s ’ y r a r b il a m r a h
D this t opic was i n 1991) t he research
’ s t n e d u t s y fi t n e d i o t r e d r o n i t n a c if i n g i s s i ti h g u o h t d e h c r a e s e r y l e r a r s i c i p o t s i h t n o
. y r e t s a m g n it ir w d n a r a m m a r
g According to Elil s(2003) ,“…error sare the lfawed
. p ( ” g n it ir w r o h c e e p s r e n r a e l f o e d i
s 138) .Erro ri sa kind o ffaliure in learning
t u b , s s e c o r
p a sctied i n Elil sand Barkhuizen ,Corde r(1967 )also considers erro ra s
n i l u f p l e
h awayo fshowing t het eache rwhat l earner shave l earn tand t hey have no t
t u o b a h c r a e s e r r o f e c n e d i v e g n i d i v o r p , d e r e t s a m t e
y how l anguage sare l earned ,and
g n i n i a t b o r o e g a u g n a l t e g r a t e h t f o s e l u r e h t r e v o c s i d n a c s r e n r a e l r o f e c i v e d g n it c a
. a r a p ( r o r r e r i e h t n o k c a b d e e
f 51) .
cAc ording to Larsen-Freeman (1999) ,Engilsh prepositona lphrase shave
s g n i n a e m s u o ir a
v . Asingleprepositoncanbeusedt oclarfiyi nformaitonabouts pace ,
d i( r e h t o r o e e r g e d , e m
it iomaitc usages)( para .409) . Larsen-Freeman also meniton s
p t a h
t reposiitona lphraseerrori sconsidereda scommonerrori nw irttenEngilsh .
n
I the second semeste r in ELESP , student s learnt w iritng in term s o f
. h p a r g a r a
p In the same semeste rthey also learnt gramma rin Srtucture I Iclass .
n
g n it ir W h p a r g a r a P n i k r o w n e tt ir w e c u d o r
p .Theo iresand exercises theyhave got i n
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T et h kind so ferror sand causaitve factor so f
. s s a l C g n it ir W h p a r g a r a P n i e s a r h p l a n o it i s o p e r
p In thi sclas sstudent swould learn
d d n
a i d the exercises on severa l type so fparagraph :narraitve ,desc irpitve and
s e c a l p g n i b ir c s e d y ll a i c e p s e , h p a r g a r a p e v it p ir c s e d n I . e v it a t n e m u g r
a paragraph, t he
e s a r h p l a n o it i s o p e r p s e s u g n it ir
w s to bulid t he i dea sregarding t he cohesive and t he
e c n e r e h o
c inw iritn .g Thi sresearchi sconductedt or eveal et h students ’knowledgei n
n o it i s o p e r
p a lphraset heo ire sandtheusageindiscoursecontext .Thi skindofr esearch
h c a o r p p a e v it a ti l a u q s e s u t i d n a s i s y l a n a r o r r e o t s g n o l e
b .Thi sresearch refer sto a
y d u t s d e t a l e
r conducted by Mal iin 2011 .Thi sidenitca lresearch had dfiferen t
.) s t n e d u t s s s a l c g n it ir W h p a r g a r a P ( t c e j b u s e m a s e h t r e d n u s a w t u b t c e j b o h c r a e s e
r In
h c r a e s e r s ’i l a
M theobjec twa ssubjec tverbagreemen tandhef ound28error soff ou r
a e H . r o r r e f o s e p y
t lso f ound ifvemajor f actors t ha tcaused studenti n makingerro .r
h c r a e s e r r e h t o n
A wa smadebyKaninain2010 .Herr esearch wa sabou tpreposiitona l
d n a n o it i d d a , n o i s s i m o e m o s d n u o f e h S . s s a l c g n it ir W y a s s E c i m e d a c A n o s r o r r e b r e v
n o s r o r r e n o it a m r o f n i s i
m he rresearch and some error scaused by i gnorance o frule
. s s e n s s e l e r a c d n a n o it c ir t s e
r
.
B ResearchProblem
e r a h c i h w s m e l b o r p e h t s e t a l u m r o f r e h c r a e s e r e h t , y d u t s s i h t h g u o r h
T presented
n o it s e u q o w t o t n
.
