HIGHLIGHTS
SUMMARY
This study was designed to identify the essential features of students` errors, the causes of their errors, and to categorize the errors. Performance errors include inattention and fatigue, while competence errors are from a lack of knowledge of language rules. Besides that, making errors is one part of learning; people cannot learn the language without first making systematic errors. Regarding language acquisition, the student‟s errors in the second language came from the student‟s assumption. The negative transfer of items within the target language (intralingual errors) makes the student‟s errors (Brown, 1980 . . .
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