Error analysis : a study on chilean students' written production
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Fecha
2009
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Recientes estudios han sugerido que sólo un cinco por ciento de profesionales Chilenos sobre veinte y cinco años de edad manejan un nivel intermedio del idioma inglés. Además, la mayoría de los estudiantes que comienzan sus estudios universitarios están en un nivel de conocimiento de inglés básico, aún cuando hoy en día este idioma es esencial para su desarrollo profesional.
El propósito de esta tesis es describir y categorizar errores escritos que producen estudiantes chilenos que aprenden inglés en la sala de clase en cuatro colegios ubicados en Valparaíso y Viña del Mar. Este es un estudio descriptivo y transversal basado en una de las teorías de la Adquisición de una Segunda Lengua: Análisis de Errores propuesto por Pit Corder.
La metodología para analizar errores consiste en cuatro pasos principales; los cuales fueron aplicados en el presente estudio como se explica a continuación. Se elicitaron muestras escritas en cuatro colegios. Después de recopilarlas, se traspasaron a escritura digital, se clasificaron y finalmente se realizó una descripción de acuerdo a la Taxonomía de Estrategias de la Competencia de Superficie de Dulay, Burt y Krashen. Junto con esta descripción, se clasificaron los errores en tres categorías: Gramatical, Lexical y ortográfica. Dentro de cada categoría se encontraron subcategorías donde cada error fue descrito como: omisión, adición, desinformación y orden equivocado.
La clasificación y descripción de todos los errores están presentadas en tablas por colegio. Mientras que los resultados de cada categoría y subcategorías de los cuatro colegios están presentados en gráficos donde se muestran en forma detallada y como un todo.
El estudio también muestra, hasta cierto punto, el nivel de inglés que los estudiantes alcanzan cuando terminan su educación secundaria en un establecimiento estatal.
Recent studies have suggested that only five per cent of Chilean professionals over twenty five years of age manage an intermediate level of the English language. Thus, most of the students who start their university studies are close to a basic knowledge of the English language, which today is essential for their professional development. The purpose of this thesis is to describe and categorize written errors made by Chilean students who are learning English in classroom settings in four different schools in Valparaiso and Viña del Mar. It is a descriptive, cross-sectional study based on one of the theories of second language acquisition: Error Analysis, proposed by Pit Corder. The methodology to analyze errors consists of four main steps, which were applied in the present study as follows. Written samples from four different schools were elicited, digitalised, classified and finally described according to Dulay, Burt and Krashen's surface strategy taxonomy of errors. From the samples, errors were classified into three categories: Grammar, Lexical and Spelling Errors. Within each category, subcategories were found where each error was described as omission, addition, misinformation and misordering. The classification and description of all errors are presented in charts per school. The results of each category and subcategories from the four schools are shown in graphs that show the amount of errors found in detail and as a whole. Toe study also shows, to a certain extent, the level of English that students reach when finishing their secondary education in a state school.
Recent studies have suggested that only five per cent of Chilean professionals over twenty five years of age manage an intermediate level of the English language. Thus, most of the students who start their university studies are close to a basic knowledge of the English language, which today is essential for their professional development. The purpose of this thesis is to describe and categorize written errors made by Chilean students who are learning English in classroom settings in four different schools in Valparaiso and Viña del Mar. It is a descriptive, cross-sectional study based on one of the theories of second language acquisition: Error Analysis, proposed by Pit Corder. The methodology to analyze errors consists of four main steps, which were applied in the present study as follows. Written samples from four different schools were elicited, digitalised, classified and finally described according to Dulay, Burt and Krashen's surface strategy taxonomy of errors. From the samples, errors were classified into three categories: Grammar, Lexical and Spelling Errors. Within each category, subcategories were found where each error was described as omission, addition, misinformation and misordering. The classification and description of all errors are presented in charts per school. The results of each category and subcategories from the four schools are shown in graphs that show the amount of errors found in detail and as a whole. Toe study also shows, to a certain extent, the level of English that students reach when finishing their secondary education in a state school.
Notas
Tesis (Profesor de Inglés )
Palabras clave
Test y Mediciones Educacionales., Lenguaje y Lenguas, Inglés Ortografía