According but such mistakes must be distinguished

According to
Larsen Freeman (1991), interlanguage does not constitute a system of mother
tongue or foreign language, but it is a system between these two languages. He
further states that adopting a foreign language is actually a gradual process
whereby a new language is gradually being built through error-based learning.

Selinker (1992: 88),
lists three basic characteristics of interdependence. The first is the
permeability, which would mean that the linguistic system is permeable, that
language rules are not fixed, but they can always be supplemented, and that
interlingualism is actually different from other languages only because it is
constantly changing, which would actually be his other feature. Thirdly,
interlingualism is systematic, which would mean that, regardless of the lack of
interdependence, it is possible to derive a rule from the very nature of the
learner interdependence. If we are talking
about a classroom of a foreign language, this system can be changed by
implementing different teaching methods, creating a different linguistic and
social context that can improve English language teaching, or achieve a
completely opposite effect (Selinker, 1992). Speaking about the
difficult communication in the classroom, Savashi (Merve Savasci, 2013: 2.682)
states that the main culprit of complicated communication is actually a
teacher. As he states, ”students willingly and unwillingly participate in the
skills of writing, reading and listening, but when there is communication, the
problem arises” (Savashi, 2013) The teacher should initiate communication much
more at a time, and in this way the students will accept the task. Since making
mistakes in the learning process, that is, the adoption of languages
inevitably, we will continue to focus in our work precisely on the very notion
of error, as well as on the identification and classification of errors and
mistakes. Following the flow of students’ speech in a foreign
language (in our case, in English), we notice the presence of numerous errors that
can appear in two forms, such as mistake and
as an error.

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2.4. Mistake and an


According to
Hubbard and Jones (Hubbard, J. and Jones, H., 1983: 205), all people are prone
to make mistakes in speech, caused by lapses, confusion, memory blockages in
their mother tongue as well as in foreign languages, but such mistakes must be
distinguished from those which, during the learning of a foreign language, are
caused by lack of knowledge of that language. By analyzing the nature of the
occurrence of the error, that is, finding, whether the error was created by
chance or by ignorance of the matter which is being taught, we can speak of an
error as a mistake, or error. This  means
that, if the student says  Maria cans play the guitar, and then
immediately corrects and says Maria can
play the guitar, we can conclude that a mistake has been made (making
mistake with the third singular person on modal verb). On the other hand, the
presence of the persistent use of incorrect sentence constructions of the next
type   Anne
mays go swim, Anne musts eat an orange, shows that an error  occurs in such forms (cans-can, mays-may). The
Italian theoretician Mazadri (Mezzadri, 2001: 4-9) believes that if we want to
draw a conclusion on the differentiation of these two concepts, we will point
out that the difference between mistake
and error is in fact that the former
is a lack of concentration, the current lack of attention, and other persistent
and consistent deviance. Observing a mistake as, according to Ciliberti, ?a
deviation which is very important for aquaring a language” (Ciliberti, 1995:
160-165), and that the focus of interest is certainly on grammatical and lexical
errors that attract the greatest attention. Learning through making mistakes is
not just a folk proverb, but an integral part of all methods in the process of
acquiring a foreign language, and making mistakes is inevitable during this
long-term process. (?arapi?, 2012:  191).
This is especially true if we talk about  grammar part because learning grammar is the
biggest problem in the process of acquairing a foreign language, which causes
the  numerous grammatical errors.