1. Error Analysis Session 11

2. Models for Error Analysis Corder (1967 & 1973) identified a model for error analysis which included three stages: – Data collection – Description – Explanation (the ultimate object of error analysis).

3. Models for Error Analysis Ellis (1995) elaborated on this model giving practical advice and provided clear examples of how to identify and analyze learners’ errors: – the initial step requires the selection of a corpus of language – the identification of errors – the errors are then classified – finally after giving a grammatical analysis of each error, demands an explanation of different types of errors.

4. Models for Error Analysis Gass & Selinker (2008:103) identified 6 steps followed in conducting an error analysis: Collect data - Although this is typically done with written data, oral data can also serve as a base. Identify errors - What is the error (e.g., incorrect sequence of tenses, wrong verb form, singular verb form with plural subject)? Classify errors - Is it an error of agreement? Is it an error in irregular verbs? Quantify errors - How many errors of agreement occur? How many irregular verb form errors occur? Analyze source Remediate - Based on the kind and frequency of an error type, pedagogical intervention is carried out.

5. Data Collection Procedures There are basically two types of data-collection procedures: spontaneous and elicited (Ellis,1994). Spontaneous or unplanned data for written and spoken language are: – Unmonitored conversations and interviews – Free compositions and examination papers These include personal information, future plans, religious, social, and political issues, and the like. Elicited procedures are: – Oral and written translation from the native language to the target language – Multiple-choice test which should be free from the restrictions of the test constructor.

6. Identification and Interpretation of Errors Corder (1973) maintains that the analysis of collected data involves two stages: The first stage in the technical process of describing the linguistic nature of errors is to detect and identify them. Such thing is not a simple matter since it involves interpretation in the context. The difficulty in doing so “lies in the fact that what looks a perfectly acceptable sentence may nevertheless contain errors. – For example, ‘Fine, thanks’ is grammatical and correct at the sentence level, but not when it is used in answers to ‘Who are you?’ – Such answers are called covertly erroneous, to be distinguished from “He’re John’ or ‘No understand’, as overtly erroneous

7. Data Collection Procedures The next step is to interpret what the learner has intended to say and to reconstruct his sentence in the target language. There are two types of interpretations: authoritative and plausible.

8. Data Collection Procedures If we have access to the learner, we can ask him to express his intention in his mother tongue, and then translate his sentence into the target language. This is called an authoritative interpretation and an authoritative reconstruction of his sentence. If we have no access to the learner, we have to do the best we can to infer what he intended to say from his utterance. This is called a plausible interpretation and only a plausible reconstruction. If the learner’s utterance is ambiguous, i.e., more than one possible plausible interpretation is available. Corder suggests to put such examples aside, while others, Keshavarz (2012) among them, suggest to relate this to the learner’s mother tongue, if possible

9. Classification of errors Orthographic Errors – Sound/letter mismatch – Same spelling - Different pronunciation – Similar pronunciation - Different spelling – Ignorance of spelling rules

10. Classification of errors

11. Phonological Errors – Lack of certain L2 phonemes in the learner’s L1 – Differences in syllable structures in L1 and L2 – Spelling pronunciation of words – The problem of silent letters For example, Persian-speaking learners of English pronounce words such as / street / and / start / as / estrit / and / estart / respectively. This is because there is no initial consonant cluster in Persian, while English allows initial consonant clusters in its words. Persian learners of English, therefore, add an / e / before words which start with 's' followed by another consonant.

12. Classification of errors Lexico-semantic Errors (related to the semantic properties of lexical items) – * I am working 24 o’clock each week. – * English is alive language by which everyone can convey his ideas. – * Iran is my mother country.

13. Classification of errors Morphological-syntactic Errors – Wrong use of plural morpheme – Wrong use of tenses – Wrong word order – Wrong use of prepositions – Errors in the use of articles

14. Classification of errors Morphological elements can be a source of error in foreign language learning, for example," when the semantic interpretation of some nouns is collective in one language, but the semantic interpretation of their equivalents in another language is sometimes collective and sometimes [ these nouns ] are count plurals“ (Fallahi, 1991, p. 125 ). The word " cattle", for example, is singular in form, plural in number in English. This word in Persian, however, is singular in form, singular in number. A Persian-speaking student may, therefore, produce an ungrammatical sentence like the following based on his knowledge of his native language: That man has many * cattles (cattle). Following the rule of adding the suffix of plurality to a singular noun to make it plural, the Persian student adds the plural's' to the word 'cattle' to make it plural, not knowing that this word, i.e., cattle, is plural by itself in English because it is a collective noun.

15. Process-Based Classification Errors of Omission – * He has increased his awareness of - world. – * John’s father is now running - factory in New York. Errors of Addition – * The most of the families go to the parks on Fridays. – *The soldier’s parents saw their son on a TV. – * We visited from Mashhad two years ago Errors of Substitution – She had made many wrongs in spelling. – The little boy usually walks from home until school. Errors of Permutation – They about the war a bad news received.

16. Identify the Error I am saying my prayers before anything else every morning. As apple a day makes the man healthy. They didn’t argue in home. Last night I was very tired that I couldn’t study. It was near that I started to cry like a baby. I would rather football to any other game. Every good have special taste. One thing that I always thing about it is… I haven’t no work. I have graduate from college tow years ago. Amir didn’t agree me. He always tries to get best score in composition.

17. Identify the Error When they took the soldier to the hospital he was died. In medicine should not no matter money. He is the person whom I have known him for many years. I can’t remember when did he get married. Economic problems effect our lives.