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This document discusses morphosyntactic errors in language learners and their production. It explores how the learner's first language can interfere and cause errors through language transfer. It also references Krashen's theory of the "monitor" and "organizer" in language acquisition. The author questions how initial morphosyntactic errors affect foreign language learning and if repetition could help address them. Comparing first and second languages may help identify error causes, as the majority stem from first language interference.
This document discusses morphosyntactic errors in language learners and their production. It explores how the learner's first language can interfere and cause errors through language transfer. It also references Krashen's theory of the "monitor" and "organizer" in language acquisition. The author questions how initial morphosyntactic errors affect foreign language learning and if repetition could help address them. Comparing first and second languages may help identify error causes, as the majority stem from first language interference.
This document discusses morphosyntactic errors in language learners and their production. It explores how the learner's first language can interfere and cause errors through language transfer. It also references Krashen's theory of the "monitor" and "organizer" in language acquisition. The author questions how initial morphosyntactic errors affect foreign language learning and if repetition could help address them. Comparing first and second languages may help identify error causes, as the majority stem from first language interference.
PRODUCTION. The conductist structuralism defined the learning process as a formation of habits in which ancient habits of mother tongue of the apprentice is continuous. This process called language transfer, like the conductist structuralism, studies what is a method in which the differences are explicated in two languages. mistakes and contrastive analysis are good sights only if its demonstrate students are given in his own rules with his dates or input and some cases at least, this rule are different in the language therm. Krashen give us an idea in which the monitor consciously stores the knowledge about grammatical system and the organizer is who unconsciously process the information and stores the content produced by the organizator. Some of the common errors in developing may be identified at first sight could be explained by the transfer of the language L1, but they could also be attributed to other causes, also some of the transference errors are the same or less than the errors in development. Sonsoles Fernandez (1996: 147) says the perception of the error estimation as required step should entail a change in the conception of errors for the students to essay, test, and experiment with the language in process of learning. If we understand that a linguistic system is a set of organized of units and relations with the functional coherence which enables him to the basic purpose of the language that is at the basis of all social relationships the fluently communication. And when this communication is not realized an error occurs in the way of non-systematic communication and the improve will down. How this errors affect the learning in an initial step for foreign language learners? The ideas of morphosyntactic errors may deal with real errors in learners in initial step? The repetition could be a simple solution? By the way, I think the most important thing is the comparison between second languages and interlingua in order to be able to find error causes
because we already know the majority of errors are because interference
of mother tongue To my perception, the way the authors give an answer why an error occurs is like follow a guide, we must follow the steps and make test and analysis about why this error occurs. Normally, the acquisition of a foreign language is a difficult step in a learner ad when the mother tongue appear in his/her new vocabulary the error occurs, so as the rules given by M. Sano, do an effort to do a perfect utilization and improve the errors of the learners of a second language. References: -Cuesta Gaspar, (1997) errores morfosintcticos en la produccin oral de aprendientes de espaol como lengua extranjera (E/LE)