Error Analysis in Second Language
Acquisition
• Lecture by Syeda Kainat Bukhari
• Psycholinguistics / SLA
Lesson Objectives
• By the end of this lecture, students will be able to:
• 1. Distinguish between errors and mistakes.
• 2. Explain the importance and purposes of Error Analysis.
• 3. Identify sources of errors.
• 4. Apply error taxonomies.
• 5. Perform a short error analysis.
What is Error Analysis?
• Error Analysis is the study of learner language errors to understand the process of second language
acquisition.
Error vs. Mistake
• Error: Systematic, due to incomplete L2 knowledge.
• Mistake: Performance slip, due to fatigue or distraction.
• Corder (1967) emphasized errors as learning evidence.
Importance of Error Analysis
• 1. Helps teachers identify learning gaps.
• 2. Informs syllabus design.
• 3. Provides insight into acquisition processes.
• 4. Helps learners become aware of their language development.
Sources of Errors: Overview
• Two major sources:
• 1. Interlingual (L1 transfer)
• 2. Intralingual (within L2)
• Other factors: fossilization, communication strategies.
Interlingual Errors
• Transfer of rules from L1 to L2.
• Example: 'She explained me the problem.' (Omission of 'to')
Intralingual Errors
• Errors within L2 due to overgeneralization, simplification, faulty rule learning.
• Example: 'He goed to school.'
Other Causes
• Fossilization: Permanent errors in interlanguage.
• Communication strategies: Approximation, avoidance.
Error Taxonomies
• Three main taxonomies:
• 1. Linguistic Category
• 2. Surface Strategy
• 3. Communicative Effect
Linguistic Category Taxonomy
• Categorizes errors based on linguistic unit: phonology, lexis, morphology, syntax, discourse.
Surface Strategy Taxonomy
• Dulay, Burt & Krashen (1982):
• - Omission
• - Addition
• - Misformation
• - Misordering
Communicative Effect Taxonomy
• Global errors: affect meaning.
• Local errors: affect form but meaning is clear.
Examples of Surface Strategy
• Omission: 'He Ø going to school.'
• Addition: 'He doesn't goes.'
• Misformation: 'goed'
• Misordering: 'What she is doing?'
Corder's Steps in Error Analysis
• 1. Selection
• 2. Identification
• 3. Classification/Description
• 4. Explanation (source)
• 5. Evaluation
Class Activity
• Identify and classify errors in given sentences.
• Determine source and provide correction.
Activity Instructions
• Work in pairs/groups.
• 1. Identify the error(s)
• 2. Classify type
• 3. State source
• 4. Correct and note the rule.
Quick Check
• 1. Error or Mistake?
• 2. Type of error in 'He didn't went'?
• 3. Source of 'I am agree'?
• 4. Steps in EA?
Homework
• Analyze your previous writing.
• Identify 8–10 errors.
• Classify, source, and correct them.
References
• Corder, S. P. (1967). The significance of learners’ errors.
• Dulay, H., Burt, M., & Krashen, S. (1982). Language Two.
• Richards, J. (1971). A non-contrastive approach to error analysis.
• James, C. (1998). Errors in Language Learning and Use.
