Error Analysis in article

Abstract

This paper analyses actual errors coming from a Chinese learner of English as her second language. To compare with other errors in English learning, grammatical errors are more serious than others because of misunderstanding. Error analysis would be reveal the developmental features of Chinese students using article in written passages and how this affects students learning a foreign language. The purpose of this assignment is to improve the quality of error feedback to language learners, in order to help us make sense of the nature of SLA. There are six parts: (1) Background (2) Methods (3) Data analysis (4) Results (5) Discussion (6) Conduction. First language acquisition effects the study of second language. In early 1973, Oller and Richards revealed the influence of first language acquisition research on second language acquisition (SLA) research can be used in the error analysis approach. After two years, Schumann and Stenson (1975) noted similarities between the types of errors reported in the first language acquisition literature and the errors made by SLA. On the basis of this similarity, researchers speculated that the processes of first and second language acquisition are essentially the same (Corder 1967; Dulay & Burt, 1972; Richards, 1973). In order to have a deeper understanding of the grammatical morpheme underlying SLA, such as article, it is essential to analyze actual errors of articles among language learners. Interlanguage (IL) can be defined as the language system of L2 learners during the process of learning or acquiring the target language which is independent of both the target language and the learner's L2 (Lightbown & Spada, 2006). The term introduced by Selinker (1972) to refer to the systematic knowledge of an L2. It. For example, translating Chinese into English can hardly be direct, thus it needs assistance from medium language. In addition, he also emphasized the notion that learners language is systematic by suggesting the term to refer to the learner's developing L2 system. People learn foreign language would be supported by fossilization and backsliding following with age increased. IL variation can be defined as the tendency for an L2 learner's utterances, or language production such as in the form of speaking and writing, to vary systematically in the accuracy of not only linguistic forms, but also pragmatic discourse, sociolinguistic and strategic forms as situations change, e.g. specific features of situational context and task . Ellis (1994, p. 89) Most Chinese learner study English grammar rules based on Chinese grammar rules in context where there are not applicable, because Chinese grammar does not have distinguished to express specified or unspecified things. That is why Chinese learners are preferred to learn article based on grammar instruction rather than dynamic learning article. They just fix grammar rules in the book and learn English rules in a Chinese way because instruction was based on Chinese English fashion. This assignment discusses the actual errors of article in language learning and identifies what sociolinguistic variables are problematic for Chinese learners and how those variables affect the types of articles to SL in their learning, such as omission, wrong match and so on. Generally, errors are divided into two categories: interlingual and intralingual errors (Phakiti, 2009). For example, interlingual errors can be traced back to the native language of learner, such as a Chinese student wants to express plural noun. In Chinese grammar, it changes figures when describing more than one item. Intralingual errors arise from the target language and can be found among children learning it as their first language. The examples show one Chinese learner and a native English speaker use article in his or her daily life (Jxenglishnet, 2009):