Error Analysis

Assessment 2
EDU2303
Muna Mubarak H00355452
Dr.Neil
What is error analysis?

▪ Error analysis is a method used to document the errors

that appear in learner language, 
▪ According to Sharma (1980) ”Error analysis can thus
provide a strong support to remedial teaching” , he
added that during the teaching program, it can reveal
both the successes and the failures of the program.
Error analysis

1. Collecting data
2. Identify the error
3. Classifying the error according to:
▪ Source of error: interlanguage / intralanguage
▪ Type of error: omission/ permutation/ substitution/ addition
▪ Using the cueing system: syntax/ semantic/ morphology/ phonology
4. Remediate
▪ Receptive errors: listening
▪ Productive: speaking and writing
SLA second language acquisition

▪ Is the process of learning other languages in addition to

the native language
Stages of SLA:

□ Pre-production: Non verbal period

□ Early Production: Sound Experimentation
□ Speech Emergence: Simple sentences
□ Intermediate Fluency: Near native speech
□ Advanced Fluency: Native speech.
 Krashen’s SLA theories:

Learning- acquisition hypothesis

Monitor hypothesis
Natural order hypothesis
Comprehensible input hypothesis
(i+1)
Affective filter hypothesis
Collecting data for student A:

Student name Student A

Age of student 6- 7 years
Languages spoken in the home Arabic, but some times when she study talk in English with

her sister
How long have they been studying From 2 years
English?
Phonics/Letter Knowledge Developing level
Math Skills I asked her math teacher and she said that she is in mastery

level
Learner Preferences She said that she enjoy when play at the school more then
(What do they enjoy doing?)
her home because she meet her friends at the school and talk

freely
Socio-emotional Development In the class she is an active girl and sensitive
(How are they in class?)
 Speaking data: Early production

Source: interlanguage Remediate: repetition and As the behaviorism

Type of error: Substitution positive reinforcement: skinner state that “The
Cueing system: phonologyAs The behaviorism John B. Watson way positive
state that "more repeated a stimulus reinforcement is carried
and response occur in association out is more important
with each other, the stronger the than the amount. ”    
habit will become."
 Writing data: Strings of Letters

Repetition and positive

Repeating by tracing the letter
Source: intralanguage reinforcement
Type of error: substitution By John B. Watson and
Cueing system: morphologyskinner
Collecting data for student B:
Student name
Age of student
Languages spoken in the home
How long have they been studying English?
Phonics/Letter Knowledge
Math Skills
Learner Preferences
(What do they enjoy doing?)
Socio-emotional Development
(How are they in class?)
Student B
6-7 years
Arabic, she is only speak English in the
school with her teacher
Only from this year because she didn’t went
to the KG before
She is in the Developing level
Developing level
She is enjoy doing what their teacher ask
them to do also she is dreaming to become
an artiest because she likes to color
She is sensitive and shy also she didn’t
talk so much just if someone ask her
 Speaking data: Early Production

Source: intralanguage Remediate: repetition

Type of error: substitution
Cueing system: semantic
 Writing data: Strings of Letters

Source: intralanguage Repetition

Type of error: substitution
Cueing system: morphology Repeating by tracing the letter
Collecting data for student c:
Student name
Age of student
Languages spoken in the home
How long have they been studying English?
Phonics/Letter Knowledge
Math Skills
Learner Preferences
(What do they enjoy doing?)
Socio-emotional Development
(How are they in class?)
Student C
6-7 years
Both, because she should speak in English with
their nanny
From 3 years with their nanny came first then
she went to a privet school for 2 years
Mastery level
Mastery level
She is enjoying reading the small books
She is an active girl also she is the
funniest girl I met in the school
 Speaking data: speech emergence

1. Mistake
Repetition
Source: intralanguage
Repeating the words after me
Type of error: substitution
Cueing system: phonology

2. Error
Source: intralanguage
Type of error: substitution
Cuing system: phonology
 Writing data: Beginning of Sound
Emergence

Source: intralanguage Repetition

Type of error:
substitution Repeating by tracing the letter
Cueing system:
morphology
References:

▪ Akbar, A. (2012). Error Analysis and Second Language

Acquisition. Retrieved from
http://www.academypublication.com/issues/past/tpls/vol02/
05/22.pdf
▪ Overview of Error Analysis. (2018). Retrieved from
http://carla.umn.edu/learnerlanguage/error_analysis.html
▪ anonrumkor. (2015). Steps In Doing Error Analysis.
Retrieved from
https://www.slideshare.net/anonrumkor/clea-46901659
▪ Londoño Vásquez, D. (2008). Error Analysis in a Written
Composition. Retrieved from
http://www.scielo.org.co/scielo.php?script=sci_arttext&
pid=S1657-07902008000200008
▪ https://www.youtube.com/watch?v=Hfvj5HgVhO4
▪ https://www.cdsm.co.uk/blog/2015/july/30/e-learning-des
ign-part-1-structure-repetition-and-reinforcement/
▪ https://englishpost.org/monitor-hypothesis/
▪ http://www.wiseoldsayings.com/positive-reinforcement-q
uotes/
▪ https://files.eric.ed.gov/fulltext/EJ1076806.pdf