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26
Summary of Second Language Acquisition
Lerner Errors and Errors Analysis
Introduction
Learners sometimes make errors in both comprehension and production. Second
language learners are not alone in making errors. Children learning their first
language also make errors. Also, even adult native language learners make errors.
But it is probably true to say that these errors are not generally thought of as errors
in the same sense as those produced by second language learners. While second
language learners error are generally viewed as unwanted forms, childrens errors
are seen as transitional forms and adult native speakers errors as slips of
tongue
The study of errors is carried out by means of error analysis (EA). In the 1970s,
EA supplanted Contrastive Analysis (CA), which wanted to predict the errors that
the learners make by identifying the linguistics difference between their first
language and the target language. The underlying assumption of CA was that
errors occurred primarily as a result of interference when the learners transfer
native language habits into the second language. Interference was believed to
take place whenever the habits of native language differed from those of the target
language.
In an early, seminal article, Corder (1967) noted that errors could be significant
in three ways (1) they provide the teacher with the information about how much
the learner had learnt, (2) they provide the researcher with the evidence of how
language was learnt, and (3) they served as devices by which the learner
discovered the rules of the target language. Whereas (1) reflects the traditional
role of EA, (2) provides a new role that is of primary interest to the L2 researcher
because it could shed light on, (3) the process of second language researcher.
In addition, Corder (1974) suggests the following steps in error analysis
research, namely:
1. Collection of Sample of Learner Language
The starting point in EA is deciding what samples of learner language to use
for the analysis and how to collect these samples. Three board of EA according to
the size of the sample can be identified. A massive sample involve collecting
several samples of language use form a large number of learners in order to
compile a comprehensive list of errors, representative of the entire population
while a specific sample consists of one sample of language use collected from a
limited number of learners. Then, an incidental sample involves only one sample
of language use produced by a single learner.
The errors that learners make can be influenced by a variety of factors.
Decisions also need to be made regarding the manner in which the samples are to
be collected. Another issue is whether the samples of learner language are
collected at a single point in time (cross-sectionally) or at successive points over a
period of time (longitudinally).