You are on page 1of 11

Case Analysis

Muna Hasan
H00272711
Samya Matouk
EDU 2302
Week 14

Table of Contents
1. Introduction
2. Specific intro
3. learner profile
4. Collection of samples
5. Case 1
6. Case 2
7. Case 3
8. Strategies for improvement
9. References

Introduction:
Errors analysis

Why

Corder
And
colleagues
(1970s)

• Helps students to understand
the process of SLA.
• Gives teachers and learners
some information about
strategies can used.
• Helps students to avoid the
errors in the future and it
make SLA easy for them.

Steps

Types of errors

1. Collection of a sample of
learner language.
2. Identification of errors.
3. Description of errors.
4. Explanation of errors.
5. Evaluation of errors.
(Vásquez*, 2008)

Mistake
Errors

• Phonological (p – d)
• Morphological(past
tense)

• Lexical (what is the clock)
• Syntactic ( words order)

Causes of errors

Interlingual
caused by first language

Intralingual
caused by the second language




Substitution
Permutation
Omission
 
Addition

(Speech Sound Errors, 2013)

Learners Profile





School : Afra Bint Obeid
Grade : grade 1
Age : 7-8 years old
First Language: Arabic
Second language: English
Length of time studying L2: 6 hours in the
week

Collection of samples
• Day & Date : Wednesday ( 28-10-2015 )
• Place: teachers room
• Aim: to find and collect the errors for
student learn English like second language
• The result :

speaking & writing

• Frower instead of flower
• Pronunciation of the letter b
• lumon instead of lemon ( say
like in Arabic language )





Write from right to left
Missing letters
Write p instead of b
Write k instead of c
Write under or above the line

Writing

Case 1
(Afra)

Write from right to left

Apple

Write under the line

Cat
Speaking

She said”
flower “in
wrong way she
said “frower”

Writing

Case 2
( Hind)

Speaking

Sun
flower
Cat

She said”
lemon “in
wrong way she
said “lumon”

Writing

Case 3
(Sheikha)
Backward ( S)
ball
apple

Speaking

She said” ball
“in wrong way
she said
“pall”

Strategies for
improvement






Repeat
Use TPR because it helps student to learn SLA.
Provide extra hours for English class
More activities
Obverse the students during activity time
Correct the errors
Krashen theory: Teacher must provide a
comfortable environment for students to feel them
confident and comfortable
• Skinner theory : Teacher must gives student
feedback to feel confident .
• Teacher did not correct the mistake and she didn’t
worry about it.

References
1. Speech Sound Errors. (2013). Retrieved November
22, 2015, from Speech language-resources:
http://www.speechlanguage-resources.com/speechsound-errors.html
2. Vásquez*, D. A. (2008, April 30). Error Analysis in a
Written Composition. Retrieved November 22, 2015,
from scielo: http://www.scielo.org.co/scielo.php?
script=sci_arttext&pid=S165707902008000200008&lng=es&nrm=.pf&tlng=en
•.