Error Analysis: Activity 3
Adjectives used as modifiers
In Table 1, 2, and 3 below, we have created lists of all the adjectives used as modifiers in Maximus’ speech.
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Analyzing the data in the tables, in terms of both correct and incorrect uses of adjectives used as modifiers, what patterns do you see for each types of adjective?
- Given his patterns of adjectives, what teaching approach would you use to teach Maximus about adjectives used as modifiers?
Table 1: na- adjective
Name: Maximus |
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|
|
|---|---|---|---|
Incorrect form in context |
|
Correct form in context |
|
60 (Interview) |
Iroiro no bunpoo |
52 (Interview) |
Tokubetsu na daigaku |
|
|
77 (Interview) |
Iroiro na Totoro toka … |
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|
107 (Interview) |
Iroiro na keezai… |
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|
107 (Interview) |
Iroiro na shitsumon |
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|
21 (Jigsaw) |
Kiree na mono |
|
|
84 (Comparison) |
Iroiro na toki |
|
|
3 (Narrative) |
Iroiro na mono |
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|
4 (Narrative) |
Taihen na koto |
Table 2:
i-adjective
Name: Maximus |
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|
|
|---|---|---|---|
Incorrect form in context |
|
Correct form in context |
|
93 (Interview) |
Warui na koto |
60-61 (Interview) |
Chicchai machigai |
20 (Q&Retell) |
Chicchai na mono |
178 (Retell) |
Ii kangae |
189-190 (Retell) |
Ii na kandoo |
188 (Retell) |
Abunai koto |
8-9 (Jigsaw) |
Chiisai na mado |
11 (Comparison) |
Ookii shi |
55 (Comparison) |
Ookii na joo |
17 (Comparison) |
Furui machi |
56 (Comparison) |
Semai na joo |
35 (Comparison) |
Ii kuruma |
56 (Comparison) |
Ookii na uchi |
55 (Comparison) |
Chicchai machi |
63 (Comparison) |
Tooi no tokoro |
55 (Comparison) |
Chiichai uchi |
85 (Comparison) |
Ookii no hoo |
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Please type your answers to the questions in the box below.
When you have finished typing your answer, click to compare your response with the Learner Language staff response.
- Analyzing the data in the tables, in terms of both correct and incorrect uses of adjectives used as modifiers, what patterns do you see for each type of adjective?
Maximus correctly uses na-adjectives in all cases except for one occasion in the interview. This could be a mispronunciation, or a performance error (mistake). On the other hand, he uses i-adjectives both correctly and incorrectly across the different tasks. At a glance, it may seem difficult to identify any patterns; Maximus uses the form incorrectly after he uses it correctly and vice versa. In other words, he uses the same adjective “ookii (big)” “chicchai (small)” both correctly and incorrectly across the different tasks as well as within one task. However, “learner language is not a collection of random, unpredictable errors. Rather, learner language evidences linguistic system” (Interlanguage section). In the case of ‘ookii (big)’ and ‘chicchai/chiisai (small),’ there are ‘ookina (big)’ and ‘chiisana/chicchana (small)’ that function only as na- adjective modifiers. Maximus may have meant to use these forms. If so, these could be phonological errors. The irregular “ii (good)” is also used both correctly and incorrectly. Since there is only one incorrect example, this may be a performance error. However, it is not simple to decide whether it is a systematic error or not since there are only three examples.
- Given his patterns of adjectives, what teaching approach would you use to teach adjectives used as modifiers to Maximus?
You may have a brief session with the learner to clarify whether his issues are phonological or morphological. If it is not a phonological issue, Maximus particularly needs to know the correct forms ‘ookina (big)’ and ‘chicchana/chiisana (small).’ This may substantially reduce his errors. Since Maximus seems to notice recasts (cf., his interview data), correcting his errors in interactions may be an effective way to increase his accuracy.
