Error linguistics

from Wikipedia, the free encyclopedia

Linguistic error analysis (also: error linguistics ) tries to explain errors and their causes in the use of foreign languages ​​based on the differences between the mother tongue and the foreign language . It is u. a. discussed what actually is a "mistake". An “error” is usually defined as a deviation from the applicable standards or a violation of the linguistic correctness and appropriateness, which leads to misunderstandings or communication difficulties. Errors defined in this way also occur if only the mother tongue is used without any foreign language influence. Such cases have been dealt with in linguistics since the 19th century using terms such as slip of the tongue and reader .

Error levels within the framework of linguistic structuralism are:

The error explanation deals with the psychological , didactic or linguistic factors for the occurrence of errors.

The error analysis consists of several steps:

  1. Defect determination / error levels : Errors can be of a phonetic, graphic, morphological, syntactic and lexical nature or they represent violations of conversational strategies (rules of politeness and norms of social behavior), against the correct choice of variety or style level.
  2. Cause of error : Errors can be traced back to interlingual interference (influence from the mother tongue) and intralingual interference (over-generalization of a rule). Here, according to the modern view, the function of the so-called important interim language ( interlanguage ) in which the student constant review subjects on the way to the target language different so-called linguistic hypotheses as to realize positive.
  3. Error Review : First of all, here between negligible, inadvertent errors (error performance, Eng. Mistakes ) and basic errors (error competence, Eng. Errors to differ). Furthermore, a distinction must be made between violations of use ( errors of use ) and violations of a linguistic subsystem ( errors of system ). In the evaluation of errors, according to modern opinion, it should also play a role whether an error is incomprehensible or even misleading.
  4. Error therapy / error correction : The feedback from the teacher plays a central role in error correction. In phases of the lesson in which language forms are the focus, errors should be reported and corrected immediately, while in communication-related, communicative-acting phases, a high degree of error analysis is necessary. In the latter case in particular, it is preferable to intervene only in the case of utterances that are incomprehensible or unclear and those that represent a mistake in tone or register. Possible methods of reporting errors are so-called prompting (whispering the correct statement) or - in the case of written statements - so-called peer correction (correction by classmates). The main goal on the part of the teacher, however, should be the impetus for self-correction (self- monitoring ) according to the modern view . In addition to the cognitive aspect, in which, among other things, language consideration must be carried out at the meta level, the affective aspect must not be neglected (a positive teaching atmosphere must be created).
  5. Error prevention : Aspects of error prevention have already been discussed in the previous section. The two most important characteristics for successful teaching seem to be the inclusion of metalinguistic discussions and a positive teaching atmosphere. The motivation and mental activity of the students should also be increased. According to the widespread opinion, the formula “Demand instead of pampering” should apply.

See also

literature

  • Dieter Cherubim (Ed.): Error linguistics. Contributions to the problem of linguistic deviation. Niemeyer, Tübingen 1980, ISBN 3-484-10364-7
  • Karin Kleppin, Frank G. Königs: On the trail of correction. Investigations into the oral correction behavior of foreign language teachers. Brockmeyer, Bochum 1991, ISBN 3-88339-934-5
  • Katja Siekmann, Günther Thomé: The orthographic error: Basics of orthographic error research and current developments. (Appendix: Phoneme-grapheme correspondence in German, a new 100,000 count, reading samples at www.isb-oldenburg.de/material.html). 2., update Edition Oldenburg: isb-Fachverlag 2018, ISBN 978-3-942122-07-8 .

Web links