»‫«زبان بینابینی‬

‫جلسه چهارم‬
By Ehsan Zolfaghari
Zolfaghari34@gmail.com
 Error Analysis

Error analysis (EA) is a key concept in second language acquisition (SLA)

and language teaching. It involves the identification, classification, and
understanding of errors made by learners in their attempt to master a second
language. By focusing on learners’ mistakes, EA provides insights into the
language learning process, helping educators refine teaching strategies and
create more effective learning environments.

We will look at the key aspects of error analysis, its role in language
teaching, and the methodologies used to address errors effectively.
Introduction to Error Analysis in Language Teaching
 Introduction to Error Analysis in Language Teaching

Error analysis, as a formal approach, was introduced by linguists in the 1960s

as an alternative to contrastive analysis (CA). While CA predicted language
learners' errors based on the differences between the learners’ first language
(L1) and the target language (L2), EA focuses on the actual errors made by
learners during the acquisition process. It emphasizes the study of learners’
mistakes to understand their interlanguage (the evolving state between L1 and
L2), which aids in refining language teaching methods.
 Introduction to Error Analysis in Language Teaching

What is Error Analysis? Error analysis refers to the systematic study of

errors made by language learners, where these mistakes are analyzed to
understand their nature, causes, and the impact they have on language
learning. The goal of EA is to determine how errors can be minimized,
corrected, and used as opportunities for learning.
 Types of Errors
Errors in language learning can take various forms. Understanding these types
allows teachers to tailor interventions more effectively.

Causes of Errors
Understanding the causes of errors is central to improving language teaching
methods.

Classification of Errors
Classifying errors helps in identifying their nature and impact on language
learning.
Classification of Errors
1. Linguistic Errors: Errors related to syntax, morphology, phonology, and
semantics. For example, incorrect use of tenses or incorrect pronunciation.
2. Sociolinguistic Errors: Errors in the use of language that are culturally or
contextually inappropriate. For example, addressing a superior informally
in a formal setting.
3. Pragmatic Errors: Errors in communication strategies, such as failing to
use appropriate register or tone in different contexts (e.g., formal vs.
informal language).
4. Lexical Errors: These occur when a learner uses a word incorrectly,
either because of a false cognate or misunderstanding its meaning. For
example, using “actual” instead of “current” in English due to confusion
with the Spanish word “actual,” which means “current.”
Types of Errors
 Type 1) Omission Errors

Omission errors happen when a learner leaves out a word or element that is
necessary for the sentence to be grammatically complete. This typically occurs
when the learner forgets to include a function word (like prepositions, articles,
auxiliary verbs, etc.) or a grammatical marker. For example, saying “I go
school” instead of “I go to school.” These errors often arise because learners
may be simplifying their speech or trying to match patterns they’ve
encountered in their learning process. Omission is common when learners
are focusing on core vocabulary and might neglect the smaller grammatical
structures that help clarify meaning or proper syntax.
 Type 2) Addition Errors

Addition errors occur when a learner includes unnecessary or incorrect

elements in a sentence, making it grammatically incorrect. These errors often
happen when learners mistakenly apply a rule that doesn’t actually apply in the
context. For example, saying “She can sings” instead of “She can sing.”

Such errors can occur when learners are influenced by the regular present
tense form (which often requires the "-s" for third-person singular) but forget
that modal verbs like "can" don't follow this rule. These mistakes highlight the
challenge learners face when trying to internalize complex grammar rules,
especially when they vary across different contexts.
 Type 3) Substitution Errors

Substitution errors happen when a learner replaces the correct word or

structure with an incorrect one, often due to interference from their native
language or misapplication of a rule. For example, saying “I am good in
English” instead of “I am good at English.” In English, certain expressions or
prepositions are fixed, and the incorrect substitution can change the meaning
or make the sentence sound unnatural.

Substitution errors often show that the learner is transferring patterns from
their first language to the target language, which can lead to incorrect
usage.
 Type 4) Misordering Errors

Misordering errors occur when the learner arranges words or parts of speech
in an incorrect order, disrupting the proper sentence structure. In English, word
order plays a crucial role in conveying meaning and maintaining grammatical
correctness. For example, “Where you are going?” instead of “Where are you
going?” These types of errors often arise when learners are unfamiliar with
the specific word order rules in English, particularly in questions.

Learners may also make misordering errors due to overgeneralization of

simpler sentence structures or because of direct translation from their
native language, where word order might not follow English patterns.
 Type 5) Intralingual Errors

Intralingual errors refer to mistakes that occur within the target language
system, meaning that the errors arise from a learner's internalization of the
rules of the language itself, rather than being influenced by their native
language. These errors are typically caused by misunderstandings or
misapplications of the language’s grammatical rules, such as tense, aspect,
word order, or word forms. Essentially, these are errors that happen because
the learner is still in the process of mastering the finer points of the language's
structure.
● Incorrect: “He goed to school.”
● Correct: “He went to school.”
 Type 6) Interlingual Errors

