When learning a foreign language errors occur. This is natural and can even help students improve their performances in the target language, which justifies the relevance of error analysis. Only if you are aware of and only if you understand your own errors you can try and avoid them in the future and thus improve your performance. Below I will illustrate different kinds of errors that can occur in the second language acquisition process mainly referring to non-native English speakers learning English as a foreign language in the classroom.
This process is a very individual and idiosyncratic one, i.e. each student develops his or her own interlanguage when learning a new language. An IL is defined as a “language which is between two languages, the learner’s L1 and an L2” (Faerch, Haastrup & Phillipson, 1984, p. 269). An IL typically shows features of both the learner’s L1 and his or her L2. But there can also be found features not seeming to have anything to do with either L1 or L2. According to Yule (2006) an IL is a variable system, i.e. it changes continually. It has its own rules (Yule, 2006).
This hypothesis originally comes from Selinker. According to him, there are processes characteristic of interlanguages, which leads to the interlingual errors (see 3.3 explanation). But first I will take a closer look at the possible causes of errors and after that the ways of dealing with learners’ errors will be examined and in the second part of this paper a learner text containing errors typical of the second language learning process will be analyzed.
Table of Contents
- Introduction
- Models of error production
- Contrastive Analysis Hypothesis
- Black Box
- Identity Hypothesis
- Stages of an Error Analysis
- Error Identification
- Error Description and Classification
- Explanation
- Error Correction
- Analysis of a Learner Text
- Balance
- Analysis
- Conclusion
Objectives and Key Themes
This paper aims to provide an in-depth exploration of the processes behind errors that occur during second language acquisition, particularly focusing on learners of English as a foreign language. It examines various theoretical models explaining the causes of errors, including contrastive analysis, the black box model, and the identity hypothesis. The analysis will then delve into the stages of error analysis, from identification to correction, and conclude with a comprehensive analysis of a learner's text. Key themes explored in the paper include:- Error production in second language acquisition
- Contrastive Analysis Hypothesis
- Black Box Model
- Identity Hypothesis
- Stages of Error Analysis
Chapter Summaries
Introduction
This chapter introduces the concept of errors in second language acquisition and their significance in improving language learning. It highlights the individuality and idiosyncratic nature of the interlanguage development process, emphasizing its features and variability. The chapter also introduces the concept of interlingual errors and the various processes that lead to them.Models of error production
This chapter explores three prominent models of error production in second language acquisition: the Contrastive Analysis Hypothesis, the Black Box Model, and the Identity Hypothesis. It examines their core principles, strengths, and limitations, highlighting the factors that influence error production, including interference, selection, and developmental stages.Stages of an Error Analysis
This chapter outlines the systematic steps involved in conducting an error analysis, encompassing error identification, description, classification, explanation, and correction. It emphasizes the importance of identifying and understanding errors to improve language proficiency.Analysis of a Learner Text
This chapter delves into the analysis of a learner's text, examining specific errors and their potential causes. It analyzes the errors in terms of their frequency, types, and possible sources, providing insights into the learner's linguistic development.Keywords
The core keywords and topics of this paper center around error analysis, second language acquisition, interlanguage development, contrastive analysis, black box model, identity hypothesis, error identification, error description, error classification, and error correction. These concepts are essential for understanding the intricacies of language learning and for improving language teaching practices.- Citar trabajo
- Nora Thyen (Autor), 2011, Analysis of a learner's interlanguage, Múnich, GRIN Verlag, https://www.grin.com/document/194728
