Scribd
Upload
10 views

a2

The document discusses interlingual and intralingual errors in language learning. Interlingual errors arise from the influence of a learner's native language on the target language, while intralingual errors occur due to misunderstandings or incomplete knowledge of the target language itself. The document categorizes these errors and provides examples, emphasizing the impact of both mother tongue interference and the learner's own misconceptions.

Uploaded by

Fimel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
10 views

a2

The document discusses interlingual and intralingual errors in language learning. Interlingual errors arise from the influence of a learner's native language on the target language, while intralingual errors occur due to misunderstandings or incomplete knowledge of the target language itself. The document categorizes these errors and provides examples, emphasizing the impact of both mother tongue interference and the learner's own misconceptions.

Uploaded by

Fimel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

a.

Interlingual Error
Interference, language transfer, and cross-linguistic interference are also known as
interlingual errors. Corder (1981) states that these kinds of error occur when the learner’s
habits (patterns, systems or rules) interfere or prevent him or her, to some extent, from
acquiring the patterns and rules of the second language. Lado (1964) said Interference
(negative transfer) is negative influence of the mother tongue (L1) on the performance of the
target language (L2). Chelli (2013) defined that interlingual errors are the result of language
transfer, which is caused by learner’s first language.
Richard (1974:173) states if the learners of a foreign language make mistake in the target
language by effect of his mother tongue that is called as interlingual. As stated by Brown (1980:
160), most of the learners’ errors in the second language result primarily from the learner’s
assumption that the second language forms are similar to the native language.

(1986) suggested that interlingual errors are caused mainly by mother tongue
interference. Another researcher is Al-Khresheh (2010). He suggested that interlingual errors
is committed by literal translation.
1) Transfer Error: error caused by interference from mother tongue. A student who has
not known the rules of target language will use the same rules as he obtained in his
native language.
2) Mother tongue Interference: errors are produced in the learners’ attempt to discover
the structure of the target language rather than transferring models of their first
language.
3) Literal Translation: errors happen because a student translates his first language sentence or
idiomatic expression in to the target language word by word.

b. Intralingual Error
Interference from the student’s own language is not the only reason for committing
errors. Students may make mistake in the target language, since they do not know the target
language very well, they have difficulties in using it. Richard (1974: 6) states, intralingual
interference refers to items produced by learner, which reflect not the structure of mother
tongue, but generalization based on partial exposure of the target language.
Brown (1980: 162) said that it has been found that the early stages of language learning
are characterized by a predominance of interlingual transfer, but once that learner has begun
to acquire parts of the new system, more and more transfer generalization within the target
language is manifested.
Richard (1974: 120) classifies the intralingual errors into four categories including over
generalization, ignorance of rule restrictions, incomplete application of the rules, and false
concept hypothesized or semantic errors.
1) Overgeneralization: it happens when a learner creates a deviant structure on the basis
of his experience of other structure in the target language. Littlewood (1984) cites
the example of forming plural by adding “s” to even irregular plurals, also
generalizing the “-ed” past form.
2) Ignorance of Rule Restrictions: James (1998: 63) that ignorance is specific in the
sense that one is normally said to be ignorant of structure; the learner of the second
language does not obey the structure of the target language. In this type of error,
the learner fails to observe the restrictions of existing structures. Some rule
restriction errors may be accounted for in terms of analogy and may result from the
role learning of rules.
3) Incomplete Application of the Rules: this error may occur when learner fails to apply
the rules completely due to the stimulus sentence.
4) False Concept Hypothesized: learners’ faulty understanding of distinctions of target language
items leads to false conceptualization. Learners’ faulty understanding of distinctions of target
language items leads to false concept hypothesized.

You might also like