Question

English is not about mother tongue of Pakistani learners comment where is mistake in ithighlighter common errors committed by Pakistani learner of English language and reading and writing skills ​

Answer 1

Answer:

In linguistics, according to J. Richard et al., (2002), an error is the use of a word, speech act or grammatical items in such a way it seems imperfect and significant of an incomplete learning (184). It is considered by Norrish (1983, p. 7) as a systematic deviation that happens when a learner has not learnt something, and consistently gets it wrong. However, the attempts made to put the error into context have always gone hand in hand with either language learning and second-language acquisition processes, Hendrickson (1987:357) mentioned that errors are ‘signals’ that indicate an actual learning process taking place and that the learner has not yet mastered or shown a well-structured competence in the target language.

All the definitions seemed to stress either on the systematic deviations triggered in the language learning process, or its indications of the actual situation of the language learner themselves which will later help the monitor be it an applied linguist or particularly the language teacher to solve the problem respecting one of the approaches argued in the Error Analysis (Anefnaf 2017), the occurrence of errors doesn't only indicate that the learner has not learned something yet, but also it gives the linguist the idea of whether the teaching method applied was effective or it needs to be changed.

According to Corder (1976) errors are significant of three things, first to the teacher, in that they tell him, if he or she undertakes a systematic analysis, how far towards that goal the learner has progressed and, consequently, what remains for him to learn. Second, they provide the researcher with evidence of how language is learned or acquired, and what strategies or procedures the learner is employing in his discovery of the language. Third (and in a sense this is their most important aspect) they are indispensable to the learner himself, because we can regard the making of errors as a device the learner uses in order to learn (p. 167). The occurrence of errors is merely signs of ‘’the present inadequacy of our teaching methods’’ (Corder 1976, p. 163).

There have been two schools of thought when it comes to errors analysis and philosophy, the first one, according to Corder (1967) linked the errors commitment with the teaching method arguing that if the teaching method was adequate, the errors would not be committed, the second school believed that we live in an imperfect world and that errors correction is something real and the applied linguist cannot do without it no matter what teaching approach they may use.