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Error analysis of the most common recurring mistakes made by colombian efl students in two bilingual schools
dc.contributor.advisor | Anderson, Carl | |
dc.contributor.author | Waal, Leonardo de | |
dc.date.accessioned | 2021-03-19T10:57:09Z | |
dc.date.available | 2021-03-19T10:57:09Z | |
dc.date.issued | 2021-02-17 | |
dc.identifier.uri | http://hdl.handle.net/10818/47165 | |
dc.description | 83 páginas | es_CO |
dc.description.abstract | Research in applied linguistics has emphasised the significant role errors play in learning a foreign language. However, the reoccurrence of the same errors may lead to fossilisation and learning stagnation, which compromises written accuracy. While correcting every single mistake students make is unrealistic, addressing the most common type of basic mistakes is attainable and practical. Thus, a corpus was compiled to solely register recurring mistakes and crossreference them with students’ written production from a wide variety of text types. Error analysis (EA) was used to identify and categorise these mistakes, while a corpus was used to compile and scrutinise error frequency and trends. Further input from students was collected to cross-examine the relevance between the delivery of feedback they received in previous years and their current reoccurrence. The purpose of this study was to identify the most common type of recurring mistakes made by ninth graders in two Colombian private bilingual schools and to discuss possible reasons for their reoccurrence in the classroom that may be of interest to similar schools analysing the same phenomena. Analysis from the corpus revealed that the most common mistakes were made due to translation (transfer), crosslinguistic influence, lack of appropriate feedback, sloppiness and lack of proofreading. Forty-one EFL teenagers from ninth grade took part in the study. | eng |
dc.description.abstract | La investigación en lingüística aplicada ha enfatizado el importante papel que juegan los errores en el aprendizaje de una segunda lengua. Sin embargo, la repetición de los mismos errores puede llevar a la fosilización y al estancamiento del aprendizaje, lo que compromete la precisión escrita. Si bien corregir todos los errores que cometen los estudiantes no es realista, abordar el tipo más común de errores básicos es alcanzable y práctico. Por lo tanto, se compiló un corpus para registrar únicamente aquellos errores cometidos "por descuido" y compararlos con la producción escrita de los estudiantes de una amplia variedad de géneros y tipos de texto. Se utilizó el análisis de errores (EA) para identificar y categorizar estos errores, mientras que el corpus se usó para compilar y analizar la frecuencia y las tendencias de los errores. Se recopilaron más aportes de los estudiantes para examinar la relevancia entre la manera en que se le dieron retroalimentación en años anteriores y sus errores actuales cometidos por descuido. El propósito de esta investigación fue de identificar el tipo más común de errores por descuido cometidos por estudiantes de noveno grado en dos escuelas bilingües privadas colombianas y discutir las posibles razones de su repetición en el aula cuyo resultado podría interesarse a colegios similares con el mismo fenómeno. El análisis del corpus reveló que los tipos más comunes de errores se debían a la traducción, la falta de retroalimentación adecuada y la falta de revisión por parte del estudiante. Participaron en la investigación cuarenta y un estudiantes adolescentes de inglés como lengua extranjera de noveno grado. | spa |
dc.format | application/pdf | es_CO |
dc.language.iso | eng | es_CO |
dc.publisher | Universidad de La Sabana | es_CO |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject.other | Enseñanza bilingüe | spa |
dc.subject.other | Estudiantes -- Actitudes | spa |
dc.title | Error analysis of the most common recurring mistakes made by colombian efl students in two bilingual schools | es_CO |
dc.type | masterThesis | es_CO |
dc.identifier.local | 281041 | |
dc.identifier.local | TE11212 | |
dc.type.hasVersion | publishedVersion | es_CO |
dc.rights.accessRights | restrictedAccess | es_CO |
dc.subject.armarc | Bilingüismo | spa |
dc.subject.armarc | Estudiantes -- Análisis de errores | spa |
dc.subject.armarc | Retroalimentación | spa |
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thesis.degree.discipline | Facultad de Educación | es_CO |
thesis.degree.level | Maestría en Didáctica del Inglés para el Aprendizaje Autodirigido (Virtual) | es_CO |
thesis.degree.name | Magíster en Didáctica del Inglés para el Aprendizaje Autodirigido | es_CO |