The Nature of learner language BY KUNTARTI/2201410117

Errors There are good reason for focusing on errors They are conspicuous feature of learner language Useful for teacher to know what error learner make paradoxically

Error Analysis Identifying errors Describing the errors Explaining error Error evaluation

Error Analysis Step in analysis To identify error we have to compare the sentences learners produce with what seem o be the normal or ‘correct’ sentences in the target language which correspond with them Identifying errors Describing the errors Explaining error Error evaluation

Error Analysis Step in analysis Once all the error have been identified, they can de describe and classify into types. We could gather all the error relating to verb and then identify the different kinds of verb errors in our sample. e.g error in the past tens Identifying errors Describing the errors Explaining error Error evaluation

Error Analysis Step in analysis The identification and description of errors are preliminaries to the much more interesting taks of trying to explain why they accur. There are three kind of errors systematic error Universal error Error which are common only to learners who share the same mother tongue Identifying errors Describing the errors Explaining error Error evaluation

Error Analysis Step in analysis Where the purpose of the error analysis is to help the learner an L2, here is need to evaluate error. Some error can be considered more serious than other because there are more likely to interfere with the intelligibility of what someone says. Teacher will want to focus their attention on these Identifying errors Describing the errors Explaining error Error evaluation

Developmental patterns The early stage of L2 acquisition When the learners do begin speak in the L2 their speech is likely to manifest two particular characteristics The kind of formulaic chunks which we saw in the case studies The characteristic of early L2 speech is propositional simplification.

The other of acquisition To investigate the order of acquisition, researcher choose a number of grammatical structures tostudy Sequence of acquisition When learners acquire a grammatical structure they do so gradually moving through a series of stage en route to acquiring the native speaker rule

Some implications The most important findings of SLA is provide further support for the conclusions reached from the study of learner errors, namely that L2 acquisition is systematic and, to large extent, universal, reflecting way in which internal cognitive mecanisms control acquisition.

Variability in learner language Learner language is systematic. At particular stage of development, learner consistently use the same grammatical form The effect of linguistic context are also evident in learners use of the verb ‘to be’.

The important factor that accounts for the systematic nature of variability is the psycholinuistic context-whether learners have the opportunity to plan their production

It is possible that free variation constitutes an essential stage in the acquisition of grammatical structure Different kinds of variability may be evident at different stage of development.

Not all learners reach the complication stage for every grammatical structure Many will continue to show non-target language variability in at least some grammatical features. Learners may succed in reaching target-language norms in some types of language use but noy in other

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