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Error analysis and its relevance to teaching ESL composition

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dc.contributor.authorCiesielkiewicz, Monika Anna
dc.contributor.authorMárquez De La Cruz, Elena
dc.date.accessioned2024-12-11T08:35:52Z
dc.date.available2024-12-11T08:35:52Z
dc.date.issued2015-10-29
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The Significance of Learner’s Error. International Review of Applied Linguistics in Language Teaching, 5, 161-170. http://dx.doi.org/10.1515/iral.1967.5.1-4.161 • Corder, S. (1971). Idiosincratic Dialects and Error Analysis. International review of applied linguistics.En: J. Muñoz Liceras y comp. La Adquisición de las Lenguas Extranjeras: Hacia un Modelo de Análisis de Interlenguas, 63-77. • Díez-Bedmar, M. B. (2011). Spanish pre-university students’ use of English. CEA results from the University Entrance Examination. Universidad de Jaén. International Journal of English Studies. University of Murcia, 11, 141-158. [Online] Available: http://revistas.um.es/ijes/article/view/149681/132481 • Erkaya, O. R. (2012). Vocabulary and L1 interference. Error Analysis of Turkish Students’ English Essays. Mextesal Journal, 36, 1-11. [Online] Available: http://www.mextesol.net/journal/index.php?page=journal&id_article=167 • Ibáñez Moreno, A. (2011). Secondary School Students’ Errors when writing in English: Analysis of the interaction of age, language, levels and types of errors. UNED. • Khansis, A. A. (2012). Error Analysis and Second Language Acquisition. Theory and Practice in Language Studies, 2, 1027-1032. http://dx.doi.org/10.4304/tpls.2.5.1027-1032 • Krashen, S. (1985). The Input Hypothesis: Issues and implications. Torrance, CA: Laredo Publishing Co. En: J. Muñoz Liceras y comp. La Adquisición de las Lenguas Extranjeras: Hacia un Modelo de Análisis de Interlengua, 143-15. • Lado, R. (1952). Linguistics Across Cultures: Applied Linguistics for Language Teachers. Michigan: University of Michigan Press. • Larsen-Freeman, D., & Long. M. H. (1994). Introducción al Estudio de la Adquisición de Segundas Lenguas. Madrid: Gredos. • Lennon, P. (1991). Errors: Some Problems of Definition, Identification and Distinction. Applied Linguistics, 12, 180-196. • Manchón Ruiz, R. M. (1985). Estudios de interlengua: Análisis de Errores, Estrategias de Aprendizaje y Estrategias de Comunicación. Revista española de lingüística aplicada, 1, 55-75. [Online] Available: http://dialnet.unirioja.es/servlet/articulo?codigo=1962912 • Marín Serrano, F. (2013). Análisis y Diagnóstico de Errores en Estudiantes de Inglés como lengua extranjera. Universidad Pontificia, Salamanca. Exedra revista científica ESES, 8, 182-198. [Online] Available http://dialnet.unirioja.es/servlet/articulo?codigo=4729853 • Muñoz Liceras, J. (1986). Sobre el Concepto de Permeabilidad. Universidad de Otawa • Muñoz Liceras, J. (1992). La Adquisición de Lenguas Extranjeras: Hacia un modelo de análisis de interlengua. Madrid: Visor. • Muñoz Liceras, J. (1996). La Adquisición de las Lenguas Segundas y la Gramática Universal. Madrid: Síntesis. • Richards, J. C. (1971). A Non-Contrastive Approach to Error Analysis. English Language Teaching Journal, 25, 204-219. http://dx.doi.org/10.1093/elt/xxv.3.204 • Rustipa, K. 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La Adquisición de la Lenguas Extranjeras: Hacia un Modelo de Análisis de Interlengua, 79-97. • Tarone, E. (1983). La variabilidad en la interlengua. En: J. Muñoz Liceras y comp. La Adquisición de las Lenguas Extranjera: Hacia un Modelo de Análisis de Interlenguas, 263-292. • Tulldahl, K. D. (2004). A Study and Analysis of Errors in the Written Production of Swedish Adolescent Learners of English. Linköping University. urn:nbn:se:liu:diva-3367 • Vázquez, G. (1999). ¿Errores? ¡Sin falta! Madrid: Edelsa. • Vázquez, G. (2009). El Concepto del Error: Estado de la Cuestión y Posibles Investigaciones. Revista de Lingüística Aplicada, 5. • Vázquez, G. (2010). Hacia una Valoración Positiva del Concepto Error. Marco E/LE, 11. • Wei, X. (2008). Implication of IL Fossilization in Second Language Acquisition. English Language Teaching, 1, 127 – 131. http://dx.doi.org/10.5539/elt.v1n1p127
