1

Some Sources Some Sources of Intralingualof Intralingual

(Error Analysis)(Error Analysis)Group Name:

Sari Indah Setia Ningsih : 2012 1250 1148Dian Mispraptiwi : 2012 1250 1150

Vina Dwi Octaviani : 2012 1250 1197

1. Definition of 1. Definition of Intralingual ErrorsIntralingual Errors

Intralingual errors are Intralingual errors are those errors that occur due those errors that occur due to the faulty or partial to the faulty or partial learning of the TL such as learning of the TL such as over-generalization and over-generalization and over-simplification.over-simplification.

2

3

2.2. Sources of The Sources of The Present StudyPresent StudyEnglish errors produced English errors produced by speakers of Japanese, by speakers of Japanese, Chinese, Burmese, Chinese, Burmese, French, Czech, Polish, French, Czech, Polish, Tagalog, Maori, Maltese, Tagalog, Maori, Maltese, and the major Indian and and the major Indian and West African languagesWest African languages..

4

3.3. Types and Causes of Types and Causes of Intralingual and Intralingual and

Developmental ErrorsDevelopmental Errors Intralingual errors are those Intralingual errors are those

which reflect the general which reflect the general characteristics of rule characteristics of rule learning, such as faulty learning, such as faulty generalization, incomplete generalization, incomplete application of rules, and application of rules, and failure to learn conditions failure to learn conditions under which rules apply.under which rules apply.

5

Developmental errors illustrate Developmental errors illustrate the learner attempting to build the learner attempting to build up hypotheses about the English up hypotheses about the English language from his limited language from his limited experience of it in the classroom experience of it in the classroom or text-book.or text-book.

There are:There are: 1. Over-generalization;1. Over-generalization; 2. Ignorance of rule restrictions;2. Ignorance of rule restrictions; 3. Incomplete application of 3. Incomplete application of

rules;rules; 4. False concepts hypothesized.4. False concepts hypothesized.

6

1. Over-generalization1. Over-generalization

Over-generalization covers instances Over-generalization covers instances where the learner creates a deviant where the learner creates a deviant structure on the basis of his structure on the basis of his experience of other structures in the experience of other structures in the target language.target language.

Teacher:Teacher: He walks quickly.He walks quickly. Instruction:Instruction:Change to continuous Change to continuous

form;form; Student:Student: He is walks quickly.He is walks quickly.

2.2. Ignorance of Rule Ignorance of Rule RestrictionsRestrictions

Closely related to the generalization Closely related to the generalization of deviant structures, is failure to of deviant structures, is failure to observe the restrictions of existing observe the restrictions of existing structures, that is, the application of structures, that is, the application of rules to contexts where they do not rules to contexts where they do not apply. apply.

Examples:Examples: That is the man who I saw him, That is the man who I saw him,

instead of “That’s the man who I saw”instead of “That’s the man who I saw”

7

3. Incomplete Application 3. Incomplete Application of Rules of Rules Under this category we may note Under this category we may note

the occurrence of structures the occurrence of structures whose deviancy represents the whose deviancy represents the degree of development of the degree of development of the rules required to produce rules required to produce acceptable utterances. The acceptable utterances. The example in the question form:example in the question form:

Teacher’s Question: Student Response:

Do you read much? Yes, I read much. (Incorrect)

Yes, I do. (Correct) 8

4. False Concepts 4. False Concepts HypothesizedHypothesized

There is a class of developmental There is a class of developmental errors which derive from faulty errors which derive from faulty comprehension of distinctions in the comprehension of distinctions in the target language. target language.

For example in the past form:For example in the past form: When I first saw him, he was too When I first saw him, he was too

youngyoung Instead of “When I first saw him, he Instead of “When I first saw him, he

was young.”was young.”9

10

A sample of such errors is A sample of such errors is shown in Tables I-IVshown in Tables I-IV

1. Error in the Production of Verb Group:1. Error in the Production of Verb Group:-be + verb stem for verb stembe + verb stem for verb stem““He is speak French.” Instead of “He speaks French”He is speak French.” Instead of “He speaks French”

2. Error in the Distribution of Verb 2. Error in the Distribution of Verb Group:Group:-be + verb + ing for be + verb stembe + verb + ing for be + verb stem

““The country was discovering by Columbus.” The country was discovering by Columbus.” Instead of “The country was discovered by Instead of “The country was discovered by Colombus”Colombus”

11

3. Miscellaneous Errors3. Miscellaneous Errors

- Wrong Verb form in adverb - Wrong Verb form in adverb clause of timeclause of time

““I am very tired that I cannot I am very tired that I cannot got”got”

4. Errors in the Use 4. Errors in the Use PrepositionsPrepositions-With Instead of:With Instead of:-Met with her.Met with her.-From suffering with a cold.From suffering with a cold.

12