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

Presentation It is regularly expected 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 comparative, the L2 will help the L2 learning (positive language move) (Ellis, 1994). Thusly, we will in general accept that the greater part of the blunders are record of negative exchange. This is incompletely obvious as indicated by numerous exact investigations of blunders which have demonstrated that numerous mistakes are basic to various phonetic foundations. The L1 is, along these lines, one of different wellsprings of blunders, 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 the foggiest idea about the right structure, while botches are made when students produce off base language despite the fact that they know the right structure (macmillandictionary.com). Students can address their own slip-ups, however by definition, they can not right mistakes. Blunders are viewed as halfway securing of the objective language. Truth be told, mistakes ought to be seen as "the tip of the iceberg" of a unique procedure of unknown dialect procurement (brj.asu.edu). Rather than rewarding the formative stages in students' language as blunders, it might be smarter to see these mistakes as halfway procurement. This perspective and numerous others concerning blunders, notwithstanding, neither ignore nor disregard the positive and negative impact of L1 on L2...