Analyzing Learner Language to Better Understand Errors: A Case Study with Turkish Learners of English

Heather M. Austin


Analyzing the errors of students’ learner language (interlanguage) can help language instructors to not only better
understand why the errors may be occurring, but also provide them with insight on how to better guide learners in
their L2 learning. In this paper, the learner language of two Turkish students of English was analyzed regarding the
third person singular –s inflection and interaction strategies. The author met with each student three times and speech
data was collected during these meetings. An error and interlanguage analysis was then conducted. Reflecting on
these types of analyses can be a very enlightening process in a teacher’s continuing education. Various implications
arise, such as more objectivity in approaching student errors, creating better learning opportunities in the classroom,
as well as having a better indication of where students are at in their own second language acquisition process.

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International Journal of English Language Teaching ISSN 2329-7913 (Print) ISSN 2329-7921 (Online)

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