Lexical Errors in Writing at the End of Primary and Secondary EducationDescription and Pedagogical Implications

  1. Agustín Llach, María del Pilar 1
  1. 1 Universidad de La Rioja
    info

    Universidad de La Rioja

    Logroño, España

    ROR https://ror.org/0553yr311

Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Any de publicació: 2015

Número: 23

Pàgines: 109-124

Tipus: Article

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DOI: 10.30827/DIGIBUG.53758 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Altres publicacions en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

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Factores individuales y contextuales en la adquisición y desarrollo de la competencia léxica en inglés como lengua extranjera.

2011/00002/001

Resum

In this paper, we present a study which describes and compares the production of lexical errors at the end of two important educational stages: Primary and the compulsory years of Secondary education. Identifying the most frequent lexical error types at each acquisition stage can be very insightful in distinguishing among proficiency levels and establishing lexical benchmarks. Our results show a slight decrease in lexical error production, only significant for direct L1 borrowings. However, they also reveal an increase of misselections and coinages at higher levels. Furthermore, we observed presence of fossilized errors and errors in constructions. Results are interpreted in light of previous research-related literature concerning the evolution of lexical errors along proficiency levels. Finally, some pedagogical implications are suggested to improve the lexical production of Primary and Secondary school learners in order to prevent and remedy the lexical errors they committed. Keywords: lexical error, fossilization, L1 influence, Primary and Secondary education, misselection.

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