ANALYSIS OF TYPICAL ERRORS IN THE GRAMMATICAL COMPETENCE OF STUDENTS IN GRADES 5-9 IN TEACHING ENGLISH

Abstract

Interlanguage is a natural language and learners come across with it while learning L2. Nowadays’ literatures consider errors not only deviations but also as a source for studying strategies used by the student in learning foreign language. Errors can illustrate knowledge of the learners and of the rules used by them at a particular stage in learning course. Therefore, if we are willing to study the learners’ interlanguage system, we have to find clues to the study by analyzing errors they make. Dealing with such errors, Schachter (1990), Han (2005) note that non-native language learners are not able to use target language grammar completely, the errors become essential components of their interlanguage, because they are fossilized. Pedagogical guide to learner’s interlanguage has almost no value; learners cannot benefited from the teachers’ instruction.