BS English (Applied Linguistic)

Student ID(bc220405285)
Student Name Iram Arshad

Q. Developments in first language acquisition and disillusionment with contrastive analysis

originated ‘error analysis’ which is the systematic investigation of SL learners’ errors.
Studies reveal that learners’ errors do not necessarily originate from the first language.
First language interference was remained unfounded in majority of errors which raised a
question that where these errors come from. Supposing that we apply error analysis in a
Pakistani language classroom of grade 10, discuss any ten types of errors that learners are
expected to make along with reasons.
Solution:
In a Pakistani language classroom for grade 10 students, error analysis might uncover various
types of errors that learners are ordinary to make. Let's explore ten such errors along with
potential reasons:

1: Phonological Errors:
Error: Mispronunciation of sounds or difficulty in producing certain phonemes.
Reason: Lack of exposure to standard pronunciation, influence of regional accents, or deficient
training in phonetics.
2: Morphological Errors:
Error: Incorrect formation of plurals, verb conjugations, or word inflections.
Reason: Limited understanding of morphological rules, confusion between similar forms, or
inadequate practice with word forms.
3: Syntactic Errors:
Error: Incorrect word order, misuse of grammatical structures, or failure to apply syntactic rules.
Reason: Difficulty in grasping complex sentence structures, interference from the first language,
or insufficient practice with syntax.
4: Lexical Errors:
Error: Inaccurate word choice, misuse of vocabulary, or unfamiliarity with idiomatic
expressions.
Reason: Limited vocabulary, lack of exposure to diverse linguistic contexts, or reliance on literal
translations from the first language.
5: Semantic Errors:
Error: Misunderstanding or misinterpretation of word meanings or expressions.
Reason: Insufficient comprehension of semantic nuances, cultural differences in meaning, or
lack of context awareness.
6: Pragmatic Errors:
Error: Inappropriate use of language in social or communicative contexts.
Reason: Limited understanding of social norms, cultural conventions, or pragmatic rules
governing language use.
7: Transfer Errors:
Error: Application of linguistic features from the first language to the target language.
Reason: Interference from the structures, vocabulary, or pronunciation of the first language,
leading to errors in the second language.
8: Overgeneralization Errors:
Error: Applying grammatical rules or patterns too broadly, leading to errors in certain contexts.
Reason: Basic application of language rules learned in the classroom without considering
exceptions or irregularities in usage.
9: Omission Errors:
Error: Leaving out necessary words or components of a sentence.
Reason: Cognitive processing difficulties, lack of attention to detail, or incomplete mastery of
language structures.
10: Code-switching Errors:
Error: Mixing elements of different languages within the same ise or conversation.
Reason: Bilingualism or multilingualism leading to confusion between languages, especially in
contexts where both languages are commonly spoken.
By analyzing these types of errors, educators can gain insights into the challenges students face
in language acquisition and tailor instruction to address specific areas of difficulty effectively.