SOURCES OF ERROR ANALYSIS

Interlingual Transfer, Intralingual Transfer, and Context of Learning

Supporting Lecturer : Irawansyah, M.Pd.

Course : Error Analysis

Semester 6 / Class 6C

Arranged by Group 5:

Annisa Badriatul Aini 2111040012

Jeni Eka Lestari 2111040051

Reza Nouval Ramadhan 2111040086

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TARBIYAH AND TEACHER TRAINING

RADEN INTAN STATE ISLAMIC UNIVERSITY OF LAMPUNG

2023 / 2024
INTRODUCTION

In the process of learning a language, mistakes are almost inevitable. As Brown noted,

an error is a notable deviation from the grammar of an adult native speaker that reflects the

learner's interlingual competence. In the field of applied linguistics, error generally refers to

the learner's misuse or misunderstanding of the target language. It is the use of a linguistic

element in a way that, in the opinion of a fluent or native speaker, indicates faulty or incomplete

learning. Sometimes an error is classified based on vocabulary, pronunciation, grammar,

misunderstanding of the speaker's intentions or meaning, or production of an inappropriate

communicative effect through incorrect use of a speech act or speaking rule.

Not only is it almost inevitable, but it is also an essential part of learning. Therefore,

some types of learning activities that occur in the student may be considered errors. In

addition, student errors have their advantages. Learning errors are important because they

provide the researcher with clues about how the language is learned or acquired and what

strategies or procedures the learner uses.

According to Brown, error analysis occurs when students actually make errors and

those errors can be observed, analyzed, and classified by the student. Error analysis can be

carried out to check how well a person knows a language, how it is learned, and to obtain

information about common difficulties in learning a language, as an aid in teaching or

preparing teaching materials.1

There are two important sources of error in error analysis. One of them is interlingual

transmission. This is a language transcription error caused by the student's native language.

The second option is intralingual transmission. An intralinguistic error occurs due to incorrect

or partial learning of the target language and not through language transfer. Intralingual errors

can be caused by the influence of one element of the target language on another. There are

1
Deng Rong, Interlingual Transfer and Intralingual Transfer-Two Most Important Sources of Errors in
Interlanguage, 2019.

1
other general sources such as “the sociolinguistic context of communication, psycholinguistic

or cognitive strategies, and undoubtedly countless affective variables.”

Second language learners continued to make errors that were due to interference from

the first language, which Richards referred to as interlingual errors. A weak version of the

contrastive analysis hypothesis is regularly used to explain various errors. However, it was

also found that a large number of similar errors were made by second language learners.

Richards called these errors intralinguistic errors. In 's groundbreaking work in the field of

second language acquisition, students' mistakes in the study of language learning were

invaluable. By classifying the errors made by learners, researchers could learn a lot about the

process of second language acquisition and draw conclusions about the strategies second

language learners use. Such claims have given rise to a number of error taxonomies.

Some errors were classified as overgeneralizations because students did not follow

the limitations of Rule. Other errors have been attributed to reduced simplification or

redundancy, such as the omission of a plural marker in a noun preceded by a greatest cardinal.

Still others were described as communication errors that occurred when speakers resorted to

communication strategies. This was because the teacher arranged or presented two linguistic

elements, which caused confusion for the student.

In conclusion, errors are an inevitable and essential aspect of language learning,

reflecting learners' interlingual competence and providing valuable insights into the learning

process. Error analysis, as highlighted by Brown and other scholars, offers a systematic

approach to observe, analyze, and classify errors, shedding light on learners' language

proficiency, learning difficulties, and strategies. Interlingual and intralingual sources of errors,

along with various other factors such as sociolinguistic context and cognitive strategies,

contribute to the complexity of error analysis in second language acquisition.

Through the classification of errors and the development of error taxonomies,

researchers gain a deeper understanding of the language learning process and can inform

2
teaching practices to better support language learners. Ultimately, errors serve as stepping

stones in the journey of language acquisition, guiding learners and educators alike toward

linguistic proficiency and communicative competence.

