Error Analysis

Error analysis is a fundamental branch of applied linguistics emerge in the sixties to address student's performance. More specifically, this approach is based on the hypothesis that the learners' errors do not only occur because of their mother tongue interference, a framework hypothesis of errors in second language acquisition adopted and address by Contrastive Analysis, but they also happen due to some "universal strategies". Error Analysis was established to create a change in attitudes towards the errors.
Error Analysis was established in 1960 by linguistic Corder and his colleagues. Corder's seminal paper " The Significance of Learner's Errors" had shifted researchers' attention from the teaching perspective to the learning perspective. This development went hand in hand with the turn towards a communicative approach in language teaching. The primary aims of error analysis were-
i. to identify the types and patterns of errors and  ii.  to establish error taxonomies.
On this basis error analysis was supposed to contribute to a comprehensive knowledge about processes of second language acquisition.
It is studied on used in second language acquisition (SLA) to refers the types and causes of language errors by clarifying in respect of the following elements.
1. Modality (level of proficiency in speaking, listening, reading, writing).
2. Linguistic levels (pronunciation, grammar vocabulary, style).
3. Form (emission, insertion and substitution).
Quadar has suggested some steps in any difficult typical analysis.
1. Collecting samples of learning;
2. Identifying the errors;
3. Explaining the errors;
4. Evaluating correcting the errors.
The main achievement of error analysis consist in a change of perspective. It also played an important role in the development of the interlanguage hypothesis.

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