Analysis of Compositions by B1 Level (Threshold) Francophone Learners of Catalan: Typology of Errors and Correspondences

• Joan Casademont, Anna ^[1]
  1. [1] Tele-universite

     Tele-universite

     Canadá

     
• Localización: Revista Internacional de Catalanística = Journal of Catalan Studies, ISSN-e 1139-0271, Nº. 22, 2020
• Idioma: inglés
• Enlaces
  • Texto completo
• Resumen

  • The focus of this research is to study the different types of errors made by intermediate level learners of Catalan (Threshold, B1) in written productions. The corpus is made up of compositions written by learners with French as a first language (L1) that were part of the official Catalan language examinations of the Ramon Llull Institute, conducted in Montreal between 2009 and 2016. We systematically identified and analyzed errors in each written text using an ad hoc constructed classification system presented here. Errors were categorized in terms of linguistic description criteria (linguistic aspect and modification type) and etiological criteria (interlinguistic influences and intralinguistic causes).With a Multiple Correspondence Analysis (MCA), it was possible to identify associations and association patterns between the characteristics of different variables. For example, we were able to observe the more or less significant impact of certain variables on the occurrence of an error, the most frequent characteristics of certain types of errors, etc. The analysis is supplemented with real examples from our corpus.The results we obtained allowed us not only to observe certain types of general phenomena, but also to detect specific recurrent errors from our corpus. This information would be useful to teachers when creating pedagogical activities in their quest to seek more effective ways to support their learners in writing (Arntzen, Håkansson, Hjedle & Keßler, 2019).

• Referencias bibliográficas
  • Alexopoulou, A., 2005, “Aproximación al tratamiento del error en la clase de E/LE desde la perspectiva del análisis de errores”, Estudios...
  • Alexopoulou, A., 2006, “Los criterios descriptivo y etiológico en la clasificación de los errores del hablante no nativo: una nueva perspectiva”,...
  • Arntzen, R., Håkansson, G., Hjelde, A., & Keßler, J.-U., 2019, Teachability and Learnability across Languages, Amsterdam, Pays-Bas, John...
  • Astolfi, J.-P., 1997/2015, L’erreur, un outil pour enseigner, Issy-les-Moulineaux, France, ESF éditeur, 12e édition
  • Celce-Murcia, M., 2007, "Rethinking the Role of Communicative Competence in Language Teaching", Alcón Soler, E. et Safont Jordà, M....
  • Conseil d’Europe, 2001, Cadre européen commun de référence pour les langues, Paris, France, Didier.
  • Corder, S. P., 1967, "The Significance of Learners' Errors", IRAL, 5.4, 161-170.
  • Dulay, H. Burt, M., Krashen, S., 1982, Language Two, Oxford, UK, Oxford University Press.
  • Ellis, R., 1997, Second Language Acquisition, Oxford, UK, Oxford University Press.
  • Ellis, R., 2003, Task-based Language Learning and Teaching, Oxford, UK, Oxford University Press.
  • Ellis, R., 2008, The Study of Second Language Acquisition, Oxford, UK, Oxford University Press.
  • Ellis, R. et Barkhuizen, G., 2005, Analysing Learner Language, Oxford, UK, Oxford University Press.
  • Erdogan, V., 2005, "Contribution of Error Analysis to Foreign Language Teaching", Mersin University Journal of the Faculty of Education,...
  • Eurostat, 2016, "New 2016 foreign language learning statistics in the EU", http://www.tellop.eu/new-2016-foreign-language-learning-statistics-in-the-eu...
  • Fernández Jódar, R., 2006, “Análisis de errores léxicos, morfosintácticos y gráficos en la lengua escrita de los aprendices polacos de...
  • Germain, C. ; Netten, J., 2002, “La précision et l’aisance en FLE/FL2 : définitions, types et implications pédagogiques”, La didactique des...
  • Gozali, I., 2018, "Local vs global errors: comprehensibility judgment on the speech of Indonesian students by native speakers", Language...
  • Housen, A.; Kuiken, F.; Vedder, I, 2012, Dimensions of L2 performance and proficiency: complexity, accuracy and fluency in SLA, Amsterdam,...
  • Institut Ramon Llull, (Proves de català, corpus), www.llull.cat (last checked 12-07-2020).
  • James, C., 1998, Errors in Language Learning and Use, London, UK, Longman.
  • Joan-Casademont, A., 2020a, “Types d’erreurs chez des francophones qui apprennent le catalan dans un examen de niveau B1 (Seuil)”, Íkala,...
  • Joan-Casademont, A., 2020b, “Estudio etiológico de los errores del alumnado francófono de catalán nivel B1”, Fuentes, 22(1), 65-74.
  • Joan-Casademont, A., Gagné, N., 2020, “Crosslinguistic influences and L3/Ln teaching: A corpus-based analysis of L3/Ln Catalan intermediate...
  • Orcasitas-Vicandi, M., 2019, "Lexical crosslinguistic influence in Basque-Spanish bilinguals' English (L3) writing", International...
  • Rothman, J., 2010, "On the typological economy of syntactic transfer: Word order and relative clause attachment preference in L3 Brazilian...
  • Rothman, J., 2011, "L3 syntactic transfer selectivity and typological determinacy: The typological primacy model", Second Language...
  • Rothman, J., 2014, Linguistic and cognitive motivations for the Typological Primacy Model (TPM) of third language (L3) transfer: Timing of...
  • Rothman, J., 2015, "Linguistic and cognitive motivations for the Typological Primacy Model (TPM) of third language (L3) transfer: Timing...
  • Selinker, L., 1972, "Interlanguage", International Review of Applied Linguistics, 10, 209-231.
  • Skehan, P., 1998, A Cognitive Approach to Language Learning, Oxford, Oxford University Press.
  • Tarone, E., 2015, "Second Language Acquisition in Applied Linguistics: 1925-2015 and beyond", Applied Linguistics, 36/4, 444-453