SOURCES OF ERROR

Brown (1980 cited in Hasyim, 2002) further classified sources of errors into the

following categories:

1. Interference transfer: that is the negative influence of the mother tongue of learner,

2. Intralingual transfer: that is the negative transfer of items within the target language. In other

words, the incorrect generalization of the rules within the target language,

3. Context of learning: this overlaps both types of transfer. For example, the classroom with

the teacher and its materials in the case of school learning or the social situation in the case

of untutored second language learning. In a classroom context, the teacher or the textbook

can lead the learner to make wrong generalization about the language.2

Interlingual Transfer

Interference, language transfer and interlingual interference are also called interlingual

errors. Corder (1981) states that errors of this type occur when the learner's habits (patterns,

systems or rules) hinder him or to some extent prevent him from acquiring the patterns and

rules of the second language. Lado (1964) states that interference (negative transfer) is the

negative influence of the native language (L1) on the performance of the target language (L2).

Chelli (2013) defined thatcross-linguistic errors are the result of language transfer caused by

the student's native language.

Interlingual transfer is a serious source of error for all students. The early phases of

learning a second language are particularly sensitive to interlingual transfers from the native

2
Pooneh Heydari and Mohammad S. Bagheri, ‘Error Analysis: Sources of L2 Learners’ Errors’, Theory and
Practice in Language Studies, 2.8 (2012), 1583–89 <https://doi.org/10.4304/tpls.2.8.1583-1589>.

3
language, i.e. to interference (Brown, 2007: 263).3 Interlingual transfer is a negative transfer

from the native language used by students into the target language itself. For example,

students say “Sheep” for “ship” or “the book of Jack” istead of “Jackbook”.

According to Allen and Corder (1974), interlingual errors are caused by transcription

errors. Touchie (1986) assumes that interlingual errors arise mainly from interference with the

native language. Another researcher is Al-Khresheh (2010). He suggested that interlingual

errors are made in literal translation.

1) Transmission error: Error caused by native language interference. A student who does not

know the rules of the target language will use the same rules that he learned in his native

language.

2) Mother tounge Interference: Errors occur when learners attempt to discover the structure

of the target language rather than transferring patterns from their native language.

3) Literal Translation: Errors occur when the student translates a phrase or idiomatic

expression word for word from the first language to the target language.4

The nature of a particular L2 phenomenon and the universal forces that shape its

natural development are two factors that Ortega (2009: 33) has identified as influencing cross-

linguistic identification; The other two factors are students' perceived distance between L1 and

L2 and their intuition about what can and cannot be transferred. and the relative performance

level of students is the third factor.

According to Richard (1974: 173), a foreign language learner is considered interlingual

if he makes mistakes in the target language because of his native language. According to

Brown (1980: 160), learners' assumption that the forms of a second language are comparable

3
Muh Sarifuddin and Rosidah Alawiyah, ‘Interlingual Transfer In The English Of Students At Sman 2
Praya’, Jurnal Ilmu Sosial Dan Pendidikan, 3.3 (2019)
<http://ejournal.mandalanursa.org/index.php/JISIP/index>.
4
Sarifuddin and Alawiyah.

4
to those of their native language is the root cause of most errors made by second language

learners.5

In conclusion, interlingual errors, also known as interference or language transfer

errors, pose significant challenges for language learners, particularly in the early stages of

second language acquisition. These errors occur when learners' native language habits or

patterns hinder their ability to acquire the structures and rules of the target language.

Researchers such as Corder, Lado, and Chelli have highlighted the negative influence of the

native language on the performance of the target language, leading to phenomena such as

literal translation and transmission errors.

Various factors, including the nature of the second language phenomenon, learners'

perceived distance between their native and target languages, and their intuition about

transferability, influence the occurrence of interlingual errors. Additionally, learners'

assumption that the forms of the second language are comparable to those of their native

language contributes to the prevalence of these errors.

Understanding the nature and sources of interlingual errors is crucial for language

educators and curriculum designers in developing effective teaching strategies and materials.

By addressing interlingual transfer and promoting awareness of language-specific differences,

educators can help learners overcome these challenges and achieve greater proficiency in

the target language.

