Differences between error and mistake
The terms error and mistake are thought to be synonymous but some researchers claim
that there are notable differences between them. Penny Ur (2000) 1 says that errors are
consistent, based on generalizations whereas mistakes are occasional slips. In other words, a
mistake is something that comes naturally and errors are systematic. Another difference
between them is that errors cannot be self-corrected, one cannot tell whether he or she has
commited an error, but mistakes can be self-corrected if the deviation is shown to the learner.
Mistakes happen in both native and second language resulting from hesitation, slip of
the tongue, small ungrammaticalities. Errors are actual deviations from grammar rules,
showing the learners’ competence and also that their system in not correct.
Learners don’t put into practice something they have already learnt thus making mistakes
while when trying semething new but getting it completeley wrong leads to errors.
Ellis2 says that errors are gaps of knowlege, they occur when the learner doesn’t know
what is correct; mistakes are simply lapses due to the fact that the learner cannot perform
what he or she already knows. According to him, one can make the distinction between errors
and mistakes through analyzing how consistent they are. He also admits that the teacher is not
able to identifi if the learner makes an error or a mistake.
Bartram and Walton(1991)3 claim that a mistake is somthing that only learners of
language are likely to produce whereas native speakers rarely make mistakes.
Corder (1974)4 also makes the distinction between errors and mistakes. According to
him, errors are caused by insufficient learning and linguistic incompetency of learners and are
not subject to self-correctness. Mistakes, on the other hand, are caused by factors like fatigue
or carelessness. Learners don’t lack the knowledge of the right linguistic form and so they are
able to correct themselves. When it comes to identifying errors, L2 learners produce sentences
which are grammatically and semantically incorrect at the very early stage of their
acquisition. But, as they get instructions and feedback from their teachers, they can correct
themselves.
1
Ur, P. 2000, A Course in Language Teaching, Practice and Theory. Cambridge University Press.
2
Ellis, R. (1997) Second Language Acquisition. Oxford: Oxford University Press.
3
Bartram, M., &Walton R. (1991). Correction: A Positive Approach to Language Mistakes. Heinle ELT.
4
Corder, S. P. (1974). Error Analysis. In J. P. B. Allen, & S. Pit Corder (Eds.), Techniques in Applied
Linguistics. London: Oxford University Press.
A thorough analysis of errors and mistakes adds value when it comes to teaching. It is
very important to identify mistakes and errors and then give feedback to learners. Such
analyses:
- show the weaknesses and the deficiencies learners have;
- point to words or structures which prove to be hard to understand;
- highlight gaps in learners’ knowledge
- lead towards a correcttion or even a change of teaching methods5
Prof. Cristea Florina
5
Lopez Valero, A. Teachers’Attitudes Towards correcting students’ written errors and mistakes, p. 25, Porta
Linguarum, June, 2008
