Cause Of Interlingual Error Analysis

1.4 Causes of errors

It is evident that humanistic approaches regard errors only in positive way (Corder, 1974) [6]. It is quite evident that representatives of humanistic approaches as Corder and Schachter (1974) [16] regard errors mostly in positive way, claiming that they do manifest stages of development of one’s learning. In association with contrastive analysis it necessary to define two terms such as transfer and interference, which also is a main source of vague number of errors. Transfer is a general term covering both negative and positive effects of native language system, whilst interference is regarded to be more of a negative influence. Transfer can be understood as an umbrella term for both positive and negative transfer. Interference,

Y. Touchie and the taxonomy Error Analysis the influence of the first language, mostly referred as interlingual errors, are by no means the only source of students’ errors [3]. One must be aware of the fact that native language plays a key role in learning a second language. Whenever an individual acquires new grammatical or any other rules of the target language, it is quite evident that it will be compared with their first language. Errors due to the intervention with the first language are called inter-lingual errors, or transfer or interference errors. However, the influence of L1 can be also positive. If we take, French and English language, these two languages have lost of words in common, as they are rooted in Latin. For instance, if one comes across the word “privé”, one can easily deduce that this word means private, this is called positive interference. On the other hand, this resemblance can play a bad joke, the brightest example is the word “regard” in English and “regarder” in French, and although both of them look the same they have different meaning; that is called negative interference. Additionally, inter-lingual errors can be classified into five groups ( Keshavarz, 1994, p.102)

In terms of phonology, every language has its own sounding, which is sometimes referred to as a music of the language. Such features of the language or sounds cannot be found in any other language, Such features may not be found in another language, or even if they exist in another language, they may take new attributes which again make them unmistakable elements in that specific dialect. Terence Odlin was absolutely right by saying "... sounds in two languages often show different physical characteristics, including both acoustic characteristics ( e.g., the pitch of a sound) and articulatory characteristics ( e.g., how widely the mouth is open in producing a sound )" [19]. For instance, Kazakh language is specific with its 9 exclusive sounds, which can have some equivalent in some languages but certainly do not exist in all of the languages. Kazakh language alphabet is one of the richest, as it contains 42 sounds and letters, which make our nation as one of the most fluent in most of the languages. For instance, during learning English Kazakh speakers can have issues as softening the consonant sounds between vowels, it is mostly the influence of Russian accent. In saying a name /Alexandr/ [ælɪgˈzɑːndər ], whilst Kazakh interlocutors would pronounce it as it is supposed to be [ælɪkˈsɑːndər ]. Therefore, phonological errors can reveal even the background of the students, which provides teacher with an instrument to control those errors