learning process, and Interlanguage Theory based on the error analysis; interlanguage; learner According to Corder, learners’ errors are .. Corder, S. Pit. In linguistics, according to J. Richard et al., (), an error is the use of a word, speech act or . Error analysis in SLA was established in the s by Corder and colleagues. In the mids, Corder and others moved on to a more wide -ranging approach to learner language, known as interlanguage. . P. 4; Corder, Pit. Error Analysis and Interlanguage has 38 ratings and 6 reviews: Published October 28th by Oxford University Press, USA, pages, Paperback.

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Similar views are put forth by CorderaSelinkerand Richards b, Fries who firmly established contrastive linguistic analysis as an integral component of the methodology of Piy teaching. Xue-mei pointed inerlanguage that Contrastive analysis hypothesis claimed that the principal barrier to second language acquisition is the interference of the first language system with the second language system and that a scientific, structural comparison of the two languages in question would enable people to predict and describe which are problems and which are not.

Halim rated it it was amazing Feb 26, Critics of CA For convenience of discussion, we may consider the major criticisms of CA under two heads: The earlier model treated the child’s speech as a truncated, “telegraphic” version of interlanguzge language and proceeded to derive the child’s utterances by means of deletion rules operating on the adult system, just as EA looked upon the second-language learner’s performance as “inadequate approximations of the TL norm.

The volumes of The Contrastive Structure Series e.

Deviancy from grammatical or phonological norms of a speech community elicits evaluational reactions that may classify a person unfavorably p. Critics of CA have argued that since native language interference is only one of the sources of error, indulging in CA with a view to predicting difficulties is not worth the time spent on it; moreover, they argue, many of the difficulties predicted by CA do not show up in the actual learner performance at all; on the other hand, many errors that do turn up are not predicted by CA.


In linguistics, according to J. Nevertheless, it will not be disputed that the application of the TG model has made it possible for comparisons and contrasts to be insightful and sophisticated to a degree unimaginable two decades ago.

Resurgence of Interest in EA It was with the advent of CA and its claim to predict and explain some major types of errors that serious interest began to be taken in EA.

Yet, until recently a intrrlanguage EA went little beyond impressionistic collections of “common” errors and their taxonomic classification into categories mistakes of agreement, omission of articles, etc.

Close mobile search navigation Article navigation. Suffice it here to say that the proponents of the strong version of CA are the first to concede that CA does not account for all errors; they never claimed that it did see the caveats in Section 1.

Error analysis and interlanguage

Views Read Edit View history. The proposed change in the attitude toward the learner’s deviant utterances raises several important questions from the pedagogical point of view. The acid test for the IL hypothesis would be, of course, longitudinal studies of second-language learning. Today, the study of errors is particularly relevant for focus on form teaching methodology.

Help Center Find new research papers in: I submit that by treating unsuppressed or unmonitored access to native language patterns as one of the “variables” responsible for the “variability” of TL performance, we can reconcile CA with the variability model. Perhaps the single most influential work on this question is Krezeszowski While this is probably the closest we have ever come to rigorously defining the notion of “equivalence,” even this formulation is still far from satisfactory, as is apparent from the works discussed below.

Taking certain operational terms to demonstrate the approach, she comes to the following conclusion: This latent psychological structure contains five central processes language transfer, transfer of training, strategies of second-language learning, strategies of second-language communication and overgeneralization of TL linguistic material and a few minor ones e.

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It is only when we have clarified these issues that EA will have a pedagogically useful role to play. In Nickel a pp.

Brown have recognized the absurdity of describing the child as possessing all the rules of the adult language together with a suspiciously large number of deletion rules. Although in the current literature the distinction between EA and IL is not always clear, we will, for the purpose of this chapter, study the developments in two parts-those directly relevant to the theory and practice of Cordeer in this part and those having to do with IL in the next.


Even a interlanuage glance at the extensive bibliographies by Hammer and Rice and Gageas well as the volumes of IRAL, Language Learning and other journals, reveals that the major emphasis has been on contrasting phonological systems. From this it follows that the so-called backsliding to the IL norm does not indicate regression but a natural sensitivity to style difference.

Dickerson says that CA, by denying the “variability” i.

Erorr Scope of Contrastive Studies By “scope” here I mean the levels of linguistic structure and language use covered by contrastive studies. This possibility, however, has only recently begun to be explored. Thus one sees a tendency in the current literature to downplay the stepjen of first language interference, and an overeagerness to explain away what seem to be patently interference errors in terms of some other strategy felt to be more respectable or consistent with the view of the TL learner as an active experimenter with language.

George Whitworth, Indian English: While discussion, formalization, and refinement of the notion of equivalence proceeds on the theoretical plane, the problems involved in this endeavor have not significantly impeded analsis flow of practical contrastive studies and their application to classroom and text materials.

It is the purpose of this chapter to present a “state of the art” in each f these areas of research from the point of view interlanyuage the “one goal” explained above. Lists with This Book. Malmberg’s 60th Birthday, edited by G. About Stephen Pit Corder. Perhaps the most significant outcome of the research into TL acquisition over the last decade or so is the recognition of the similarities with first language acquisition, both in strategies e.

One of the notable exceptions is Oksaar