Source of Interlingual Errors

According to Dulay and Burt (1982: 108-112), there is evidence that cross-linguistic

errors are caused by at least two environmental factors: (1) conditions that lead to premature

5
Eny I Maulita Purnama Sari SMK Negeri Pekalongan Desa Sidodadi and Kecamatan Pekalongan
Lampung Timur, Interlingual Errors and INTERLINGUAL ERRORS AND INTRALINGUAL ERRORS FOUND IN
NARRATIVE TEXT WRITTEN BY EFL STUDENTS IN LAMPUNG, Jurnal Penelitian Humaniora, 2016, XVII.

5
use of the L2 and (2) specific linguistic tasks awakening.6 This leads to premature usage of

L2. The condition that leads to premature use of the L2 can be divided into two parts:

1. Pressure to Perform

A tourist in a foreign country, with a few hundred words and perhaps only a few structures,

is likely to draw on his L1 to convey a message far beyond his knowledge of the new language.

This is premature L2 use caused by the need to communicate in the target language before

sufficient exposure to it to allow meaningful processing.

Adults often need to speak a new language long before they have enough experience to

learn the basics of the second language. It is the main language of communication; Many jobs

and social activities require sophisticated verbal interaction in a new language. In foreign

language situations, the pressure to develop a new language comes from classroom

demands, written assignments, speaking, or tests.

2. Limited L2 Environments

Environmental factors that appear to limit the extent and quality of second language

learning include: (1) lack of peers who speak the language as a native language; and (2)

individually limited and often artificial conditions for language learning (e.g. two hours per week

devoted primarily to memorizing vocabulary or dialogue, performing audiolinguistic exercises,

answering unrealistic questions, or attempting to initiate a conversation, are dedicated).

speakers) who are not fluent in the language).

Students’ Errors were caused by Interlingual Transfer

Errors Correction Types of Description

Error

I and my family were in my My family and I were in my MO Word order

grandpa’s hometown grandpa’s hometown

6
Heydari and Bagheri.

6
 My friend bought food to me My friend bought me food MO Word order

My name__ Susan My name is Susan O Omission of

preposition

‘is’

At around 12 noon Around 12 at noon MO Word order

Intralingual Transfer

The first and most common source of error was intralingual transmission. It is the target

language itself that is the cause of learners' errors and that induces intralingual transfer. Due

to their limited knowledge of the target language, students may make grammatical errors while

writing. Lack of information from students could have led to errors.

One of the hallmarks of intralingual errors was overgeneralization. The students' errors

were due to ignorance of the language, which led to incorrect switching from one rule to

another. The researcher found that most students used incorrect tenses while writing.

Historically, stories were written in the past tense (Verb 2) rather than the present tense (Verb

1). Students often used the present tense, sometimes called the first verb, when writingabout

their past experiences.

Interference with the student's language is not the only reason for errors. Students may

make mistakes in the target language because they do not know it very well and have difficulty

using it. Richard (1974:6) states that intralingual interference refers to elements produced by

the learner that do not reflect the structure of the native language, but rather a generalization

based on partial contact with the target language.

Brown (1980:162) notes that the early stages of language learning have been found to

be characterized by predominant interlingual transfer, but that as the learner begins to learn

parts of the system, increasing generalization of transfer occurs within the new system new

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system to acquire the language. the target language manifests itself.7 Richard (1974: 120)

classifies intralinguistic errors into four categories, including overgeneralizations, ignorance of

rule constraints, incomplete application of rules, and incorrect hypothetical concepts or

semantic errors.

1) Overgeneralization: occurs when a learner creates a different structure based on

their experience with a different structure in the target language. Littlewood (1984) provides

an example of plural formation by adding an “s” to irregular plurals and also generalizing the

past tense “-ed”.

2) Ignorance of Rule Restrictions: James (1998: 63): Ignorance is specific in the sense

that we generally say that we do not know the structure; A second language learner does not

follow the structure of the target language. In this type of error, the student does not respect

the constraints of the existing structures. Some biases related to rule constraints can be

explained by analogy and arise from learning the role of rules.

3) Incomplete application of the rules: This error can occur if the student does not fully

apply the rules due to the stimulus set.

