Native language interference in learning English as a foreign language: an analysis of written material produced by Spanish speaking students in senior high school classes.

Proaño Pérez, Paulina

Please use this identifier to cite or link to this item: http://dspace.utpl.edu.ec/handle/123456789/7518

Title:	Native language interference in learning English as a foreign language: an analysis of written material produced by Spanish speaking students in senior high school classes.
Authors:	Morocho, Elsa Proaño Pérez, Paulina
Keywords:	Ingles-enseñanza Quito - Pichincha - Ecuador Ciencias de la educación - Inglés - Tesis Linguistica constractiva Lengua española
Issue Date:	2010
Citation:	Proaño Pérez, Paulina. (2010). Native language interference in learning English as a foreign language: an analysis of written material produced by Spanish speaking students in senior high school classes. (Tesis de Maestría en Ingles como Lengua Extranjera). UTPL. Quito. pp. 131.
Description:	The theme of the following investigation project is: “Native Language Interference in learning English as a foreign language: An Analysis of Written Material produced by Spanish speaking students in Senior High school classes”. This was mainly carried out in the city of Quito and its purpose is to detect whether or not there is interference of the Spanish native language when students write texts in English. I obtained seven tasks from twenty native Spanish students of sixth course to do this study. The tasks consisted of doing a composition, a free story tale, an essay, and a quiz. The research project was conducted in Cardinal Spellman Girls School, being the senior students, ranging from 16 to 17 year-old, the main target of it; in order to obtain a better view of the interference students have when they are writing in English. The following investigation project is made up of a descriptive research focused on a qualitative and a quantitative approach, and also a comparative analysis, which allowed me to get a better description and understanding of common grammatical and lexical errors made by Spanish speaking learners. Therefore I have developed the following proposal which consists of the creation of techniques to reduce interference by improving semantic and syntactic structures.
URI:	http://dspace.utpl.edu.ec/handle/123456789/7518
Appears in Collections:	Maestría en Enseñanza del Inglés como Lengua Extranjera

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