ERROR vs MISTAKES

Error # Mistake

Error analysts distinguish between errors & mistakes:

-Errors are systematic & mistakes, which are not.

-Errors due to unknown system & mistakes are slip.

In details, mistake :

1. Mistake takes place as a slip (of the tongue).

2. Misuse of the known system.

3. The user knows how to correct the mistake.

while error:

1. Error comes from two different systems.

2. Due to unknown / new system.

3. The user cannot correct the error.

PROMINENT ANALYSTS

S P Corder, Heidy Dulay, Marina Burt,

Jack C Richards, Rod Ellis, Carroll,

Stephen Krashen, Larry Selinker, etc.

PROPOSED 7 POINTS:

Errors are significant in three ways:

1. to the teacher: they show a student’s progress

2. to the researcher: they show how a language is acquired, what strategies the learner uses.

3. to the learner: he can learn from these errors.

When a learner has made an error,

4. the most efficient way to teach student the correct form is not by simply giving correction to him, but by letting him discover it and test different hypotheses.

Many errors are due to

5. the learner uses structures from his native language.

Corder claims:

6. Possession of one’s native language is facilitative.

7. Errors in this case are not inhibitory, but rather evidence of one’s learning strategies.

TYPOLOGY OF ERRORS

Error can be classified according to basic type:

• omissive,

• additive,

• Substitutive, or

• related to word order.

They can be classified by how apparent / obvious they are:

• overt errors such as "I angry" are obvious even out of context, whereas

• covert errors are evident only in context.

Closely related to this, is the classification according to DOMAIN & EXTENT:

• domain, the breadth of context which the analyst must examine, and

• extent, the breadth of the utterance which must be changed in order to fix the error.

Errors may also be classified according to the level of language:

• Phonological = how whore

• Vocabulary/lexical = have lunch eat noon

• Syntactic = pretty girl girl pretty

• And so on

They may be assessed according to the degree to which they interfere with communication:

• global errors make an utterance difficult to understand, &

• local errors do not cause difficulties.

In the above example, "I angry" would be a local error, since the meaning is apparent.

Try to analyze this paragraph

Last holiday I go to Malang. I go the Malang wit my father, mother, and brother sister. I see zoo in Jatim Park 2. I pay very expensive because I go in holiday. If not holiday the price is only 75000 rupiah but in holiday 90000 rupiah. I also go to market near Jatim Park 2. I buy fruit and vegetable for cook if I go home again.

• Last holiday I go to Malang. I go the Malang wit my father, mother, and brother sister. I see zoo in Jatim Park 2. I pay very expensive because I go in holiday. If not holiday the price is only 75000 rupiah but in holiday 90000 rupiah. I also go to market near Jatim Park 2. I buy fruit and vegetable for cook if I go home again.

• Last weekend I went Malang. I went there with my father, mother, brother and sister. I visited the zoo in Jatim Park 2. I paid a high price because I went there on holiday. If it is not on holiday the price is only 75000 rupiah, but on holiday it is 90000 rupiah. I also went to the market near Jatim Park 2. I bought some fruit and vegetable to cook when I arrived home again.

WHAT, WHO, AND HOW TO CORRECT

WHAT TO CORRECT

• the teacher must determine the gravity of an error before deciding whether he should correct it or not.

• "the error, must impede communication before it is be considered an error to be corrected".

If not = only "mistakes".

WHO TO CORRECT

• Porte (1993), notes, that students know how to identify an error in order to avoid it in the future.

• She agrees with Corder that it is more efficient for learners to correct themselves than be corrected by the teacher, and goes on to suggest a four-step approach for self-correction.

HOW TO CORRECT

After writing an essay, students read it four times, each time trying to answer the questions included in each of the four steps in 4 diff aspects & ask them:

• To highlight the verbs and check the tenses;

• To concentrate on prepositions; • To concentrate on nouns (spelling,

agreement between subject and verb);• To correct potential personal mistakes.

Contrastive Analysis Hypothesis

The principle barriers of second language learning is the interference of the L1

systems into L2 systems.

L1 system:

Saya sudah belajar Bahasa Inggris 9 tahun.

L2 system:

I already study language English 9 year.

All languages have their own systems:

- Word order systems: gadis cantik pretty girl = DM MD

- Grammatical systems: SVO VSO

- Morphological systems: banyak bunga many flowers

- Systems of Tenses: pergi go, going, went, gone

- Etc.

INTERLANGUAGE

• There is a "psychological structure latent in the brain" which is activated when one attempts to learn a second language.

• Larry Selinker proposed (1972) that in a given situation the utterances produced by the learner are different from those native speakers in attempting to convey the same meaning.

This comparison reveals a separate linguistic system.

This system can be observed when studying the utterances of the learners who attempt to produce a target language norm.

To study the psychological processes, one should compare the interlanguage of the learner with two things:

The Comparison between:

1. Utterances in the native language to convey the same message made by the learner, &

2. Utterances in the target language to convey the same message made by the native speaker of that language.

DEVELOPMENTAL PATTERNS

Ellis (1994) distinguished between:

• "order" to refer to the pattern in which different language features are acquired, &

• "sequence" to denote the pattern by which a specific language feature is acquired.

Order of acquisition:

• a "silent period" • a period of language shock • in private speech (sometimes called "self-

talk") • lexical chunks • formulaic speech • handful of routines • L2 morphosyntax • the semantics and grammar of L2 • construct a true interlanguage.

Sequence of acquisition:

nouns pronouns "I" to refer

to all agents a single pronoun

feature, often person number and eventually by gender.

Syntax are influenced by the learners' first language, although others are not.

• Have you ever found any other order of acquisition?

• Have you ever found any other types of error so far?

• What type?

• How did that happen?

•THANK YOU!