Types of Errors Made by French-Speaking Learners of Catalan on a B1 (Threshold) Test

Anna Joan Casademont

doi:10.17533/udea.ikala.v25n02a11

Authors

Anna Joan Casademont Université TÉLUQ

DOI:

https://doi.org/10.17533/udea.ikala.v25n02a11

Keywords:

L2 learning, error analysis, written production, Catalan as a foreign language, francophone learners, written essays

Abstract

This research addresses different types of errors made by francophone intermediate learners of Catalan (Threshold level, B1) in written productions. The aims of this study were three: (a) to identify error patterns, (b) to test the typology of errors we proposed, and (c) to elaborate pedagogical strategies to support students whose first language is French in learning Catalan at an intermediate level. The study therefore tracked error patterns in a corpus of written essays during a Catalan official exam conducted by the Ramon Llull Institute. Errors were analyzed and classified following descriptive and etiological criteria. Using a descriptive approach, this article reports quantitative and qualitative findings and implications in order to recommend optimized practices for teaching and learning Catalan.

|Abstract

= 567 veces | PDF (FRANÇAIS (CANADA))

= 413 veces| | HTML (FRANÇAIS (CANADA))

= 34 veces|

Downloads

Download data is not yet available.

Author Biography

Anna Joan Casademont, Université TÉLUQ

Doctora en Ciències del Llenguatge i Lingüística Aplicada, Universitat Pompeu Fabra, Barcelona, Espagne.
Professeure, Département de Sciences Humaines, Lettres et Communications, Université TELUQ.
455, rue du Parvis, Québec (Québec) G1K 9H6
anna.joan.casademont@teluq.ca
https://orcid.org/0000-0002-1539-8141

References

Alba Quiñones, V. de (2009). El análisis de errores en el campo del español como lengua extranjera: algunas cuestiones metodológicas. Revista Nebrija de Lingüística Aplicada, 5(3), 1-16.

Alexopoulou, A. (2005). Aproximación al tratamiento del error en la clase de E/LE desde la perspectiva del análisis de errores. Estudios de Lingüística Aplicada, 23(41), 101-125.

Alexopoulou, A. (2006). Los criterios descriptivo y etiológico en la clasificación de los errores del hablante no nativo: una nueva perspectiva. Porta Linguarum, 5, 17-35.

Astolfi, J.-P. (2015[1997]). L’erreur, un outil pour enseigner (12e éd.). Issy-les-Moulineaux, France : ESF éditeur.

Brown, H. D. (2000). Principles of language learning and teaching. Harlow : Longman.

Burt, M., Dulay, H. et Krashen, S. (1982). Language two. Oxford : Oxford University Press.

Conseil d’Europe (2001). Cadre européen commun de référence pour les langues. Paris, France : Didier.

Conseil d’Europe (2018). Cadre européen commun de référence pour les langues. Volume complémentaire avec de nouveaux descripteurs. http://rm.coe.int/ecr-volume-complementaire-avec-de-nouveaux-descripteurs/16807875d5

Corder, S. P. (1967). The significance of learners’ errors. IRAL, 5(4), 161-170. https://doi.org/10.1515/iral.1967.5.1-4.161

Corder, S. P. (1971). Describing the language learner’s errors. Dans G. E. Perren et CILT (dir.). Interdisciplinary approaches to language. CILT Reports and Papers, 6 (pp. 57-64). Londres : CILT.

Corder, S. P. (1973). Introducing applied linguistics. Harmondsworth : Penguin Books.

Corder, S. P. (1981). Error analysis and interlanguage. Oxford : Oxford University Press.

Ellis, R. (1997). Second language acquisition. Oxford : Oxford University Press.

Ellis, R. (2003). Task-based language learning and teaching. Oxford : Oxford University Press.

Ellis, R. (2008). The study of second language acquisition. Oxford : Oxford University Press.

Ellis, R. et Barkhuizen, G. (2005). Analysing learner language. Oxford : Oxford University Press.

Erdogan, V. (2005). Contribution of error analysis to foreign language teaching. Mersin University Journal of the Faculty of Education, 2, 261-270.

Eurostat (2016). New 2016 foreign language learning statistics in the EU. [html] http://www.tellop.eu/new-2016-foreign-language-learning-statistics-in-the-eu

Fernández, S. (1997). Interlengua y análisis de errores en el aprendizaje del español como lengua extranjera. Madrid : Edelsa.

Fernaández Jódar, R. (2006). Análisis de errores léxicos, morfosintácticos y gráficos en la lengua escrita de los aprendices polacos de español (tesis doctoral). Universidad Adam Mickiewicz, Poznan, Polonia. http://www.educacionyfp.gob.es/dam/jcr:1709ed7b-e843-4f54-9413-237adb00b8f9/2007-bv-08-10raulfernandez-pdf.pdf

Ferris, D. R. (2011). Treatment of error in second language student writing. Michigan : UMP. https://doi.org/10.3998/mpub.2173290

Griffin, K. (2005). Lingüística aplicada a la enseñanza del español como 2/L. Madrid : Arco Libros.

Hamel, M.-J. et Milicevic, J. (2007). Analyse d’erreurs lexicales d’apprenants du FLS : démarche empirique pour l’élaboration d’un dictionnaire d’apprentissage. Canadian Journal of Applied Linguistics, 10(1), 25-45. https://journals.lib.unb.ca/index.php/CJAL/article/view/19733

Hamel, M.-J. et Milicevic, J. (2010). Dire autrement. http://web5.uottawa.ca/direautrement

Housen, A., Kuiken, F. et Vedder, I. (2012). Dimensions of L2 performance and proficiency: complexity, accuracy and fluency in SLA. Amsterdam : John Benjamins. https://doi.org/10.1075/lllt.32

Joan Casademont, A. (sous presse). Estudio etiológico en los errores del alumnado francófono de catalán de nivel B1 (Umbral), Fuentes.

Julià i Muné, J. (2000). L’ensenyament del catalá com a L2. De la teoria a la pràctica. Lleida : Publicacions de la Universitat de Lleida.

Krashen, S. D. (1985). The input hypothesis: issues and implications. Londres : Longman.

Krashen, S. D. et Terrell, T. D. (1983). The natural approach: language acquisition in the classroom. Oxford, San Francisco : Pergamon Press, Alemany Press.

Lado, R. (1957). Linguistics across cultures. Ann Arbor, MI : University of Michigan Press.

Larsen-Freeman, D. et Anderson, M. (2016). Techniques & principles in language teaching (4e éd.). Oxford : Oxford University Press.

Lightbown, P. M. et Spada, N. (2018). How languages are learned (4e éd.). Oxford : Oxford University Press.

Pastor Cesteros, S. (2004). Aprendizaje de segundas lenguas. Alicante : Publicaciones de la Universidad de Alicante.

Santos Gargallo, I. (1993). Análisis contrastivo, análisis de errores e interlengua en el marco de la lingüística contrastiva. Madrid : Síntesis.

Skehan, P. (1998). A cognitive approach to language learning. Oxford : Oxford University Press. https://doi.org/10.1177/003368829802900209

Tarone, E. (2015). Second language acquisition in applied linguistics: 1925-2015 and beyond. Applied Linguistics, 36(4), 444-453. https://doi.org/10.1093/applin/amv035

Vázquez, G. E. (1991). Análisis de errores y aprendizaje de español/lengua extranjera. Frankfurt am Main : Peter Lang.

Vázquez, G. E. (1998). ¿Errores?¡Sin falta! Madrid : Edelsa.