Linguistic Errors and Textual Sequences: a Study on Writing in the Last High-School Year

In this paper, Error Analysis is applied to the teaching of writing in Spanish as a first language. As the main theoretical basis we have followed Eugenio Coseriu's model, which stablishes three levels of linguistic compentence: general linguistic competence, particular linguistic competence an...

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Published inRILCE. Revista de Filologia Hispanica Vol. 28; no. 2; pp. 534 - 557
Main Author Perea Siller, Francisco Javier
Format Journal Article
LanguageSpanish
Published 01.07.2012
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Summary:In this paper, Error Analysis is applied to the teaching of writing in Spanish as a first language. As the main theoretical basis we have followed Eugenio Coseriu's model, which stablishes three levels of linguistic compentence: general linguistic competence, particular linguistic competence and textual competence. We have analyzed and classified errors taken from 138 texts written by 46 students belonging to the last course of Secondary School (second course of Bachillerato). Our aim has been to discover the set of correlations among errors and textual sequences (narrative and argumentative). Therefore we have checked in the corpus to what degree some types of error are independent of textual sequence, whereas in others, sequence is essential. Adapted from the source document
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ISSN:0213-2370