ERROR ANALYSIS: A STATISTICAL APPLICATION AND METHODOLOGICAL EXPLORATION OF CORDER’S PARADIGM IN TEACHING AND LEARNING

Abstract

Error analysis (EA) tracks errors that arise from L2 learners and ascertain their recurrence and redundancy to explain their causes. S.P.Corder is the Pioneer of Error Analysis's status as a scientific linguistics approach. In this article, the researcher briefly showcases the paradigm of Corder's five steps in Error Analysis. Firstly, in the collection of a sample, the type of task, data elicitation, and learner's demographic factors are briefly mentioned. Secondly, the identification of linguisticscategorisation and surface structure categorisation are described. Thirdly, the syntactic and grammatical errors of the five opted grammar parts are classified. Fourthly, in explaining the errors, the researcher elaborated on the possible sources of learners’ errors. Finally, the evaluation of ideas judges the seriousness of learners’ errors. For this research, 120 students from two intact classes were divided into experimental and control groups. Both groups were given a pre-test and a post-test to know their writing achievement before and after treatment. Data were analyzed through an Independent Sample t-test, ANOVA, Cohen’s D Effect Size, and Gain Score Analysis in SPSS version 20 software. The experience described in this paper tells us that error analysis supports the purpose of language teaching. When teachers realize the nature of students’ errors and their possible sources, they make better decisions and fulfil current pedagogical and professional demands.

Key Words: Error Analysis, Corder, Statistical Analysis, T-test, ANOVA, Cohen’s d effect size, Gain score analysis