Examining and Analyzing Student Errors from the Perspective of a Pedagogical Grammar

This essay analyzes ESL student errors in grammar and pronunciation from the perspective of a pedagogical grammar. It explains the difference between errors and mistakes, defines inter-language (IR), contrastive analysis (CA) and Error Analysis (EA). The essay also highlights the learner's errors described through errors for a low beginner's level in grammar and pronunciation. The tabulated response shows errors in communication featured in response to spoken English in written form.

Examining and analyzing student errors from the perspective of a pedagogical grammar

Introduction
Throughout this course as a language teacher in London, I have capitalized on Coder’s
theoretical structure of designing learning tasks through errors and mistakes (Corder, 1967).
Focusing on ESL students, this essay looks at how to improve learning through feedback from
tasks. Classroom exercises used in this analysis include tasks on writing clear sentences, and
effective use punctuation in grammar. Knowing that the learners often make these mistakes, I
tried to analyze their writing skills in connection with self-expression. The remedial task
highlighted shows practicing error through designing tasks. The student in focus is a non-native
student from India living in London. Feedback on the learners challenges in speaking, writing,
and reading skills channels the way forward. Since this was about a combination of skills, this
essay describes the learner’s error through strategic communication (Corder, 1981, p.79 ). It
explains the difference between errors and mistakes; it defines inter-language (IR), contrastive
analysis (CA) and Error Analysis (EA). This is an analysis of the learners errors described
through errors for a low beginner’s level in grammar and pronunciation. The tabulated response
shows errors in communication featured in response to spoken English in written form. I chose a
familiar situation presented in three questions.
Errors and Mistakes
In pedagogical perspectives, error analysis describes the errors by defining and analyzing its
context. The first question asked about where the child lived and brings out the interaction with
the learners environment. The second question was about what the child did in a familiar
situation. The questions bring out the social context with simple sentences and personal
information that relate to the individual.

Interlanguage IR factors and Errors
An error is an obvious wrong or knowledge deficiency caused by lack of understanding. For
example, incorrect punctuation and sentence structures by nonnative students who use direct
translation. On the other hand, a mistake represents an improper decision that is accidental. For
example incorrect sentence construction by proficient learners of Language. There are different
types of errors performed in technical operations or procedures. Corder (1975) defines
interlanguage error as second language errors. There are indicators to the fundamental language
skills and the formation of words through the lexico grammatical patterns features the sentence
structure (Dixon, et al., 2012).
From the student’s feedback, it is clear that this student has gaps in answering the questions
appropriately. This is evident in the use of punctuation marks with the first sentence
construction. In this first sentence, the student writes, “when I was child I lived um INDIa and
Now I live um LONDON”. From this sentence, it is clear that the student wants to say, “When I
was a child I lived in India but, now I live in London”. Missing words that connect the sentence
are the definite article “a” and “in”. The definite article ‘a’ often comes before a singular form of
a noun. In this case, the speaker refers to himself as a single person. Following rules when using
articles is important for identity recognition, and description of phrases. As part of understanding
when to use articles, it is important to avoid using articles in plural form and with reference to
general terms (Tribble, 2014). The student needs exposure to more exercises in this respect in
order to master and demonstrate sufficiency in this language. In this sentence the missing
preposition ‘in’ is useful in describing location and the relationship between a noun and pronoun.
The inability to use it means that the noun ‘London’ does not make sense when used with the

verb ‘live’ Failure to use these parts of grammar effectively means lack of fluency in a sentence
(Bardovi-Harlig, 2013).
The significance of learning language is evident in the learner’s application of phrases (coder,
1974). These call for teaching techniques that emphasize on how to deal with different types of
errors including developmental, interference and over-generalization. Learning second language
through circumstances involves the creation of hypothesis in order to enable the learner to
understand the context application. The second sentence is missing the conjunction “and” which
means that the sentence would read, “I was with my brothers and sisters but now I am with my
wife and son...” At this level, the learner should be able to recognize letters of the alphabet, basic
response and directions. Being able to identify and express themselves through questions and the
familiar is important at this level. Following simple models through sentence structures
facilitates for the development of the learner’s ability to read, write, speak and listen effectively
(Mohanan, 2012). In order for this student to comprehend simple sentences, there is need for
more tasks involved in the formation of sentences using the familiar vocabularies.
Contrastive Analysis
Accuracy, correctness and appropriate use of grammatical and lexical constructions represent the
systematic process or contrastive analysis. The structural differences and similarities in language
influence the student’s failure to meet all instructions. The inability to write proper sentences
with conjunctions shows errors in identification and explanation (Corder, 1967). An example is
the misuse of the conjunction ‘because’ in the second sentence. The writer could have written ‘I
was with my brothers and sisters in the past but not anymore because everyone settled in
different places”. Improper use of the phrase complicates the singular and plural form of the
noun ‘place’. An analysis of language construction takes into account the student’s application of