Interlingual errors occur when a learner's native language (L1) interferes

with their learning of a second language (L2). These errors happen because
the learner applies the rules, structures, or patterns from their native
language to the target language, often leading to mistakes that wouldn’t
normally occur if they were fully immersed in the second language.
Essentially, the learner's first language influences how they process and
produce the second language, which can cause errors in vocabulary, grammar,
pronunciation, and sentence structure.
 Type 7) Developmental Errors

Developmental errors occur when learners make mistakes as a result of

overgeneralizing rules of the second language (L2) that they have acquired.
These errors reflect stages of interlanguage, which is the transitional state
between the learner’s native language (L1) and full proficiency in L2.
Developmental errors typically arise when learners apply a rule they have
learned in L2 to contexts where it doesn’t apply, showing that they are in the
process of internalizing the full grammar of the language.
● Incorrect: “He comed to school.”
● Correct: “He came to school.”
 Type 8) Communication Errors

Communication errors are mistakes that occur when a learner’s use of

language makes their intended message unclear, misleading, or difficult to
understand. These errors can arise from various sources, such as improper
word choices, incorrect pronunciation, or grammatical mistakes. While these
errors may not always violate specific grammatical rules, they affect the
overall effectiveness of communication, leading to misunderstandings or
confusion.
● Incorrect: “I very like this movie.”
● Correct: “I really like this movie.”
Causes of Errors
 Causes of Errors

1. Mother Tongue Interference (Interlingual Errors): Learners often

transfer elements from their first language to the second language. For
example, a Spanish speaker might produce the sentence “I have 20 years”
because of the Spanish structure “Tengo 20 años” (literally, "I have 20 years").

2. Overgeneralization: Learners sometimes apply rules from the target

language too broadly. For example, applying the regular past tense rule to
irregular verbs (“comed” instead of “came”).
 Causes of Errors

3. Fossilization: Over time, certain errors become ingrained in a learner's

speech and writing, often because the learner has not been corrected or has not
noticed the mistake. These errors are difficult to unlearn and persist despite
additional language exposure.

4. Lack of Knowledge: Errors may result from a learner’s limited vocabulary

or inability to understand the grammatical structures of the L2. For example,
using the wrong preposition because the learner does not know the correct one.
 Causes of Errors

5. Transfer from Previous Language Knowledge: Learners may transfer

grammatical structures or vocabulary from a previously learned foreign
language. For example, a learner who speaks both Spanish and French might
mix structures from the two languages, leading to errors in the target language.

6. Psychological Factors: Anxiety, nervousness, and lack of confidence can

contribute to learners making errors during speaking or writing. These errors
are often temporary and decrease as learners become more comfortable in the
language.
Techniques for Error Detection
 Techniques for Error Detection

Detecting errors accurately is crucial for applying effective corrective

strategies. Main techniques include:

● Error Correction by Teachers: This traditional method involves teachers

actively identifying errors during speaking or writing tasks and providing
immediate or delayed correction.
● Peer Feedback: In the classroom, learners can engage in peer review or
collaborative error correction. This helps learners identify common
mistakes and learn from each other’s language use.
 Introduction to Error Analysis in Language Teaching

● Error Logs and Diaries: Encouraging learners to keep error logs or diaries
helps them self-identify and reflect on their errors. This practice fosters
greater awareness and autonomy in the learning process.
● Automated Error Detection: Tools like grammar checkers or speech
recognition systems can help learners detect and correct errors in real time.
● Error Analysis of Written Work: Analyzing written tasks (essays,
reports, etc.) provides an in-depth understanding of recurring errors and
their types, which can be targeted for correction.
Practical Applications of Error Analysis in Language Teaching
 Error Correction Strategies

Teachers can implement various strategies for error correction, such as:
● Recasting: Providing the correct form within the context of the learner’s
utterance, e.g., “I am going to school” → “Oh, you’re going to school?”.
● Explicit Correction: Directly correcting the error, e.g., “You should say
‘She can sing’ instead of ‘She can sings.’”
● Clarification Requests: Asking the learner to repeat or clarify what
they’ve said when there is an error that makes the message unclear, e.g.,
“What do you mean by ‘I have 20 years’?”
● Metalinguistic Feedback: Giving hints or prompts that help the learner
discover the error on their own, e.g., “Check your verb tense there.”
 Error Analysis in Assessment

Error analysis can also play a crucial role in language assessment. By

analyzing errors in learners' written and oral performances, teachers can gain
insights into their proficiency level, areas of improvement, and learning
strategies. Assessment tasks (e.g., written exams, oral presentations) can be
designed to assess both accuracy and fluency, allowing teachers to provide
focused feedback.
Therefore,

error analysis is more than just an academic concept—it's a crucial tool in

shaping how language is taught and learned. By closely examining the
mistakes that learners make, teachers can uncover insights into the challenges
learners face and how they process a new language. These insights aren't just
useful for correcting mistakes; they help educators adapt their teaching to
better meet the needs of their students. After all, errors are a natural part of
the learning process, and they offer a window into the learner’s developmental
stage, and error analysis doesn't just make the learner more proficient; it makes
the entire process of learning a new language more human, more insightful,
and—ultimately—more rewarding for both sides.