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Observation Task 3a: Identifying L2 Errors

Provide a description of the L2 errors identified. Relate them to theories. Identify


those error which you believe require teacher intervention. Provide several strategies
to reduce and or eliminate the errors.

Identified When Category of How often Strategies to


Errors were the Errors did these reduce or
errors errors eliminate
made? occur? errors.
High level She has an The type of She makes I use reputation
student she error in error is addition an error way according
made an error lemon and substitution twice in to behaviorism
in lemon word sound and Latifa she add lemon such as I said
and how to when she letter a in the sound she this a lemon can
write letter q writes sound of word said lamen. you said after
letter q. lemon and she Also, when me Latifa. In
replace the she writes addition, I use
letters. In letter q the shaving cream
addition, this is mistake to teach her
phonology the appears one how to write the
sound of the time. letter q.
word.

Middle level She has an The type of She makes I use repetition
student she error in error addition an error way to teach her
makes an error purple and omission twice in and she have to
in purple color sound she because she is color purple repeat after me
and when she said leaving letter o sound she because I think
writes letter k parpule. In of purple sound said porple. it’s the suitable
and r. addition, and she add Also, when way to teach the
she writes letter o which is she writes learner their
letter k and letter u. letter k and error. Also, I
r in wrong r the used application
way. mistake in my iPad and I
appears one show her first
time. how to write it
then she follow
me.
low level She has an The type of She makes I use repetition
student she error in error addition an error 4 way to teach her
makes an error tomato and omission time in and she have to
in tomato sound she because she is tometo repeat after me
word, mango, said tamato leaving letter o sound she according to
strawberry and which mean with a letter said behaviorism
grapes food interlingua and she add tamato. theory because
and when she the first more letters in Also, when its benefit way
writes letter d language tomato sound. she writes to help students
she write it in Arabic . In letter d and learn and they
backward and addition, u the will look at the
she don’t know she writes mistake lip of the
how to write letter d in appears one teacher that
letter u. back word time. more clearly to
she doesn’t them while they
know how learn the sound
to make a of the word. In
different addition, I used
between application in
letter d and my iPad to teach
b. her the letters so
she have to
follow the dots
and I show her
the different
between letter d
and b.

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