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In the transition from the 50s and 60s to the 70s and 80s, metaphors describing errors
changed drastically. In the 50s and 60s, the metaphors depict obvious attitude toward errors
that they are unacceptable and should be avoidable and eliminated. However, in the 70s and
80s, the idea that the ultimate realization of learners errors are not all interference from L1,
but also the learners attempt to do contribution to their L2 learning made people think that
this creative process with errors will provide a chance to view the learners learning process,
which will definitely promote or facilitate the L2 acquisition. Much attention was paid to the
forms of language in these two stages, the communicating function of language in different
During the 50s and 60s, a structuralist approach, Contrastive Analysis (CA) was one of the
and structures. To define linguistic contrast between language learners L1 and L2, CA tried
to find out similarities and differences of the structures of L1 and L2. Under the study of CA,
language learners acquiring L2 and whereas the differences of languages will cause more
difficulty among language learners. Using CAH, the approach of CA tried to eliminate or
correct language errors. Another major approach to language errors during this period was a
behaviorist view. Behaviorists viewed that L2 learning process, which includes imitation,
repetition, and reinforcement, forms habits of language usage among L2 learners who are
transitioning from their L1. Thus, they tried to establish new habits for L2 to replace L1
patterns, meaning that errors from L1 transfer had to be corrected by learning and
establishing L2 habits. Due to the influences of these major approaches of SLA, CA and
Behaviorist view, in 50 and 60s, language errors are viewed as a negative problem that
should be corrected.
Although the CA approach in the 50s and 60s tried to predict and eliminate errors which are
researchers ultimately get to realize errors are not just failures to language learning, they
sometimes have the opposite function that provides an opportunity to see the learners
learning process. One distinct example of the errors is the overgeneralization, which is an
indication that L2 learners try to internalize what they have acquired, reflect, apply and then
develop their interlanguage, and in turn to apply the rules or principles in the any context
even when inappropriate. Error analysis (EA) was a dominant approach proposed in 60s and
developed in 70s and 80s, which is an approach to L2 acquisition research involving the
description and classification of errors to gain insight into the learners current underlying
knowledge of the L2 system. Errors are a necessary part of the formulation of the learners
interlanguage. Error analysis does help categorize the errors, clarify L2 learning situation and
is closely related to the study of error treatment in language teaching. During this period,
researchers find that errors made in learners later learning or at their advanced level are not
necessarily the same ones that tend to occur in the early stages, which contributes the view
that errors are changing, and learning is also a dynamic developmental process. The attitude
to errors experienced a shift from errors needing to be avoided to errors being a teaching and
We think that it is still helpful to categorize the errors to some extent, syntactic errors,
and decide the errors is depending on how we see the standard English and the variety, and
how we see the pronunciation of native speakers and the speakers from the outer or
peripheral circles. We think that we should not just focus on the linguistic forms, we also
need to see the errors in the global multicultural context. Sometimes the errors that we decide
according to the standard English might not be errors in other cultural contexts, which may be
influences the current approaches of teaching. We also need to pay more attention to the
meaningful contexts, both social and interactional, and divide the global and local errors
according to whether the errors will interfere the comprehensibility and intelligibility of the
meaning. Teachers can treat global errors as a bridge which can help language teachers
understand students problems and teach students to step into higher stage of language
learning, and treat the local errors less seriously. Errors are complicated, so we cannot treat
all errors in one way. Based on our analysis of current perspective on errors, we think that a
multilayered and multifaceted as a silkworm cocoon. You just see the cover and have no idea
what is inside there. We need to peel the layers and dig to the inside to discover the truth.
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