 Thus, it is quite obvious that there is some kind of interrelationship between competence and performance; somehow, a speaker can perform well if he or she has had already satisfied linguistic knowledge.As a support to this, Corder (1967) mentioned that mistakes are of no significance to “the process of language learning’’ (P. 167).Before the rise of error analysis approach, contrastive analysis had been the dominant approach used in dealing and conceptualizing the learners’ errors in the 1950s, this approach had often gone hand in hand with concept of L1 Interference and precisely the interlingual effect (Anefnaf Z.