Techniques of error analysis
- 1. 1 Presented to MS RIMZIA Prepared by: Sajida & Waqas English Department of NUML,Lahore Techniques of Error Analysis
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- 3. 1.Introduction 2.The mechanics of error analysis a. The pre-selected approach b. Let the errors determine the categories 3. Uses of error analysis a. Contrastive analysis b. Investigating communicative strategies c. Monitoring progress 4. Problems in error analysis 5. Procedure for remedial teaching 3
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- 6. There are fundamentally two main approaches. 1. THE PRE-SELECTED CATEGORY APPROACH It is approach to set-up one’s categories of error, based on a set of preconceptions about learner’s most common problems. Drawback: The issue is prejudged. The investigation takes on a certain circulatory. Advantage: Administrative advantage of this survey is that it is easier and quicker to carry out. 6
- 8. 8 • First, the material from which the errors are taken must be free writing because guided writing only allow certain errors which may not be representative selection. • Second, teachers will find more flexible collection if the entries are cross referenced from one section to another. For example: “I SAW THE MAN WAS DIED.” 3 cards are needed: 1 died 2 dead 3 pairs of words confused. • Third, the collection of errors can either indicate the teachers work is not proving effective or the syllabus itself is defective.
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- 11. 11 POSSESSIVE AND ATTRIBUTIVE STRUCTURES For example, of construction instead of ‘s The only son of my mother… INCOMPLETE STRUCTURES For example, obligatory object omitted ‘one can enjoy with a brother’ COMPARATIVE CONSTRUCTIONS AND SUPERLATIVE CONSTRUCTIONS e.g. errors in use of different degrees of adjectives. MISCELLANEOUS ERRORS: Spelling, Capitalization, Punctuation, handwriting, etc.
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- 13. 13 In order to check out the student’s spoken language, the teacher should listen to the language used in an activity which is designed to produce particular forms. For example, the student can be given a pair work exercise where they are required to find their partner by asking simple questions such as what is your name?, What do you do for a living?.
- 14. 14 In an activity such as this teachers may particularly wish to note the tense being used(the present simple) or the pronoun forms. They can note on a checklist where the errors occur and, given sufficient time, note what they are. But the aim here is to note quickly the correct or incorrect use of recently taught forms. The checklist gives the teacher an idea as to the ratio of correct to incorrect forms
- 15. 15 Tick or Cross these boxes while recoding errors. * * * * * * Comments: e.g. Subject verb agreement need more work.
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- 17. This approach facilitates teacher to check quickly about the effectiveness of his teaching material. This approach is very suitable for both spoken and written language. Final comments are very direct teacher about future planning for teaching students. 17
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- 21. 21 INVESTIGATING COMMUNICATIVE STRATEGIES: It is used to examine the language the learners use in order to convey their meaning. This can take the form of avoiding certain structures or vocabulary items, generally those which the learners feel uncertain about, and or using other language items more than one would expect. For example a French speaker of English who has not learnt the present perfect continuous tense will typically produce the form: I am staying in England since the 1st may. In French the present tense is used to convey the meaning of the English expression I have been staying….
- 22. 22 To administered exercise and sample as diagnostic tool. Encouragement of non defensive behavior. Fair analysis can diagnose defect in teaching strategy and syllabus.
- 23. There may be times when one judge or teacher will consider a given form an error while another would be consider it acceptable. Since language constantly changes and develops what is considered incorrect today may be acceptable tomorrow. For example, Despite Dr. Johnson’s opposition(he considered the word slang and would not include it in his famous dictionary), ‘job’ is now a perfectly correct English word.23
- 24. 24 Teachers have own view of language and grammar. Grammar, e.g. consequences of tenses(After we ate, we continued to talk) and use of commas(Now that my sister is four years old, she often tells us…). In such areas, learners need to be made aware that it is correct as(After we had eaten, we continued…).
- 25. Classification of errors do not necessarily relate to teachers’ view of language. e.g. When a learner writes chose for choose, how is this to be classified? There are also other errors like man/men, ran/run etc. For this there are two ways, first is to use the context to arrive at some interpretation and second, better if possible to ask the learner what he thought he had written. 25
- 26. 26 Type of error involving count noun poses problems. e.g. ‘The police came to my house, I told him….’ Is this omission of ‘man’ after ‘police’? or an error in the agreement between the nouns and the subsequent pronouns?
- 27. This section indicates how a teacher might use the information gained from a rather basic error analysis. 1: Verb + Negative a: Demonstrate the errors on board: They get not food They eat not enough The poor people live not well….etc. b: Demonstrate methods of making verbs negative: My sister does not like them. Giraffes do not eat meat. 27
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- 30. 30 C. The next stage in the process is for the teacher to get the student to produce orally and in writing some correct examples of negative sentences using a substitution table. 1 2 3 4 5 That His His son’s Pink Orange blue White new Old Pretty Bright faded Saree Car Dress Coat Veil Looked nice Suited her Suits her Looks nice Does not did Suit him Fit her
- 31. 31 d:The next stage in the remedial process is simple completion of sentences. For example: Most children in developing countries (not, eat) enough… Most Europeans (not, understand) what real poverty means… e: Activity : Questionnaires This activity ensures that students have a chance to use both affirmative and negative forms while concentrating on content.
- 32. We have discussed about techniques of error analysis that there are two main approaches involved i.e. pre-selected category approach and let the errors determine the category. Then uses of error analysis(contrastive, investigating communicative strategies) and problems linked with the analysis has been discussed. After analysis, remedial processes has been discussed. 32