The Nature of Learner Language ELLIS 2003 Second

The Nature of Learner Language ELLIS, 2003. Second Language Acquisition Kholif Mawadda Dian P. 2201410119

Focusing on error is good, because we can understand the level of mastery by analyzing the errors the learners made through learning process.

Errors and error analysis There are good reasons for focusing on errors. 1. They are a conspicuous feature of learner language, raising the important question of ‘Why do learners make errors? ’

2. It is useful for teachers to know what errors learners make. 3. Paradoxically. It is possible that making errors may actually help learners to learn when they self-correct the errors they make.

Steps to know it is error or not Identifying errors Error evaluation Describing errors Explaining errors

Identifying errors The first step is to identify them. sentences learners produce with what seem to be normal or ‘correct’ sentences in the target language which correspond with them.

Explaining errors • Errors are, to a large extent, systematic and, to a certain extent, predictable. • Errors are not only systematic; many of them are also universal. Of course, not all errors are universal. • Errors can have different sources. Some errors seem to be universal, reflecting leraners’ attempts to make the task of learning and using the L 2 simpler.

• Errors are, to a large extent, systematic and, to a certain extent, predictable. • Errors are not only systematic; many of them are also universal. Of course, not all errors are universal. • Errors can have different sources. Some errors seem to be universal, reflecting leraners’ attempts to make the task of learning and using the L 2 simpler.

Errors evaluation The purpose is to help learners learn an L 2, there is a need to eveluate errors. • Some errors can be considered more serious than others because they are more likely to interfere with the intelligibility of what someone says. • Some errors, known as global errors.

Developmental patterns Many of the errors that L 2 learners make are universal. • The early stages of L 2 acquisition. Characteristics : 1. The kind of formulaic chunks which we saw in the case studies. 2. Proportional simplification.

~ Acquisition order To investigate, the researchers choose a number of grammatical structures to study (auxiliary be and plural -s). Collect samples and identify the accurancy. This enables them to arrive at an accuracy order.

~ Sequence of acquisition. The acquisition of a particular grammatical structure, therefore, must be seen as a process involving transictional constructions.

• Some implications. The discovery of common patterns in the way in which learner language changes over time is one of the most important findings of SLA. Learners naturally learn one feature before another they must necessarily do so.

Variability in learner language • Learner language is systematic. Learners consistently use the same grammatical form, although this is often different from that employed by native speakers. • Learner language is variable. Learners sometimes employ one form and sometimes another.

Those variability depends on : 1. linguistic context (in one context they use one form while in other context they use alternate context) 2. situational context (learners are more likely to use the correct target language forms in formal contexts and non-target forms in informal contexts) 3. psycholinguistic context (whether learners have the oppurtunity to plan their production) 4. the availability of planning time

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