Error Analysis and Interlanguage in Learning Greek as an L2/FL
A Systematic Review
DOI:
https://doi.org/10.15162/1970-1861/2660Parole chiave:
error analysis; interlanguage; oral and written production; learning Greek FL/L2Abstract
This study brings together research conducted over the last twenty years (2005–2025) on the acquisition of Greek as a foreign language (FL) and second language (L2), treating the two contexts as distinct but related learning environments. The study focuses on error analysis and interlanguage development in both spoken and written production. This systematic review examines research on Greek as an FL/L2 among learners from diverse first-language backgrounds. The selection of studies was based on keyword searches in academic databases (e.g., Google Scholar) and predefined inclusion and exclusion criteria. The review focuses on errors produced by non-native speakers of Greek and explores the factors that influence learners’ linguistic development. The findings show that errors are mainly related to cross-linguistic influence from the first language (L1), overgeneralization processes, and the gradual development of learners’ interlanguage. Studies based on learner corpora are particularly valuable, as they provide authentic and extensive data and allow researchers to examine errors in relation to learners’ linguistic profiles, proficiency levels, and L1 backgrounds. Overall, the findings support the view that errors should not be considered random deviations from the target language norm, but rather systematic and predictable phenomena that reveal different stages of linguistic development. Some studies also indicate that certain errors are developmental and independent of learners’ L1, reflecting universal processes of Second Language Acquisition (SLA).
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