04/23/2023 1

Let's start:

Mr مستر وتنطق أل او متزوج سواء للرجل .تستخدمMiss وتنطقمس يعنيمشمتزوجه لالنسه .تستخدم

Mrs مسز وتنطق المتزوجه للسيدة .تستخدمMs متزوجه المرأه اذا معرفتنا عدم حاله في تسخدم

مز وتنطق ال .ام

04/23/2023 2

Ph.D.University of WalesBritain,1988MasterNorth Texax State UniversityThe United States of America,1980BachelorUniversity Of BaghdadIraq,1972

04/23/2023 3

Speech disorders -April 1997/Al - Zaytoonah University. Amman -Jordan.

• Contrastive Analysis between English & Arabic -August 1997/The University of Jordan. Amman -Jordan. • A workshop on TEFL -March 1989/Dhahran -Saudi Arabia • A Workshops on Teaching English for Special purposes -1991/Jordan University of Science & Technology Irbid - Jordan. • A Workshop on practice Teaching -October 1999/Verona -Italy • A workshop on practice Teaching -December 1999/Hashemite University/Zerka- Jordan. • ICET conference - Fortaleza_ Brazil.• The International Translation Conference .Amman-Jordan .April 2007• International Technology Education and Development Conference .March 2008.valencia,Espain.

04/23/2023 4

Error: An error is when a student produces an incorrect utterance because they don't have the knowledge to utter it correctly. It can’t be self-corrected, because you think it is right.They can generally be classified into two categories:

1. Things the student has not yet learned in the second language.2. Things that interfere with the rules of their L1 (syntax, pronunciation, grammar, cultural constructions, etc.)

Mistake: Sometimes students 'know' the correct form in a second language (L2), but they make the mistake anyway when they are speaking or writing. They understand the rule, but they haven't committed the form to memory and can make a mistake. It can be self-corrected.

04/23/2023 5

Errors are (in competence)

Mistakes are (in performance)

04/23/2023 6

Error Analysis

Pit Corder is the ‘Father’ of Error Analysis

04/23/2023 7

1- It May be defined as dealing with the differences between the people learning a language speak, and the way adult native speakers of the language use the language .

2- It may be defined as the process of determining the incidence, nature , causes and consequences of unsuccessful language . 3- Error analysis is not a branch of linguistics but of applied linguistics.

4- Error analysis is a type of linguistic analysis that focuses on the errors learners make. It consists of a comparison between the errors made in the target language (TL) and that TL itself.5- it is the study of erroneous utterances by groups of learners.

Human language errors can be defined as an unsuccessful bit of language.

04/23/2023 8

Second language learners stop short in two ways:

1- When FL/SL knowledge become fixed or fossilized.2- When learners produce errors in their attempts at it.

Human errors1- Towell and Hawkins are great names the world of error analysis. 2- A recent statement implying that error is an observable phenomenon in FL/SL learning that has to be accounted for is Towell and Hawkins.3- Second language learners stop short of native-like success in a number of areas of the L2 grammar.

04/23/2023 9

Successive Paradigms Error analysis is the core of linguistics. It is a branch not of linguistic theory, but applied linguistics.

Error Analysis is the examination of those errors committed by students in both the spoken and written medium. Corder, (1967: 125) who has contributed enormously to EA writes thus:

04/23/2023 10

“The study of error is part of the investigation of the process of language learning.”

In this respect it resembles methodologically the study of the acquisition of the mother tongue. It provides us with a picture of the linguistic development of a learner and may give us indications as to the learning process.

04/23/2023 11

According to Corder, there are four “orders of application 1- The first order application of linguistics is describing language. This is a necessary first step to take before you can move on to the second order application of comparing languages.

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. 2- The learners’ version of the TL.3- performance analysis. Which is the study of the whole performance data from individual learners’

04/23/2023 12

Q1- What is the target language?

Q2- What is interlanguage?

- It is a neutral term between foreign language and second language.

-It is a term suggesting the half way position it holds between knowing and not knowing the TL. - What the learner actually says.

04/23/2023 13

Contrastive Analysis

•In the 1950s and 1060s the favoured paradigm for studying FL/SL learning and organizing its teaching was contrastive analysis.