4) False Concept Hypothesized: Students' misunderstanding of the distinction

between elements of the target language leads to incorrect conceptualization. Students' poor

understanding of the differences between elements of the target language leads to incorrect

assumptions.8

In conclusion, intralingual transmission stands out as the primary source of errors in

language learning, where learners' errors are induced by the target language itself. These

errors often stem from limited knowledge of the target language, leading to grammatical

inaccuracies, particularly in writing. Overgeneralization emerges as a hallmark of intralingual

7
Nadiah Ma’mun Uin and Walisongo Semarang, THE GRAMMATICAL ERRORS ON THE PARAGRAPH
WRITINGS, Jurnal Vision, 2016, V.
8
Woro Kusmaryani, ‘Linguistics and English Language Teaching Journal Intralingual and Interlingual
Grammatical Error Analysis on Students’ Writing’, Linguistics and English Language Teaching Journal, 11.1
(2023).

8
errors, with learners incorrectly applying rules or structures based on incomplete

understanding or partial contact with the target language.

While interference from the learner's native language is a contributing factor to errors,

it is not the sole reason. Students may also struggle with the target language due to their

unfamiliarity with its complexities and challenges in its usage. As learners progress in their

language acquisition journey, a shift from predominant interlingual transfer to intralingual

generalization within the target language system becomes evident.

Richard's classification of intralinguistic errors into categories such as

overgeneralizations, ignorance of rule restrictions, incomplete application of rules, and false

concept hypothesizing offers insights into the various manifestations of intralingual errors.

These errors reflect learners' attempts to navigate the intricacies of the target language and

highlight areas where further instruction and support may be needed to enhance language

proficiency and accuracy. Overall, understanding the nature and sources of intralingual errors

is essential for educators to tailor effective teaching strategies and provide targeted

interventions to support learners' language development effectively.

Students’ Errors were caused by Intralingual Transfer

Errors Correction Types Grammatical

of Error Category

My friend pick me up from My friend picked me up MF Verb

school from school

It is our annual agenda every It was our annual agenda MF To be

holiday every holiday

I don’t sleep I didn’t sleep MF Auxiliary verb

Then I finish my work at 4 pm Then I finished my work at MF Verb

4 pm

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Context of Learning

According to Brown (1987:177-180) context of learning is error can be from the teacher

teaching or form the book, in a classroom context the teacher or the textbook can lead to the

learner to make faulty hypotheses about the language. Beside Richards (1971) called it "false

concepts", for example context refers to the classroom with its teacher and its materials in the

case of school learning or the social situation in the case of untutored second language

learning.9

Context of learning in the sources of error encompasses the intricate interplay of

cognitive, environmental, motivational, social, and metacognitive factors that influence the

acquisition, retention, and application of knowledge. It signifies the importance of considering

the diverse contextual elements surrounding the learning process to identify and address

potential sources of error, ultimately facilitating more effective and meaningful learning

experiences.

In the context of language learning, an example of a contextual error could involve the

influence of the learning environment on language acquisition. For instance, in the classroom

setting, if students are consistently exposed to noisy surroundings or frequent interruptions

during language instruction, it may hinder their ability to focus and process linguistic input

effectively. This environmental factor could contribute to errors in comprehension,

pronunciation, or language production.

Richard and Rodgers (2001), experts in the field of language teaching methodology,

emphasize the importance of creating a conducive learning environment that minimizes

distractions and maximizes opportunities for meaningful language engagement.10 They

suggest that the physical arrangement of the classroom, as well as instructional techniques

such as providing clear instructions, using visual aids, and incorporating interactive activities,

9
Ma’mun Uin and Semarang, V.
10
Heydari and Bagheri.

10
can enhance language learning outcomes by reducing contextual errors and promoting

effective language acquisition.

In conclusion, both Brown (1987) and Richards (1971) underscore the critical role of

context in shaping learning outcomes and the occurrence of errors. They highlight how factors

such as the teaching style, materials used, and the learning environment can influence

learners' understanding and application of knowledge. Context of learning errors encompass

a complex interplay of cognitive, environmental, motivational, social, and metacognitive

factors, which all contribute to the acquisition, retention, and application of knowledge.

