Error Analysis in ELT: The Process to Unlearn and Re-learn

Abstract

This main objective of this study is to analyze inconsistencies in English language learners at the higher secondary level and illustrate the root causes behind them. Analysis of errors, especially in applied linguistics, is a fascinating field. These inconsistencies (errors) are essential facets of language learning. Identifying errors helps - both the learners and the teachers - develop a systematic pattern of learning and teaching; and also enables them not only to frame a grammatically correct sentence but also to explain the process of how a sentence is structured and why.

The present study aims to figure out why Indian students at higher secondary level in their English class struggle, to a great extent, to create grammatically appropriate sentences in English, given the fact that English is available all around in their schools at the previous stages of education. Throughout the present research, the colloquial expressions used by students of higher secondary level in Aligarh district of Uttar Pradesh (India) are taken as samples for analysis. The study indicates that students are not aware of grammatical precision of the English language to a great extent while speaking, and to a comparatively lesser extent while writing. The study does not claim that the learner's first language is solely responsible for this behaviour of learning with inconsistencies. However, it does claim that identification, description, and explanation of errors may lead the learners to the new insights of learning.