1 Wha tare preposiitona lerror smade by students i n Paragraph W iritng clas s
? P S E L E f o
.
2 Wha tare factors t ha tcause students i n Paragraph W iritng clas so fELESP
a
m det hosepreposiitonalerrors?
.
C ProblemLimtia iton
s i h
T research deal swtih preposiitona lerrors made by ELESP student sin
ir W h p a r g a r a
P itng class .The preposiitona lphrase includes adjecitve phrase and
e s a r h p b r e v d
a .Thi sresearch wli lonly ifnd and desc irbe preposiitona lphrase error s
P . s s a l c g n it ir W h p a r g a r a P n i t s e t s s e r g o r p n i d n u o
f reposiitona lphrase erro ri s
e s u a c e b n e s o h
c ti i smosltyusedi ndesc irbingaplace .
h p a r g a r a
P W iritng clas si schosen because thi sclas si soffered in second
e r a s t n e d u t s s r e t s e m e s y lr a e e h t n I . r e t s e m e
s considered to star tlearning gramma r
p
( reposiitona lphrase) .ParagraphW iritngclassi sonetheclassi nwhichs tudent scan
r a m m a r g r i e h t y l p p
a pro ifciency.
n e e w t e b e t a it n e r e f fi d t o n s e o d h c r a e s e r s i h
T errors from mistake . Thi s
n e e w t e b e t a it n e r e f fi d o t n o it c a r e h tr u f e k a m t o n d l u o w h c r a e s e
r errors mfro mistake .
t c e r r o c n i y r e v
E preposiitona lphraseis considereda serrorint hi scase.
.
D ResearchObjec itves
i h T . n o it a l u m r o f m e l b o r p n i n o it s e u q e h t r e w s n a o t d e t c u d n o c s i h c r a e s e r s i h
T s
.
1 prepostiona lphrase error smade by student sin Paragraph W iritng clas so f
P E S L E
.
2 t h fe actorst ha tcauseds tudentsi nParagraphW iritngclas so fELESPt omake
p e s o h
t reposiitonalerror
.
E ResearchBeneftis
s e r s i h
T earchi sexpectedt oprovidebeneftist ot hef ollowing .
P S E L E .
1 Students
s t n e d u t s P S E L E s t c e p x e r e h c r a e s e r e h
T toi dentfiyandanalyzet heerrorst hey
r i e h t e v o r p m i n a c s t n e d u t s e h t , n o r e t a L . m e h t g n i y lr e d n u s r o t c a f d n a e d a m e v a h
y e h t s r o r r e l a c i p y t y n a d i o v a n a c y e h t d n a d e t n e s e r p t l u s e r e h t n o d e s a b g n i n r a e l
. e d a
m A tfe rknowing such errors ,student smay improve thei rw iritng ablitii es by
e b o t d e ri u q e r s i n o it c e f r e p f o d n i k s i h T . s e l u r l a c it a m m a r g g n i w o ll o
f a professiona l
. r e h c a e t h s il g n E
.
2 Lecturero fParagraphWri itngCourse
e h t s p l e h h c r a e s e r s i h t f o t l u s e r e h
T teache rto indicate the dfiifcutly in
h s il g n E g n i n r a e
l . I talso assists thestudent swtihl ow w iritngpro ifciencyand cetrain
. l a ir e t a m t l u c if fi d
s r e h c r a e s e R r e h t O . 3
e s o h t r o f l u f e s u e b l li w h c r a e s e r s i h t f o t l u s e r e h t t a h t s t c e p x e r e h c r a e s e r e h T
o h
s a e s u e b n a c t l u s e r h c r a e s e
r a compairson to see preposiitona lphrase erro ron the
. h c r a e s e r r a li m i s
.
F De ifni itono fTerm s .
