1. Sunday: 9/11/2015(Revision-slide 1-5) The Last Lecture we discussed the Process of language Learning, َ Q1)what does it mean? It means combining words with intonation (level f voice) to match the suitable situation, by discrimination process(distinguish أميز (..produce utterance- or from two perspectives Q2: what are these perspectives or theory of learning?

2. They are : 1) Inductive theory2) Deductive theory. Compare between the following learning theories: and which one you like most: deductive learning? Inductive learning?

3. 3.4 Language Learning & Language Teaching (P: 85) According to Corder There is a bit controversial (debate)about the development of language teaching. Unlike language learning in which many scholars have researched. Why?? Bcz teachers use unsuitable methods and theory of teaching and never follow the standard ones.

4. They use the old eclectic methods and procedures as: Imitation Drill Formal practice Over sentence pattern Accompanied by traditional techniques (deductive theory )of: 1.Examples2.giving rules3.description 4. translation

5. Unit 2: Error Analysis 1 1.This unit explain error analysis and types of errors 2. using it to analyze learners’ error 3.Its place in the 2nd la teaching and learning 4.Compare the differences among: lapses- mistake error. 5.Why error analysis is important? …..

6. You know how to compare between language By using contrastive analysis as a method of comparing between language Another way to compare bw 2 languages is: Error analysis

7. Corder sees learners’ error happen because: Learners follow a set of rules which are not of the target language(as English) But: A transitional (interlanguage) forms of language which is similar to his mother tongue. This interlanguage discussed by (Selinker) who said:

8. To know or describe this interlanguage you should study learners’ utterance(the sentences they produce) Then compare this description with target L (2 nd L). Then these differences become the residual learning tasks of learners. They use comparative comparison to discover these differences betwenn 1 st and 2 nd language.

9. What is error analysis then? Is a way of studying the nature of learners’ errors and confirm or refutes( دحض (the predications of this contrastive analysis.

10. 3.1. Lapses هفوة,Mistakes سوء فهم and Errors اخطاء (P:89) You should agree that all learners make mistakes..we also, when we speak But, the abilities to correct ourselves is a different thing. A learner may know the mistake but, s/he unable to correct it. Or if he tries may make another error.

11. What types of errors done by learners? 1. linguistically differs from native speakers’ errors. Both FL and SL learners makes mistakes and this why they are differ from native speakers. FL learners try to stick on linguistics items that he already knows. Why ??In order will not make many mistake. A speaker never judge on the basis of fluency

12. Why? Bcz, it is a quality vary in both foreigner and native speaker according to the situation and topic of conversation. Because the quality of mistake never measures his knowledge of the L. But it tells the nature of these mistakes.

13. The important of errors is: Discover the area that need correction, also, Give a full picture of the problem areas. The Question: What is the different between native speaker and foreigner mistakes? 1.Native speakers make omission(delete) within a sentence: e.g: (P:90) (it’s a bit…it hasn’t.. I mean, I wouldn’t really come to have one like that)

14. 2. slips of tongue and pen is common native speakers mistakes. They use: -Substitution -Transposition of segment of utterance - omission. As sound, morpheme, a word..etc

15. Why this slips of native speakers are important? Help their observation system about out-put characteristic What are lapses?? It is the wrong starting structure in a sentence. or Is to break down code (it happens with both L1L2 speakers)

16. Sum up 1.Speaking or writing are common to breakdown 2. This breakdown is a system not random, happens due to psychological causes of imperfect knowledge of linguistics norms. 3. errors are of different kinds. 4. A result of unacceptable utterance as a breaches (break) of code 5.Errors are sign of imperfect knowledge of code. It means that learner still not internalize (accepted) the formation and rules of L2. 6. Native speakers are able to correct their errors, but learners may not.

17. Compare bw lapses, mistakes and errors? LapsesMistakesErrors

18. 3.2 Expressive and Receptive Errors Expressive Errors 1.If the utterance was misinterpreted it shows in their responses. By using paralinguistic. 2.There are errors in comprehension. 3.Some utterance are misinterpreted. Even in classroom which like to writing. Receptive Errors 1.Not easy to know errors this never helps hear. 2.Receptive errors lead the hearer to respond using paralinguistic behavior. Like smile,grunts which doesn’t reveal their inadequate to respond. 3.This leads teachers to put a question about concept in exam and test.

19. They said A person’s receptive abilities supersede (delete) his expressive abilities. Most research done on productive abilities like……..(students).

20. 3.3 The Errors of Groups and Individuals 1.Mistakes not make as group. Mistakes is an individual 2. But Test analysis based on the group made. 7. Using some teaching material lead learners to have some errors. 3.Program is based on groups ‘ errors then they plan the syllabus. The applied linguistic then know the source of the problem. 8. Syllabus always designed to some homogenous groups they thought that they have the same background about formation of rules. 4. They may discover a part of the language that is difficult for learners to understand. 5. Difficulties happens due to the interaction bw languages, but not anything inherited in one language. 9. This thought is not true bcz students came from diff. geographical area, linguistic divergence may be much. Students may make diff. errors based on their mother tongues. 6. A native speaker of his own L may find difficulty bcz of many structural elements. However a child who learn 2 L. may find more difficulty. 10. But it is too difficult to create different syllabi for different pupils from diff. languages, culture and socio- economic background

21. Exercise (P:93) Differentiate bw 2 types of errors that Corder identified (1973) From table above Individual and groups errors

22. Summary(P:93) This unit shows: How to compare bw Languages using: 1. interlingua(contrastive analysis) 2. Errors analysis 3. Corder look to the term error analysis is misleading. 4. why: bcz he sees learner’s error as important data for comparison.

23. 5. learners’ errors are systematic and regular due to following rules that are not of target L. 6. Learners may know their mistakes but fail to correct them or may commit another errors in trying to do so. 7.It is easy to detect expressive errors while speaking id glare 8.Pupils go to class as individual not as groups. 9.Therefore mistakes are individual not as group

24. Question How to help your aunt who teaches multilingual class. She complains that they are unable to pronounce some words correctly and make grammatical mistakes. How you can help her?