functional skills including the use of signs, alphabetical letters, response and simple words
(Mckeown, Beck, & Sandra, 2012). Inaccuracy implies that the sentences are illogical and that
the learner misses the sequence. The last sentence fails to make sense as written by the writer,
“although I miss INDIA and my family I like living here”. This sentence should read, “Although
I miss India as much as I miss my family, I like living here”. Vocabulary acquisition, writing
simple sentences and description of familiar sentences demonstrates the learner’s experiences.
The student uses simple response sentences to present information with affirmative statements in
a familiar situation. There is demonstration of basic grammar and phrases calls for accuracy in
the use of conjunction. In the first sentence the wrong use of the word ‘and’ instead of ‘but’
makes the sentence inappropriate (Nivre, 2015). The learner is able to apply language in the
social context. Basic written English communication includes proper spelling and use of
symbols, which may not, affects the meaning of simple sentences but shows incompetence. An
example is the second sentence, which has a distorted meaning. In this sentence, the writer uses
the right conjunction but using an ampersand ‘&’. The sentence reads, “I was with my brothers
& sisters but Now I am with my wife & son because everyone settled at different place. This is
wrongful use of graphic characters in language. This sentence does not break hence it loses
meaning and becomes too wordy. Conjunctions enhance the meaning of a sentence by separating
sentences that connect in order to make sense. Splitting this sentence into two or three sentences
is ideal. In this second sentence, the writer could imply that he was with his siblings a couple of
minutes ago but now he was with his wife and son. Alternatively, this sentence could also have a
different meaning in which the writer points out that he was with siblings a long time ago, in the
past.

Error Analysis
Error analysis in linguistics investigates types of errors (Corder, 1981). Second language learner
demonstrate challenges in interlanguage concepts. Written developmental errors in the sentence
formation shows scattered thoughts evident in the last sentence which, does not connect with the
second last one (Selkrirk, 2015). The student is able to convey ideas and revise them using
simple paragraphs. However, L1 interference errors such as the misuse of the conjunction
“although” shows a wrong use of clauses placed in the wrong place. Although the student
demonstrates the ability to explain or form sentences by connecting thoughts using conjunction
“and” subordinating conjunction “although” is used for contrasting ideas. Therefore, starting a
sentence with “although” is inappropriate if it is to connect with the previous thoughts. An
analysis of errors demonstrates the correct and incorrect form. Repeated errors include the
missing use of prepositions and missing conjunctions in the first and last sentences. This brings
out the need to use basic grammar and spelling innovatively in effective communication
(Chomsky, 2014). Limited understanding hinders effective release of information in its simple
forms.
Failure to comprehend the questions clearly leads to misconceptions as indicated in the sentence
responses. The student attempts to form paragraphs but there is an inability to do so. The
instructions asked the student to answer the questions in at least two paragraphs but the student
used three sentences. From the written text, the student is able to generate quality feedback from
the cognitive process. It is evident that the answer to the questions highlights the level of
assessment required (Brookhart, 2008). The test results brings out students gaps for effective
intervention in grammatical and sentence construction strategies. This student has thinking skills
demonstrated in the ability to evaluate, synthesize and discuss the key issues in the topic

critically. This learner relates to the topic effectively bring out skills. The ability to draw on
written information and intellectual insights communicates responses with logic, and clarity. The
student is still going through a development process in language as shown in the paragraph
formation.
The learner’s approach to language interpretation in the social context is ideal and appropriate
but the learner faces challenges in sentence reconstruction. Errors from inappropriate utterances
emanate from the language system and English as a target language brings out the learners use of
speech context highlighting aspects of de-contextualization (Lennon, 1991). Acceptance of the
learner’s multilingual aspects is important because it means ignoring some errors such as poor
sentence construction at an adult level. However, the student needs to avoid basic grammatical
errors, which includes having a grasp on punctuation, spelling and wrong use of capital letters.
The strength in this individual lies in the ability to relate with the social content. However, lack
of understanding of the sentences does not imply lack of familiarity with the sentences (Ball &
Lindsay, 2013). The student demonstrates good use of present tense and present tense although
there are few errors in the use of the conjunction now when describing the present in the first
sentence. Instead of using the word “now”, the student could try using “currently”. Proper
pronunciation is necessary in complex sentences because it distinguishes the paragraphs, which
support sentence construction. The student is conversant with the verb + subject model but needs
to polish on the use of connectives, phrasal verbs, and other tenses such as present perfect
continuous tense.
Language is inappropriate and unacceptable because of overgeneralization of sentences such as
“now I live in London” and “...I miss India” send unclear messages. Giving clear details in
writing is important for documentation, narration and transitions. This individual lacks proper

transition from one sentence to another. Interlanguage properties evident in this text identify the
manifestation of a human language through an individual’s dialect. This learner originates from
India and the language influence indicates a merger. Interlanguage grammar is common in
immigrants living in English speaking countries like the UK. As part of development in language
skills, these errors indicate the learner’s transition in the target language (Corder , 1967).
Overall performance of the student identifying areas for development
Errors Graphological
Phonological
Grammatical Lexico-Semantic
Omission Plural form ( place) “a,” in”, missed
punctuations
Subject + verb
progressive action
Addition Um, although Tenses
Selection ‘&’ “at” “was + with”
Ordering “Every one” Spelling ( differend),
punctuation
Paragraph transition
The L1 interferences errors include inability to write detailed paragraphs with a number of
sentences. This individual attempts in making simple sentences but there is a gap in complex
sentences and compound sentences. Tasks that include formation and use of complex sentences
is appropriate. Multiple paragraphs with phrases comprise of standard words, detailed phrases
and inferences. At this level, the learner has the ability to develop vocabulary through complex
grammar. The learner shows challenges in sentence construction through omission of critical
words, phrases, prepositions and conjunctions. The learner does not exhibit acute difficulties in
learning but there is indication of difficulties in using a foreign language (Hatch, 1978).

