Name : Amna Murad

ID: H00250661
Section :12B3ECE01
Course name :EDU 2302
Teachers name: Samya Matouk

Second language
Errors analysis
Learners Profile
Collection of samples
Learner 1 errors + evidence + justification
Learner 2 errors + evidence + justification
Learner 3 errors + evidence + justification
Suggested intervention and justification
References

Learning a second language after native language is

already established.

When learns learn second language??

What is the best way to teach a second language?

Errors that second language learns faced ?

Types of errors

Performance

Cause of errors

Competence

Interference

Intralingual

Phonological
Morphological
Lexical
Syntactic

ARTICLE: SECOND LANGUAGE

LEARNING ERRORS THEIR
TYPES,CAUSES,AND TREATMENT
AUTHER :Hanna Y. Touchie

Error treatment

Error that have interfere with general

meaning.
Global
High frequent and generality errors.

Local

o
o
o
o
o
o

School: Al Bahja kindergarten

Grade: KG 2
Age: 5 years
First Language: Arabic
Second language: English
Length of time studying L2: every day 1 period

o
o

o
o

Day & Date: 4 -28 October 2015

Place: in classroom (in area time)
Aim: collect samples of errors
The result: find from 3 students
*Writing errors: the letters (A, a) (B, b) (C, c) (E, e) (F ,f)
(Z, z) + name.
*Speaking errors: (name of the colors +letters +fruits)

Speaking
-Phonological: error
spilling .
-Interference
-Mother Tongue
Influence
-Potato= batata
Emad,M
Al-Hussein Bin Talal
University (Jordan)

Writing
-Steps how to write letter e.
-Intralingual

Speaking
-Phonological: error spilling .

Writing
-He write his name from
right to left (Backward )

-Interference
-Interference
-Mother Tongue Influence
-Mother tongue causes
-Lemon = laimoon
Emad,M
Al-Hussein Bin Talal
University (Jordan)

Speaking

Writing

-Phonological: error spilling .

-Step how to write

letter b.

-Interference

-Intralingual

-Mother Tongue Influence

-Tomato = tamata
Emad,M
Al-Hussein Bin Talal
University (Jordan)

-Teacher should focus in writing activity.

-Use words the have same pronunciation in
Arabic words in the lesson.
-Motivate student .(Krashen theory)
-Give them time to correct by themselves.

-Emad, M. (2010). Phonological analysis of English phonotactics: a case

study of Arabic learners of English. Jorden: Al-Hussein Bin Talal University.

-Hanna, Y. ( 1987). Second Language lirnung eroors their types, Causes, and
treatment. The acquisition of english interrogatives by a Japanese speake ,
(pp.76-79.
-Second language acquisition. (1997). Retrieved 11 26, 2015, from
The American Speech-Language-Hearing Association (:
http://www.asha.org/public/speech/development/second