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Campo DC Valor Lengua/Idioma
dc.contributor.advisorOchoa Maldonado, Genneres_ES
dc.contributor.authorPesantez Pesantez, Alejandraes_ES
dc.date.accessioned2014-06-27T22:25:04Z-
dc.date.available2014-06-27T22:25:04Z-
dc.date.issued2007es_ES
dc.identifier.urihttp://dspace.ucuenca.edu.ec/handle/123456789/15986-
dc.descriptionThe present work is a descriptive and cross-sectional study of the transitional competence of Spanish-speaking students learning English in the classroom, which was undertaken using the methodology of error analysis. In order to support this study, a conceptual framework was taken from General Linguistics, Psycholinguistics, and Bilingualism. A number of 2,344 Intralinguistic and developmental errors made by 100 High School students from the Freshmen and Senior levels in the city of Cuenca (Ecuador), were analyzed, classified, and interpreted; then a quantitative analysis made it possible to compare the behavior of the groups regarding the errors made. The results obtained show that both groups present a general state of transitional competence which is uniform and similar; significant differences between the two groups were only found for a few kinds of errorses_ES
dc.formatapplication/pdfes_ES
dc.language.isospaes_ES
dc.relation.ispartofseriesTLI;182es_ES
dc.rightsopenAccess-
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/ec/-
dc.subjectEnseñanza Del Ingleses_ES
dc.subjectLenguajees_ES
dc.subjectGramaticaes_ES
dc.titleIntralinguistic and developmental errors in spanish speakers who are learning englishes_ES
dc.typebachelorThesises_ES
dc.ucuenca.paginacion260 páginases_ES
dc.description.degreeLicenciado en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesaes_ES
dc.description.cityCuencaes_ES
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