Indah Pebriani (1640601027)

Local A

“ Error Analysis ”
Answer the following questions. Use your own power or proper citation.
1. What are the differences between Error Analysis (EA) and Contrastive Analysis (CA)?
Answer :
The difference that distinguishes between error analysis and contrastive analysis
is the importance of mother tongue, in the analysis of mother tongue errors not included
in the important factors of error but in error analysis recognizes that L1 is one source of
errors that make it associated with CAH while in contrastive analysis mother tongue is
one of the factors that causes language errors from L1 to L2.

2. In not more than 200 words, compare the goals of Error Analysis (EA), Contrastive
Analysis (CA), and Interlanguage theory.
Answer :
The purpose of error analysis is to make it easier for the teacher to check language
errors and to help students avoid some mistakes that usually occur. The main finding of
error analysis is that many learner errors are generated so students make wrong
conclusions about the rules of the new language because of errors when understanding
the language and errors that need to be corrected. while the purpose of constructive
analysis is to analyze the influence of mother tongue in learning languages to target
languages that have something in common that assesses similarities and differences in
language, according to the belief in universal languages. Contrast analysis is also to know
foreign language learning based on mother tongue that must be learned, looking for the
cause of language, and this contrast analysis can also consider and predict the curriculum
then identify the mistakes that are actually made by students in the classroom. And the
purpose of Interlaguage Theory is a type of learning about what language is learned and
tracks some errors and similarities in a language. The language is also the processes
between the original language and the target language which observes the dialect and
characteristics in the language.

3. In not more than 100 words, summarize the development of Error Analysis (EA).
Answer :
EA was first found in 1960 about teaching communicative approach and the
beginning of the Error in Learning and the Use of Language, Carl James defined Error
Analysis as "the process of determining the events, characteristics, causes and
consequences of languages that are not successful" (James 1998: 1). In the initial stages
in EA dealing with L2 data is taxonomy, ie they only focus on collecting and classifying
errors. On the other hand, the initial analysis related to native speaker data was primarily
interested in finding the cause of the error (James 1998). In the 1960s EA was recognized
as an alternative to CA behaviorists and in the 1970s it became very popular that
 Schachter and Celce-Murcia could call it "70s favorite" (Schachter and Celce-Murcia
1977: 442 quoted in James, 1998: 11).

4. In not more than 100 words, summarize the importance of learners‟ errors.
Answer :
Errors are significant in three different ways. First, to the teacher, in that tell they ,
if they undertakes a systematic analysis, how far towards the goal the learner has
progressedand, consenquently, what remains for they to learn. Second, they provide to
the researcher evidence of how language is learned or acquired,what strategies or
procedures the learner is employing in they discovery of the language. Thirdly, they are
indispensable to the learner theirself, because we can regard the making of errors as a
device th learner uses in order to learn. It is a way the learner has for testing their
hypotheses about the nature of the language they learning..

5. In not more than 100 words, summarize the criticism of Error Analysis (EA).
Answer :
Error analysis has been criticized for a number of practical problems, all of them
connected to the fact that it tries to gather knowledge of language learning processes by
examining the learners output. First of all, it has proved difficult to determine whether
there is an error at all, and if so, what exactly constitutes it. The distinction between error
and mistake cannot easily be made either. Other criticism has aimed at the simplistic
approach that error analysis takes toward second language acquisition . Only looking at
incorrect output and ignoring correct output as well as any aspects of the learning process
means leaving out important sources of information that could be used to describe the
acquisition process.

6. In not more than 100 words, summarize the concept of linguistic ignorance and deviance.
Answer :
Summarize the concept of linguistic ignorance Language ignorance which
observed about someone or people who did not know about language that they learned
and how to resolve something that they ignore by connecting this problem with error
analysis in learning strategies and communication strategies. Summarize the concept of
Linguistic deviance is the result about behavior that have a negative response from
society for the example a violation in a person that is actually not worth to tell or be
deliver to other.

7. In not more than 100 words, summarize the concept mistake and error in language
learning.
Answer :
The basic difference between mistakes and errors is also based on the concept of
corruption. James 1998:78 states that if students can correct themselves after using wrong
expressions or sayings, we talk about mistakes. On the other hand, when students produce
deviant speeches that are unintentional and cannot correct themselves, they make
 mistakes while the Edge 1989 in James 1998:80-81) divides errors in 3 theories the first
is slip occurs, according to Edge, as a consequence of the problem processing or
carelessness. Students can correct themselves if they have the opportunity to do so, the
second is that students can correct their mistakes if their mistakes are shown. The last is
almost incomprehensible, and the learner obviously has no idea how to use the right
form.

8. In not more than 250 words, summarize the procedures of Error Analysis (EA).
Answer :
The first stage is when errors are identified or detected and therefore terms it error
detection. It is, actually spotting of the error itself. First we collect a set of utterance
proceduced by a L2 learner. A sentence is usually taken as a basic unit of analysis and
than the informant, a native speaker or the analysis itself, points out the suspicious or
potentially erreous utterance and decide if the utterance in question is really erroneous or
not. The second stage is called error location and it is when the informant locates the
error. Some error are difficult to locate because they can be diffused throughout the
sentence or the whole text and appear only after the whole is carefully examined. The
third stage is error description. It is obvious that a learner’s language has to be described
in terms of some language system. The interlanguage hypothesis would suggest that the “
learner language is alanguage in its own right and should therefore be described. And
finally, the last step in EA is error classification or catergorization. We can categories
errors into dictionaries or taxonomies. Since the whole chapter will deal with various
erroe taxonomies, in this section will concentrate on dictionary only. Dictionaries of
errors are organized alphabetically and contain both lexical and grammatical information.

9. In not more than 250 words, summarize the sources of error in language learning.
Answer :
According to Brown (1980: 166) Error Analysis is innovative with respect to
CAH in the sense that it checks for errors caused by all possible sources, not just negative
L1 transfers, Brown describes being the 4 sources of errors that often occur the first is
inter-language transfers, the second is intralingual transfer, the third is the learning
context, and the fourth is the various communication strategies used by students. while
James (1998: 178-179) also classifies errors according to the source into four categories
based on the first diagnosis is the transfer between languages, namely the influence of
mother tongue, causing errors between languages because of the negative transfer. The
second is Transfer or intralingual negative interference is the source of intralingual errors.
He refers to intralingual errors as errors based on learning strategies. The third is the
learning context refers to the setting in which a language is learned, for example
classrooms or social situations, and also for teachers and the material used in the lesson.
And the last is a conscious communication strategy used by students to convey messages
to listeners. They can involve both verbal and non-verbal communication mechanisms
(Brown 1980: 178).