Error Analysis: Sources of L2 Learners’ Errors

Heydari, Pooneh; Bagheri, Mohammad Sadegh

doi:10.4304/tpls.2.8.1583-1589

Cited by 55 publications

(51 citation statements)

References 6 publications

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“…Besides, apart from being extremely prolific in the analysis of second language acquisition, errors in the target language represent an excellent opportunity for improvement (Carrió-Pastor, 2004). Undoubtedly, a deep understanding of what is the rationale that provokes the negative transfer of errors committed when writing by foreign language students will both help the teacher to know the students' particular difficulties in their learning process (Heydari & Bagheri, 2012, p. 1584 and will raise students' consciousness of their own mistakes so that they might build upon them.…”

Section: Calque Errorsmentioning

confidence: 99%

“…It is commonly accepted that the influence exerted by the mother tongue in the acquisition of a second language (L2) may have two opposite effects (Krashen, 1981): advantageous (positive transfer) and pernicious (negative transfer). In order to find out what effect this transfer has, learners' mother tongue and the target language have to be compared to observe errors made in order to perform an Error Analysis (Heydari & Bagheri, 2012, p. 1583. This procedure consists of identifying and describing errors found in order to trace their origin and propose solutions.…”

Section: Linguistic Interferencementioning

confidence: 99%

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A Reconceptualised Translation-Based Task as a Viable Teaching Tool in EFL Class to Avoid Calque Errors

Mateo¹

2015

ELT

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The negative attitude towards translation as another pedagogical means in Foreign Language Teaching (FLT) has prevailed for much time (Cook, 2010). Nonetheless, currently, many theorists and linguistics agree on the importance of using translation activities in foreign language teaching and underline its beneficial effects to expand vocabulary, to develop writing style and to further understand how languages in contact work (Schäffner, 1998). This paper presents the results of a pilot experience where a reconceptualised role of a translation-based task is implemented in the Foreign Language Teaching (FLT) class and explores the question of whether it can be used as a means to foster the cross-linguistic cognitive processing of languages involved so that this metacognition provided by the translation process will contribute to boost a student's watchfulness and so reduce calque errors when writing (translating) in L2 (English). Under the task-based language teaching methodology, an initiative has been put forward with a group of selected English as an L2 students pursuing a fourfold objective: i) firstly, to reintroduce translation-based tasks as a viable teaching tool in Foreign Language Teaching (FLT) class; ii) secondly, to examine the role of cross-linguistic interference in Second Language Acquisition (SLA) and iii) to identify and tag a specific type of negative interference, namely calque errors, committed by students when translating into L2, and iv) lastly, to check whether this task triggers students' awareness of cross-linguistic differences and similarities and turn this realization into an opportunity to learn (positive interference) by avoiding committing calque errors again.

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Section: Calque Errorsmentioning

confidence: 99%

Section: Linguistic Interferencementioning

confidence: 99%

A Reconceptualised Translation-Based Task as a Viable Teaching Tool in EFL Class to Avoid Calque Errors

Mateo¹

2015

ELT

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“…According to Reid (1993) error from these learners are "systematic and reasoned" (p. 35). Based on these problems, error analysis (EA) has become an essential part in EFL teaching and learning which can examine actual language performance of learners as part of contrastive analysis (Heydari, and Bagheri 2012).…”

Section: Sources Of Efl Writing Errormentioning

confidence: 99%

Writing Error: A Review of Interlingual and Intralingual Interference in EFL Context

Kaweera¹

2013

ELT

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This paper aims to review the theoretical concept of interlingual interference of the mother tongue, Thai to the target language, English and intralingual interference found in EFL student writing in Thai context with the attempt to define the existence of errors according to their sources. This review article also exemplifies some frequent errors normally found in Thai student writing based on three perspectives of interlingual interference; lexical, syntactic and discourse interference and seven aspects of intralingual interference; false analogy, misanalysis, incomplete rule application, exploiting redundancy, overlooking cooccurrence restrictions, hypercorrection and overgeneralization. The pedagogical implication for EFL context is also discussed.

