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Error in the learning and teaching of english as a second language at higher education level

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Error in the learning and teaching of english as a second language at higher education level

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dc.contributor.advisor Carrió Pastor, Mª Luisa es_ES
dc.contributor.author Mestre i Mestre, Eva María es_ES
dc.date.accessioned 2011-07-22T10:42:44Z
dc.date.available 2011-07-22T10:42:44Z
dc.date.created 2011-06-28T08:00:00Z es_ES
dc.date.issued 2011-07-22T10:42:38Z es_ES
dc.identifier.uri http://hdl.handle.net/10251/11277
dc.description.abstract 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 Europea Framework of Reference for Languages as an open tool for the analysis of errors investigated. es_ES
dc.language Inglés en_EN
dc.rights Reserva de todos los derechos es_ES
dc.source Riunet es_ES
dc.subject Error analysis es_ES
dc.subject Second language acquisition es_ES
dc.subject Higher education es_ES
dc.subject B1 proficiency level es_ES
dc.subject Cefr es_ES
dc.subject.classification FILOLOGIA INGLESA es_ES
dc.title Error in the learning and teaching of english as a second language at higher education level
dc.type Tesis doctoral es_ES
dc.identifier.doi 10.4995/Thesis/10251/11277 es_ES
dc.rights.accessRights Abierto es_ES
dc.contributor.affiliation Universitat Politècnica de València. Departamento de Lingüística Aplicada - Departament de Lingüística Aplicada es_ES
dc.description.bibliographicCitation Mestre I Mestre, EM. (2011). Error in the learning and teaching of english as a second language at higher education level [Tesis doctoral no publicada]. Universitat Politècnica de València. doi:10.4995/Thesis/10251/11277. es_ES
dc.description.accrualMethod Palancia es_ES
dc.type.version info:eu repo/semantics/publishedVersion es_ES
dc.relation.tesis 3574 es_ES


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