Sunday: 9/11/2015(Revision-slide 1-5)
• The Last Lecture we discussed the Process of
language Learning,
َQ1)what does it mean?
• It means combining words with intonation (level f
voice) to match the suitable situation,
by discrimination process(distinguish(‫أميز‬..produce
utterance- or from two perspectives
Q2: what are these perspectives or theory of
learning?
• They are : 1) Inductive theory 2) Deductive
theory.
• Compare between the following learning
theories: and which one you like most:
• deductive learning?
• Inductive learning?
3.4 Language Learning & Language
Teaching (P: 85)
• According to Corder
• There is a bit controversial (debate)about the
development of language teaching.
• Unlike language learning in which many
scholars have researched.
• Why??
• Bcz teachers use unsuitable methods and
theory of teaching and never follow the
standard ones.
They use the old eclectic methods and
procedures as:
• Imitation
• Drill
• Formal practice
• Over sentence pattern
Accompanied by traditional techniques
(deductive theory )of:
1. Examples
2.giving rules 3.description
4. translation
Unit 2: Error Analysis 1
1. This unit explain error analysis and types of
errors
2. using it to analyze learners’ error
3. Its place in the 2nd la teaching and learning
4. Compare the differences among: lapsesmistake error.
5. Why error analysis is important?
…..
You know how to compare between
language
• By using contrastive analysis as a method of
comparing between language
• Another way to compare bw 2 languages is:
Error analysis
Corder sees learners’ error happen
because:
• Learners follow a set of rules which are not of
the target language(as English)
• But:
• A transitional (interlanguage) forms of
language which is similar to his mother
tongue.
• This interlanguage discussed by (Selinker)
who said:
• To know or describe this interlanguage you
should study learners’ utterance(the sentences
they produce)
• Then compare this description with target L (2nd
L).
• Then these differences become the residual
learning tasks of learners.
• They use comparative comparison to discover
these differences betwenn 1st and 2nd language.
What is error analysis then?
• Is a way of studying the nature of learners’
errors and confirm or refutes(‫( دحض‬the
predications of this contrastive analysis.
3.1. Lapses‫هفوة‬,Mistakes‫ سوء فهم‬and
Errors ‫(اخطاء‬P:89)
• You should agree that all learners make
mistakes ..we also, when we speak
• But,
• the abilities to correct ourselves is a different
thing.
• A learner may know the mistake but, s/he
unable to correct it. Or if he tries may make
another error.
What types of errors done by
learners?
• 1. linguistically differs from native speakers’
errors.
• Both FL and SL learners makes mistakes and
this why they are differ from native speakers.
• FL learners try to stick on linguistics items that
he already knows. Why??In order will not
make many mistake.
• A speaker never judge on the basis of fluency
• Why?
• Bcz, it is a quality vary in both foreigner and
native speaker according to the situation and
topic of conversation.
• Because the quality of mistake never
measures his knowledge of the L.
• But it tells the nature of these mistakes.
The important of errors is:
• Discover the area that need correction, also,
• Give a full picture of the problem areas.
The Question:
What is the different between native speaker and
foreigner mistakes?
1. Native speakers make omission(delete) within a
sentence: e.g: (P:90)
(it’s a bit…it hasn’t.. I mean, I wouldn’t really come
to have one like that)
2. slips of tongue and pen is common native
speakers mistakes.
They use:
- Substitution
-Transposition
of segment of utterance
- omission.
As sound, morpheme, a word ..etc
Why this slips of native speakers are
important?
• Help their observation system about out-put
characteristic
• What are lapses??
It is the wrong starting structure in a sentence.
or Is to break down code (it happens with both
L1L2 speakers)
Sum up
1.Speaking or writing are common to breakdown
2. This breakdown is a system not random, happens due to
psychological causes of imperfect knowledge of linguistics norms.
3. errors are of different kinds.
4. A result of unacceptable utterance as a breaches (break) of code
5. Errors are sign of imperfect knowledge of code. It means that
learner still not internalize (accepted) the formation and rules
of L2.
6. Native speakers are able to correct their errors, but
learners may not.
Compare bw lapses, mistakes and
errors?
Lapses
Mistakes
Errors
3.2 Expressive and Receptive Errors
Expressive Errors
1. If
the
utterance
was
misinterpreted it shows in
their responses. By using
paralinguistic.
2. There
are
errors
in
comprehension.
3. Some
utterance
are
misinterpreted.
Even
in
classroom which like to
writing.
Receptive Errors
1. Not easy to know errors this
never helps hear.
2. Receptive errors lead the
hearer to respond using
paralinguistic behavior. Like
smile ,grunts which doesn’t
reveal their inadequate to
respond.
3. This leads teachers to put a
question about concept in
exam and test.
They said
• A person’s receptive abilities supersede
(delete) his expressive abilities.
• Most research done on productive abilities
like……..(students).
3.3 The Errors of Groups and Individuals
1. Mistakes not make as group. Mistakes is
an individual
2. But Test analysis based on the group
made.
7. Using some teaching material lead learners
to have some errors.
3.Program is based on groups ‘ errors then
they plan the syllabus. The applied linguistic
then know the source of the problem.
8. Syllabus always designed to some
homogenous groups they thought that they
have the same background about formation
of rules.
4. They may discover a part of the language
that is difficult for learners to understand.
5. Difficulties happens due to the interaction
bw languages, but not anything inherited in
one language.
9. This thought is not true bcz students came
from diff. geographical area, linguistic
divergence may be much. Students may make
diff. errors based on their mother tongues.
6. A native speaker of his own L may find
difficulty bcz of many structural elements.
However a child who learn 2 L. may find
more difficulty.
10. But it is too difficult to create different
syllabi for different pupils from diff.
languages, culture and socio- economic
background
Exercise (P:93)
• Differentiate bw 2 types of errors that Corder
identified (1973)
• From table above
• Individual and groups errors
Summary(P:93)
• This unit shows:
• How to compare bw Languages using:
1. interlingua(contrastive analysis)
2. Errors analysis
3. Corder look to the term error analysis is
misleading.
4. why: bcz he sees learner’s error as important
data for comparison.
5. learners’ errors are systematic and regular due
to following rules that are not of target L.
6. Learners may know their mistakes but fail to
correct them or may commit another errors in
trying to do so.
7. It is easy to detect expressive errors while
speaking id glare
8. Pupils go to class as individual not as groups.
9. Therefore mistakes are individual not as group
Question
• How to help your aunt who teaches
multilingual class. She complains that they
are unable to pronounce
some words
correctly and make grammatical mistakes.
How you can help her?