Error Analysis: Sources of L2 Learners’ Errors

Many scholars in the field of EA have stressed the significance of second language learners' errors. Corder (1967), for instance, in his influential article, remarks that are significant in three different ways. First, to the teacher, in that they show how far towards the goal the learner has progressed. Second, they provide to the researcher evidence of how a language is acquired, what strategies the learner is employing in his learning of a language. Thirdly, they are indisputable to the learner himself because we can regard the making of errors as a device the learner uses in order to (p. 161). The present paper mostly illustrates fundamental background studies done in the field of Error Analysis. There is the hope that the paper helps EFL teachers and educators to become familiar with the most frequent errors committed by EFL learners leading them to make more objective decisions about how to go about adopting appropriate teaching strategies to help EFL students learn better.