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“…Error Analysis related to some aspects, such as: learners' language development, strategies of learning a new language, the types of errors, the sources of errors, speaking and writing competency, grammar understanding as well as the teaching method. These trends can be found in the studies conducted by (Touchie, 1986), (Hasyim, 2002), (Al-buainain, 2009), (Chelli, 2010), (Heydari & Bagheri, 2012), (Phettongkam, 2013), (Fitriani, 2014). As an example, (Hasyim, 2002) conducts EA research in the teaching of English.…”

Section: Introductionmentioning

confidence: 64%

The Analysis of Errors Committed by Grade Ten Students of SMA Dwijendra in Their Task-based Writing

Panensia¹,

Seken²,

Budasi³

2019

jpbi

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Abstrak Penelitian ini bertujuan untuk mengidentifikasi jenis – jenis kesalahan dan menganalisis sumber-sumber kesalahan yang dilakukan oleh siswa kelas X.3 SMA Dwijendra Bualu dalam menyusun teks deskriptif serta mengungkapkan implikasi dari kesalahan-kesalahan tersebut terhadap kompetensi bahasa kedua siswa kelas X.3 SMA Dwijendra Bualu. Penelitian ini didesain dengan menggunakan metode deskriptif kualitatif. Data untuk jenis-jenis dan sumber-sumber kesalahan diperoleh dengan cara memberikan tugas kepada siswa untuk membuat tulisan deskriptif. Sedangkan, untuk mengungkapkan implikasi dari kesalahan yang terdapat dalam tulisan siswa diperoleh dari hasil analisis data tersebut. Hasil analisis data menunjukkan bahwa, terdapat delapan belas jenis kesalahan yaitu: determiner, auxiliary, qualifier, preposition, pronoun, conjunction, -s for plural case, -s for verb after modal, placement of capital letter, wrong word choice, addition of noun, s-v agreement, wrong verb tenses, addition of verb, omission of verb, omission of letter, addition of letter and changing letter position. Selain itu, terdapat dua jenis sumber kesalahan, yaitu: kesalahan interlingual dan kesalahan intralingual. Disisi lain, kesalahan-kesalahan yang muncul berdampak pada kompetensi dan perkembangan bahasa kedua siswa, khususnya dalam menulis teks desrkripsi. Oleh karena itu, harus dilakukan analisis kesalahan untuk meminimalisir kemunculan kesalahan-kesalahan tersebut. Sehingga, siswa dapat memahami dan mampu menulis teks deskripsi berdasarkan struktur kebahasaan bahasa target.Kata Kunci : Kata kunci: Tipe kesalahan, sumber kesalahan, implikasi kesalahan, tulisan deskriptif Abstract This study was aimed at identifying the types and the sources of errors committed by the tenth (X.3) grade students of SMA DwijendraBualu in composing descriptive writing as well as revealing the implications of errors toward learners L2 competency. This research was designed by using descriptive qualitative method. The data for the types and the sources of errors were collected through administering writing task to the students. Meanwhile, the implications of errors were drawn from the result of data analysis. The research shows 18 types of errors, such as: determiner, auxiliary, qualifier, preposition, pronoun, conjunction, -s for plural case, -s for verb after modal, placement of capital letter, wrong word choice, addition of noun, s-v agreement, wrong verb tenses, addition of verb, omission of verb, omission of letter, addition of letter and changing letter position.Besides that, there are two sources of errors, namely: interlingual and intralingual errors. On the other hand, the errors that the students commit affect their L2 competency and development, especially in writing descriptive text. That is why, it is crucial conducting error analysis in order to minimize the appearance of errors. So, the students are able to acquire and compose descriptive text based on the structure of target language. keyword : Keywords: Types of errors, Sources of errors, Implication of errors, Descriptive Writing

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Error Analysis: Sources of L2 Learners’ Errors

Cited by 55 publications

References 6 publications

A Reconceptualised Translation-Based Task as a Viable Teaching Tool in EFL Class to Avoid Calque Errors

A Reconceptualised Translation-Based Task as a Viable Teaching Tool in EFL Class to Avoid Calque Errors

Writing Error: A Review of Interlingual and Intralingual Interference in EFL Context

The Analysis of Errors Committed by Grade Ten Students of SMA Dwijendra in Their Task-based Writing

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