Compilation of a learners’ Corpus of Chinese Students learning Spanish
The analysis of the production of learners of a foreign language is crucial for defining the parameters by which it is acquired. Therefore, the development and use of learner corpora are indispensable. The Covid-19 pandemic brought about changes in teaching methodology. During this period, due to th...
| Autores: | , |
|---|---|
| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2025 |
| País: | México |
| Recursos: | UNIVERSIDAD DE GUADALAJARA |
| Repositório: | México y la Cuenca del Pacífico |
| Idioma: | espanhol |
| OAI Identifier: | oai:mexicoylacuencadelpacifico.cucsh.udg.mx:article/898 |
| Acesso em linha: | https://www.mexicoylacuencadelpacifico.cucsh.udg.mx/index.php/mc/article/view/898 |
| Access Level: | Acceso aberto |
| Palavra-chave: | corpus linguistics error analysis interlanguage linguistic transfer Spanish as a second language análisis de errores español como segunda lengua interlengua lingüística de corpus transferencia lingüística |
| Resumo: | The analysis of the production of learners of a foreign language is crucial for defining the parameters by which it is acquired. Therefore, the development and use of learner corpora are indispensable. The Covid-19 pandemic brought about changes in teaching methodology. During this period, due to the impossibility of conducting in-person classes and the necessity for students to submit their work electronically for correction, it became possible to compile a corpus using the essays of Chinese learners studying Spanish at Nankai University (China). This article aims to detail the steps for creating a textual corpus, its compilation, and the tools to be used for its analysis, specifically the program AntConc. After the creation and analysis of the corpus, it is concluded that, by using the corpus, one can identify the deficiencies and difficulties faced by students, which allows for the formation of linguistic learning models and the improvement of existing ones. Moreover, its incorporation in the classroom enables the individualization of students’ linguistic learning and the generation of theories about language use. |
|---|