1 Error
E “ , ) 3 0 0 2 ( s il l E o t g n i d r o c c
A r sror i re lfecti ng gap sin learner’ sknowledge ;
o y e h
t ccu rbecause t he l earne rdoe snot know what i scorrect .Mistake i s re lfecti ng
m r o f r e p o t e l b a n u s i r e n r a e l e h t e s u a c e b r u c c o y e h t ; e c n a m r o f r e p n i s e s p a l l a n o i s a c c o
. p ( ” s w o n k e h s r o e h t a h
w 17 .)I ncaseo ferror , rlea ner sdono tknowwhati scorrect .
e r o f e r e h
T they perform t he i ncorrec tone .They may perform t he correc tone fi t hey
y e h t t u b e n o t c e r r o c e h t w o n k s r e n r a e l e h t e s a c e k a t s i m f o e s a c e h t n I .t i t u o b a n r a e l
e r e
w unablet o perform correctly. I naddiiton ,Corder’ sopinion shows tha terror i sa
s a . a r a p ( e g d e l w o n k r i e h t g n i p o l e v e d l li t s r e n r a e l e h t y b d e s u a c n o it a i v e d c it a m e t s y s
, y a l u D n i d e ti
c Bur tand Krashen 1982 ,p.139 .) In addiiton ,Corde rstate sthat “In
e p , e r u t a r e ti l e g a u g n a l d n o c e s e h t f o e m o
s rformance error s have been called
” s e k a t s i m
“ .Meanwhlie t erm “errors”was r eserved f or t hesystemaitc deviaiton sdue
, y a l u D n i d e ti c s a ( m e t s y s e l u r 2 L e h t f o e g d e l w o n k g n i p o l e v e d l li t s s ’ r e n r a e l e h t o t
. ) 9 3 1 . p , 3 0 0
2 Int hisr esearch ,errori st heusageo finappropiratepreposiitonf oundi n
.s k r o w n e tt ir w ’ s t n e d u t s e h
t
s i s y l a n A r o r r E
n e z i u h k r a B d n a s il l
E (2005 )state tha t“erro rAnalysi s(EA )i s a se to f
” 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 , g n i y fi t n e d i r o f s e r u d e c o r
p p( aar .51) .In
s i s y l a n a r o r r
e procedure ,identfiying mean s ifnding the errors . In othe r word s
e r u d e c o r p t x e n e h T . s tr a p e t a ir p o r p p a n i t u o t n i o p o t s s e c o r p g n i n n a c s a s i g n i y fi t n e d i
g n i b ir c s e d s
i . This i sa proces swhich catego irzes types o ferror .The nex tphase i s
g n i n i a l p x
e . Thi sproces si saimed to clarfiy why a par ti sconsidered a serro rand
ti y a h
w i scorrec taccording to the related rules .Those procedure sare requried to
. s i s y l a n a r o r r e n a n i a t n i a
m In thi sresearch erro ranalysis si examining student s
k r o
w s ondesc irpitveparagraph toi dent fiyandclassfiyt hei napprop iratepar toft ex t
k r o w s t n e d u t s n
i containingpreposiitona lphraseerror.
.
2 Preposi itona lPhrase o p e r p h c r a e s e r s i h t n
I siitona lphrase i s a se tof t wo o rmore word sbetween
s n o it i s o p e r
p and noun o rpronoun found in Paragraph W iritng clas sespecially in
h p a r g a r a p f o e p y t e v it p ir c s e d g n it ir
w whichexplains speci ifci nformaitono fitmeand
e g a s u r e h t o d n a e e r g e
d .Leste r(1990) de ifnes, a ” preposiitona lphrase i sa group o f
e b s d r o w d e t a l e
r g n in ingwtihapreposiitona land den i ngwtiha nouno rpronoun”( p .
d n a s e s a r h p n u o n f o m r o f e h t m o r f t n e r e f fi d s i e s a r h p l a n o it i s o p e r p t a h t d i a s e H . ) 5 0 1
it i s o p e r p a n I . e s a r h p a n i h ti w e s a r h p a e v a h y a m t i r o f s e s a r h p b r e
v ona lphrasethere
e b t h g i
s s a l C g n it i r W h p a r g a r a P
r e t s e m e s d n o c e s e h t n i d l e h s i h c i h w s s a l c g n it ir w a s i s s a l c g n it ir W h p a r g a r a P
. P S E L E n
i Theclassi shelda tfe rBasicW iritngclassi nt hef rists emester. A sctiedi n
k i m e d a k A n a u d n a
P (2011) ,in Paragraph W iritng student slearn to wrtie a good )
6 6 . a r a p ( h p a r g a r a
9 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
h t ,r e t p a h c s i h t n
I e r esearche rwouldpresent et h reviewof t heo ires r elated t o
tr a p s i h T . h c r a e s e r s i h
t wli lbe dividedi n t ot wo secitons,t heoreitca ldesc irpiton and
l a c it e r o e h T . k r o w e m a r f l a c it e r o e h
t desc irpiton wli lexplain the theo ire s drieclty
e b l li w d e b ir c s e d s e ir o e h t e h t , k r o w e m a r f l a c it e r o e h t n I . h c r a e s e r s i h t o t t n a v e l e r
t d e z i s e h t n y s d n a d e z ir a m m u
s o helpt he r esearche rconducitng thestudyt o solvet he
m e l b o r p h c r a e s e
r s.
