LINGUIST List 9.1026

Tue Jul 14 1998

Review: James: Errors in Language Learning

Editor for this issue: Andrew Carnie <carnielinguistlist.org>



What follows is another discussion note contributed to our Book Discussion Forum. We expect these discussions to be informal and interactive; and the author of the book discussed is cordially invited to join in. If you are interested in leading a book discussion, look for books announced on LINGUIST as "available for discussion." (This means that the publisher has sent us a review copy.) Then contact Andrew Carnie at carnielinguistlist.org

Directory

  • WATTERS Paul Andrew, Errors in Language Learning.

    Message 1: Errors in Language Learning.

     Date: Tue, 14 Jul 1998 12:39:29 +1000 (EST)
    From: WATTERS Paul Andrew <pwattersmpce.mq.edu.au>
    Subject: Errors in Language Learning.


    James, Carl. (1998). Errors in Language Learning and Use: Exploring Error Analysis. London: Longman. ISBN 0 582 25763-8 (Paperback). RRP: 14.99.

    The analysis of errors in cognitive, linguistic and other psychological processes has a long history dating back to the introduction of signal detection theory in psychophysics and behavioural learning paradigms. Although many applied linguists now favour interlanguage paradigms for second-language acquisition, error analysis (EA) is still widely used in language classes. The attraction of EA lies in one's ability to isolate variability in responses, such as distinguishing true errors from "mistakes", which simple "correct/incorrect" paradigms tend to discard. In this new book on EA in language learning and usage, Carl James builds on his earlier work on contrastive analysis and applied linguistics to further explore the role that performance errors play in language acquisition (particularly second-language acquisition). The book consists of a historical overview of EA in applied linguistics, and then embarks on an ambitious attempt to both define and constrain the scope and methodology of EA in language processing and language learning. This methodology includes typologies for classifying and understanding how errors arise, as well as algorithmic specifications for the diagnosis and error correction in clinical and educational settings.

    The first chapter aims to give a historical overview of EA in the context of its origins, its inspirations, its competitors, and its influences on second language teaching. James defines an error as "an unsuccessful bit of language" (p.1) which seems to be as succinct and compact a description as I've ever read! However, this very readable style of writing, whilst appearing informal, is maintained through later chapters where discussion of technical issues could easily have been obfuscated by a poor writing style. First- and second-order paradigms within language learning are described in detail in this chapter, with the interlanguage and crosslinguistic approaches compared with alternatives such as EA and contrastive analysis. Idiosyncratic and language-specific difficulties in language learnability are also covered in the context of linguistic change and metalinguistic influences on successful language acquisition. Several methods for collecting data in EA are informally introduced in this chapter (e.g., error elicitations such as the "broad trawl"), which naturally leads into the second chapter on defining the scope of EA in language acquisition.

    The second chapter begins with an enlightening discussion of popular conceptions of what "proper" language is (such as the King's English), and catalogues the many failed attempts to enforce a "correct" dialect of English both in Britain and Asia (the "complaints" tradition). This issue is clearly relevant for defining exactly what an error is, given the absolutist attributions made by some educators and policy makers about the tenability or correctness of certain forms of spoken and written English (i.e., "standard" English). James outlines some typologies for understanding language norms based on geographical and historical constraints, but correctly identifies deficiencies in these schemes (particularly the failure, for example, to understand the role of colonialism in language preferences). This issue is taken up with respect to the issue of power and authority of native speakers with respect to non-native speakers of English, and conversely how the desire to speak a second language can unwittingly result in language loss and native- language change.

    Chapters 3, 4 and 5 focus on the definition and description of errors within the EA paradigm, having defined the focus of the EA methodology in the previous chapters. James begins by defining learners' ignorance of a target language in terms of four categories of deviance: grammaticality, acceptability, correctness and strangeness. It is a clear advantage of the authors' approach to EA that both grammatical/rational and performance/empirical approaches to language acquisition are covered by his typology, thus not "taking sides" with one viewpoint or the other. This rationale is based on the idea that EA is a methodology rather than a theoretical prescription. This focus continues with a discussion of error detection methods, in the context of locating and describing such errors in different parts of speech and indeed with respect to discourses longer than single sentences or phrases. The importance of a pluralistic approach which is tolerant of differences in dialects is emphasised, whilst ensuring that objective and stationary criteria are applied to utterances and writing within each dialect group. Error taxonomies, such as feature and surface structure approaches, are outlined in detail with worked examples, which are one of the key design features of the authors' pedagogical approach. Computer-assisted analysis of errors is also discussed, as are specific algorithmic approaches to rating levels of error in lexical and grammatical processes.

    The next two chapters focus on diagnosing errors and evaluating their seriousness and impact for second-language learners in particular. Possible negative influences, such as interlingual errors arising from conflicts between the target language and mother tongue, are treated in detail, as are intralingual errors and inconsistencies which the non-native speaker encounters for the first time in the target language, such as over-generalisations and false analogies. In addition, the role of culture in influencing and perhaps determining some aspects of linguistic behaviour is discussed, for example, how native speakers might "gate" a non-native speaker. Error gravity and comprehensibility are also covered, as are some amusing examples given for "the irritation factor". The sociopragmatic consequences of error production in social situations, and the potentially negative outcomes for non-native speakers, are also discussed.

    Chapter 8 discusses pragmatic strategies for using EA to correct errors in speech and writing for second language learners. These are enhanced by a number of case studies presented in chapter 9. The issues covered in these last two chapters are non-trivial for applied linguistics: is second- language teaching effective? If so, which approaches are best suited to particular kinds of students? Are formal/grammatical or informal/conversational approaches superior? Although James provides no magic answers for any of these questions, he does present a coherent methodology for answering these kinds of questions for individual situations, which is the great appeal of this book. This book would be suitable as an undergraduate or graduate text in applied linguistics or TESL programmes, but will be an invaluable reference for researchers in related fields such as psycholinguistics and machine translation, who might be searching for a more formal methodology for understanding error production in their respective fields. This book will be an indispensable addition to every linguist's library.

    Reviewed by: Paul A. Watters, Department of Computing, School of Mathematics, Physics, Computing and Electronics, Macquarie University NSW 2109, AUSTRALIA. Tel.: +61-2-9850-9541; Fax: +61-2-9850- 9551; E-mail: pwattersmpce.mq.edu.au. Paul A. Watters is a research officer at Macquarie University in Australia, and is currently working on computational representations of semantics in models of language and speech production, as well as developing pragmatic approaches to machine translation. He is an Associate Editor of the South Pacific Journal of Psychology.