INTRODUCTION TO
ERROR ANALYSIS
DIFFERENCE BETWEEN
ERROR AND MISTAKE
TYPES OF ERRORS IN
LINGUISTIC
An error is a systematic deviation from the
rules of the target language.
Errors occur when learner deviates from the
norms of the language being learned.
An error is the use of a word, speech or
grammatical items in such a way it seems
imperfect and indicates an incomplete learning
Error analysis, a branch of “applied
linguistic” developed by Pit Corder in 1960s.
Error analysis is the study of errors made
by the second and “foreign language
learners.
It is the process to observe, analyze, and
classify the deviations of the rules of the
second.
 errors are signs of learner failure.
 Errors are signs of language development.
Error is systematic deviation
Error cannot be self
corrected
Errors occur due to
incomplete learning
Mistake is random
deviation
Mistake can be self
corrected
Mistakes occur due to
carelessness.
1.To find out the level of language’
proficiency the learner has reached.
2.To obtain information about common’
difficulties in language learning.
3.To find out how people learn a
language.
errors are helpful for
learners to learn.
they are useful for teachers
to observe the leaner’s
progress.
they are valuable for
researchers to find out what
strategies learners use and
how language is acquired.
1. Interlingual errors
2. Intralingual errors
Errors that occur due to the negative
influence the mother tongue on the
performance of target language are
interlingual errors.
It depends on linguistic differences
between the first language and the target
language.
For example : “I am a child second from
three brother.” * (Incorrect)
This sentence has the wrong order of noun
“child second”. It must be changed into
“second child”. Interlingual error is the most
significant source of error for all students.
• Intralingual error is an error that takes place due to a
misuse of a particular rule of the target language
• Intralingual errors occur due to the faulty or partial
learning of target language.
• it is, in fact, quite the opposite of Interlingual error, it
puts the target language into focus.
Examples:
• Overgeneralization when a learner uses the regular past tense
verb ending -ed like “I walked” to produce sentences like “I goed”
or “I rided” because he thinks that “ed” rule can be applied to
every verb.
• Faulty categorization she wants to lives in Paris (live)