In a diverse multilingual classroom, a second-language learner consistently produces utterances such as "He go to school everyday" and "She writed a letter." According to contemporary error analysis and second language acquisition theory, how should an effective educator categorize and address these specific linguistic divergences?

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In second language acquisition, errors are broadly classified into developmental (intralingual) errors and interference (interlingual) errors. Utterances like "He go" or "writed" are classic developmental errors that show the learner is actively working out the rules of English grammar, a process heavily studied under Error Analysis. Rather than treating these as negative habits to be eradicated through harsh punishment, modern pedagogy views them as natural milestones in interlanguage development that respond best to implicit feedback such as recasts in a communicative setting.

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