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HISTORICAL BACKGROUND:
the field of error analysis was first introduced in the 1960s as a response to the contrastive analysis theory. Error analysis shows that errors can also be a result of universal learning strategies like simplification or the influence of the learner's native language. Error analysis and contrastive analysis, which attempt to look at the same issue — explaining the learning of a second language — have different perspectives on what is considered as an "error," according to Erdoane (2005). Contrastive analysis views errors as the result of the learner's old habits being translated to the target language, whereas error analysis views errors as the result of straying from the norm in the target language according to coder Both first-and second-language learners have the cognitive capacity to develop hypotheses about the language they are learning. The use of overgeneralization it methods, such as saying "I seed" instead of "I saw," in the speech of both (L1) and (L2) learner’s.
SOURCES OF ERRORS:
Identifying sources of errors from a cognitive point of view is different from behaviourist point of view, in the past interference was though to be the only source of errors in the field of contrastive analysis. error analysis Arose to take the place of contrastive analysis and to make the claim that errors are not simply caused by interference. The efforts and methods used by learners to study the target language are also reflected in other sources. In other words, rather of relying on his native tongue to learn the target language, the learner in this situation will draw on his experience to form hypotheses about the target language’s structure. Richards (1971) finds three categories of errors when attempting to pinpoint the sources of errors.
Interference errors :
Are those caused by the use of the learner’s native language elements in the target Language, (EA) does not consider interference as the result of old habits persistent, but rather as signs that the learners is investigating the systems of the new language.
Development errors:
Wrong structure is usually the result of learner ’s ignorance of Rule restrictions, Richards argues that ‘‘ Closely related to the generalization of wrong structures is failure to observe the restrictions of existing structures, that Is, the application of rules to context w here they do not apply.’’
3/ Incomplete application of rule:
According to Richards (1974), deviant structures under this type show the degree of development of the rules needed by the learner to produce acceptable sentences. Richards gives the example In order to ask a question, students can simply add a question word at the beginning of a statement. Thus, there was a failure from the part of the learners to produce grammatical questions despite the fact that question forms are frequently used by teachers in classroom. This can be explained by the learner's interest in communication rather than in producing grammatical sentences. For them, efficient communication can be achieved without the need of using grammatical question forms.
4/ false concepts hypothesized:
No teaching materials Gradation frequently causes learners to make mistakes that confusion between those elements. Here's a well-known illustration that is the confusion between the use of the simple present and the present continuous in describing a succession of events in the present. For many learners such events are best described by using the present continuous, while the simple present is the appropriate tense here. Thus, those learners will produce wrongly « I am taking the eggs, now I am adding the flour » where « I take the eggs, now I add the flour » is the correct form.
ERROR CORRECTION:
*according to UR (1996), the communicative approach recognizes that not all errors require correction. Focus should be on the message rather than mistakes. However, it can be said that mistakes are important part of learning and correcting them is a way of bringing the learner's interlanguage closer to the target language. *According to Erdogan (2005), the technique of error correction requires that the teacher is conscious of the error ’ s root causes It is only in this way that the