.
A Theore itca lDescrip iton
e h t t r o p p u s o t r e d r o n i d e s u s e ir o e h t e h t s s u c s i d o t g n i o g s i t r a p s i h T
r o r r e , r o r r e : s tr a p e e r h t o t n i d e d i v i d s i t r a p s i h T . h c r a e s e r s i h t f o t n e m h s il p m o c c a
. e s a r h p l a n o it i s o p e r p d n a s i s y l a n a
.
1 Error
y a l u D o t g n i d r o c c
A e ta.l(1982) ,“ lfaweds ideo flearners peecho rw iritng are
e r u t a m f o m r o n d e t c e l e s e m o s m o r f e t a i v e d t a h t n o it i s o p m o c r o n o it a s r e v n o c f o s tr a p
e c n a m r o f r e p e g a u g n a
l s ” (p .138) .Therefore, making error si san inevtiable par to f
. g n i n r a e
l Dulay( 2003 )explainst ha terrorr efes toanydeviaitonf romaselectednorm
f
o al nguageperformance ,nomatte rwhatt hecharacte irsitc so rcauseof t hedeviaiton
o s l a r e d o C . ) 9 3 1 . a r a p ( e b t h g i
m sayst ha terrori saf aliureoft her uleoft hecodeand
ti depend son t heparitcula rva irety oft he t arget l anguagewhich i sconsidered a st he
e d o
r o r r
e from mistake :“mistake sre lfec toccasiona llapse sin performance ;they occu r
e l b a n u s i r e n r a e l e h t , e c n a t s n i r a l u c it r a p n i , e s u a c e
b to perform wha the o rshe
s w o n
k ” ,whlie “error sre lfec tgap sin learner’ sknowledge ;they occu rbecause the
r e n r a e
l doe sno tknowwhati scorrect”(p.17 .)
.
a Source so fError
Thi sresearch deal swtih erro ranalysis .Hence , ti i salso necessary t o discus s
, ) 5 0 0 2 ( n e z i u h k r a B d n a s il l E o t g n i d r o c c A . r o r r e f o e c r u o s e h
t t heprocessesl earner s
t e g r a t e h t d n a t s r e d n u t o n o d y e h t n e h w e k o v n
i -language form i sessenital t o ask i n
o w t e z ir o g e t a c n e z i u h k r a B d n a s il l E . ) 5 6 . p ( s r o r r e n i a l p x e o t e l b a e b o t r e d r o
.r o r r e l a u g n il a rt n i d n a l a u g n il r e t n i y l e m a n , s r o r r e f o s e c r u o s
)
1 Interilngua lError
f o t l u s e r e h t e r a s r o r r e l a u g n il r e t n i “ , ) 5 0 0 2 ( n e z i u h k r a B d n a s il l E o t g n i d r o c c A
f o t c e f f e e h t s a e d a m e r a s r o r r e e h T .) 5 6 . p ( ” s e c n e u lf n i e u g n o t r e h t o
m rtansfer irng
“ . m r o f e u g n o t r e h t o m f o g n i w o r r o b d n
a Interilngual error smay occu ra tdfiferen t
,l a c i g o l o n o h p f o r e f s n a rt s a h c u s s l e v e
l morphological ,grammaitca land lexica
-o t n i e g a u g n a l e v it a n e h t f o s t n e m e l e c it n a m e
s the t arget l anguage” (Erdogan ,2005).
h
T eexample sareasf ollows.
] 1
[ “Wewen ta tJohannesburgl as tweek*( Elils ,2003 ,p .18 .)”
