Identified Errors When were Category of Errors How often Strategies to reduce or

the errors did these eliminate errors.

made? errors
occur?
she did mistake in In Speaking So what she did is a She did I taught her and
pronouns of a mistake especially in mistake of the corrected her errors or
strawberry word Cueing system is strawberry mistakes by repetition "
phonology ( sound word because say with me”. For
of a word) , and the at the first example, I said this is a
type of mistake is a time she said a strawberry say with me
substitution and word correctly strawberry, last time
omission because / strawberry/ strawberry. I use
she replace the but the second behaviorist theory
sound of time she did a according to Pavlov’s
/strawberry/ with mistake and theory because “he
/staberry/, and she she said / believes that oral
omission the sound staberry/. So, language is learned
of letter /r/ , and the she did only through conditioning and
type of mistake is one time. shaping processes that
interlanguage involve a stimulus and a
caused by the reward or a punishment”.
second language , This theory based on
there are is only one repetition, for example,
language involved. this theory learns the
second language through
repetition or make
association words of the
second language, that
happens when language
combination between
L1and L2. Also, in this
theory I must improve
the behavior that means I
should give them some of
the positive things or nice
words such as 'excellent
‘according to the
Skinner’s theory
 she stumbles Four times, I taught her when she
between two words she put was uses" was or were" words
she has a
which are "was and for plural and told her "was" for a
problem, about
writing were" for past and were for singular person but " were"
when she uses
simple, and do not singular. And for a group of people. And I
were and was
know when to use she did this gave her two sentences for
words.
them. So, what she error 4 times each word to can make
did is an error in her exam different between "was"
especially in Cueing in writing and "were". I use Input
system is syntax paragraph (i+1) Hypothesis theory of
(grammatical use past second language
patters). And the simple. acquisition is a theory
type of error is developed by Stephen
interlanguage Karashen which ensuring in
caused by the this way that each learner
second language, will receive some 'i + 1'
there are is only one input that is appropriate
language involved. for her current stage of
linguistic competence. In
my case, I know she has
knowledge already about
was and were, but she
wants to know when she
can use" were" and " was"
in the past simple
sentence.

she did mistake in Speaking So what she did is a she did I taught her and
pronouns of a mistake especially in mistake corrected her
green word Cueing system is because she errors or mistakes
phonology ( sound said / by repetition " say
of a word) , and the gereen/ and with me" more
type of mistake is an is it mistake one-time and she
addition because in pronouns was saying with
she adds /e/ in the of a green me. For example I
sound of green, and word said chocolate and
the type of mistake because at she said with me
is interlanguage the first time chocolate. I use
caused by the she said a behaviorist theory
second language , word according to
correctly / “Pavlov's believes
green/ but that oral language
 there are is only one the second is learned through
language involved. time she did conditioning and
a mistake shaping processes
and she said that involve a
/ gereen/. stimulus and a
reward”, when I
said good job.

writing So what she did She did errors I taught her how to write
is an error when she the letters which are Nn
She did errors especially in wrote two and Jj and after she
when she wrote Cueing system letters which learned how to write it I
two letters which is morphology are Nn and Jj, leave her to write the
are Nn and Jj (how to write always when letters by herself. So, I
letter) and she wrote use the monitor
permutation those letters. hypothesis because I
how to write observe her how to write
the letters in the letters. According to
the correct the Vygotsky theory
order. And the which is scaffolding” is a
type of error is teaching method that
intralanguage helps students learn
cased by the more by working with a
second teacher or a more
language , advanced student to
there are is only achieve their learning
one language goals”.
involved.

Speaking So what she did is She did errors ■ I taught her how to
errors especially in of how to write the letters
she did mistake in Cueing system is pronounce the which are Nn and Jj
pronouns of a phonology ( sound of a name of some and after she learned
grapes word word) , and the type of foods because how to write it I
And graps, she did this leave her to write the
permutation she error two letters by her self. So
changes the sound of times when I use the monitor
word order, but apple, she said graps hypothesis because I
addition because she for grapes . observe her how to
add one phonic in the write the letters.
apple word. The Acorrding to the
source of error is Vygotsky theory
intralanguage cased which is scaffolding”
is a teaching method
 by the second that helps students
language. learn more by
working with a
teacher or a more
advanced student to
achieve their
learning goals”.

Do not distinguish writing So what she did is an so I taught her I taught her how to can make
between two error especially in who to make difference between Mm letter
letters which are Cueing system is difference and Ww letter and I use
morphology (how to between connectionist theory which is
Mm and letter
write letter) and them. Then I “Learning is the result of
Ww
substitution because ask her to associations forming between
she made replacement write each of stimuli and
between letter Mm letter 5 times responses”. because I make a
and Ww .and the type and after that connection and I told for her
of error is intra showed her letter Mm his mouth is down
language caused by two Mm and but Ww his month is dawn
the second language , Ww and I and use behaviorist when I
there are is only one asked her told her to write each of
language involved. which is letter letter five times to make she
Ww she points don't forget.
of the correct
letter