A.
Language
Error
Yielding
a failure is natural. People who want to learn are creatures who realize the
flaws in themselves. To get the correctness, people have to dare in making a
failure. Failure is received as a means to make better in the
future. “you can’t learn without goofing”. Hence,
people say that yielding failure is fair in learning a second language, even
the case in this discussion is the language system between L1 and L2 is
different. Hence, from this reason, the presence of error analysis is needed
for handling this matter.
In order
to be able to analyzing the students’ error properly, it is urgent for us to distinguish the two terms between error and mistake in Second
Language Acquisition (SLA). Therefore, those differentiations are significant to avoid the vague:
1.
Error
Error is the use of linguistic item in a way that
a fluent or native speaker of the language regards it as showing faulty or
incomplete learning. In other words, it occurs because the learner does not
know what is correct, and thus it cannot be self-corrected. Error arises because the learner of second language (L2) does not
realize the faulty that he/ she made, so that he/ she can not revise it as soon
as possible. Consequently, Error always still comes up every time the language
learner practices it in the form of writing or speech. It happened since the
learner of L2 does not master the rule of language system of the L2.
Error takes place when the deviation as a result of
“lack of knowledge”. L2 learners make error because they do not understand the
system or rule of the target language toughly.
They can not correct it since it is a product reflection of their
current stage of second language development or underlying competence. Error can be identified as a deviation
from the norms of the target language. L2 learners are not alone in making
errors. Children who learn their first language (L1) also make errors. The
scenario of this case can be illustrated in this example: the English learners
of Indonesian can speak Saya ke sekolah
tadi pagi in their mother tongue, but in English which is learned as the
target language, they can not say *I to
school this morning because if it happened, the native speaker of the
target language can not understand the meaning of their utterance. It is an
ambiguous utterance. This utterance needs a verb to make clear the message that
will be conveyed; so that, it should be revised into I went to school this morning that indicated a past activity. This
case of error happened because the learners of L2 do not understand or master
the English’s system.
From
those descriptions above, it can be concluded that error is a failure refers to
the student’s competence. Error may arise because the learner of L2 does not
recognize or understand the language system or the language rule appropriately.
The distinctive feature related to the error is that the learner is not able to
self-correct.
2.
Mistake
A mistake refers to a performance error that is either a
random guess or a slip, in that it is a failure to harness a known system
properly. In both native and second language situations, it can not be avoided
that entire people make mistakes. Native speakers normally can recognize and
correct such lapses or mistakes, which are not the outcome of the weakness in
competence but the outcome of some sort of temporary breakdown or imperfection
in the process of producing speech. In addition, these hesitations slip of the
tongue, random ungrammaticalities, and other performance lapses in native
speaker production also happen in second language speech. Moreover, a mistake
can be self-corrected when the learners pay attention deeply on it.
Mistake is made by a learner when
writing or speaking and which is caused by a lack of attention, fatigue
carelessness or some other aspects of performance. He also conveys that
mistakes can be self-corrected when attention is called.
The term of mistake is as a learner’s performance relates
to the inadvertence. It is a learner’s unawareness in applying the language
system that they have known before. A mistake occurs when factors such as,
fatigue and inattention or unawareness influence the learner. In addition, the
learners recognize their own mistake, so that they can revise it correctly.
Moreover, we can say that mistake may
occur in the students’ writing or speech when the factors such as, lack of
attention, fatigue, carelessness, unawareness or other aspects of performance
affects the learner in learning the target language. A mistake can be easily
self-corrected by them if they pay attention on it seriously because they have
known the language system before.
To
simplify the term between error and mistake, I suggest two ways. The first one is to check the consistency of learner’s
performance. If he/she sometimes uses the correct form and sometimes the wrong
one, it is a mistake. However, if he/she always uses it incorrectly, it is then
an error. The second way is to ask the learner to try the correct his/her own
deviant utterance. Where he/she is unable to, the deviations are errors; where
he/she is successful, they are mistakes. Hence, the study core of the research
solely focuses on the term of error, not a mistake because mistake is
inconsistent, it occurs temporally.
B.
Error
Classification
One of the error classification is based on thr surface strategy taxonomy that focuses on the change of surface structure. In this case, the learner
may omit necessary item or add unnecessary item, he/ she may miss form items or
disorder them. The explanation related to
the surface strategy taxonomies’ categories is discussed below
1. Omission
The
absence of an item that must appear in a well-formed utterance or sentence
characterizes the terminology of the omission in the surface strategy taxonomy.
For
example:
a.
*I _ studying English right now instead
of I am studying English right now.
b.
* _ is a book instead
of It is a book.
c.
*She__sleeping
instead of
She is sleeping.
2. Addition
Addition
is characterized by the presence of an item that must not appear in a
well-formed utterance or sentence. Addition errors usually happen in the
current stages of second language acquisition or when the learner has acquired
some rules of the target language. There are three types of addition errors:
double marking, regularization, and simple addition.
a. Double
Marking
In this case, the failure to delete certain
items which are not required in some linguistic construction characterizes the
double marking in addition errors.
For example:
1) *We didn’t went there instead of we didn’t
go there
2) *He doesn’t knows your name instead
of he doesn’t know your name
b.
Regularization
A rule typically applies to a class of
linguistic items, such as the class of main verbs or the class of nouns.
However, in most languages, some members of a class are exceptions to the rule.
For example:
1)
The verb come does not change into *comed
in the past tense but it should be went
2)
The noun child does not change into *childs
but it should be stay the same that indicates the form of plural
c.
Simple Addition
Simple addition is a kind of addition error
which is different from both previous addition errors. Simple addition is the grab bag sub category of addition. If an addition
error is neither a double marking nor regularization, it is called a simple
addition.
For example:
The
birds doesn’t live in the water instead
of The birds don’t live in the water
3. Misformation
Misformation
is characterized by the incorrect morpheme or the incorrect structure.
As in
the case of addition error, misfornation error has also some subcategories:
a.
Regularization
In this case, the regularization is a kind of
regular form that is used due to the learner can not yield the exceptional
form.
For example:
1)
*hisself instead
of himself
2)
*falled instead
of fell
b. Archi-forms
The selection of one number of a class of forms to represent
other in the class is a common feature of archi-forms errors. In this case, the
selecting just one of the English demonstrative adjectives: this, that, these,
and those are like in this phrase below:
That house *That houses
c. Alternating Forms
In this category, alternating forms are the substitution at
form happens internally in learner’s competence. It is said that as the
learner’s vocabulary and grammar develop, the use of archi-forms often gives
way to the apparently fairy free alternation in various members of class with
each other.
For example:
The random use of pronoun “she” and “he” since the
learner’s first language does not have different form for male and female third
singular person.
4. Misordering
Misordering
is characterized by the incorrect placement of a morpheme or group of morphemes
in an utterance or sentence.
For
example:
a.
*What it
is? instead of what
is it?
b.
*I do
not know who is he instead of I do not know who he is
c.
*What
daddy is doing instead of
What is daddy doing?
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