Universidad técnica particular de loja la universidad Técnica Particular de Loja

ERROR ANALYSIS
According to Hedge (2000) two types of linguistic comparison have
been useful in suggesting appropriate grammatical items to be selected 
and sequenced ina a course. The first is between the learner’s native 
language and the target language, and is known as contrastive analysis. 
The second is between the learner’s interlanguage and the target 
language and is known as error analysis. 
Contrastive analysis was popular in the 1960s and 1970s as a 
method of predicting difficulty for students. On the other hand, Error 
analysis has provided teachers with insights into the main problems 
which learners seem to have with English, and there are useful 
descriptions of these available. For example, Swan and Smith (1987) 
took eighteen language groups and itemized the frequently occurring 

---

34
errors in their production of English. Such descriptions form a database 
for the selection of items in courses for upper-intermediate and 
advanced learners where the aim of the grammar component is to give 
students further opportunities to refine the accuracy of their production. 
To be more specific; in language teaching, error analysis studies 
the types and causes of language errors. Taking into account this 
definition we can also point that errors are classified according to:
1. Modality (i.e. level of proficiency in speaking, writing, reading, 
listening). 
2. Linguistic levels (i.e. pronunciation, grammar, vocabulary, style) 
3. Form (e.g. omission, insertion, substitution).
4. Type (systematic errors/errors in competence vs. occasional 
errors/errors in performance). 
5. Cause (e.g. interference, interlanguage) 
6. Norm vs. System. 
This definition of error analysis based on grammar can be 
extended to cover the field of vocabulary. 
In order to show and example of how to carry on the process of 
error analysis we have decided to extract a chart representing a sample 
class error analysis procedure taken from FERRIS, Dana (2003). 

---

35
Response to student writing: implications for Second language students. 
Routledge, Mahwah, New Jersey.