Error Analysis

Error Analysis

1. Mistakes vs. Errors

   • Mistakes
     • A mistake refers to a performance error that is either a random guess or a "slip", in that it is a failure to utilize a known system correctly.
   • Errors
     • Errors are idiosyncrasis in the language of the learner that are direct manifestations of a system within which a learner is operating at the time.
       • Errors cannot be self-corrected, while mistakes can be self corrected if the deviation is pointed out to the speaker

2. Overt vs. Covert errors

   • Overt errors
     • Covertly erroneous utterance are grammatically well formed at the sentence level but are not interpretable within the contex of communication
   • Covert errors
     • Overtly erroneous utterances are unquestionably ungrammatical at the sentence level.

3. Categories of errors

   • Addition
     • It is the case that redundant items/elements are added to the sentence
       • The movie can makes me feel comfortable.
   • Omission
     • It is usually the case of removing the necessary linguistic elements such as functional words or morphemes
       • I could that for you.
   • Substitution
     • It is the use of the wrong element instead of the correct element
       • Did I wrote it here?
   • Ordering
     • It is the case that the elements of the sentence are not used in the correct order
       • I had have great times.

4. Global vs. local errors

   • Global errors
     • Global errors hinder communication, they prevent the hearer from comprehending some aspects of the message. E.g: "Well, it's a great hurry around.
   • Local errors
     • Local errors do not prevent the message from being heard, allowing the heared/reader to make a guess about the intended meaning. E.g: "a scissors"

5. Interlingual vs. Intralingual transfer

   • Interlingual transfer
     • The beginning stages of learning a second language are vulnerable to interlingual transfer from the native language or interference. It's not always clear that an error is the result of transfer, fluent kwoledge or even familiarity with a learner's native language may aid in detecting such errors
   • Intralingual transfer
     • Once learners have begun to acquire parts of the new system, more and more intralungual transfer -generalization within the target of learning- is manifested. Negative overgeneralization include utterances such as "Does John can sing?"

6. Fossilization and stabilization

   • Fossilization
     • The relatively permanent incorporation of incorrect linguistic forms into a person's second language competence. This is consistent with: conditioning, reinforcement, need, motivation, self-determination and others
   • Stabilization
     • Common phenomenon that consists in the temporary stop in SLA; however, this temporary pause may result in fossilization if it isn't overcome properly.

7. Categories of error treatment/types of feedback

   • Recast
     • An implicit type of corrective feedback that reformulates or expands an ill-formed or incomplete utterance in an unobtrusive waw.
       • Learner: I lost my road. Teacher: Oh, yeah, I see, you lost your way. And then what happend?
   • Clarification request
     • An elicitation of a reformulation or repetition from a student.
       • Learner: I want practice today, today. Teacher: I'm sorry? (clarification request)
   • Metalingüstic feedback
     • Provides comments, information, or questions related to the well-formedness of the student's utterance
       • Learner: I am here since January Tecaher: Well, okay, but remember we talked about the present perfect tense?
   • Elicitation
     • A corrective technique that prompts the learner to self-correct.
       • Learner: [to another student] What means this word? Teacher: Uh, Luis, how do we say that in English. What does...? Learner: Ah, what does this word mean?
   • Explicit correction
     • A clear indication to the student that the form is incorrect and provision of a corrected form
       • Learner: When I have 12 years old Teacher: No, not have. You mean "when I was 12 years old"
   • Repetition
     • The teacher repeats the ill-formed part of the student's utterance, usually within a change in information
       • Learner: When I have 12 years old Teacher: When I was 12 years old