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Sources of Errsr tL.ill\
l- - I nterl i ng u al Transfer
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third language, especially if the second and third languages arc closely
related or the leamer is attempting a third language shortly after
beginning a second language.
2- lntralinaual Transfer
Intralingual transfer that (within the target language itself) is a major
factor in second language leaming. It is one of the major contributions of
leamer language research has been its recognition of sources of error that
extend beyond interlingual errors in leaming a second language. Odlin and
others have found that the early stages of language leaming are characterized
by a predominance of interference (interlingual transfer), but once leamers
have begun to acquire parts of the new system, more and more intralingual
transfer--generalization within the target language-is manifested. This
follows from the leaming theory. As leamers progress in the second
language, their previous experience and their existing sub sumers begin to
include structures within the target language itself.
Negative intralingual transfer or overgeneralization has already been
illustrated in such utterances as "Does John can sing?" "He goed," "l tlon't
know n,hat time is it".
leamer's speech data will often remove the ambiguity of a single observation
of an error.
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The analysis of intralingual errors in a corpus of production data can
become quite complex. For example, in Taylor's (1975) analysis of English
sentences produced by ESL learners, erroneous attempts to produce die main
These are limited to the particular data that Taylor was analyzing and
are not exhaustive within a grammatical category. They pertain only to
effors of overgeneralization, excluding another long list of categories of
errors that he found attributable to interlingual transfer.
z- Conte* of Learning
It is a third major source oferror, although it overlaps both types oftransfer,.
"Context" refers, for example, to the classroom with its teacher and its
materials in the case of school leaming or the social situation in the case of
untutored second Ianguage leaming.
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In a classroom context the teacher or the textbook can lead the learner
to make faulty hypotheses about the language, what Richards (1971) called
"false conceprs" and what Stenson (1974) termed Induced errors. Students
often make errors because of a misleading explanation from the teacher,
faulty presentation of a structure or word in a textbook, or even because of a
pattem that was repeatedly memorized in a drill but improperly
contextualized. Another manifestation of language leamed in classroom
contexts is the occasional tendency on the part of leamers to give
uncontracted and inappropriately formal forms of language.
can give rise to certain dialect acquisition that may itself be a source of error.
4- Communication Strategies
getting their messages across, but at times these techniques can themselves
become a source of error Once an ESL leamer said, "Let us work for the
well-done of our country. Other sources of errors are : 1) word coinage
2) circumlocution 3) false cognates 4) and prefabricated pattems .
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STAGES OF LEARNER LANGUAGE DEVELOPMENT
Learners are so variable in their acquisition of a second language that
stages of development defu description. According to Corder terms of four
stages based on observations of what the learner does in terms of errors
alone.
particular class of items. The written utterance "The different city is another
one in the another two comes out of a random error stage in which the
leamer is making rather wild guesses at what to write. Inconsistencies like
"John cans sing," "John can to sing," and "John can singing," all said by the
same leamer within a short period of time, might indicate a stage of expe
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3- The systematic stage in which the learner is now able to manifest more
consistency in producing the second language. While those rules that are
stored in the learner's brain are still not all well formed, and some of them
conform to the above mentioned U-shaped processes, they are more
intemally self-consistent and, they more closely approximate the target
language system.
The difference between the second and third stage is the ability of
learners to correct their errors when they are pointed out----€ven very
subtly-to them.
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incorrect forms of language in emergent and systematic stages of
development. First, incorrect forms coexist with correct forms; then the
incorrect forms are expunged. Context and style have also been identified as
a source of variation, along with gender-based variation . In classrooms, the
type of task can affect variation . And variation can be caused, in both
tutored and untutored learning, by die extent to which a learner is exposed to
norrns. (Tarone)
1. Linguistic context
2. Psychological processing factors.
3- Social context.
4, Language function.
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at another time says (2) "He must pay the parking fee." An examination of
the linguistic (and conceptual) context (the first of Tarone's categories)
might explain the variation. In this case, sentence I was uttered in the
context of describing an event in the past, and sentence 2 referred to the
present moment. Thus the apparent free variation of the main verb form in a
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FOSSILIZATION OR STABILIZATION
We frequently observe syntactic and lexical errors persisting in the
speech of those who have leamed a language quite well. The relatively
permanent incorporation of incorrect linguistic forms into a person's second
language competence has been referred to as fossilization. Fossilization is a
normal and natural stage for many leamers, and should not be viewed as
Affective Feedback
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