ERROR ERRORS ANALYSIS AND ERROR CORRECTION WHY FOCUS

WHY FOCUS ON WHAT IS WRONG RATHER THAN WHAT IS RIGHT. (CORDER 1981)THREE Reasons

Second Language Acquisition ‘MISTAKE’ VERSUS ‘ERROR’ Mistake: . Random performance slip caused by fatigue,

SOURCES OF ERRORS: Interlingual Intralangual Context of Learning • based on cross-linguistic comparisons (early

VIEW OF ERROS Researcher and teachers begun to undesrtand that L 2 learning is:

Contrastive analysis Compares languages to determine potential errors and identify what needs to be

PRODUCTIVE VS RECEPTIVE Productive errors are those which occur in the language learner's utterances.

GLOBAL ERROR AND LOCAL ERROR BURT AND KIPARSKY (1974) An error can vary in

MAIN CATEGORIES CORDER (1973) omission of some required element addition of some unnecessary or

ACTIVIDAD Tarea para cada habilidad y sub-habilidad dar un ejemplo claro de errores que

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ERROR, ERRORS ANALYSIS AND ERROR CORRECTION WHY FOCUS ON WHAT IS WRONG RATHER THAN WHAT IS RIGHT. Dolly Ramos G

WHY FOCUS ON WHAT IS WRONG RATHER THAN WHAT IS RIGHT. (CORDER 1981)THREE Reasons for concentring on learners’ Errors More evident/ how much ss have learn t(stage development) Useful for teachers & researcher Learners discover errors (strategies)

Second Language Acquisition ‘MISTAKE’ VERSUS ‘ERROR’ Mistake: . Random performance slip caused by fatigue, Systematic excitement, Error: deviation by etc. Readily self-corrected learners who have not yet mastered the rules. More difficult to correct. Indication of learner’s attempt to figure out the 3

SOURCES OF ERRORS: Interlingual Intralangual Context of Learning • based on cross-linguistic comparisons (early stages) Transfer Selinker (1980 s) • based on language being learned (more advance stages) overgeneralization • Teacher/classroom/ material (induced errors, false concepts, misleading explanation) • Untutored (sociolinguistic)

VIEW OF ERROS Researcher and teachers begun to undesrtand that L 2 learning is: Creative process / constructive system/ conscoiusly testing hypothesis / make sense of the TLg Thru sources of knowledge (to provide order to ss Lg system) Target Lg Lg in general Native Lg universe Communicative Functions Life/ people

Contrastive analysis Compares languages to determine potential errors and identify what needs to be learned and what does not. A priori or strong view: will predict learning outcomes A posterior or weak view: will help explain learning outcomes, especially errors. 1950 s, Robert Lado, Selinker and Gass

PRODUCTIVE VS RECEPTIVE Productive errors are those which occur in the language learner's utterances. Receptive or interpretive errors are those which result in the listener's misunderstanding of the speaker's intentions.

GLOBAL ERROR AND LOCAL ERROR BURT AND KIPARSKY (1974) An error can vary in magnitude It can cover a phoneme, a morpheme, a word, a phrase, a sentence, or even a paragraph GLOBAL ERROR is one which involves "the overall structure of a sentence" LOCAL ERROR is one which affects "a particular element. " Richards, et al. (1985: 123)

MAIN CATEGORIES CORDER (1973) omission of some required element addition of some unnecessary or incorrect element selection of an incorrect element misordering of elements.

ACTIVIDAD Tarea para cada habilidad y sub-habilidad dar un ejemplo claro de errores que comúnmente los compañeros cometen con base en: . Habilidades Speaking, listening , reading , writing Sub-habilidades Grammar, pronuntiation, lexis