PRESENTED TO:

Sir. ATIF HASMI

PRESENTED BY
GROUP 01

TOPIC
CHAPTER 01
Farwa Yaseen Ranjha
07
HUMAN ERROR
 NIMRA ATTA

03

SUCCESIVE PARADIGM
According to Coder's (1973) account of applied
linguistics, there are four
'orders of application‘

The 'first-order' The 'second-

application of order' application
linguistics is is comparing
describing languages.
language
In the applied linguistics of FL/SL learning there
are three 'codes' or languages to be described.

1. language teaching calls for the description of the

language to be learnt, the FL/SL. Which is also
known as target language
2. The learner version of TL
3. Performance analysis which is 'the study of the
whole
4. performance data from individual learners'
•Moving on to the second-order applications of
linguistics, which is comparisons
• we can compare these three (MT, IL, TL) pair wise

Three paradigms

Contrastive
analysis Transfer
analysis

Error analysis
•Contrastive Analysis was used extensively in the field of Second Language
Acquisition (SLA) in the 1960s and early 1970s
•A method of explaining why some features of a Target Language were more
difficult to acquire than others.
•According to the behaviorist theories prevailing at the time, language
learning was a question of habit formation, and this could be reinforced or
impeded by existing habits. Therefore, the difficulty in mastering certain
structures in a second language (L2) depended on the difference between the
learners mother language (L1) and the language they were trying to learn.

Criticism
In its strongest formulation, the Contrastive Analysis Hypothesis claimed that
all the errors made in learning the L2 could be attributed to interference by the
L1. However, this claim could not be sustained by empirical evidence that was
accumulated in the mid- and late 1970s.
It was soon pointed out that many errors predicted by Contrastive Analysis
were inexplicably not observed in learners language.
Error Analysis
The next paradigm to replace CA was something that had
been
around for some time

This paradigm involves first independently or 'objectively'

describing the learners' IL and the TL itself, followed by a
comparison of the two, so as to locate mismatches.

The novelty of EA, distinguishing it from CA, was that the

mother tongue was not supposed to enter the picture. The
claim was made that errors could be fully described in
terms of the TL, without the need to refer to the L1 of the
learners.
Corder (1974) suggests five steps in error analysis
research in order to reach that objective. These steps
are:

1. Collection
of a sample
of learner
language
5.
2. Evaluation
Identification of errors.
of errors

4.
3.
Explanation
Description
of errors
of errors
 Transfer Analysis
•It is also known as L1 interference, linguistic interference, and cross
meaning learner's trying to apply rules and forms of the first language into
the second Language.
•Comparing IL with MT and not MT with TL
•The speakers or writers applying knowledge from their native language to
a second language.
•It occurs in any situation when someone does not have a native-level
command, as when translating into a second language
•The effect can be on any aspect of language: grammar, vocabulary, accent,
spelling and so on

POSITIVE AND NEGATIVE TRANSFER

POSITIVE: unit or structure of both languages is the same, linguistic

interference can result in correct language production.
EX: True cognates.
NEGATIVE: when speakers and writers transfer items and structures that
are not the same in both languages.
EX: False cognates.
Marium Batool
15
Interlanguage
 Aqsa nazar
20
Learner and
native speakers
 MUNAZA MUNIR

07

MOUNTING CRITICSIM
OF ERROR ANALYSIS
 AQSA Saleem

01

Introduction to data analysis

THANK
YOU