Errores léxicos en la interlengua de aprendientes de L2. Un estudio contrastivo italiano y español
[EN] The objective of this study is to analyse lexical errors in the written production of students who learn related languages, specifically Italian-speaking students who learn Spanish and Spanish-speaking students who learn Italian. The research is approached from a contrastive linguistic perspect...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/189669 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/189669 |
| Access Level: | acceso abierto |
| Palabra clave: | Error léxico Interlengua Análisis contrastivo Análisis de errores Lenguas afines Lexical error Interlanguage Contrastive analysis Error analysis Related languages FILOLOGIA ITALIANA |
| Sumario: | [EN] The objective of this study is to analyse lexical errors in the written production of students who learn related languages, specifically Italian-speaking students who learn Spanish and Spanish-speaking students who learn Italian. The research is approached from a contrastive linguistic perspective. Its main references are, on the one hand, the Error Analysis approach and the Interlanguage hypothesis and, on the other hand, several classic and modem contrastive studies of both related and non-related languages. Afterwards, a proposal to classify lexical errors based on the adaptation of existing models will be offered, which helps us to establish its nature according to two interrelated criteria. First, if they are interlinguistic or intralinguistic errors and, secondly, if they are formal errors or meaning errors. To conclude, the statistical computation of results will be shown, which reveals, on the one hand, that the percentage of interlinguistic errors is higher than that of the intralinguistic errors in both groups and, on the other hand, that the percentage of formal errors is greater than that of the meaning errors. The interpretation of this data stands as evidence for the existence of common patterns in the learning of both related languages. |
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