A Review Study of Error Analysis Theory

Up until the late sixties, the prominent theory in the field of second language acquisition or learning was almost behaviouristic, which claimed that the learning was a result of acquiring a set of new language patterns. Hence, second language errors were considered as only the result of learners' mother tongue habits in the target language. Errors which were not explained based on this assumption will definitely be underestimated. Therefore, there was a need for another approach in order to clearly describe second language learners' errors. Given this, the current study aims at reviewing and discussing the Error Analysis theory in terms of theoretical foundations, theoretical assumptions, limitations and significance of this theory. This review reveals that despite the criticism that this theory has received, it still plays a fundamental role in investigating, identifying and describing second language learners' errors and their causes. Most importantly, Error Analysis can enable second language teachers to find out different sources of second language errors and take some pedagogical precautions towards them. Moreover, Error Analysis can provide a good methodology for investigating second language learners' errors. Once the causes or sources of errors are discovered, it is probable to conclude and decide on the remedy

Affiliation Oriented Journals: Don’t Worry About Peer Review If You Have Good Affiliation

There has been a growing concern about fraud peer review articles that have been published in some journals in favor of their authors' affiliation, which have been discussed extensively by some researchers. This research paper introduces a new another challenge in academic world concerning journals’ editors who look at authors' affiliations rather than papers' contents. In this short paper, we will introduce this alarming problem and do an experimental test by submitting computer generated papers to some journals and finally present the results of our experiment. The paper is an expression of our concern about providing for maximum high ethics in and quality of publication policy of modern scientific journals

A Review Study of Interlanguage Theory

The influence of first language (L1 hereinafter)  in the learning of second language  (L2 hereinafter) has witnessed an intense debate during the past years, resulting in the prevalence of Error Analysis (EA hereinafter) over Contrastive Analysis (CA hereinafter).  A great number of empirical studies indicated that neither L1 nor L2 was always responsible for learners' errors (Bailey et al. 1974; Krashen et al. 1978, 2003; Larsen-Freeman, 2002; 2003). CA and EA paved the way for Interlanguage theory (IL hereinafter) in describing L2 learners' errors in the acquisition process of L2. IL, which has been in vogue for the last years, has witnessed huge criticism by different researchers and linguists from various L1 backgrounds. They all came to state that there are many points in this theory which are not clear. In light of this, this study aims at reviewing and discussing the role of  IL in describing and explaining learners' errors in the process of acquisition of L2. Therefore, theoretical foundations, theoretical assumptions, limitations and significance of this theory are discussed in detail. This review reveals that IL theory is almost no longer valid in the field of second language acquisition (SLA hereinafter) for numerous reasons.