Lexical Errors in Writing at the End of Primary and Secondary Education: Description and Pedagogical Implications

• María del Pilar Agustín Llach ^[1]
  1. [1] Universidad de La Rioja

     Universidad de La Rioja

     Logroño, España

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 23, 2015, págs. 109-124
• Idioma: inglés
• DOI: 10.30827/digibug.53758
• Enlaces
  • Texto completo (pdf)
  • Texto completo  1    2    3 (pdf) 
• Dialnet Métricas: 4 Citas
• Resumen
  • español

    En este artículo presentamos un estudio que describe y compara la producción de errores léxicos al final de dos importantes etapas educativas: Primaria y Secundaria Obligatoria. Identificar las categorías de errores léxicos más recurrentes en cada estadio puede resultar muy relevante para diferenciar niveles de lengua, así como para establecer puntos de referencia desde el punto de vista del léxico. Nuestros resultados muestran una muy ligera reducción de la presencia de errores léxicos, siendo los préstamos los únicos que disminuyen de manera significativa. Por otro lado, las creaciones léxicas y las selecciones erróneas aumentan su presencia en niveles más altos. También, pudimos observar la presencia de errores fosilizados y de errores en construcciones. Interpretamos los resultados en función investigaciones previas relacionadas con el tema de la evolución de la producción de errores léxicos conforme aumenta el nivel de lengua. Finalmente, ofrecemos algunas implicaciones pedagógicas destinadas a mejorar la producción léxica de alumnos de Primaria y Secundaria, así como a prevenir y remediar los errores léxicos que cometen.

  • English

    In this paper, we present a study which describes and compares the production of lexical errors at the end of two important educational stages: Primary and the compulsory years of Secondary education. Identifying the most frequent lexical error types at each acquisition stage can be very insightful in distinguishing among proficiency levels and establishing lexical benchmarks. Our results show a slight decrease in lexical error production, only significant for direct L1 borrowings. However, they also reveal an increase of misselections and coinages at higher levels. Furthermore, we observed presence of fossilized errors and errors in constructions. Results are interpreted in light of previous research-related literature concerning the evolution of lexical errors along proficiency levels. Finally, some pedagogical implications are suggested to improve the lexical production of Primary and Secondary school learners in order to prevent and remedy the lexical errors they committed.

    Keywords: lexical error, fossilization, L1 influence, Primary and Secondary education, misselection.

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