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There is a difference between errors and mistakes and it is important for teachers to monitor the differences.

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What are some strategies teachers can use to grow from learner errors.

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Errors are part of learning but how educators respond to them can be valuable for instruction.

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there is a difference between errors and mistakes
errors are usually signs that the learner doesn't know/hasn't learned something
mistakes are when the learner knows but makes says something incorrectly (word, structure, syntax)

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-how can I use error analysis in my classroom/are specific errors connected to specific techniques?
-what are the best analysis tools?
-at what point do these errors shift from developmental to learning concerns?

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Learner errors are inevitable
Learner errors are valuable data that can be used to drive instruction
Errors present opportunity for learning

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There is a difference between errors and mistakes in language.

Lexical errors are more serious than grammatical errors. Global errors are more serious than local errors.

Criterion used to judge errors include: intelligibility, acceptability, and irritation

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What are some of the best strategies or techniques for analyzing errors?

What specific types of errors are best to focus on?

When should you correct errors?

What do these errors tell us? How can we use these errors as teaching points?

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Error analysis can help educators identify common errors in language acquisition.

Errors are a natural part of language, both in the L1 as well as in second language acquisition.

Some L1 errors transfer over to L2 errors.

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The error analysis steps are collection of sample of a language learner, identification of errors, description of errors, explanation of errors, and evaluation of errors.

When completing error analysis you must look at the various factors or a learner including their proficiency level, their other languages, and their language learning experience.

Identification of errors and interpretation is important. The types of interpretation are normal, authoritative, and plausible.

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Can error analysis and contrastive analysis be used together to better support the prediction and analysis of learner errors?

What are some specific ways to analysis errors?

What do certain errors tell us about students?  How can we classify errors into specific categories?

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Error analysis can be used to identify common errors that are seen between groups of students.  It can be used as a tool for differentiation.

Error analysis is different from contrastive analysis.  CA is used to predict student errors when acquiring an L2.

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between errors and mistakes. This means a teacher needs to pay close attention to if a students are consistently making the error or if it just occurs once, which would make it a mistake. 
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I find the difference between planned vs. unplanned production of language.

One thing that I never thought about before was the difference between errors and mistakes. This means a teacher needs to pay close attention to if a students are consistently making the error or if it just occurs once, which would make it a mistake.

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What are some strategies to go about doing error analysis?

What are some best practices to track student data in order to analyze it?

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error analysis helps drive instruction

teacher can provide specific feedback base don the errors made for students

teachers can identify common trends/themes amongst errors in the classroom and determine if a reteach or small group remediation needs to occur.

there are various types of errors that can be made

error analysis takes time