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Some Sources of Some Sources of IntralingualIntralingual

(Error Analysis)(Error Analysis)Group Name:

Sari Indah Setia Ningsih : 2012 1250 1148Dian Mispraptiwi : 2012 1250 1150Vina Dwi Octaviani : 2012 1250 1197

1. Definition of Intralingual 1. Definition of Intralingual ErrorsErrors

Intralingual errors are those Intralingual errors are those

errors that occur due to the faulty errors that occur due to the faulty

or partial learning of the TL such or partial learning of the TL such

as over-generalization and over-as over-generalization and over-

simplification.simplification.

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2.2. Sources of The Present StudySources of The Present Study

English errors produced by English errors produced by speakers of Japanese, Chinese, speakers of Japanese, Chinese, Burmese, French, Czech, Polish, Burmese, French, Czech, Polish, Tagalog, Maori, Maltese, and the Tagalog, Maori, Maltese, and the major Indian and West African major Indian and West African languageslanguages..

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

ErrorsErrors Intralingual errors are those which Intralingual errors are those which

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

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Developmental errors illustrate the learner Developmental errors illustrate the learner attempting to build up hypotheses about attempting to build up hypotheses about the English language from his limited the English language from his limited experience of it in the classroom or text-experience of it in the classroom or text-book.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 rules;3. Incomplete application of rules; 4. False concepts hypothesized.4. False concepts hypothesized.

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1. Over-generalization1. Over-generalization

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

Teacher:Teacher: He walks quickly.He walks quickly. Instruction:Instruction: Change to continuous form;Change to continuous form; Student:Student: He is walks quickly.He is walks quickly.

2.2. Ignorance of Rule RestrictionsIgnorance of Rule Restrictions

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

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

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

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3. Incomplete Application of Rules 3. Incomplete Application of Rules

Under this category we may note the Under this category we may note the occurrence of structures whose deviancy occurrence of structures whose deviancy represents the degree of development of the represents the degree of development of the rules required to produce acceptable rules required to produce acceptable utterances. The example in the question utterances. The example in the question form:form:

Teacher’s Question: Student Response:

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

Yes, I do. (Correct)8

4. False Concepts Hypothesized4. False Concepts Hypothesized

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

For example in the past form:For example in the past form: When I first saw him, he was too youngWhen I first saw him, he was too young Instead of “When I first saw him, he was Instead of “When I first saw him, he was

young.”young.”

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A sample of such errors is shown in A sample of such errors is shown in Tables I-IVTables 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 Group:2. Error in the Distribution of Verb 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”

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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 Prepositions4. Errors in the Use Prepositions-With Instead of:With Instead of:-Met with her.Met with her.-From suffering with a cold.From suffering with a cold.

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