SUMMARY
Linguistic error has proven to be a recurrent area of interest for researchers. There exist several types of approaches to error; some studies have focused on specific errors, such as grammatical errors, others on more general or exogenous issues, such as the perception of error of the group object of study, etc. From the point of view of methodology, some have been dedicated to the definition and description of error, while others have studied the identification of erroneous uses of language. Several proposals for error categorisation have also been propounded. 
In the case of error production in languages foreign to the speaker, the learning factor must also be included. Some authors have focused on the underlying reasons, questioning if the cause for errors rests upon an inadequate teaching method, or the actual teacher, or even if the cause is intrinsic to any learnt language, as opposed to the Mother Tongue.
From the principle that it is possible to improve the language proficiency level of students by looking at the errors produced, this doctoral dissertation studies pragmatic error in the production of written English.
In addition, it includes pedagogic perspectives that introduce a Second Language to potential speakers and the European Framework of Reference.
The thesis is structured as follows: the first part is dedicated to a theoretical justification of the research, with an introduction to Pragmatics, Error Analysis, Contrastive Analysis, Second Language Acquisition —in particular the Communicative Approach— and the European Framework for Languages. The third chapter is dedicated to the objectives. Chapter 4 explains the methodology used for data processing and analysis. The results are explained in chapter 5 and chapter 6 presents the conclusions derived from these.
To begin with, a proposal for error analysis and identification is presented. This takes into account error distribution and classification and language levels proposed in the Common European Framework of Reference for Languages as an open tool for the analysis of errors investigated. Then, once the results obtained from this classification, and from real texts produced by students of English language are known, a hierarchic taxonomy of the errors found is proposed. A correspondence between the errors and the B1 language level (CEFR) is established.

SUMMARIES


ERROR IN THE LEARNING AND TEACHING OF ENGLISH AS A SECOND LANGUAGE AT HIGHER EDUCATION LEVEL

ERROR IN THE LEARNING & TEACHING OF ENGLISH