Ciesielkiewicz, Monika AnnaMárquez De La Cruz, Elena2024-12-112024-12-112015-10-29Ciesielkiewicz, 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.v7i5.80761948-542510.5296/ijl.v7i5.8076https://hdl.handle.net/20.500.14352/112382Referencias bibliográficas: • Abushihab, I. (2014). An Analysis of Grammatical Errors in Writing Made by Turkish Learners of English as a Foreign Language. Alzaytoonah University of Jordan, Jordan. International Journal of Linguistics, 4, 213-223. http://dx.doi.org/10.5296/ijl.v6i4.6190 • Alexopoulou, A. (2010). La Función de la Interlengua en el Aprendizaje de Lenguas extranjeras. Revista Nebrija de Lingüística Aplicada, (2010) 9. • Alonso Alonso, R. M. (1997). Language transfer: Interlingual Errors in Spanish Students of English as a Foreign Language. Revista Alicantina de Estudios Ingleses, 10, 7-14. [Online] Available: http://rua.ua.es/dspace/handle/10045/5990 • Avazpour, K. (2012). Error Analysis of Basque/Spanish Learners’ Written Language: A case study. University of Halmstad. urn:nbn:se:hh:diva-17435 • Baralo Ottonello, M. (1996). Errores y Fosilización. Madrid: Publicaciones de la Universidad Antonio de Nebrija. • Corder, S. (1967). 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. (2011). Contrastive Analysis, Error Analysis, Interlanguage and the Implication to Language Teaching. Stikuban University (Unisbank) Semarang. Ragam Jurnal Pengembangan Humanioura, 11, 16-22. • Santos Gargallo, I. (1993). Análisis contrastivo, análisis de errores e interlengua en el marco de la lingüística contrastiva. Madrid: Síntesis. • Santos Gargallo, I. (2004). El Análisis de Errores en la Interlengua del hablante no nativo. En Sánchez Lobato, J. y Santos Gargallo, I. (eds.) Vademécum para la formación de profesores. Enseñar español como segunda lengua (L2)/lengua extranjera (LE), 391-409. Madrid: SGEL. • Sawalmeh, M. H. (2013). Error Analysis of Written English Essays: The case of Students of the Preparatory Year Program in Saudi Arabia. University of Ha’il, Saudi Arabia. English for Specific Purposes Words, 14, 1-17. [Online] Available http://www.esp-world.info/Articles_40/Sawalmeh.pdf • Selinker, L. (1972). Interlangue. Iral, 10/2. En: J. Muñoz Liceras y comp. 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.v1n1p127The 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.engAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/journal articlehttps://doi.org/10.5296/ijl.v7i5.8076https://www.macrothink.org/journal/index.php/ijl/article/view/8076https://www.macrothink.org/journal/index.php/ijl/indexhttps://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=10open access37.015.3811.11137:811.111802.0-07371.3Error analysisInterlanguageInterferencesWritingUniversity entrance examEducaciónAprendizajeMétodos de enseñanzaEnseñanza de la lengua y la literatura5801.07 Métodos Pedagógicos