تحلیل خطاهای دستوری فارسی‌آموزان لک‌زبان

The present article has studied the syntactic errors made by Lak students in Farsi learning/using. At first, types of errors and their occurrence positions were recognized based on Corder (1975) classification. Then, strong and moderate versions of Contrastive Analysis Hypothesis were considered in data analysis. The results indicated that the moderate version had the dominant role in second language learning. Although this article shows that language learners are affected by some interlingual transfers, the context of learning is the main factor in language learning. Grammatical errors such as overgeneralization, false analogy, approximation and circumlocution were not highly occurred. So interlingual errors and communicative strategies were not the main sources of errors. The findings also indicated that the more the proficiency the target language, the less will be occurrence of errors. This illustrates that errors are rule-governed and this fact is very important in error analysis researches.