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)