The Importance of Error Analysis
Error Analysis
is useful in second language learning because it reveals to us - teachers, syllabus
designers and textbook
writers of what
the problem areas are.
We could design
remedial exercises and focus more
attention on the ‘trouble shooting’ areas, as it were.
Corder, (1967) states
that errors are visible proof that learning
is taking place.
He has emphasised
that errors, if
studied systematically, can provide significant insights into how a
language is actually learned by a
foreigner. He also
agrees that studying
students’ errors of
usage has immediate practical
application for language
teachers. In his
view, errors provide feedback;
they tell the
teachers something about
the effectiveness of his
teaching.
According to
Ancker, (2000), making
mistakes or errors
is a natural process of learning
and must be considered as part of cognition. Weireesh, (1991)
considers learners’ errors
to be of
particular importance
because the making
of errors is
a device the
learners use in
order to learn. Weireesh, (ibid.) says EA is a
valuable aid to identify and
explain difficulties faced by learners.
He goes on
to say that
EA serves as
a reliable feedback
to design a remedial teaching
method. This emphasises the fact
that problematic as the errors may be, when they are identified, learners get
helped and teachers find it easy to do remedial work.
Sercombe, (2000)
explains that EA
serves three purposes.
Firstly, to find
out the level of
language proficiency the learner
has reached. Secondly,
to obtain information about
common difficulties in
language learning, and
thirdly, to find out how people
learn a language. From this statement it can be concluded that the study of
errors should also be looked at as something positive both for learners and
teachers.
Candling, (2001)
considers EA as
‘the monitoring and
analysis of learner’s language’. He
refers to an
error as a deviation. Candling
(ibid.) adds that
the L2 learners’ errors
are potentially important
for the understanding
of the processes of SLA.
Olasehinde, (2002)
also argues that
it is inevitable
that learners make
errors. He also cited
that errors are
unavoidable and a
necessary part of
the learning curve.
INFO DAN FILE LENGKAPNYA KLIK DI SINI
HUB 085398507498