•The procedure involved first describing comparable features of MT and TL. e.g. tense, cooking verbs, consonant clusters, the language of apologizing), and then comparing the forms and resultant meanings across the two languages in order to spot the mismatches that would predictably give rise to interference and error.

The good use of CA is as a tool serving to pre-identify the probable areas of learning difficulty, with a given TL and learners speaking a given L1.

04/23/2023 14

Again……

The rise of the contrastive analysis hypothesis is in which two languages are put together in contrast. By comparing the two language systems, a list of differences and similarities appear. These differences help the learners to make prior prediction about the difficulties that they may face it

04/23/2023 15

Error Analysis

The novelty of Error analysis, distinguishing it from Contrastive analysis, was that the mother tongue was not supposed to enter the picture, without the need to refer to the L1 of the learner.

Error analysis involves firstly independently or ‘objectively’ describing the learners’ IL and the TL itself, followed by a comparison of the two, so as to locate mismatches.

04/23/2023 16

Transfer Analysis

This shortcoming had been noticed by Wardhaugh 1970, who suggested that CA hypothesis should be thought of as existing in two versions, “strong version” and “weak version”.

It has, however, proved impossible to deny totally the effects of mother tongue on the target language, since they are patently Obvious. Where contrastive analysis failed was in its claim to predict errors on the basis of compared descriptions.

04/23/2023 17

The “strong version” claims to be able to predict learning difficulty on the basis of CA of MT and TL.

In it strong version, CA is no longer much practised in applied linguistics. Because the alternative diagnostic CA is compatible and easily incorporated into error analysis, as a way of categorising those errors that are caused by interference from the MT.

The “weak version” makes the more cautious claim of being able to explain (or diagnosis) of actual attested errors , those resulting from MT interference.

04/23/2023 18

When you conduct transfer analysis , you’re comparing interlanguage with mother language and not MT with TL. Nor you are comparing interlanguage and target language(to compare each alone). So, you are not doing error analysis proper.

Transfer analysis is not a credible alternative paradigm , but an ancillary (not essential) procedure within error analysis for dealing with those interlanguage: target language discrepancies that are assumed to be the results of mother tongue transfer or inference.

In so far as, transfer analysis is something salvaged from contrastive analysis and added to error analysis, the balance has shifted.

19

Interlanguage and the veto on comparison

This veto on comparison is probably aimed at CA, but it is not wholly justified.

Eschewing : to avoid

The third paradigm of the study of FL learning that has been widely embraced is the interlanguage hypothesis propounded by Slinker

Its distinctiveness lies in its insistence on being wholly descriptive and eschewing comparison. It tries to avoid the mistake of studying the systematic character of one language by comparing it to another.

04/23/2023 20

The practitioners of CA similarly stressed the desirability of not allowing the descriptive categories of one language to colour what should be an objective, independent description of another.

Interlanguage is …-what the learner says-Only half of the error analysis equation.- IL studies concentrates almost exclusively on the description of IL.

04/23/2023 21

There has been widespread neglect of the comparative dimension. There is regrettable since, we are interested in the difference between the learner’s internalized description of the L2 and the internalized descriptions that native speakers have.

We do have to have a detailed and coherent description of the learners’ repertoires.

The learners errors are a register of their current perspective on the TL.

04/23/2023 22

There is a constant tension between,on the one hand, the long-term descriptive and explanatory priorities of people engaged in IL studies and dedicated to Second Language Research (SLR),and , on the other hand, the short-term pedagogic priorities of the foreign language educators who do error analysis

SLR One is tempted at times to conclude that SLR is not a part of applied linguistics, and is not interested in language of teaching, but it is a branch of pure linguistics, and is not interested in the properties of languages rather than the problem of the learners, in learnability rather than the processes of teaching There doesn’t have to be tension if we agree that SLR and EA enterprises are different and have different goals.

04/23/2023 23

Error analysis was a methodology for dealing with data. Rather than a theory of acquisition.

There are two ways to conceptualize IL1- It can refer to the abstraction of learner language, the aggregate of forms, processes and strategies that learners resort to in the course of tackling an additional language. 2- It can be used to refer to any one of a number of concretizations.

