Rethinking Taxonomy for Analyzing EFL Learners' Errors

Abstract

EA(error analysis) is significant in SLA research since it attempts to investigate learner language in order to discover how learners acquire an L2. And the attempt to discover more about L2 acquisition through the study of errors was motivated by a desire to improve pedagogy. Based on the fact that studying learners' errors is very important in order to understand the nature of the language learning process and to improve pedagogy, many EA studies have been done so far, but at the same time, problems of classifying errors (i.e., taxonomy used for error analysis) are also found in the previous research. The present study suggests that some parts of taxonomies employed for the previous EA studies are illogical and generated from the native speakers' or researchers' perspectives. The present study aims at (i) examining linguistic category taxonomies used for classifying errors in the previous studies to discuss parts that should be reconsidered; and (ii) on the basis of the discussions, providing a more learner-oriented taxonomy for analyzing EFL learners' errors. The linguistic category taxonomy, divided into three categories (i.e., morphology, syntax, and others), is provided with specific examples.