Error analysis in English language teaching

Error analysis in English language teaching. Identifying an error goes beyond explaining what an error is. However, as linguists pay attention to the distinction between an error and a mistake, it is necessary to go over the definition of the two different phenomena. According to Dictionary of Language Teaching and Applied Linguistics 16, p.252 a learner makes a mistake when writing or speaking because of lack of attention, fatigue, carelessness, or some other aspects of performance.

Mistakes can be self-corrected when attention is called. Whereas, an error is the use of linguistic item in a way that a fluent or native speaker of the language regards it as showing faulty or incomplete learning. In other words, it occurs because the learner does not know what is correct, and thus it cannot be self-corrected.

To distinguish between an error and mistake, Ellis 10, p.27 suggests two ways. The first one is to check the consistency of learner s performance. If he sometimes uses the correct form and sometimes the wrong one, it is a mistake. However, if he always uses it incorrectly, it is then an error. The second way is to ask learner to try to correct his own deviant utterance. Where he is unable to, the deviations are errors where he is successful, they are mistakes. 1.2 Error Analysis Error Analysis is a type of linguistic study that focuses on the errors learners make. It consists of a comparison, between the errors made in Teaching Language and within that Teaching Language itself.

Corder is the father of Error Analysis. It was in his article entitled The significance of learner errors 8, p. 181 that Error Analysis took a new turn. Errors used to be flaws that needed to be eradicated.

Corder 8, p. 183 presented a completely different point of view. He contended that those errors are important in and of themselves. In his opinion, systematically analyzing errors made by language learners makes it possible to determine areas that need reinforcement in teaching. This analysis, a branch of applied linguistics, emerged in the sixties to demonstrate that learner errors were not only because of the learner s native language. Error analysis, offered as an alternative to Contrastive Analysis, may be carried out directly for pedagogic purposes. 10, p.146 According to Corder 8, p. 185 , Error analysis has two objects one theoretical and another applied.

The theoretical object is to understand what and how a learner learns when he studies a language. The applied object is to enable the learner to learn more efficiently by using the knowledge of his dialect for pedagogical purposes. At the same time, the investigation of errors can serve two purposes, diagnostic to in-point the problem and prognostic to make plans to solve a problem. The use of Error analysis and appropriate corrective techniques can aid effective learning and teaching of English.

Relevance of Error analysis in Language Teaching Learning a language is a step-by-step process, during which errors or mistakes are to be expected during this process of learning. Corder 8, p.186 states that errors are visible proof that learning is taking place. He has emphasized that errors, if studied systematically, can provide significant insights into how a language is actually learned by a foreigner.

He also agrees that studying students errors of usage has immediate practical application for language teachers. In his view, errors provide feedback they tell the teachers something about the effectiveness of his teaching. According to Ancker 2, p.20 , making mistakes or errors is a natural process of learning and must be considered as part of cognition.

Weireesh 21 also considers learners errors to be of particular importance because the making of errors is a device the learners use in order to learn. According to him, Error analysis is a valuable aid to identify and explain difficulties faced by learners. He goes on to say that this analysis serves as a reliable feedback to design a remedial teaching method. Sercombe 17 explains that Error analysis serves three purposes. Firstly, to find out the level of language proficiency the learner has reached.

Secondly, to obtain information about common difficulties in language learning, and thirdly, to find out how people learn a language. Candling 5, p.146 considers Error analysis as the monitoring and analysis of learner s language. He refers to an error as a deviation. Stark 18, p.19 in his study, who also explained that the teachers need to view students errors positively and should not regard them as the learners failure to grasp the rules and structures but view the errors as process of learning.

He subscribes to the view that errors are normal and inevitable features of learning. He added that errors are essential condition of learning. Vahdatinejad 20, p.53 maintains that error analyses can be used to determine what a learner still needs to be taught. It provides the necessary information about what is lacking in his or her competence. He also makes distinction between errors and lapses simple mistakes . 1.3