Are Most of The Errors Which EFL Learners Make Due to Interference from

Presentation It is usually accepted that where there are contrasts somewhere in the range of L1 and L2, the student's L1 will presumably meddle with the L2 (negative language move), while, when L1 and L2 are comparable, the L2 will help the L2 learning (positive language move) (Ellis, 1994). Along these lines, we will in general accept that the vast majority of the mistakes are record of negative exchange. This is somewhat evident as per numerous experimental investigations of blunders which have indicated that numerous mistakes are basic to various etymological foundations. The L1 is, in this manner, one of different wellsprings of mistakes, and there may be different reasons which ought to be thought of (Krashen, 1988). Ways to deal with Errors Blunders are made when students of L2 produce erroneous language since they don't have a clue about the right structure, while botches are made when students produce off base language in spite of the fact that they know the right structure (macmillandictionary.com). Students can address their own mix-ups, yet by definition, they can not right mistakes. Mistakes are viewed as fractional procurement of the objective language. Truth be told, blunders ought to be seen as "the tip of the iceberg" of a powerful procedure of unknown dialect securing (brj.asu.edu). Rather than rewarding the formative stages in students' language as blunders, it might be smarter to see these mistakes as incomplete obtaining. This perspective and numerous others concerning blunders, be that as it may, neither disregard nor disregard the positive and negative impact of L1 on L2...