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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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PRESENTATION HARD COPY: ERROR ANALYSIS
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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PRESENTATION HARD COPY: ERROR ANALYSIS
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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PRESENTATION HARD COPY: ERROR ANALYSIS
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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PRESENTATION HARD COPY: ERROR ANALYSIS
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.