Chapter 2 The nature of learner language

Q: Why do we need error analysis in SLA? (p.15)

How do we define ‘errors’? Q: How do we define ‘errors’?

Q: What are the differences between errors and mistakes?

Q: How can we distinguish errors and mistakes?

Types of error (Corder 1974) Pre-systematic errors: The learner is unaware of the existence of a rule in the L2. These are random. Systematic errors: The learner has discovered a rule but it is the wrong one. Post-systematic errors: The learner knows the correct L2 rule but uses it inconsistently

Types of error (Dulay & Burt 1974) Developmental: these errors are similar to those in L1 acquisition Interference: these errors reflect the structure of the L1 Unique: neither developmental nor interference

Error analysis Identify errors Classify them into categories Explain why they appear and where they come from 4. Evaluate errors

Discussion topics 1. Learners at an elementary level produced more transfer errors and learners at an intermediate or advanced level produced more intralingual errors (e.g., overgeneralization) (Taylor 1975)

Discussion topics 2. The proportion of transfer and intralingual errors varies in tasks. For example translation tasks tend to result in more transfer errors than tasks that call for free composition (Lococo 1976)

Discussion topics 3.Transfer errors are more common in adult learners than in child learners (White 1977)

Discussion topics 4. Errors can have more than one source

Discussion topics 5. NS judges the errors based on the comprehension, whereas NNS judges them according to the rules of the target language.

Explain ‘Silent period’ (Krashen 1981) (p.20)

Did you follow the sequence of acquisition? (See Table 2.1, p.23)

“L2 acquisition is systematic and universal” What do you think?

Variability in learner language Linguistic context Situational context Psycholinguistic context

Any examples of form-function mappings? Q: Any examples of form-function mappings?