L 2 Learning Errors example essay topic

Introduction It is commonly assumed that where there are differences between L 1 and L 2, the learner's L 1 will probably interfere with the L 2 (negative language transfer), whereas, when L 1 and L 2 are similar, the L 2 will assist the L 2 learning (positive language transfer) (Ellis, 1994). Therefore, we tend to believe that most of the errors are account of negative transfer. This is partly true according to many empirical studies of errors which have showed that many errors are common to different linguistic backgrounds. The L 1 is, therefore, one of various sources of errors, and there might be other reasons which should be considered (Krashen, 1988). Approaches to Errors Errors are made when learners of L 2 produce incorrect language because they do not know the correct form, while mistakes are made when learners produce incorrect language although they know the correct form (macmillan dictionary. com).

Learners can correct their own mistakes, but by definition, they can not correct errors. Errors are considered to be partial acquisition of the target language. In fact, errors should be viewed as 'the tip of the iceberg' of a dynamic process of foreign language acquisition (bro. as. edu). Instead of treating the developmental stages in learners' language as errors, it may be better to view these errors as partial acquisition. This point of view and many others concerning errors, however, neither overlook nor neglect the positive and negative influence of L 1 on L 2 and their consequences. There are some clear indications that children's L 1 may temporarily interfere with L 2 learning; L 1 phonological and orthographic processes interfere with spelling L 2 words with unfamiliar phonemes or graphemes; miscues in L 2 reading can be attributed to native language syntactical knowledge; and word-order variation, complex noun phrases and other complex structural differences between languages can mislead the foreign language learner (cal. org).

Authors such as Mohan and Lo (1985) suggested that beside negative transfer explanations for errors in EFL, other possible explanations have to be examined; inadequate knowledge for expressing complex and abstract ideas; unfamiliarity with the cultural components of a topic; and stronger focus on grammar and syntax level than on communication of meaning or ideas. Yu (1998) also proposed that some metalinguistic al factors may explain errors, such as the psychological perception of language distance between the linguistic features of the L 1 and L 2 (bro. as. edu). Corder (1967) believed that a new dimension could be added to the study of errors by psychological theories. He claimed that the L 2 learning is different from the process of acquiring the mother tongue, but some of the learning strategies are the same. Corder distinguished between errors that are slips of the tongue / pen and 'systematic errors which indicate the learner's knowledge of L 2 to date and which he called ' competence'. The focus is on the learner's ability to hypothesis formation as he or she tries to master the target language (efl. gr).

Richards, J calls errors 'intra lingual and developmental' by c laming that one of the causes to errors is the extension by analogy of patterns of L 2 that the learner has already internalized (e.g. the plural ending in 'child' may be an extension by analogy with the regular 's' ending of the English plural which the learner has learned) (efl. gr). He managed to establish a set of errors not due to interference from L 1, but from what he calls 'overgeneralization' or 'ignorance of rule restriction'. In the years that followed the attitude towards errors has started to change considerably. They are no longer approached as nuisance or incapability of learning a foreign language, but rather as part of the learning process. Errors are viewed as inevitable features and even normal, and as indicators of the strategies the learner uses. Conclusion Many studies and researches have come to the conclusion that error analysis should be argued instead of only questioning contrastive analysis (comparing L 1 with L 2) (Krashen, 1988).

There is clear evidence that L 1 acts as a major factor in L 2 acquisition. Nevertheless, it is, in no way, the only one. Each approach has its essential role in accounting for L 2 learning errors. Contrastive analysis can be useful in showing which linguistic items will be strange for the learner to handle. Error analysis will show where intra language errors occur and could assist to speculation of the strategies employed by learners (efl. gr). A combination of both analysis can help to determine as to which action may be taken with regard to learners' errors.

Bibliography

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