ESL Instruction and Linguistic Analysis

Step 3

Processe: Error Analysis (EA)

Overview

What is EA?

EA focuses on the errors that language learners produce.

Difference from CAH:

EA compares the L2 produced by the learner to the correct form of the L2.
- (CAH makes comparisons between correct forms of L1 and L2).

According to Lightbrown and Spada (2013), “Error analysis provides a broader range of possible explanations than contrastive analysis for researchers/teachers to use to account for errors, as the latter only attributed errors to the NL” (p 103).

Framework

How erros are viewed

Lightbrown and Spada (2013) describe how errors are seen as:

Indicators of the learner’s knowledge
Understanding of the L2
ELLs' attempts at developing their knowledge of the rules of the L2 system.

Two main forms of Errors:

Lightbrown and Spada (2013, p. 103) note how there are two main forms of errors:

Interlingual
- Interlingual errors are ones that can be considered to have been caused by the L1
Intralingual errors.
- Intralingual errors are due to issues not connected to the L1 that has developed.

Criticism

As with CAH, EA also faces criticism:

Reliance on errors:
1. The criticism of EA because of its focus on errors is related to how this focus led to the exclusion of other information when considering the entirety of a learner's understanding of the L2.
Definition of what is an error:
Differentiating between errors of understanding versus mistakes.

While these criticisms illustrate how EA only shows a partial picture of a learners’ developing conception/production of the L2, it is important according to Lightbrown and Spada (2013), because EA highlighted “ . . . the recognition that learners were more than passive hiccupers of NL forms and functions” (p. 110).

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