Error analysis (linguistics)
In second language acquisition, error analysis studies the above example, “I angry” would be a local error, since the types and causes of language errors. Errors are the meaning is apparent. classified[1] according to:
From the beginning, error analysis was beset with methodological problems. In particular, the above ty• modality (i.e., level of proficiency in speaking, pologies are problematic: from linguistic data alone, it writing, reading, listening) is often impossible to reliably determine what kind of
• linguistic levels (i.e., pronunciation, grammar, error a learner is making. Also, error analysis can deal effectively only with learner production (speaking and vocabulary, style) writing) and not with learner reception (listening and
• form (e.g., omission, insertion, substitution) reading). Furthermore, it cannot account for learner use of communicative strategies such as avoidance, in which
• type (systematic errors/errors in competence vs. oclearners simply do not use a form with which they are casional errors/errors in performance) uncomfortable. For these reasons, although error analy• cause (e.g., interference, interlanguage) sis is still used to investigate specific questions in SLA, the quest for an overarching theory of learner errors has
• norm vs. system largely been abandoned. In the mid-1970s, Corder and others moved on to a more wide-ranging approach to learner language, known as interlanguage.

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Methodology

Error analysis is closely related to the study of error treatError analysis in SLA was established in the 1960s by ment in language teaching. Today, the study of errors is
Stephen Pit Corder and colleagues.[2] Error analysis (EA) particularly relevant for focus on form teaching methodwas an alternative to contrastive analysis, an approach in- ology. fluenced by behaviorism through