1. Error
Analysis
References:
Douglas Brown, Principles
of language learning and
teaching.

2. SOME MISTAKES CONCEPTS
LEARNING IS A
PROCESS THAT
INVOLVES THE
MAKING OF MISTAKES
FIRST MISTAKES OF A
LEARNING PROCESS ARE BIG
ONES, GRADUALLY
DISAPPEAR AS YOU LEARN
FROM MAKING THOSE
MISTAKES.
SUCESS COMES BY PROFITING FROM
MISTAKES , BY USING THEM TO OBTAIN
FEEDBACK FROM THE ENVIRONMENT

3. ARE
THEY USEFULL?
Mistakes provide information and evidence
about:
 How language is learnt.
 What strategies or procedures the learner
is employing.
 What strength and weakness learners
have.
For these reasons mistakvs need to be
analyzed carefully.

4. MISTAKES AND ERRORS
Mistakes refers to a
performance error
that is either a
random guess or a Errors are the
«slip». They are the result of one‟s
result of some systematic
imperfection in the competence(the
process of learner‟s system is
producing speech. incorrect).

5. ERROR ANALYSIS
It is the examination of errors attributable to
all possible sources:
 Interlingual errors of interference form the
native language.
 Intralingual errors within the target
language.
 The sociolinguistic context of
communication.
 Psycholinguistic or cognitive strategies.

6. ERRORS IN ERROR ANALYSIS
Teacher can become Strategy of Avoidance
so preoccupied with
noticing errors that:
A student who for somv reason
avoids a particular sound,
The correct utterances in the L2 word, structure; may be
go unnoticed. assumed incorrectly to have no
difficulty.
We must beware of placing Error analysis can keep us
equal attention of the learner‟s focused on specific languages
progress and development. rather than universal aspects of
language.

7. IDENTIFYING AND DESCRIBING
ERRORS
Variation or instability of learner‟s system.
• Are
• Are grammatically
Overtly erroneous utterances
Covertly erroneous utterances
• Repeated unquestiona well formed at
observation of ble the sentence
a learner will ungrammati level but are not
often reveal cal at the interpretable
apparently sentence within the
unpredictable level. context of
or even communication.
contradictory • «I‟m fine, thank
data • «does john
can sing?» you»

8. CATEGORIZING ERRORS
 Errorsof addition, omission, subtitution and
ordering.
 Phonology or orthography errors.
 Global errors and local errors.
 Domain errors and extent errors.

9. ERRORS
•GLOBALERRORS
MESSAGE IS NO CLEAR FOE THE HEARER.
•LOCAL ERRORS
THE HEARER O READER CAN GUESS THE MESSAGE.

10. LENNON
DIMENSIONS OF ERROR
DOMAIN EXTENT

11. SOURCES OF ERROR
INTERLINGUAL TRANSFER
INTRALINGUAL TRANSFER

12. CONTEXT OF LEARNING
Context refers , for example,
to the classroom with its
teacher and its materials in
the case of school learning or
in a social situation in the
case of untutored second
language learning.

13. Classroom context
Teacher textbook
Can lead the student to make faulty hypotheses about the
language
Richards (1971) called “false concepts‟‟
Stenson (1974) induced “errors „‟
Students often make errors:
• Misleading explanation from the teacher.
• Faulty presentation of a structure or word in a textbook.
• Teacher may provide incorrect information. (misleading definition,
word, grammatical generalization)
• A pattern that was memorized improperly.

14. STAGES OF LEARNERS
LANGUAGE DEVELOPMENT
 Terms of four stages, based on observations of
what the learner does in terms of errors alone.
1.RANDOM ERRORS
in which the learner is making rather wild guesses
at what to write.
Inconsistencies like “john cans sing‟‟, “john can to
sing‟‟, and “john can singing‟‟.
2. EMERGENT
stage of learner language finds the learner growing
in consistency in linguistic production.

15. For Example:
this is a conversation between a learner (L) and a native
speaker (ns)of English:
 L: I go New York.
 NS: you’re going to New York?
 L: (doesn’t understand) what?
 NS: you will go to New York ?
 L: yes.
 NS: when?
 L:1972
 NS: Oh, you went to new york in 1972.
 L: Yes, I go 1972.
Learner is still, at this stage, unable to correct errors when
they are pointed out by someone else.

16. 3.SYSTEMATIC
stage in which the learner is now able to manifest
more consistency in producing the second
language. While those rules that are stored in the
learner‟s brain are till not all well formed.
for example:
L: many fish are in the lake. these fish are
serving in the restaurants near the lake.
NS: (laughing) the fish are serving?
L: (laughing) oh, no, the fish are being served in
the restaurants!
Learner in this stage has ability of correcting their
errors when they are pointed out.

17. 4.STABILIZATION
In this stage the learner has few errors and has
mastered , this four stage is characterize by the
learner‟s ability to self correct.
Learners pay attention to these few errors.
they correct them, without waiting for feedback
from someone else.

