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Error analysis and feedback

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dc.contributor.authorPacheco Plaza, Marina
dc.contributor.directorSánchez Calderón, Silvia
dc.date.accessioned2024-05-20T12:12:09Z
dc.date.available2024-05-20T12:12:09Z
dc.date.issued2020-06
dc.description.abstractThis study examines written errors in a corpus of 30 compositions produced by 15 participants. The participants are 6th Grade students of a bilingual school in the South of the Community of Madrid; 7 girls and 8 boys (aged 10-11). All of them are students of English as a second language (L2), whose first language (L1) is Spanish. This paper identifies the most important students’ written errors, presents their common sources, and analyses them thoroughly with the aim of helping the students correct their errors and avoid making mistakes. This study also aims to shed light on what is the most effective type of feedback and the language (the L1 or the L2) that should be used by the teacher when providing it. The results will provide insight into language learning because it will provide information regarding the teaching practice.en
dc.description.versionversión final
dc.identifier.urihttps://hdl.handle.net/20.500.14468/13236
dc.language.isoen
dc.publisherUniversidad Nacional de Educación a Distancia (España). Facultad de Filología. Departamento de Filologías Extranjeras y sus Lingüísticas
dc.relation.centerFacultades y escuelas::Facultad de Filología
dc.relation.degreeGrado en Estudios Ingleses: Lengua, Literatura y Cultura
dc.relation.departmentFilologías Extranjeras y sus Lingüísticas
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject.keywordserror analysis
dc.subject.keywordsfeedback
dc.subject.keywordsL2 English
dc.subject.keywordsL1 Spanish
dc.subject.keywordserrors
dc.titleError analysis and feedbackes
dc.typeproyecto fin de carreraes
dc.typebachelor thesisen
dspace.entity.typePublication
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