First Language Acquisition And The Doubt Towards Contrastive Analysis

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Due to the development in first language acquisition and the doubt towards contrastive analysis which has deemed that all errors made by language learners are caused by the interference from the mother tongue, error analysis, a response to and an alternative of contrastive analysis and an approach influenced by behaviourism was given birth to and become increasingly popular among researchers and teachers who began paying more attention on and shifting the interest in the errors made by second language learners in the 1960s and 1970s (Mitchell, Myles and Marsden, 2013). Central to the notion of error analysis is that it is a process where learners’ errors are collected and analysed in order to get some implication from the results (Brown, 1987, p. 17; Corder, 1967; Khansir, 2012) and the purpose of error analysis according to Corder (1974, p. 170) is to “find what the learner know and does not know” and to “ultimately enable the teacher to supply him not just with the information that his hypothesis is wrong, importantly, with the right sort of information or data for him to form a more adequate concept of rule in the target language”. Moreover, Gass and Selinker (2008) also agree that second language learners’ errors can provide information about their knowledge of the system. To know how error analysis works, firstly it should know what an “error” is and its possible sources. When it comes to the definition of errors, many researchers have given their own ideas. Corder

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