PEOPLE: International Journal of Social Sciences ISSN 2454-5899 © 2015 The author and GRDS Publishing. All rights reserved. Available Online at: http://grdspublishing.org/PEOPLE/people.html 143 Naureen Rahnuma Special Issue, 2015, pp. 143-152 REVISITING ERROR ANALYSIS–THE CASE OF BANGLADESHI EFL STUDENT Naureen Rahnuma Lecturer, Department of English, Independent University Bangladesh, naureen@iub.edu.bd Abstract Errors are ubiquitous when it comes to language learning. But the question remains, do errors signpost both progress and regress? This article attempts to scrutinize the ways Error Analysis (EA) can be re-established as a valuable tool for gathering information about how much a Bangladeshi adult EFL learner has learnt after a three month long Academic English course. Thus, a detailed EA carried out on two written texts present much crucial information about the learner’s language development - from lexical deficiency to shortfalls in grammatical knowledge and even on the sociolinguistic or discourse level. The paper concludes with the limitations as well as pedagogical implications of the study. Keywords Error analysis, evidence, mistakes 1. Introduction Error is intrinsic to any learning process, be it calculus or salsa or be it in learning a new language; anyone will surely miss one or two steps. But do errors speak a language to embody information about the person who makes them? The answer is yes. Errors are certainly a useful tool for a teacher since errors are the part of the learning process itself: “a way that the learner has of testing his hypothesis about the nature of the language he is learning.” (Corder, 1967). This article examines the ways Error Analysis (EA) establishes itself as an effectual tool to figure out how much a learner has learnt. The effectiveness of EA is duly ascertained by an extensive analysis of two texts which were written by a Bangladeshi university student before and after a three month long Academic English Course.