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Error analysis
- 29 страниц
- 2014 год
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Introduction
Communication, being "a process by which information is exchanged between individuals through a common system of symbols, signs, or behavior" (Merriam-Webster Online, 2003), is at the heart of all human interactions. In order to communicate with people of other nations we need to learn different languages which structure is often differs a lot from the structure of the native language. The foreign language learning environment encompasses everything the language learner hears and sees in the new language. Moreover if the learner knows some other foreign languages it may be possible that those languages also exert influence on the new language one learns.
The influence of the mother language is called the linguistic interference, also it is known as L1 interference, language transfer or crossmeaning. It is most commonly discussed in the context of English language learning and teaching, but it can occur in any situation when someone does not have a native-level command of a language, as when translating into a second language.
There are several levels on which the first language and the known foreign languages can influence on the new language which are learned. But at all these levels the linguistic interference can cause different mistakes, or errors, which are one of the main interests of the error analysis.
The subject of our research is the error analysis based on the study of the influence which is exerts by Spanish as a mother language on English as a second language.
According to the subject we can lay down the aim of our research, which is to study the specific errors made be the Spanish speaking pupil who learns English. This aim determines more specific problems of our research:
to describe the main features of the error analysis in comparison with the contrastive analysis;
to define the types of the errors and the causes of the errors according to the most prominent researchers of this field;
to analise the text written by the Spanish speaking pupil from the point of view the mistakes made in the text.
Thus, we can conclude that the object of our research is the features of the errors made by the Spanish speaking people while English learning.
We use several research methods in our work such as comparison, description error analysis itself.
Contents
Introduction 3
Applied Linguistics 4
10 August 2014 4
1. Error Analysis in the Teaching the Foreign Language Methodology 4
1.1 Interference Between the Native Language and the Second Language 4
1.2 Hierarchy of Difficulty and Types and Causes of the Errors 6
2. Error Identification: A Fairy Tale 10
Conclusion 24
Appendix I 26
Appendix II 28
Appendix III 29
Conclusion
Concluding our research we must notice that the intralingual errors caused by lacking of knowledge are more frequent, though the interlingual errors are also found in the text we have analysed.
It is obvious that there are different types of errors in the text (Lexical, Morphological, Syntactical, etc.), but according to graphs several types are more frequent than the others.
As we can see through the analysis of error we’ve just made the English Synonyms can easily confuse students of English as they all relate to actions done with our eyes. Most confusing appeared to be verbs describing movement, the process of speech and the verbs of vision. There are many synonyms with very close meaning in these groups of verbs; and the great experience of using English is needed if one wants to learn how to avoid these errors. Besides we must point out that there are different types of errors, which are connected with synonyms. First of all they are, of course, errors caused by scarcity of student’s vocabulary, but also there are errors caused by the confusion between synonyms, when the student uses one verb instead of the other with a preposition that should be used with the other verb. So English synonyms can cause not only lexical, but also syntactical errors.
Interlingual errors are less frequent, but it is worth noticing that the structure of thу sentences, though quite correct, often is closer to Spanish sentences, than to English ones.
Works cited:
Corder, S.P., Error Analysis and Interlanguage. Oxford: Oxford University Press, 1981.
Corder, S.P., Error Analysis. In Allen J.P.B. and Pit Corder (eds.). Techniques in applied Linguistics (The Edinburh Course in Applied Linguistics). London: Oxford University Press, 1974.
Ellis R. Understanding Second Language Acquistion, Oxford University Press, 1985.
Ellis, R. SLA Research and Language Teaching. Oxford: Oxford University Press, 1997.
Hubbard, P., Jones, H., Thornton, B. and Wheeler, R. A Training Course for TEFL. Oxford: Oxford University Press, 1996.
Richards, J.C., Plott, J. and Platt, H. Dictionary of Language Teaching and Applied Linguistics. London: Longman, 1996.
Swan, M., Practical English Usage. Oxford: Oxford University Press, 2005.
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