Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
Error Analysis in a Written Composition
Análisis de errores en una composición escrita
Keywords:
Error, mistake, clinical elicitation research, incidental sample (en)Error, equivocación, investigación a través de elicitación clínica, muestra incidental (es)
Downloads
In this investigation, based on personal and professional experience, a written composition entitled “My Life in Colombia” will be analyzed based on clinical elicitation (CE) research. CE involves getting the informant to produce data of any sort, for example, by means of a general interview or by asking the learner to write a composition. Some errors produced by a foreign language learner in her acquisition process will be analyzed, identifying the possible sources of these errors. Finally, four kinds of errors are classified: omission, addition, misinformation, and misordering.
En esta experiencia profesional se analizará una composición escrita sobre “Mi vida en Colombia” con base en la investigación a través de la elicitación clínica (EC). Esta se centra en cómo el informante produce datos de cualquier tipo, por ejemplo, a través de una entrevista general o solicitándole al aprendiz una composición escrita. Se analizarán algunos errores producidos por un aprendiz de una lengua extranjera en su proceso de adquisición, identificando sus posibles causas. Finalmente, se clasifican cuatro tipos de errores: omisión, adición, desinformación y yuxtaposición sintáctica.
References
Altrichter, H., Posch, P., & Somekh, B. (1993). Professors investigate their work: An introduction to the methods of action research. London: Routledge.
Arellano-Osuna, A. (1992). El lenguaje integral: una alternativa para la educación. Mérida: Editorial Venezolana.
Arnal, J. et al (1994). Investigación educativa: fundamentos y metodologías. Barcelona: Labor.
Bachman, Lyle F. & Palmer, A. (1996). Language testing in practice-designing and developing useful tests. Oxford: Oxford University Press.
Berry, R. (1999). Collecting data by in-depth interviewing. Paper presented at the British Educational Research Association Annual Conference, University of Sussex at Brighton, September 2-5, 1999. Retrieved on May 15, 2005 from Education-line Web site: http://www.leeds.ac.uk/educol/documents/
Brinton, D.M., Snow, M.A., & Wesche, M.B. (1989). Content-based second language instruction. New York: Harper & Row.
Burns, A. (1999). Collaborative action research for English language professors. Cambridge: Cambridge University Press.
Cambourne, B. (1988). The whole story: Natural learning and the acquisition of literacy in the classroom. Auckland: Ashton Scholastic.
Clavijo, A. (2000). Formación de maestros: historia y vida. Bogotá: Plaza & Janés.
Cummins, J. (1996). Negotiating identities: Education for empowerment in a diverse society. Ontario: California Association for Bilingual Education.
Cummins, J. (2000). Language, power and pedagogy. Bilingual Children in the Crossfire. Clevedon, Buffalo, Toronto, Sydney: Multilingual Matters Ltd.
Debus, M. (1988). Manual para la excelencia en la investigación mediante grupos focales. Washington D.C.: Academy for Educational Development.
Dendinger, M. (2000). How to organize a focus group. Meetings and conventions. Retrieved on May 15, 2005 from BNET Web site: http://www.findarticles.com
Dewey, J. (1938). Experience in education. New York: Collier.
Diaz, C. (2002). Teacher training in Colombia: Reflective and experiential practices in EFL. Unpublished Master Thesis: Fresno Pacific University.
Freeman, D. (1998). Doing teacher research: From inquiry to understanding. Newbury House: Heinle and Heinle.
Freeman, Y. & Freeman, D. (1994). Between worlds: Access to second language acquisition. Portsmouth: Heinemann.
Freeman, Y. & Freeman, D. (1998). ESL/EFL teaching: Principles for success. Portsmouth: Heinemann.
Genesee, F. (1994). Integrating language and content: Lessons from immersion. Educational Practice Report 11. National Center for Research on Cultural Diversity and Second Language Learning. Retrieved on July 5, 2004 from http://www.ncela.gwu.edu/pubs/ncrcdsll/epr11.htm
González, A., Montoya, C. & Sierra, N. (2002). What do EFL Teachers seek in Professional Development Programs? Voices from professors. Íkala, revista de lenguaje y cultura, 7, 29-50.
