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Introduction


Error Analysis and Its Importance in Teaching English



  Since linguistics is a broad subject, it had to be divided into numerous fields in order to adequately study each one. Humans generally employ comparison to comprehend and process new information. This is the origin of Contrastive Analysis. It emerged in the 40s and 50s with the works of Charles Fries and Robert Lado as a branch of linguistics that deals with the linguistic description of two or more separate structures. These comparisons are a wonderful tool for language instruction because they illustrate how phonological systems, grammatical structures, and vocabulary differ between languages. They also highlight areas of similarity and difference between two languages. Khansir (2012) claims that as a result of contrastive analysis, a new area of Applied Linguistics called Error Analysis was developed in the 1960s. Error Analysis demonstrated that learned errors were caused by the learner's reflection of some universal techniques in addition to the transfer of native language.


Glottopedia (2009) affirms that Error Analysis “is concerned with the compilation, study and analysis of errors made by second language learners and aims at investigating aspects of second language acquisition.”  Spanish speakers frequently make errors and mistakes in L2 due to ignorance of the rules or the influence of their native tongue. However, when trying to learn a second language, making errors is not always a negative thing. Errors are caused by insufficient learning processes and learners' language incompetence, which is why they cannot be self-corrected. Errors are viewed as a normal and crucial component of the process of learning a foreign language. By providing feedback to the students, it aids teachers in understanding new teaching techniques. Error analysis serves as a resource for linguists and teachers to solve issues with language, since it offers fresh perspectives and methods for them. Errors also have relevance for the learners since they allow them to participate in hypothesis testing (Selinker, 1969, as cited in Touchie, 1986, p. 76). 


We must understand pronunciation errors in addition to comprehending error analysis. Pronunciation "refers to the production of sounds that we use to make meaning." (Almuslimi, 2020).  Therefore, when we make pronunciation mistakes that result in miscommunication, we are failing to properly enunciate the sounds of a language. Touchie (1986) lists eight causes of errors: Simplification, overgeneralization, hypercorrection, faulty teaching, fossilization, avoidance, inadequate learning, false concepts hypothesized.  Additionally, learners frequently make errors in omission, addition, selection, and ordering (Jabeen et al., 2015). Fortunately, these mistakes may be fixed for both educators and students.It is crucial that teachers adapt their methods to the needs of each student. The learners might benefit from a variety of exercises. Teachers must first recognize the mistakes that their students are making. Then provide them with feedback and assist in making corrections. Some helpful techniques are instant correction, reading aloud to stories, peer correction (so that classmates can spot the error and correct it), recording conversations, and, of course, dedicating the necessary time to pronunciation skills, teaching the rules from scratch, and correctly applying them. 


We've developed a list of four of the most typical English pronunciation mistakes made by Spanish speakers. We'll discuss the reasons behind these mistakes as well as some beneficial activities you may use to practice and get better. Check out our other posts!

Comments

  1. Nidia LópezAugust 1, 2022 at 8:12 PM

    Very good information, it helps a lot to understand the subject easily.

    ReplyDelete

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