dc.description.abstractThe present paper attempts to establish the most common types of errors that Spanish students of 1st and 2nd year of Bachillerato make in ESL compositions, as well as to identify those that are produced due to the interference from Spanish into English. Once the data was collected, the errors were classified according to the following categories: spelling, vocabulary, grammar-syntax and punctuation. Next, the quantification of errors was also undertaken. The results of this study show that the Spanish students of Bachillerato produced the following mistakes most frequently: (1) spelling, (2) the incorrect use of commas, (3) the use of prepositions, (4) the incorrect use of words according to their lexical meaning, (5) the articles in English, (6) the number of nouns, (7) subject-verb agreement, (8) the use of adverbs, (9) word order and (10) the use of verb tenses. This paper can help teachers to be more aware of the most typical errors made by Spanish-speaking students in order offer activities that could assist them to master concepts in English that they find most difficult and problematic.
dc.description.departmentDepto. de Didáctica de las Lenguas, Artes y Educación Física
dc.description.facultyFac. de Educación
dc.description.refereedTRUE
dc.description.statuspub
dc.identifier.citationCiesielkiewicz, M. & Marquez, E. (2015). Error Analysis and Its Relevance to Teaching ESL Composition. International Journal of Linguistics, 7 (5), 119-139. https://doi.org/10.5296/ijl.v7i5.8076
dc.identifier.doi10.5296/ijl.v7i5.8076
dc.identifier.issn1948-5425
dc.identifier.officialurlhttps://doi.org/10.5296/ijl.v7i5.8076
dc.identifier.relatedurlhttps://www.macrothink.org/journal/index.php/ijl/article/view/8076
dc.identifier.relatedurlhttps://www.macrothink.org/journal/index.php/ijl/index
dc.identifier.relatedurlhttps://www-scopus-com.bucm.idm.oclc.org/results/results.uri?src=dm&st1=Error+analysis+and+its+relevance+to+teaching+ESL+composition&sid=35d26a67fb779b5b0d3dd8340d2dc520&sot=b&sdt=b&sl=75&s=TITLE-ABS-KEY%28Error+analysis+and+its+relevance+to+teaching+ESL+composition%29&origin=searchbasic&editSaveSearch=&sessionSearchId=35d26a67fb779b5b0d3dd8340d2dc520&sort=plf-f&limit=10
dc.identifier.urihttps://hdl.handle.net/20.500.14352/112382
dc.issue.number5
dc.journal.titleInternational Journal of Linguistics
dc.language.isoeng
dc.page.final139
dc.page.initial119
dc.publisherMacrothink Institute
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.accessRightsopen access
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.cdu37.015.3
dc.subject.cdu811.111
dc.subject.cdu37:811.111
dc.subject.cdu802.0-07
dc.subject.cdu371.3
dc.subject.keywordError analysis
dc.subject.keywordInterlanguage
dc.subject.keywordInterferences
dc.subject.keywordWriting
dc.subject.keywordUniversity entrance exam
dc.subject.ucmEducación
dc.subject.ucmAprendizaje
dc.subject.ucmMétodos de enseñanza
dc.subject.ucmEnseñanza de la lengua y la literatura
dc.subject.unesco5801.07 Métodos Pedagógicos
dc.titleError analysis and its relevance to teaching ESL composition
dc.typejournal article
dc.type.hasVersionVoR
dc.volume.number7
dspace.entity.typePublication
relation.isAuthorOfPublication8656e04c-3c42-45e5-9613-e394daf790fd
relation.isAuthorOfPublicatione8cfb742-969d-4635-9fea-f4c7d42dbec0
relation.isAuthorOfPublication.latestForDiscovery8656e04c-3c42-45e5-9613-e394daf790fd

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