Contrastive Analysis Hypothesis | Error Analysis theory by Corder

Error Analysis Theory by Corder

Error Analysis Theory by Corder is a linguistic theory that focuses on identifying and analyzing errors made by second language learners.

It is a widely accepted theory that has helped language teachers understand and identify the most common mistakes made by second language learners. 

Error Analysis Theory: An Overview

Error Analysis Theory was introduced by Corder in 1967. The theory aims to identify and analyze errors made by second language learners in their writing and speaking.

According to Corder, errors are not random but rather systematic and can provide insight into the underlying linguistic competence of the learner.

The main objective of error analysis theory is to identify the source of errors made by second language learners.

This could be due to interference from the first language, incomplete knowledge of the second language, or a lack of understanding of the rules of the second language.

Once the source of the error is identified, the teacher can provide targeted instruction to help the learner overcome the error.

Types of errors

According to Corder, errors can be classified into three categories: global errors, local errors, and transitional errors.

• Global errors: Global errors are errors that affect the overall meaning of a sentence or text. These errors can make the text difficult to understand and may confuse the reader. Examples of global errors include incorrect word order, incorrect verb tense, and incorrect use of prepositions.

• Local errors: Local errors are errors that affect a specific word or phrase within a sentence. These errors can be minor and do not affect the overall meaning of the text. Examples of local errors include misspelled words, incorrect use of articles, and incorrect use of plural forms.

• Transitional errors: Transitional errors are errors that occur during the process of learning a second language. These errors are typically made by learners who are in the process of acquiring a new language and are still developing their linguistic competence. Examples of transitional errors include code-switching, overgeneralization, and transfer from the first language.

Sources of Errors

Corder also identified three main sources of errors: interlingual errors, intralingual errors, and contextual errors.

Interlingual errors

Interlingual errors occur when a learner makes an error in the second language due to interference from their first language.

For example, a Spanish speaker may use the word “embarrassed” instead of “pregnant” because in Spanish, the word “embarazada” means pregnant.

Intralingual errors

Intralingual errors occur when a learner makes an error in the second language due to incomplete knowledge of the language.

For example, a learner may use the present tense instead of the past tense because they have not yet learned the past tense form of the verb.

Contextual errors

Contextual errors occur when a learner makes an error in the second language due to a lack of understanding of the context in which the language is being used.

For example, a learner may use the word “book” instead of “novel” because they do not understand the difference in context.

Application of Error Analysis Theory in Language Teaching

Error Analysis Theory has significant implications for language teaching. By identifying the source of errors made by second language learners, teachers can provide targeted instruction to help learners overcome their errors.

Teachers can also use error analysis theory to develop appropriate teaching materials and activities that are tailored to the specific needs of the learner.

One of the most significant benefits of error analysis theory is that it encourages teachers to focus on the learner’s strengths rather than just their weaknesses.

By identifying the areas in which the learner is already competent, teachers can build on those areas and provide positive feedback that encourages the learner to continue developing their language skills.

Error Analysis Theory also emphasizes the importance of understanding the learner’s individual learning style. By understanding the source of the learner’s errors, teachers can develop teaching strategies that are tailored to the learner’s specific needs.

For example, if a learner is making errors due to interference from their first language, the teacher may focus on teaching strategies that help the learner distinguish between the two languages.

In addition to informing teaching strategies, error analysis theory can also inform assessment practices. By identifying the types of errors made by learners, teachers can develop assessment tools that accurately measure the learner’s linguistic competence. This can be especially helpful for high-stakes assessments such as language proficiency exams.

One potential limitation of error analysis theory is that it may not account for individual variation in language learning. While the theory provides a framework for identifying and analyzing errors made by second language learners, it may not account for the unique challenges and strengths of individual learners.

In conclusion, the Error Analysis Theory by Corder is a useful framework for understanding and analyzing errors made by second language learners.

By identifying the source of errors, teachers can provide targeted instruction and develop teaching strategies that are tailored to the learner’s specific needs.

While the theory has some limitations, it remains a widely accepted and valuable tool for language teaching and assessment.