Ellis (analyst) undertakes to define, exemplify and compare two language-teaching techniques (a) language practice (b) consciousness- raising.

04/23/2023 24

(a)Consciousness-raising constitutes gaining explicit knowledge. (b)language practice is aimed at making knowledge implicit.

According to Ellis ..The acquisition of implicit knowledge involves three processes 1- noticing 2- comparing3- integrating.

Ellis definition of comparing runs as follows :the learner compares the linguistic features noticed in the input with her own mental grammar, registering to what extent there is a “gap” between the input and her grammar…. I believe that what Ellis intends here by “her grammar” is not the learner’s NL but the learner’s representation of the TL- that is her IL.

04/23/2023 25

Harlow (1959) defined all learning as a process of progressive and cumulative error-correction.

Ellis might argue that it is desirable for the learner to do EA but not for the teacher. He might argue further that the input data, but rather their total grammar and that the comparison will therefore not be arbitrary limited to erroneous forms but will also include correct forms. These arguments would not alter the fact that we have here an admission of the utility of EA.

04/23/2023 26

Learner and native speakers

Frei and error analysis1- He suggests we can talk of error in terms of deficiency. 2- He discusses the connection between rule of grammar and the laws of society.3- He relates error to linguistic change(which is reversible), distinguishing linguistic change from linguistic revolution (which is irreversible).4- He quotes the perceptive observation of Claude Bernard.

Early work in FL learners’ error analysis was taxonomic, by which we mean it concentrated on the collection and classification of errors. The former has to do with attitudes and standards

By contrast early native speakers’ EA was more interested in identifying cause and system . The latter has to do with clarity, economy and expressiveness

27

The significance of which is its claim that it is only by having to decide what is wrong that we come to terms with what is right.

Dictionary of English Normative Grammar…It is not a dictionary of errors, but also a compendium of terms used over the course of a century to describe and evaluate errors.

Compendium : summary

Claude Bernard says….“…The pathological is merely exaggerated normality….”

04/23/2023 28

The pioneering work in EA was done in the 1960s in the form of masters theses written by highly experienced teachers of English as a FL/SL, taking advantage of the development of applied linguistics courses that were being instituted at the time in several British universities.

Two of these are well worthy of mention:D.A.L Harper Diploma dissertation in applied linguistics, sifts the available EA literature, pinpoints the deficiencies and proposes a revised approach.

This approach sees no need to consider the MT, since once a mistake has been made in an L2, to describe it and tabulate it is possible in terms of the second language alone.

04/23/2023 29

The heyday of error analysis

* S. Pit Corder first revived and then abandoned EA. In his seminal 1967 paper: the significance of learners’ errors, he made five crucial points

By the late 1960s EA had become the acceptable alternative to the Behaviourism –tainted CA of the 1950s.

EA currently appears to be the “darling” of the 70s.

1- We should look for parallel between L1 and L2 learning.2- Errors are evidence of the learners’ in-built syllabus. 3- Errors show that L1 and L2 learners both develop an independent system of language .4- Errors should be distinguished from mistakes.5- Errors are significance in three respects.

04/23/2023 30

Errors are significance in three respects

The three principal causes of learners’ FL errors are: 1- redundancy of the code2- Unsuitable presentation in class 3- Several sorts of interference.

1- they tell the teacher what needs to be taught 2- they tell the researcher how learning proceeds. 3- they are a means whereby learners test their hypotheses about the L2.

04/23/2023 31

Burt and Kiparsky……The errors they assemble are from all over the world, and they find it unnecessary to refer to the learners’ L1s. They justify this on the ground that we have not found that the majority of the syntactical goofs are due to the native language syntax of the learner…. Nevertheless , they do frequently refer to L1 influence.

The organization of errors Errors are categorized into the following six types:1- clausal 2- auxiliary 3- passive 4- temporal conjunctions 5- sentential complements 6- psychological predicators

This organization reflects the main preoccupations of early transformational Generative Grammatical Syntax.(this is a theory by Noam Chomsky about structure or syntax… transformation = to change the form of something by adding, deleting or moving some words)

04/23/2023 32

In other words, people’s intuitions tell them that such things cannot be said in such ways in human languages.

