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7/30/2019 Presentation Ea

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PRESENTATION HARD COPY: ERROR ANALYSIS

APPLIED ERROR ANALYSIS

INTRODUCTION

Error analysis is a field of linguistics, in which researchers and language teacherscarefully analyze the errors which a second language learner commits. This helps them in

understanding the complex process of how an L2 learner constructs and develops a new language

system. Errors analysis helps teachers in identifying what type of errors a learner commits when

using the target language. Based on samples of the learners written and spoken work, the

teacher then tries to pinpoint the sources of errors. This helps in formulating strategies and taking

pedagogical precautions, in order to treat and rectify such errors.

METHODOLOGY

Data Collection

For this research work the written samples of an ESL student, Irum Hanif were taken.

The written samples consisted of 1 worksheet for correction of sentences [Worksheet 1, mixed

categories], 1 worksheet for correction of sentences, sorted according to the linguistic category

[Worksheet 2], and 2 pages of independent writing. The copies of the samples are attached.

Identification of Errors

The data was then analyzed to identify errors in the work. The most common errors found were

related to the use of wrong tense markers, inappropriate use of punctuation marks and use of the

wrong preposition.

Description of Errors

The identified errors were then sorted according to their linguistic category.

The punctuation errors were the most common. In worksheet 2, the participant was

unable to correct the punctuation errors altogether.

The second recurring error was ofsubject verb agreement. In this category, the

participant displayed an inability to the correct verb for singular and compound subjects.


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e.g. in this sentence, My teacher have asked me to write an essay, the plural verb have is used

for a singular subject my teacher. The participant could not identify or correct this error.

The participant also made errors of tenses like,

He was been killed in 1956

He did not found the key

Another area of concern is the use ofdouble negatives. Sentences having this error were

not attempted by the participant.

Prepositions were also inappropriately used, e.g.

I watched the program at television

You have to pay attention on your studies

In the two independent writing samples, the participant showed a tendency to drop the

articles at the beginning of sentences. e.g.

A second error was the use of the wrong auxiliary or helping verbs. e.g.

Also, the words at the beginning of sentences were not capitalized.

Certain spellings were also written incorrectly, like:


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Certain sentences were unclear and ambiguous about what the participant actually wanted to

write.

Classification of errors

The errors may be classified using the Linguistic Category Classification and the Surface

Structure Classification. Mixing the two classifications, helps clarify the exact nature of the

errors being committed. Hence, the above errors may be classified as:

Errors Classification

Spelling errors Graphological Substitution

No punctuation marks, No capitalization Graphological Omission

Errors in subject verb agreement, Prepositions

& use of wrong tense marker

Syntactic Substitution

No articles Syntactic Omission

The syntactic errors may also be classified as Overt errors.

Some sentences have Global errors in them, and cannot be corrected by changing one or two

words. For example the ambiguous sentences mentioned earlier.

This complete process of identification, classification and description of errors makes it clear that

the participant is at the Systematic stage of linguistic competence. Her errors are regular and

recurring, as she is processing the new language on the basis of rules she has developed and


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hypothesizes. She is able to identify that there is something wrong with the sentence, most of the

time, but is unable to correct her errors independently.

Explanation of errors

The spelling errors are classified under the Graphological category, when written language is

examined. But in fact, they are based on erroneous pronunciation of words like behaviorism

and Cognitivism.

The Graphological Omissions of punctuations and capitalizations are in fact Intralingual errors.

They are also Learning strategy based errors, because these rules have not been learnt correctly,

and are not considered to be important.

The Syntactic substitutions are developmental errors, with some rules formulated.

The syntactic substitution in the case of prepositions is Interlingual in nature, because the literal

translation of the Urdu counterparts for prepositions has repeatedly been used by the participant.

[at television, on your studies]

The syntactic omission in the case of articles is also an Interlingual error because there are no

articles in the Urdu language.

There are also some instances of Communication strategies errors, where the participant resorted

to Message adjustment and message abandonment when she could not convey her message.

E.g.


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Treatment of Errors

On the basis of the above study, it is recommended that the following areas of linguistic

proficiency should be addressed immediately:

1. Use of articles

2. Subject verb agreement

3. Use of auxiliary and helping verbs

By providing practice in the above linguistic categories, the quality of the participants work

will immediately improve.

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