Errors Analysis and Source of Error

Education English | Errors Analysis and Source of Error | Errors Analysis 
 According to Corder (1981:35), error analysis occupies in applied linguistic studies. It is a part of the methodology of the psycholinguistic
investigation of language learning. He states that there are two functions of error analysis as follow:
1. Theoretical one
The theoretical aspect of error analysis is a part of the methodology of investigating the language learning process. In order to find out the nature of these psychological processes, we have to have a means of describing the learner’s knowledge of the target language at any particular moment in his learning career in order to relate this knowledge to the teaching he has been receiving.
2. Practical one
The practical aspect of error analysis ct is its function in guiding the remedial action we must take to correct an unsatisfactory state of affairsfor learner or teacher.
 Sources of Error
According to Brown (2000:223-227), there are some possible sources of errors, they are:
1. Interlingual transfer
The beginning stages of learning a second language are especially vulnerable to interlingual transfer from the native language, or interference. In these early stages, before the system of the second language is familiar, the native language is the only previous linguistic system upon which the learner can draw. For example: we have all heard all English learner’s say “sheep” for “ship”, or “the book of Jack” instead of “Jack’s book”. All these errors are attributable to negative interlingual transfer. While it is not always clear that an error is the result of transfer from the native language, and many such errors are detectable in learner speech. Fluent knowledge or even familiarity with a learner’s native language, of course aids the teacher in detecting and analyzing such errors.
2. Intralingual transfer
Intralingual errors or intralingual interference the native transfer items within the target language, or put another way, the incorrect generalization of rules within he target language is a major factor in second language learning. The early stages of language learning are characterized by a predominance of interlingual transfer, but once the learner has begun to acquire parts of the new system, more and more intraingual transfer (generalization within the target language) is manifested. Negative interlingual transfer (over generalization) has already been illustrated in such utterances as “Does John can sing?” other example abound utterances like “He good” “I don’t know what time is it”.
3. Context of learning
Context refers to the classroom with is teacher and its materials in the case of school learning, or the social situation in the case of untutored second language learning. In a classroom context he teacher or the textbook can lead the learner to make faulty hypotheses about the language. Students often make errors because of a misleading explanation from the teacher, faulty presentation of a structure or word in a textbook. Or teacher may out of some ignorance provide incorrect information-not an uncommon occurance by way of misleading definition, word, grammatical generalization.
4. Communication strategies
A communication strategy is the conscious employment of verbal or non verbal mechanism for communicating an idea when precise linguistic forms are for some reason not readily available to the learner at point in communication.