Error Analysis In Language Learning

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Errors are considered to be an integral component and an inevitable side-effect of a foreign language learning and teaching process. In contemporary theories, the great emphasis is put on the process of error analysis. Error analysis is a branch of applied linguistics, and it is defined as “the process of determining the incidence, nature, causes and consequences of unsuccessful language” (James 1). Unsuccessful language may occur in form of an error or a mistake. Over the course of years, various theories defined errors and mistakes in a different manner. Generally, errors are perceived as regular, systematic learners’ use of deviant language structures. They are considered to be the evidence of learners’ developing competence in a foreign…show more content…
Mistakes are considered to be non-systematic learners’ errors, often called slips of the tongue / pen. Learners are usually able to identify and correct their own mistakes if asked, and they are not the sign of competence in a foreign language. Since the mistakes do not reflect the learners’ competence, they are not substantial in the foreign language learning and teaching. Errors, on the other hand, “tell the teacher what needs to be taught; they tell the researcher how learning proceeds; and they are a means whereby learners test their hypotheses about the L2” (James 12). According to this definition, errors are important for teachers, researchers, and learners themselves. Hence, the main objective of the error analysis is the identification of learners’ errors for the purpose of acknowledging and incorporating them in learning-teaching process by adjusting the methods and techniques, and learning styles and strategies in order to develop far better competence in foreign…show more content…
First type of error is related to incorrectly conjugating verbs in third person singular Present Simple Tense. This type of error usually includes the omission of the suffix -s. Examples of erroneous utterances are: “He need a doctor.”; “Ivan go to park.”; “She put bag on my desk.”: “She leave clothes everywhere.” The appropriate version of the aforementioned sentences is: “He needs a doctor.”; “Ivan goes to park.”; “She puts bag on my desk.”; “She leaves clothes everywhere.” The rule says that the suffix -s has to be added to the base form of the verb to structure the third person singular Present Simple Tense of the majority of the regular English verbs. Verbs that end in an -s, -z, -x, -ch, or -sh, should get the suffix -es, as well as the verbs that end in -y, preceded by a consonant (final -y should be changed to -i before adding the suffix). Another error in the verb group is inappropriate combination of the pronoun and verb form in Present Simple Tense. Errors occurred with the verbs that are irregular in Present Simple Tense, to have and to be. Some of the examples of erroneous utterances are: “The first girl have a long hair.”; “He have a blond hair.”; “You is smart.”. Correct sentences are: “The first girl has a long hair”; “He has a blond hair.”; “You are smart.” The verb to have is irregular in third person singular Present Simple Tense and has the form “has”, and the verb to be is irregular in whole
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