SECOND LANGUAGE ACQUISITION. by Lucia Gimenez https://padlet.com/luciagimenez09/ne3kmwaaz8yk1j9k Gimenez Lucía- Sanabria Alfredo en-us 2020-06-10 00:03:45 UTC 2026-02-24 23:53:39 UTC hello@padlet.com ERROR REFERS AS ERRORS OF BREACHES OF THE CODE. THEY DEVIATE FROM WHAT IS REGARDED AS THE NORM. luciagimenez09 https://padlet.com/luciagimenez09/ne3kmwaaz8yk1j9k/wish/619748894 2020-06-10 00:08:37 UTC https://padlet.com/luciagimenez09/ne3kmwaaz8yk1j9k/wish/619748894 ERRORS IN SLA. luciagimenez09 https://padlet.com/luciagimenez09/ne3kmwaaz8yk1j9k/wish/619760543
According to Clifford Prator (1967), there are six categories of difficulty. ]]> 2020-06-10 00:22:06 UTC https://padlet.com/luciagimenez09/ne3kmwaaz8yk1j9k/wish/619760543 ERRORS IN SECOND LANGUAGE ACQUISITION. luciagimenez09 https://padlet.com/luciagimenez09/ne3kmwaaz8yk1j9k/wish/619780004
Interlingual errors: those resulting from the transfer of rules from the L1.

Intralingual errors:
Those incorrect notions derived by direct reference to the target language [TL] itself.

Global and local errors
Those instances of deviant language in which it is difficult to locate the error: sometimes a whole sentence or paragraph even is involved.

Productive errors:
Those which occur in the language learner's utterances.

Receptive or interpretive errors:
Those which result in the listener's misunderstanding of the speaker's intentions.


]]> 2020-06-10 00:44:56 UTC https://padlet.com/luciagimenez09/ne3kmwaaz8yk1j9k/wish/619780004 According to Corder (1973:277), errors fall into four categories: luciagimenez09 https://padlet.com/luciagimenez09/ne3kmwaaz8yk1j9k/wish/619793525 #Omission of some required element;

#addition of some unnecessary or incorrect element;

# selection of an incorrect element; #misordering of elements.
]]> 2020-06-10 00:59:25 UTC https://padlet.com/luciagimenez09/ne3kmwaaz8yk1j9k/wish/619793525 Omission. luciagimenez09 https://padlet.com/luciagimenez09/ne3kmwaaz8yk1j9k/wish/619796683 Certain linguistic forms may be omitted by the learner because of their complexity in production.

Addition
Learners not only omit elements which they regard as redundant but they also add redundant elements.

At the syntactic level
The learner may produce the wrong combination. E.g: using the article with a place name: * The London instead of London.

At  the lexical level
The learner may add an unnecessary word, e.g. * I stayed there during five years ago, instead of I stayed there for five years.]]> 2020-06-10 01:02:59 UTC https://padlet.com/luciagimenez09/ne3kmwaaz8yk1j9k/wish/619796683 0 level: Transfer. luciagimenez09 https://padlet.com/luciagimenez09/ne3kmwaaz8yk1j9k/wish/619825864 No difference or contrast is present between the two languages.
Level 1: Coalescence.
Two items in the native language become coalesced into essentially one item in the target language.

Level 2: Underdifferentiation.
An item in the native language is absent in the target language. The learner must avoid that item.
Level 3: Reinterpretation.
An item that exists in the native language is given a new shape or distribution in the target language.

Level 4: Overdifferentiation
A new item entirely, bearing little if any similarity to the native language item, must be learned.

Level 5: Split
One item in the native becomes two or more in the target language, requiring the learner to make a new distinction. 

]]> 2020-06-10 01:38:17 UTC https://padlet.com/luciagimenez09/ne3kmwaaz8yk1j9k/wish/619825864 Errors & Interlanguage. luciagimenez09 https://padlet.com/luciagimenez09/ne3kmwaaz8yk1j9k/wish/619964932 2020-06-10 04:30:07 UTC https://padlet.com/luciagimenez09/ne3kmwaaz8yk1j9k/wish/619964932