A Longitudinal and Cross-sectional Corpus-based Study: CEA Results of 1st CSE and 1st NCSE Students
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2021-02-10
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[ES]Este Trabajo de Fin de Máster (TEM) aporta una visión general de los principales errores que estudiantes de inglés como lengua extranjera de dos niveles educativos (1o Educación Secundaria Obligatoria y 10 Bachillerato) de un instituto de Utrillas, Teruel (España), cometieron en sus composiciones escritas. Dichas composiciones se recogieron en tres momentos del curso escolar 2018-2019: noviembre, febrero y mayo. Para llevar a cabo el análisis del corpus longitudinal (durante un curso escolar) y transversal (dos niveles educativos diferentes), se realizó un Análisis de Errores Informatizado (Dagneaux, Denness y Granger, 1998) empleando la taxonomía de errores propuesta por Dagneaux, Denness, Granger y Meunier (1996). Por un lado, se muestra la tipología de errores que estos estudiantes comenten con más frecuencia en cada nivel educativo y la comparación entre niveles. Además, se presentan diferentes trayectorias entre los errores encontrados. También se ha demostrado que la asistencia a clases extraescolares no implica necesariamente una menor frecuencia de errores.
[EN]This MA Dissertation explores the main errors that learners of English as a Foreign Language (EFL) from a state secondary school in Utrillas, Teruel (Spain), made in their writings in two academic years (1st year of Compulsory Secondary Education and 1st year of Non-Compulsory Secondary Education). Samples were collected at three different stages of the academic year 2018-2019: November, February and May. To analyse the longitudinal (along one academic year) and cross-sectional (two different academic years are considered) learner corpora, a Computer-aided Error Analysis (CEA) (Dagneaux, Denness and Granger, 1998) was conducted using Dagneaux, Denness, Granger and Meunier's (1996) error taxonomy. First, the most frequent errors that these students made at each academic level when writing in English were pinpointed and compared. Second, different trajectories among error tags were found. It was also found that attending extra-curricular lessons did not result in a lower frequency of errors.
[EN]This MA Dissertation explores the main errors that learners of English as a Foreign Language (EFL) from a state secondary school in Utrillas, Teruel (Spain), made in their writings in two academic years (1st year of Compulsory Secondary Education and 1st year of Non-Compulsory Secondary Education). Samples were collected at three different stages of the academic year 2018-2019: November, February and May. To analyse the longitudinal (along one academic year) and cross-sectional (two different academic years are considered) learner corpora, a Computer-aided Error Analysis (CEA) (Dagneaux, Denness and Granger, 1998) was conducted using Dagneaux, Denness, Granger and Meunier's (1996) error taxonomy. First, the most frequent errors that these students made at each academic level when writing in English were pinpointed and compared. Second, different trajectories among error tags were found. It was also found that attending extra-curricular lessons did not result in a lower frequency of errors.