. t c e r r o c n i s i e s a r h p l a n o it i s o p e r p e h t t u b , t c e r r o c s m e e s t
I The error i n et h sentence
n r e h t u o S n i s e g a u g n a l u t n a B f o s r e k a e p s y b e d a m s a
w Af ircawhof requenltyuse t he
n o it i s o p e r
)
2 Intrailngua lError
l a r e n e g e h t t c e lf e r s r o r r e l a u g n il a rt n i “ , ) 7 9 9 1 ( d r a h c i R o t g n i d r o c c A
f o n o it a c il p p a e t e l p m o c n i , n o it a z il a r e n e g y tl u a f s a h c u s g n i n r a e l e l u r f o c it s ir e t c a r a h c
A . ) 4 7 1 . p ( ” y l p p a s e l u r h c i h w r e d n u n o it i d n o c n r a e l o t e r u li a f d n a s e l u
r simlia r
“ s n i a l p x e t n e m e t a t
s simlia rerror sfound in al lL2 learner sregardles so fthei rL1”
f o s e p y T “
( Error” ,n .d). .Richard (1997) de ifne sfou rkind so finrtailngua lerrors .
e r a y e h
t o -ver generailzaiton,i gnoranceofr uler est irciton ,si ncompleteappilcaiton so f
.) 4 7 1 . a r a p ( d e z i s e h t o p y h s t p e c n o c e s l a f d n a s e l u r
)
a Over-generailza iton.
r e v o “ , ) 7 9 9 1 ( d r a h c i R o t g n i d r o c c
A -generailsaitoncoversi nstance swhere t he
n i s e r u t c u rt s r e h t o f o e c n e ir e p x e s i h f o s i s a b e h t n o e r u t c u rt s t n a i v e d a s e t a e r c r e n r a e l
t e g r a
t language” (p . 174) . He also assume s tha t over-generailsaiton generally
t n a i v e d e n o f o n o it a e r c e h t s e v l o v n
i srtucture in place o ftwo regula rsrtucture .
r e v o t a h t s e t a t s ) 3 8 9 1 ( h s ir r o
N -generailzaiton can be regarded a sa blend o ftwo
t s ‘ e h t n i s e r u t c u rt
s andard version ’of t hel anguage .Heassumes t hatt he erro rmigh t
r a e l e h t n i y lr a e t n r a e l s e r u t c u rt s g n i d n e l b f o t l u s e r a s a e d a m e
b ningprocess( para .
e r e H . ) 1
3 a retheexamples o fove r–generailsaiton:
. o o z e h t ti s i v e r a e W ] 2
[ *
] 3
[ Shemus tgoe .s*
Example [ 2]show sablendingof t heconitnous tenseand t hesimple presenttense in
e l p m a x E . e c n e t n e s e h
r a l u g n i
s –ss uf ifxareused ( para .31 .)I naddiiton, Elils( 2003 )presents anexampleo f
r e v
o -generailzaiton;i nuseof‘ eated i’nplaceof‘ ate’( para .19 .)
)
b Ignoranceo fRuleRestric itons
o t d e t a l e r y l e s o l c s n o it c ir t s e r e l u r f o e c n a r o n g I “ , ) 7 9 9 1 ( d r a h c i R o t g n i d r o c c A
o it c ir t s e r e h t e v r e s b o o t e r u li a f s i s e r u t c u rt s t n a i v e d f o n o it a z il a r e n e g e h
t n so f
h w s t x e t n o c o t s e l u r f o n o it a c il p p a e h t s i t a h t , s e r u t c u rt s g n it s i s x
e ere they do no t
y l p p
a ” (p .175) .Herearet heexample sofi gnoranceofr uler est ircitons:
] 4
[ ThemanwhoI s awhim.*
] 5
[ Imadehimt odo ti .*
e l p m a x e e h
T above indicates et h ignorance o frule rest ircitons .Richard (1997 )
h ti w s e r u t c u rt s n i s t c e j b u s n o n o it a ti m il e h t s e t a l o i v e c n e t n e s t s ri f e h t t a h t s n i a l p x e
o h
w .Thes econds entencei gnoresr est irciton sont hedist irbuitono fmake(para .175) .