18. VARIATION IN LEARNER LANGUAGE
 Tarone (1988) focused her research on contextual
variability, that is, the extent to which both
linguistic and situational contexts may help to
systematically describe what appear simply as
unexplained variation.
 Tarone suggested four categories of variation:
 1. Linguistic context
 2. Psychological processing factors
 3. Social context
 4. Language function

19. FOSSILIZATION OR STABILIZATION
Fossilization is a normal and natural
stage for many learners.
The relatively permanent incorporation
of incorrect linguistic forms into a
person’s second language
competence has been referred to as
fossilization.

20. Fossilization can be seen as consistent
reinforcement, need, motivation, self-
determination , and others.
Vigil and Oller ( 1976) provided a formal
account of fossilization as a factor of
positive and negative affective and
cognitive feedback.

21. There are two kinds of information transmitted beween :
Learners ( sources) Effective relationship audiences
Facts
Cognitive information Suppositions
Beliefs

22. Effective information Cognitive
information
Means of linguistic
kinesic Gestures devices
Tone of voice
Facial expressions
Sounds
Phrases
Structures
discourse

23. The feedback learners get from audience
Affective Feedback Cognitive feedback
Positive: keep talking; I‟m Positive: I understan your massage;
listening. it‟s clear.
Neutral: I‟m not sure I want to Neutral: I‟m not sure if I correctly
maintain this conversation. understan you or not.
Negative: This conversation is Negative: I don‟t understan what
over you are saying; it‟s not clear

24. Errors in the classroom
Vigil and Ollers (1976) communicative feedback model
Abort Recycle
( ) X
( 0) Continue Continue
(+ )
Cognitive
Affective feedback
feedback
Figure 9.2 Affective and cognitive feedback

25. The task of teacher is to discern the
optimal tension between positive and
negative cognitive feedback.
Hendrickson (1980) advised teachers to
try to discern the diference beween
global and local errors.

26. A learner of English language was describing a quain old hotel
in Europe and he said:
1 “There is a French widow in every bedroom.”
2 “The different city is another one in the another two.”

27. The matter of how to correct errors was,
historically, and still is, exceedingly
complex.
Williams, Jessica, 2005; Doughty, 2003.
It seemed quite clear students in the
classroom generally want and expert
errors to be corrected.
Cathcart & Olsen, (1976)

28. In “natural” untutored enviroments,
nonnative speakers are usually
corrected by native speakers on only a
small percentage of errors that they
make.
Chun, Day,Chenoweth,& Luppescu,
(1982)

29. CATEGORIES OF ERROR TREATMENT
TYPES OF FEEDBACK:
Recast: implicit corrective feedback.
L: I lost my road.
T: Oh, yeah, I see, you lost your way. And then what
happened?

30. Clarification Request:
L: I want practice today, today. (grammar
error)
T: I am sorry? (clarificatin request).

31. Metalinguistic feedback: comments, information or questions.
L: I am here since january.
T: well, okay, but remember we talked about
the present perfect tense?

32. Elicitation: prompts the learner to self-correct.
L: (to another student) What means this
word?.
T: uh, luis, how do we say thet in english?
What does ….?
L: ah, what does this word mean?

33. Explicit correction:
L: when I have 12 years old….
T: no, not have, you mean, “when I was 12
years old…”

34. Repetition:
L: when I have 12 years old….
T: “when I was 12 years old…”

35. Responses to feedback
Uptake: it is general term that can have a number of
manifestations.
L: (to another student) What means this
word?.
T: uh, luis, how do we say thet in english?
What does ….?
L: ah, what does this word mean?
Repair: Repetition:

36. Effectiveness of FFI
Overgeneralization seems to summarize the findings on FFI,
however it is reasonable to consider the following
assertions.
 Most of reaserch of the last three dacades sujest that
“exposure to communicative language instructions in general
incease learners’ level attainment.
 The rate of acquisition and level in a language is enhanced by
instructions.

37.  Errortreatment and focus on language forms
appear to be more effective when it is into a
communicative, learner-centered, and least
effective when error trearment is a dominant
pedagogical feature “neardenthal” practice
occupying the focal attention of the students.
 Few reasearch identify which learners are more
ready to internalize FFI.

38.  Explicit instructions result more
appropriate for easily stated grammar
rules and implicit instructions result more
successful for more complex rules.
 Certain learners clearly benefit more than
others from FFI. Analitic, field-dependent,
left-brain-oriented learners internalize
explicit FFI better than relational, field-
dependent, right-brain-oriented learners.

39.  Theteacher needs to develop the intuition, through
experience and solid eclectic theoretical
foundations, for ascertaining what kind of
corrective feedback is appropriate at a given
moment, and what kind of uptake should be
expected.

40. TO DISCUSS
 Should a teacher interrupt learners in the
middle of an attempt to communicate?
 Should a teacher choose, say, a recast
over an elicitation?
 Should beginning learners be given less
corrective feedback than advanced?