Examples Of Error Analysis In Second Language Acquisition

Since, the second language is an additional language after we acquire the first language, the L2 learning process can be influenced by the L1 learning process This essay will demonstrate the similarities and differences in L1 and L2 acquisition by discussing various theories. Then, draw a conclusion based on the evidence provided and my own experience.

Guidelines to teaching a foreign language highlight all of these elements. Listening, reading, writing, and speaking are all taught and tested at beginner, intermediate, advanced, and superior levels so that these different learning methods are highlighted and executed at varying levels. Children also learn and are shown new ways of looking at the world through the varying strategies. In fact, correlation studies have shown that “students who have had several years of foreign language do better on SATs, particularly the verbal part” (WALKER). As root words, prefixes, suffixes, conjugation, and noun agreements are taught in new languages, it is easier to see connections to the structure of one’s first language. The knowledge of a language one is raised speaking and understanding is simply obtained through experience. However, learning a second language emphasizes the parts of language that come naturally in the first. It takes self-motivated work and dedication to learn a second language later in life, so the outcome of attaining a comprehensive grasp on a foreign language early on pays off in multiple ways.

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at the time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Kirsten Hummel states, “The one most effective way to increase L2 competence was by exposure to ‘comprehensible input’.” (Hummel, 2014, p. 73) Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each plays a role in language development. However, I believe that to acquire language one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners acquire language differently and so using a variety of resources that are based on the ability of each student is neccesary. There are many theories that have been developed by highly qualified experts in the field of linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

L1 Learners in the native language environment, people in this environment are native speakers. For acquisition of L1, child learners have no pressure and competition. They do not worry about the level of mother tongue reached, because they are native speakers. In contrast, most of L2 learners rarely in such language environment, they are often in a highly competitive, stressful learning environment. They are learning another language in the first language environment. Moreover, L2 learners study language in the classroom, not a best language learning environment. For example, most of the Chinese students learn English in junior school or high school. Except of their weekly English class, students do not have a good foreign language environment. L1learners can learn language anywhere, and actual use first language, they learned the language in the real life. Most of L2 learners lack the regular practice, so they have to learn by rote.

students expect it and it is likely to be beneficial for their language development” (276).

Researchers, such as Corder (1967) define the word ‘error’ when people do not follow grammatical rules or structures. At the basis of the accuracy-fluency controversy is the question of error. Once thought to be deviant behavior, error is now seen as a neutral phenomenon in learning of all kinds; learning to ice skate, to type, to analyze literature, to speak a first or second language. Of course, errors in written language can be due to intonation, memory lapse, or indifference and in an in-class writing situation, NES (Native English Speaker) as well as EFL (English as a First Language) students will make hasty performances errors. Generally, EFL errors are neither random, nor sporadic or deviant, instead they are systematic, regular and

Errors are highly inconsistent and vary with the complexity of the articulatory demands, particularly as words increase in length. Interestingly, the speaker is usually aware of his or her errors but is typically unable to anticipate or correct them. Some errors appear to be perseverative, while others anticipatory (Staiger, Finger-Berg, Aichert, & Ziegler,

The first area of difference between first (L1) and second (L2) language learning is input – specifically the quality and quantity of input. It is the idea of the "connectionist model that implies... (that the) language learning process depends on the input frequency and regularity" (5).. It is here where one finds the greatest difference between L1 and L2 acquisition. The quantity of exposure to a target language a child gets is immense compared to the amount an adult receives. A child hears the language all day everyday, whereas an adult learner may only hear the target language in the classroom – which could be as little as three hours a week. Even if one looks at an adult in a total submersion situation the quantity is still less because the amount of one on one interaction that a child gets for example with a parent or other caregiver is still much greater then the adult is receiving.

One of the most common differences among people is language. In chapter seven of Classroom Discourse, Cazden talks about how teachers often times misinterpret the pronunciation of words a student says because they got lost in-between the accent of their primary language and the standard pronunciation of the English language, this often can cause a teacher to over correct students and forces a student into not wanting to learn.(Cazden P.142) Many people overlook the difficulties one goes through when trying to learn a second language, let alone trying to learn a new language while also trying to understand the information being taught to them in the unfamiliar language. When we tend to over correct a student they will see their differences as a deficit to their learning and it will be harder to turn it into a strength.

Because of unlimited dimensions a language embodies, James shows that when someone is contrasting a pair of language, one should not focus on both form and structure only, but rather the way they function (their use as means of communication). A contrastive analysis considers the cultures of the society that uses the language under study. It is regarded as a linguistic approach which believes that the mother tongue is the sole source learners’ errors. Lado (1975:2) argues: interference of mother tongue causes error and difficulties in foreign language learning… individuals tend transfer their native language and culture to the foreign language. Contrastive analysis is quite useful in predicting difficulties of the second language

There are three major theories of the causes of error. The first theory is coined by Hubbard et al. (1983). They proposed that they are three major causes of errors. They are mother tongue interference, over generalization and errors encouraged by the teaching material or the teaching method. Meanwhile according to Norrish (1983) the causes of errors are carelessness, first language interferences and translation. Another proponents, Lin (2012), mentions that there are some major causes of errors; they are inter-lingual errors that caused when learners bring their mother tongue and its cultural habits into the learning and practice of the target language, intra-lingual errors that is the result from the learners‟ incomplete or misunderstanding of the target language rules and other

Mistakes are an essential part of learning languages, there’s no way that you can reach fluency without making lots and lots of mistakes.

First of all, because the researcher and her supervisor who evaluated the mistakes in students’ essays are non-native speakers, the error being corrected were mainly based on their experience and knowledge. Moreover, the errors considered as idiomaticity errors such as word choice, collocation, and preposition are naturally very perplexing, even to the native speakers, let alone the non-native. Therefore the idiomaticity errors in students’ essay were just relatively corrected.

Cooperation is a strategy that has been shown to have positive effectson both attitude and learning. (Richard –Amato & Snow, 1992 p.53) Instructor beliefs about language teaching are also sources to language anxiety to language learners. This happens when the teachers or instructions notion of their roles do not parallel to the students’ needs or expectations. One of the examples of how teachers deal with error corrections A teacher’s role is regarded as corrector when students make a mistake, rather than as facilitator (Young, 1991; Brandl, 1987). However, it is noted that Young (1991) the error correction at contribute to the anxiety but rather the manner of how error correction are being made. The students

Using this way of errors correction students usually realize that their teacher is not the only source of correction and they can learn a lot from one another. The author of the book `Error Analysis and Interlanguage` S.P.Corder states that “ when a learner has made an error, the most efficient way to teach him the correct form is not by simply giving it to him, but by letting him discover it and test different hypotheses.”