Longman Dictionary of Common Errors (1987)This is an alphabetical ordered listing of the 1.700 errors in English most commonly made by foreign learners. Of course not all errors are universal: some selectively afflict(affect negatively) learners having a certain L1.

On the lexical level in particular ,MT inferences produces errors known as ‘false friend ’ errors. These tend to occur when a MT word are identical or similar in form but different in meaning.

04/23/2023 33

Mounting criticism of error Analysis

Interlanguage, often abbreviated IL, was the term introduced by Larry Selinker (1972) that became widely accepted for the L2 learner's in-dependent language system" (Cook, 1994). Various terms have been used by different researchers to refer to the same phenomenon; Nemser (1971) named it 'approximative systems', and Corder (1971) refers to 'idiosyncratic dialects' and 'transitional competence'.

The heyday of EA was short-lived.

Idiosyncratic Dialect is a special sort of dialect.

04/23/2023 34

The child or the FL learner are neither deliberately nor pathologically deviant in their language, so it would wrong to refer to their repertoires as erroneous.

Corder uses two further arguments against calling the learner’s ID ‘erroneous’:1- he objects that to do so is to prejudge the explanation of the idiosyncrasy. However, we study an ID or IL in order to discover why it is as it is … to explain it”.2- second argument is aimed at those who call a learner’s sentences ungrammatical: this is wrong, since they are grammatical in terms of the learner’s language.

04/23/2023 35

Other more criticism of EAa- Bell refers to EA as a recent pseduoprocedure in applied linguistics.b- He attacks EA for its poor statistical inference, the subjectivity of its interpretations of errors, and its lack of any predictive power.

Hammarberg points to the “insufficiency of error analysis”, which for him lies in its one-sided practice of analyzing out the errors and neglecting the careful description of the non-errors’.

Fǽrch (1978) , as if responding to Hammarberg(1974) offered performance Analysis as an alternative to EA that does take into account both errors and non-errors.

04/23/2023 36

Data collection for Error Analysis

EA has never been abandoned but has rather lain in the doldrums perhaps awaiting the signal to ply the main.

•Two steps in errors elicitation 1- broad trawl: the purpose of it is to gain a first impression of the learner’s capacities and limitations. 2- targeted elicitation : which corresponds to analytical elicitation. To target means to make decisions about the levels and systems of target language to be sampled.

Proverb:* To make a error is human; pushing the same error is dumb.

04/23/2023 37

This performance will be a mix of right and wrong, non-deviant alongside erroneous. The point is that error analysis has traditionally based itself on such performance data.

The classroom activities developed in Communicative Language Teaching are eminently suitable observational instruments: role play, information gap activities, simulations, involving pairs and groups of learners can all be used.

As Slinker puts it:the utterances which are produced when the learner attempts to say sentences of a language’ are the main source of data for EA.There have been attempts to systematize the different methods of data collection (a) observation studies (b) experimental studies (c) Introspection

04/23/2023 38

• Another sort of observational study is classroom observation, using an observation sheet to record errors that occur during a lesson.

• The experimental techniques are by contrast interventionist. They take the learners aside and give them tasks to do, the sole purpose of which is to elicit targeted forms which the error analyst is interested in .

examples of experimental techniques are : imitation, stimulus modification, cloze test , multiple choice.

examples of experimental techniques are : imitation, stimulus modification, cloze test , multiple choice.

04/23/2023 39

Introspection means getting the learner’s cooperation in order to discover what is going on in that black box which is the language learner’s mind.

The central assumptions of introspection and users have access to the mental processes that govern their language activities, and that they can be encouraged to articulate their observation using some sort of metalanguage.

04/23/2023 40

Sorts of introspection

1- learner diaries2- intuitions3- preference

The form of introspection on the part of FL learners that is now most widely practised in foreign learning research is the protocol, which is a usually oral report rendered by the learner.

There are three types of report1- self-report: which is a collection of generalizations about one self as a learner.2- self -revelation: which involves spontaneous stream of consciousness.3- self-observation: lies somewhere between the other two.

04/23/2023 41

NOWCan you remember “what is the

difference between these CAEATA?