Goodman, K. (1986). What’s whole in whole language? Portsmouth: Heinemann.
Goodman, K. (1996). On reading. Portsmouth: Heinemann.
Goodman, Y. & Marek, A. (1996). Revaluing readers and reading: Retrospective miscue analysis. Katonah: Richard C. Owen.
Halliday, M. (1985). Three aspects of children’s language development: Learn language, learn about language, learn through language. Unpublished manuscript, Department of Linguistics, Sidney.
Johnson, K. (1996). Understanding communication in second language classrooms. New York: Cambridge University Press.
Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. London: Sage Publications.
Landis, et al. (1998). The new traditions consortium: shifting from a faculty-centered paradigm to a student-centered paradigm. Journal of Chemical Education, 75, 741-744. Retrieved on January 29, 2006 from JCE Online Web site: http://jchemed.chem.wisc.edu/HS/Journal/Issues/1998/Jun/clicSubscriber/V75N06/p741.pdf
Met, M. (1999). Content-based instruction: Defining terms, making decisions. NFLC Reports.
Washington, DC: The National Foreign Language Center. Retrieved on December 1, 2006 from http://www.carla.umn.edu/cobaltt/modules/principles/decisions.html
Ogle, D. (1986). KWHL: A teaching model that develops active reading of expository texts. The Reading Teacher, 39, 564-570.
Pring, R. (2000). Philosophy of educational research. New York: Continuum.
Rosenblatt, L. (1978). The reader, the text, the poem: Transactional theory of the literacy work. Carbondale, Southern Illinois, United States: University Press.
Rosenkjar, P. (2005). Adjunct courses in the Great Books: The key that unlocked Locke for Japanese EFL undergraduates and opened the door to academia for EFL. In J. Crandall & D. Kaufman (Eds.). Content-based instruction in higher education settings (pp. 13-25). Alexandria, VA: Professors of English to Speakers of Other Languages, Inc.
Salmon, K. (1998). Ciclos temáticos: una alternativa para el desarrollo de la lectoescritura bilingüe. Lectura y Vida, 19, 26-34.
Smith, F. (1998). The book of learning and forgetting. New York: Professors College Press.
Smith, F. (1988). Joining the literacy club: Further essays into education. Portsmouth, NH: Heinemann.
Smith, F. (1981). Demonstrations, engagement, and sensitivity: A revised approach to language learning. Language Arts, 103-112.
Snow, M. (1993). Teaching English through content. In M. Celce-Murcia. Teaching English as a Second or Foreign Language (pp. 315-327). Boston: Heinle and Heinle.
Stewart, T.; Sagliano, M., & Sagliano, J. (2005). Merging expertise: Developing partnerships between language and content specialist. In J. Crandall & D. Kaufman (Eds.), Content-based instruction in higher education settings (pp. 29- 44). Alexandria, VA: Professors of English to Speakers of Other Languages, Inc.
Stoller, F. (2002). Content based instruction: A shell for language teaching or a framework for strategic language and content learning? Keynote presented at the annual meeting of Professors of English to Speakers of Other Languages (TESOL) 2002, Salt Lake City, UT. Retrieved on December 1, 2006 from CARLA Web site: http://www.carla.umn.edu/cobaltt/modules/strategies/stoller.html
Tellis, W. (1997). Introduction to case study. The Qualitative Report, 3(2). Retrieved on May 15, 2005 from NOVA Web site: http://www.nova.edu/ssss/QR/QR3-2/tellis1.htm
Vygotsky, L. (1934). Thought and language. Cambridge: MIT Press.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Whitmore, K. & Goodman, Y. (1996). Whole language voices in teacher education. York: Stenhouse Publishers.
Woodward, T. (1997). Models and metaphors in language teacher training. Cambridge: Cambridge University Press.
Yin, R. K. (1994). Case study research: Design and methods. Thousand Oaks, United States: Sage.
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
Article abstract page views
Downloads
License
Copyright (c) 2008 David Alberto Londoño Vásquez
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