)
c IncompleteAppilca itono fRules
) 7 7 9 1 ( d r a h c i R o t g n i d r o c c
A “deviancyrepresent sdegree o fdevelopmen to f
, r e n r a e l e g a u g n a l d n o c e s e h T .. . s e c n a r e tt u e l b a t p e c c a e c u d o r p o t d e ri u q c a s e l u r e h t
t n e i c if f e e ti u q e v i h c a n a c n o it a c i n u m m o c n i y li r a m ir p s p a h r e p d e t s e r e t n i
e h t t u o h ti w n o it a c i n u m m o
c need fo rmaste irng more than the elementary rules. ”
:) 7 7 9 1 ( d r a h c i R y b d e t n e s e r p s e l p m a x e e h t e r a e r e H . ) 7 7 1 . p (
[6] Q :Whati shedoing?
.r o o d e h t g n i n e p o e H :
A *
. h c u m d a e r I :
A *
e h
T answe roft heexample[6 ]arei n lfuencedbyt hequesiton .Thef ris tanswers how s
e s b a e h
t nce o fto be i ,s the answe rshould be he i sopening the doo .r The second
e l p m a x
e re lfects anexcessiveanswe rwhliet hecommonanswe rusuallyy , oes Id .
)
d FalseConcept sHypothesized
g n i d r o c c
A toRichard( 1977 ,)f alseconcept shypothesized deirves f romf autly
n o it a d a r g y b d e s u a c s e m it e m o s t a h t e g a u g n a l t e g r a t n i s n o it c n it s i d f o n o i s n e h e r p m o c
n o r o s e g a u g n a l r e h t o d n a h s il g n e f o s i s y l a n a e v it s a rt n o c o t e u D . s m e ti g n i h c a e t f o
il g n E n i h ti w t s a rt n o
c sh (para .178) .Here are the example spresented by Richard
:) 7 7 9 1 (
] 7
[ Onedayi twa shappened*
8
[ ]Hei ss peak sFrench*
y tl u a f m o r f s e v ir e d r o r r e e h t e c n e t n e s t s ri f e h
T comprehension .On the second
t n e s e r p f o g n i s u n i h c i h w n i y ti u g i b m a n a s w o h s n o it s e u
q tensedono tneedt obe.
.
b TheOther sSourceo fError
s tr e p x e r e h t o e r a e r e h t , s r o r r e l a u g n il a rt n i d n a s r o r r e e g a u g n a lr e t n i s e d i s e B
h o h
w ave though tabou tsome cause so ferror smade by learners .According to
1 ( h s ir r o
N 983) ,there are several cause so ferrors ,namely carelessness , rtanslaiton
s s e n s s e l e r a C ) 1 ’ s r e n r a e l f o e s u a c e b n e p p a h n a c s s e n s s e l e r a c , ) 3 8 9 1 ( h s ir r o N o t g n i d r o c c A f i tl u a f ’ s r e n r a e l y l n o t o n s i ti h g u o h t n e v e n o it a v it o m f o k c a
l they l ose i nteres t(p .
o d t a h t n o it a t n e s e r p f o e l y t s e h t d n a s l a ir e t a m g n i n r a e l t a h t s d d a ) 3 8 9 1 ( h s ir r o N . ) 1 2 f o k c a l e v a h o t m e h t e s u a c y a m t a h t s r o t c a f r e h t o e b n a c s r e n r a e l o t t i u s t o n .) 1 2 . p ( n o it a v it o m n o it a l s n a r T ) 2 n a rt t a h t s n o it n e m ) 3 8 9 1 ( h s ir r o
N slaitng word by word o f idiomaitc
o t r e n r a e l a e s u a c n a c t a h t 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 , s d d a ) 3 8 9 1 ( h s ir r o N , n o it i d d a n I . ) 6 2 . p ( g n it ir w r e h r o s i h n i r o r r e n a e k a m s i h e t a c i n u m m o c o t s e h s i w r e n r a e l e h t s a , e r o f e r e h t
“ o rheri dea ,st hel earne rwilll ook
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 e h t t a .) 7 2 . p ( ” e u g n o t r e h t o
m This t heorymigh tber elatedt o I nrtailngualt heory .The way
e c n e u lf n i r o d e t c e f f a e b t h g i m g n it a l s n a rt e n o e m o
s dbyhi so rhe rmothert ongue .
