Resumen en español

This is a quantitative description of the most frequent errors in written essays of intermediate EFL students at Universidad del Valle in Cali, Colombia. A mixed traditional error analysis (Fries 1945, Weinreich 1953, Lado 1957) ¿ Error Analysis (EA: Corder 1971, 1974; Selinker 1972, 1974; Dulay and Burt, 1974; Nemser, 1971, Richards 1974, Ellis 1985) -Computer-aided Error Analysis (CEA: Peinemann 1992, Dagneaux et al. 1998, Granger 1998, 2000, Lewandoska-Tomaszczyk et al. 2000, Tono 2000, Knutsson et al. 2003, Leríko-Szymaríska 2004, Izumi et al.. 2005, Macdonald 2005, Alexopoulou 2006, Ballesteros et al. 2006) analysis, resulting in a bidimensional error typology, is used. For the classification, six linguistic categories are identified: Grammar (mostly single-word speech parts), Lexis/Vocabulary (cognates and word class confusions), Mechanics (punctuation, capitalization and syllabication), Discourse (verbosity/wordiness), Register (speech, jargon, informal), and Style/Pragmatics (fragments, unclear, vague or L1/L3-like utterances, and Code Switching). Six criteria make up the description: Omission, Over inclusion, Wrong Form (morphology and spelling), Wrong Position (word order, misplacement), and Complementation (complements of nouns, verbs, adjectives and adverbs). Error etiology -commonly classifying errors as interlingual and intralingual- is not included due to its high degree of subjectivity. DisponibilidadResumenNota(s)También Prestado ...Calificaciones y Comentarios