Error Analysis: Activity 1
Classify errors in learner language
Please read the information about error analysis before working through these activities.
Watch the video of Raúl and Henry’s Jigsaw Task in order to classify the errors you notice (table below). The transcript is linked below the video.
In the tables below, list errors made by Raúl and Henry (one table for each). We have completed the first line for you as an example. You can also print a PDF of the tables to fill out yourself.
- In Column 1, indicate the line number where you found the error.
- In Column 2, copy the error and the words that immediately preceded and followed the error. Make a note on whether it is an error of phonology,
morphology, syntax, or vocabulary (P, M, S, V). - In Column 3, indicate your reconstruction(s) of the learner’s erroneous utterance. Try to list more than one possible reconstruction.
- In Column 4, indicate possible causes of the error. To find out if the cause might be NL transfer, you may need to consult a resource providing contrastive analyses.
Then answer the questions we ask below the two tables.
Henry
| 1. Line Number | 2. Phrase with Error & Type (P, M, S, V ) | 3. Target Language Reformulations | 4. Possible Causes of Error |
| Line 6 | ...con los dos fotos. | ...con las dos fotos. | a. English transfer
b. Irregular -o- ending on feminine noun |
Raúl
| 1. Line Number | 2. Phrase with Error & Type (P, M, S, V ) | 3. Target Language Reformulations | 4. Possible Causes of Error |
Reflect on what you see in your data analysis by considering the following questions:
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Looking at both tables, compare the learners’ errors. Did one of these learners seem to make more errors than the other, or make different types of errors than the other? Explain.
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What might have caused their errors? Was it the influence of English, or some other reason? What are possible explanations for why their error patterns might be different?
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What do you think of error analysis as a tool for looking at learner language? Is number of errors a good measure of proficiency? How about type of error? What did you learn from this error analysis that you might be able to use if you were Henry’s or Raúl’s teacher?
When you have finished typing your answer, click to compare your response with the Learner Language staff response.
1. The tables below show that Henry makes many more errors than does Raúl. The learners also make different types of errors. For example, Henry makes errors that Raúl does not: with gender assignment and gender agreement (lines 6, 34 & 38), with prepositions (lines 44 & 69) with pronunciation (line 95), and with articles (line 34) .
2. While both Raúl and Henry make errors of word formation, only Henry exhibits errors traceable to English transfer (lines 6, 34, 38, 69, 97). For example, Henry relies on English to supply an unneeded article in line 34, and his gender errors can all be attributed to transfer from English. It is interesting that none of Raúl’s errors seem to be due to English transfer, particularly since he is now so English dominant. This may be because Spanish was his first language, learned during the critical period.
3. Number and type of error is very helpful information. . But while error analysis is helpful, it is not a complete measure of proficiency. For example, in line 88, Raúl clearly lacks a vocabulary word for ‘shutters’ and instead says ‘cosas negras’ (black things). Because there was no grammatical error committed in this line, error analysis does not capture this gap in Raúl’s learner language.
Henry
1. Line Number |
2.Phrase with Error & Type (P, M, S, V ) |
3.Target Language Reformulations |
4.Possible Causes of Error |
Line 6 |
...con los dos fotos. |
...con las dos fotos. |
a. English transfer b. Irregular -o- ending on feminine noun |
Line 34 |
….en un otra parte... |
...en otra parte... |
a. English transfer b. Irregular -e ending on feminine noun |
Line 34 |
...el abajo del la pictura. |
...la parte de abajo de la foto… ...el fondo de la foto... |
a. Word choice? c. English transfer leading to word choice. |
Line 38 Line 97 |
...en mi pictura también… ...en mi pictura también… |
...en mi foto también... |
a. English transfer leading to word choice. |
Line 38 |
...puedes ver, uh al puerto del su casa? |
...puedes ver la puerta de su casa? |
a. Gender assignment b. Del for de |
Line 44 |
...una cosa en la casa para ver la televisión en uh abajo de su casa... |
...una cosa encima de la casa para ver la televisión abajo en su casa... |
a. Preposition error: en vs. encima de. |
Line 61 |
similares |
Similitudes semejanzas |
a. Word choice error: adjective for a noun. |
Line 69 |
...hay un árbol en la derecha... |
...hay un árbol a la derecha... |
a. English transfer: preposition error. |
Line 95 |
...para condicionar el- la ere... |
...para acondicionar la aire... |
a. English transfer: word choice, pronunciation |
Raúl
|
1. Line Number |
2.Phrase with Error & Type (P, M, S, V ) |
3.Target Language Reformulations |
4.Possible Causes of Error |
Line 37 |
...sí, sol, calor. V or S |
Sí, hace sol, hace calor. Sí, soleado, caliente. |
Word formation. Performance slip? Developmental? |
Line 52 |
creo que las tres diferencias |
creo que hay tres diferencias. creo que las tres diferencias son |
Missing verb. Performance slip? Developmental? |
Line 62 |
similares siguen |
similitudes siguen |
Word formation. Performance slip due to Henry’s prior error? |