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 r o r r E ) 3 y ti li b a e h t s a d e n if e d e b n a c y ti v it a e r c e g a u g n a l ,) 3 8 9 1 ( h s ir r o N o t g n i d r o c c A n i t n r a e l e v a h y e h t t a h t e g a u g n a l e h t f o s tr a p e h t e s u o t r e d r o n i e v a h s r e n r a e l t a h t e m o s y a s o t r e d r
o thingt hatt heymayno thaveheardbefore( p .35 .)
.
c Type so fError
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 i t i , r o r r e ’ s r e n r a e l e h t e z y l a n a o t r e d r o n I s r o r r e s u o ir a v e r a e r e h t e s u a c e b s e p y t e h t n o d e s a
t a c if i s s a l c e h T . k r o
w ion o fthe erro rbased on tis type may help the researche r
. e d a m r o r r e e h t e z y l a n a e b t s u m ) y m o n o x a t a s a o t d e r e f e r ( s e ir o g e t a c m e t s y s e h t “ , s e u g r a s e m a J ll e w
‘ -developed ’ and ‘elaborated , and thu s capable o f desc irbing error s wtih
fl e s d n a e l p m i s e b o s l a t s u m t i ; y c a c il e d m u m i x a
m -explanatory”( a sctiedi nElil sand
. p , 5 0 0 2 , n e z i u h k r a
B 60) .Thes tudyoft axonomycanbedividedi ntot wo ;a ilnguisitc
. y m o n o x a t e r u t c u rt s e c a f r u s d n a y m o n o x a t )
1 Lingusi itcTaxonomy
k ri u
Q e ta.l(1985 )state t ha tilngusiitc t axonomyi sr elated t ot hegrammar i n
b r e v , e s a r h p b r e v e h t , e r u t c u rt s e c n e t n e s c i s a b s a h c u s e g a u g n a l t e g r a t e h t d n a e t a n i d r o o c , s t c n u j d a , e s a r h p l a n o it i s o p e r p , e s a r h p n u o n e h t , n o it a t n e m e l p m o c s d n a s n o it c u rt s n o c e t a n i d r o b u
s entence conneciton (para .A s ctied in Elil sand
) 0 6 . p , 5 0 0 2 , n e z i u h k r a B )
2 SurfaceStructureTaxonomy
s i y m o n o x a t e r u t c u rt s e c a f r u s e h t “ , ) 5 0 0 2 ( n e z i u h k r a B d n a s il l E o t g n i d r o c c A i d o m o t t u o t e s t o n o d y l s u o i v b o s r e n r a e l s a , y c a ll a f e v it a r a p m o c e h t f o y tl i u
g fyt arge t
e c a f r u s t a h t e t a t s ) 5 0 0 2 ( n e z i u h k r a B d n a s il l E n o it i d d a n I . ) 1 6 . p ( ” s m r o n e g a u g n a l a s ’ s r e n r a e l g n o r w s i y m o n o x a t e r u t c u rt
s ssumpiton abou t learners ’ fallacy
) e c n a r e tt u f o s t n e m e l e , g n ir e d r o s i m r o g n i m r o f n i s i m , g n i d d a , g n i y fi l p m i s ( n o s ir a p m o c w t e
.l
a .(1982) there are fou rway so flearners ’targe tform .Those way sare omission ,
. g n ir e d r o s i m d n a n o it a m r o f n i s i m , n o it i d d a
)
a Omission
f o e c n e s b a e h t s i n o i s s i m
O an tiem tha tmus tappea rin a well–formed
n i e b f o n o i s s i m o e h t , e l p m a x e r o F . e c n a r e tt
u mys iste rverypretty.
)
b Addi iton
ll e w n i r a e p p a t o n t s u m t a h t m e ti n a f o e c n e s e r p e h t s i n o ti d d
A -formed
b u s e e r h t o t n i d e n if e d e b n a c n o it i d d A . s e c n a r e tt
u -catego ires;r egulairzaiton ,double
-e l p m i s d n a g n i k r a
m addiiton .Here are the explanaiton o fthe sub-catego ire so f
i d d
a it . on
n o it a z i r a l u g e R ) 1 (
d e d d a y ll
