definition of error analysis is given by Brown (as cited in Ridha, 2012, p. 26).

He defined error
analysis as "the process to observe, analyze, and classify the deviations of the rules of the second
languages and then to reveal the systems operated by learner".

Keshavarz (2008, p.49) also noted that there is a distinction between errors and mistakes. Errors
are rule governed, systematic in nature, internally principled and free from arbitrariness. They
show learner’s underlying knowledge of the target language that is his transitional competence.
In contrast to errors, mistakes are random deviations and unrelated to any system. They are
related to performance of the learner and might occur in the speech and writing like slip of the
tongue, slip of the ear, slip of the pen, and false start. According to Keshavarz (2008) mistakes
are due to non-linguistic factors such as fatigue, strong feeling, memory limitations, and lack of
concentration and so on. These kinds of mistakes can be corrected by the learner if brought to his
attention.

Errors have been classified by J. Richard et al. (2002) into two categories. The Interlingual Error
and the Intralingual Error, those two elements refer respectively to the negative influence of both
the speaker’s native language, and the target language itself.

Interlingual error is caused by the interference of the native language L1 (also known as
interference, linguistic interference, and crosslinguistic influence), whereby the learner tends to
use their linguistic knowledge of L1 on some Linguistic features in the target language, however,
it often leads to making errors. The example, provided by J. Richard et al. (2002) ‘’ the incorrect
French sentence Elle regarde les (“She sees them”), produced according to the word order of
English, instead of the correct French sentence Elle les regarde (Literally, “She them sees”). (P.
267) shows the type of errors aroused by the negative effect of the native language interference.

Intralingual error is an error that takes place due to a particular misuse of a particular rule of the
target language, it is, in fact, quite the opposite of Interlingual error, it puts the target language
into focus, the target language in this perspective is thought of as an error cause. Furthermore, J.
Richard, et al. (2002) consider it as one which results from ‘’faulty or partial’’ learning of the
target language. (p.267) thus the intralingual error is classified as follow:

Overgenerations: in Linguistic, overgeneralizations error occur when the speaker applies a

grammatical rule in cases where it doesn’t apply. Richard et al, (2002) mentioned that they are
caused ‘’by extension of target language rules to inappropriate context.’’ (P.185). this kind of
errors have been committed while dealing with regular and irregular verbs, as well as the
application of plural forms. E.g. (Tooth == Tooths rather than teeth) and (he goes == he goed
rather than went).

Simplifications: they are resulting from learners producing simpler linguistic forms than those
found in the target language, in other words, learners attempt to be linguistically creative and
produce their own poetic sentences/utterances, they may actually be successful in doing it, but it
is not necessary the case, Corder (as cited in Mahmoud 2014:276) mentioned that learners do not
have the complex system which they could simplify. This kind of errors is committed through
both of Omission and addition of some linguistic elements at the level of either the Spelling or
grammar.

Developmental Errors: this kind of errors is somehow part of the Overgeneralizations, (this later
is subtitled into Natural and developmental learning stage errors), D.E are results of normal
pattern of development, such as (come = comed) and (break = breaked), D.E indicates that the
learner has started developing their linguistic knowledge and fail to reproduce the rules they have
lately been exposed to in target language learning.

Induced errors: as known as Transfer of Training, errors caused by misleading teaching

examples, teachers, sometimes, unconditionally, explain a rule without highlighting the
exceptions or the intended message they would want to convey. J. Richard et al. (2002) provided
an example that occurs at the level of teaching prepositions and particularly ‘’ at ‘’ where the
teacher may hold up a box and say ‘’ I am looking at the box ‘’, the students may understand that
‘’ at ‘’ means ‘’ under ‘’, they may later utter ‘’ the cat is at the table ‘’ instead of the cat is under
the table.

Errors of avoidance: these errors occur when the learner fail to apply certain target language
rules just because they are thought of to be too difficult.

Errors of overproduction: in the early stages of language learning, learners are supposed to have
not yet acquired and accumulated a satisfied linguistic knowledge which can enable them to use
the finite rules of the target language in order to produce infinite structures, most of the time,
beginners overproduce, in such a way, they frequently repeat a particular structure.
They’re often a result of incomplete or inaccurate studying.

oversight, carelessness, poor understanding

Spelling mistakes: English spelling is irregular and even many native-speaker adults have
difficulties with it. Spelling mistakes do not usually prevent the reader from understanding what
the writer is trying to say, but they can create a negative impression. For this reason it is
advisable to try to remove them from important pieces of writing. Probably, the best way is to
write on the computer and use a spellcheck. Diligent use of a dictionary is a good alternative.
For high stakes writing, e.g. job applications, the piece should be given to a teacher to check
over.

Punctuation mistakes: students need to learn certain aspects of the English punctuation system,
such as the way to punctuate direct speech. In general, however, the most serious of punctuation
mistakes are made not only by students, but by native speakers too. These mistakes are due to the
lack of a clear understanding of what a sentence is, and they result in fragments (incomplete
sentences) or run-ons ('sentences' that do not end when they should).

Grammar mistakes are the next type of error commonly made by students. For example,
learners often do not choose the correct English verb tense for expressing an idea or do not use it
in its correct form. They may fail to use the articles (a/the) correctly, or place words in the wrong
order in a sentence.

Usage mistakes are the final type of error often seen in ESL students' writing. A usage mistake
does not break a grammar "rule", but is a word or string of words that a native speaker would
never use to express the particular meaning that the ESL student is trying to convey.

When conducting an Error Analysis there are some steps that are included in the process (Ellis &
Barkhuizen, 2005:57)

 Collection of a sample of learner language When collecting data one has to consider what the
purpose of the study is and then try to collect relevant data for the study‟s aim and research
questions that needs to be answered (Ellis & Barkhuizen, 2005:57).
 Identification of errors Before analysing a text it is important to define what an error is
beforehand. For example when identifying grammatical errors in English learners‟ texts one has
to compare them to what is grammatically correct in English grammar books which I will do in
my study (Ellis & Barkhuizen, 2005:58). However, if the aim is to analyze learner‟s errors in
oral production one has to take into count which English variety the learners are exposed to when
identifying their errors.

 Description of errors Corder writes that in order to describe an error one has to specify how
the English learner‟s error differs from the native speaker‟s (Ellis & Barkhuizen 2005:60).
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