Moreover, in the specific context of language learning, the learning environment plays

a crucial role. For instance, noisy surroundings or interruptions during language instruction

can hinder learners' ability to concentrate and process linguistic input effectively, leading to

errors in comprehension, pronunciation, or language production. Therefore, creating a

conducive learning environment, as emphasized by Richard and Rodgers (2001), is essential

for maximizing language learning outcomes by minimizing contextual errors and fostering

effective language acquisition.

In essence, understanding and addressing the diverse contextual elements

surrounding the learning process are pivotal in identifying and mitigating potential sources of

error. By creating supportive learning environments and employing effective instructional

techniques, educators can facilitate more meaningful and successful learning experiences for

learners.

CONCLUSION

Based on the discussion we can conclude that errors are inherent to language learning,

offering valuable insights into learners' competence and guiding the learning process. Error

analysis provides a systematic framework to understand and classify errors, informing

teaching practices and enhancing language acquisition. By recognizing the interplay of factors

11
contributing to errors, educators can better support learners on their path to linguistic

proficiency and communicative competence.

Interlingual errors present significant obstacles for language learners, stemming from

the influence of their native language on the acquisition of a second language. Recognizing

and addressing these errors is essential for educators to design effective teaching strategies

and materials. By fostering awareness of language-specific differences and promoting

strategies to mitigate interference, educators can support learners in overcoming these

challenges and enhancing their proficiency in the target language.

Intralingual transmission represents a significant source of errors in language learning,

stemming from learners' interactions with the target language itself. While influenced by

factors such as interference from the native language, these errors primarily result from

learners' limited understanding of the target language's rules and structures. Richard's

categorization of intralinguistic errors offers valuable insights into their nature and

manifestations. Recognizing and addressing intralingual errors is crucial for educators to

develop targeted teaching strategies and interventions that support learners in overcoming

language challenges and enhancing their proficiency.

Both Brown (1987) and Richards (1971) emphasize the significant impact of context

on learning outcomes and error occurrence. They highlight the multifaceted nature of context,

including teaching style, materials, and the learning environment, in shaping learners'

understanding and application of knowledge. Specifically in language learning, the learning

environment's role is crucial, with factors like noise and interruptions affecting learners' ability

to process linguistic input effectively. Creating conducive learning environments is essential

for minimizing errors and fostering effective language acquisition. Ultimately, understanding

and addressing contextual elements are vital for facilitating successful learning experiences

for learners.

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REFERENCES

Heydari, Pooneh, and Mohammad S. Bagheri, ‘Error Analysis: Sources of L2 Learners’ Errors’,

Theory and Practice in Language Studies, 2.8 (2012), 1583–89

<https://doi.org/10.4304/tpls.2.8.1583-1589>

Kusmaryani, Woro, ‘Linguistics and English Language Teaching Journal Intralingual and

Interlingual Grammatical Error Analysis on Students’ Writing’, Linguistics and English

Language Teaching Journal, 11.1 (2023)

Ma’mun Uin, Nadiah, and Walisongo Semarang, THE GRAMMATICAL ERRORS ON THE

PARAGRAPH WRITINGS, Jurnal Vision, 2016, V

Maulita Purnama Sari SMK Negeri Pekalongan Desa Sidodadi, Eny I, and Kecamatan

Pekalongan Lampung Timur, Interlingual Errors and INTERLINGUAL ERRORS AND

INTRALINGUAL ERRORS FOUND IN NARRATIVE TEXT WRITTEN BY EFL

STUDENTS IN LAMPUNG, Jurnal Penelitian Humaniora, 2016, XVII

Rong, Deng, Interlingual Transfer and Intralingual Transfer-Two Most Important Sources of

Errors in Interlanguage, 2019

Sarifuddin, Muh, and Rosidah Alawiyah, ‘Interlingual Transfer In The English Of Students At

Sman 2 Praya’, Jurnal Ilmu Sosial Dan Pendidikan, 3.3 (2019)

<http://ejournal.mandalanursa.org/index.php/JISIP/index>

13