CLASSIFICATIONS OF ERRORS IN SECOND LANGUAGE ACQUISITION

Аннотация

This article discusses briefly the types of errors made by second language learners, thecauses oftheseerrors, andfinally howteachers shouldcorrect them. Key words: errors, slips, interference,first language (mothertongue/L1),second language (L2), overgeneralization,simplification, fossilization. Language learning, like any kind of human learning, involves committing errors. In the past, language teachers considered errors committed by their students as something undesirable, which they diligently sought to prevent from occurring. During the past fifteen years, however, researchers in the field of applied linguistics came to view errors as evidence for a creative process in language learning in which learners employ hypothesis testing and various strategies inlearning asecond language. This paper is very much significant in its subject matter of the research. It aims to provide the knowledge about the different errors committed by the learners and also highlights the causes and reasons behind those errors. Error analysis is basically the linguistics analysis and it throws light on the different underlying processes that are involved in the very complex phenomenon of language learning. It is the major area of applied linguistics and tries to resolve the problems and issues related to the second and foreign language learning as well as teaching and it offers practical solutions for the language related problems. The paper is also an attempt in providing different strategies to the language practitioners and teachers for making their teaching effective. It also highlights the importance of using the meaningful material for language teaching. It provides the learners an opportunity of self-correcting by making them aware of their mistakes. The study also tries to find out the reasons behind the poor performance of these students in language learning area. Thus, by keeping in mind all these pointsit can be said that thepresent studycan be ofhighly significant inits nature. Making mistakes plays an important and useful part in language learning because it allows learners to experiment with language and measure their success in communicating. This unit focuses on the kinds of mistakes learners make when they speak or write a foreign language, why they makethese mistakes and thepart that mistakes play inlanguage learning. Mistakes are often categorized into errors and slips. Errors occur when learners try to say something that is beyond their current level of knowledge or language processing (working on the language unconsciously to try to understand and learn it). Usually, because they are still processing or do not know this part of the language, learners cannot correct errors themselves because they donot understand what is wrong. page2136 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue06,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai Slips are the result of tiredness, worry or other temporary emotions or circumstances. We make them because we are not concentrating on what we are saying or writing. They are not a result of incomplete language processing or a lack of knowledge. They happen simply because our attention is somewhere else at that moment. These kinds of mistakes can be corrected bylearners themselves, once they realisethey have madethem. There are two main reasons why second language learners make errors. The first reason is influence from the learner's first language (mother tongue/L1) on thesecond language (L2). This is called interference or transfer. Learners may use sound patterns, lexis or grammatical structures from their own languagein English. TypesofErrors Researchers in the field of applied linguistics usually distinguish between two types of errors: performance errors and competence errors. Performance errors are those errors made by learners when they are tired or hurried. Normally, this type of error is not serious and can be overcome withlittle effort bythelearner. Competence errors, on the other hand, are more serious than performance errors since competence errors reflect inadequate learning. In this connection, it is important to note that researchers distinguish between mistakes which are lapses in performance and errors which reflect inadequate competence. Other researchers distinguish between local and global errors. Local errors do not hinder communication and understanding the meaning of an utterance. Global errors, on the other hand, are more serious than local errors because global errors interfere with communication and disrupt the meaning of utterances. Local errors involve noun and verb inflections, and the use of articles, prepositions, and auxiliaries. Global errors, for example,involvewrong word order in asentence. Causes ofErrors There are mainly two major sources of errors in second language learning. The first source is interference from the native language while the