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

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

    Universidad de La Rioja

    Logroño, España

    GRID grid.119021.a

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

ISSN: 1697-7467

Ano de publicación: 2015

Número: 23

Páxinas: 109-124

Tipo: Artigo

Exportar: RIS
DOI: 10.30827/digibug.53758 GOOGLE SCHOLAR lock_openAcceso aberto editor

Indicadores

Citas recibidas

  • Citas en Scopus: 2 (20-09-2021)
  • Citas en Dialnet Métricas: 2 (17-09-2021)

Journal Citation Reports

  • Ano 2015
  • Factor de impacto da revista: 0.149
  • Cuartil maior: Q4
  • Área: EDUCATION & EDUCATIONAL RESEARCH Cuartil: Q4 Posición na área: 226/231 (Edición: SSCI)
  • Área: LINGUISTICS Cuartil: Q4 Posición na área: 160/181 (Edición: SSCI)

SCImago Journal Rank

  • Ano 2015
  • Impacto SJR da revista: 0.281
  • Cuartil maior: Q2
  • Área: Language and Linguistics Cuartil: Q2 Posición na área: 204/747
  • Área: Linguistics and Language Cuartil: Q2 Posición na área: 218/774
  • Área: Education Cuartil: Q3 Posición na área: 585/1310

CIRC

  • Ciencias Sociais: A
  • Ciencias Humanas: A

CiteScore

  • Ano 2015
  • CiteScore da revista: 0.3
  • Área: Language and Linguistics Percentil: 50
  • Área: Linguistics and Language Percentil: 48
  • Área: Education Percentil: 18

Resumo

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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