Weak paragraph transition stems from challenges in the description of progressive action as seen
in the second sentence, which should be “I used to be with my brothers and sisters, but now I am
with my wife and son…”developmental errors include missed punctuation such as full stops at
the end of the sentences. Vagueness arises in the logical formation of the paragraphs (Sridhar,
1976).
English as a Second Language features as the target language and pedagogical grammar issues
feature the psychological issues behind the student’s predictability hence the overall
performance. The question asks the student for differences in the experiences. The learner gives
a vague narration of how they used to live as a family with siblings but now he is a married man
with a child. For clarity, the sentence would be “I lived with my brothers and sisters but I am
now married with a son”. Translation errors contribute to incorrect formation of sentences
leading to communication breakdown and misinterpretation. The table below summarizes these.
Type of Error Wrong Sentence Correct form
Interference/Omission/preposition -I was child
-at different place
-I was a child
-different places
Developmental
(capitalization/spelling/punctuation)
-I lived in INDIA
-and Now I Live in
London
-I miss INDIA
-differend places
-family I like living
here
-I lived in India
-and now I am
living in London
-I miss India
-different places
-family, I like living
here.

Overgeneralization ( tense issues) now I live in
LONDON
now I am living in
London
Generally, the learner had 10 errors out of which most were written developmental errors (60%)
followed by interference (30%) and overgeneralization (10%).
From the overall performance, written developmental errors form the most mistakes followed by
the L1 interference and overgeneralization. The developmental errors reveal a sequence in
grammar issues such as wrong use of conjunctions, or missed conjunctions. Similarities in the
phonological systems in languages is common for regional accents but not for distant sounds
(Smith & Ichael, 2001). The learner does not have extreme weaknesses in spelling challenges but
there is a trace in the word ‘differend’. Similar and dissimilar pronunciation comes out in the
consonant and vowel formation.

Remedial Task and Pedagogical Grammar Principles
Results from the learner indicate frequent pedagogical mistakes. To address these errors in the
student Coder’s theoretical principles apply solutions to the greatest errors (Corder, 1974).
Task Writing short notes with descriptive paragraphs
on familiar topics with capitalization and
punctuation exercises
Timing Three times in a week
Amount Target topics, vocabulary development
Mode Prioritize on written text with visual
demonstration of new cultural environment for a
comparative experience
Developmental errors in the ESL level call for a polishing up on prepositions, pronouns and
word ordering (Corder, 1981, p. 13). The task helps the student to be conversant with tenses
through practice. Exercises include listening skills with the use transition words. Writing short
sentences is a learning strategy that helps the learner to distinguish between rules and dialects
and effective sentence formation.
Overgeneralization depicts the development of the interlanguage abilities and the acquisition of
English in the midst of an influence from an Asian language. Exercises that enhance the learner’s
exclusion of prepositions and some conjunctions targets language errors by the student that lead
to deviation in language structure as caused by the language transfer process (Leacock,
Chodorow, Gamon, & Tetreault, 2014). These systematic errors include the use of nouns and
verbs as well as plural formations.

Conclusion
Errors in this student’s language test demonstrate challenges of an ESL level. Unlike mistakes,
which arise from deliberate missteps, errors in interlanguage indicate learner’s challenges with
the formal structures. This brings out the lexicosemantic, grammatical and phonological wrongs.
The learner makes omissions of words, phrases and letters, which affect the meanings. There are
challenges in the use of conjunction but the student has a good start in sentence ordering process.
This essay breaks down the analysis into interlanguage, contrastive and error analysis with a
remedial task to address the grammatical, punctuation, transitional and adult learning challenges.
In order to deal with these challenges, it is necessary to design strategic teaching tasks that focus
on the individual’s strengths and weaknesses.
APPENDIX
The feedback shows mistakes as highlighted in the feedback

2. Report
Feedback Report

Well done! The writing is fine but consider:
 Use of conjunctions
 Use of short and clear sentences instead of long ones
 Capitalization of Cities, Countries and first letters for words in a sentence
 Spelling mistakes
 Proper use of singular and plural forms
 Use of preposition and article
This will help you to write more quality sentences for better grades
3. Remedial Task Example
Make full sentences by putting words in the correct order
1. Child I India When was a lived in
_______________________________
2. family really I miss friends and
_______________________________
3. in and live now my with son I wife London
__________________________________
4. strength family my is my weakness
__________________________________
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