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Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/129917
Reparaciones en la producción oral: un estudio sobre aprendices de español en Filipinas
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Esta tesina presenta un estudio sobre la interlengua española de aprendices filipinos adultos, en
una clase conversacional en la Universidad de Filipinas, mediante el análisis de sus
autorreparaciones inducidas y no inducidas. Si bien que los errores indican progreso en la
interlengua (Corder, 1981), las reparaciones de dichos errores, aparte de indicar progreso,
representan el límite máximo del mismo sistema interlingüístico (van Hest, 1996). Las cinco
transcripciones analizados, con una duración de 50 minutos cada una, se han examinado a partir
de cuatro criterios: según el tipo de error, el tipo de corrección del profesor, las incorporaciones
de la corrección por parte del alumno y los tipos de autorreparación. Los resultados incluyen la
frecuencia y distribución de autorreparaciones inducidas—tanto las que se han realizado con
éxito como las fallidas—en relación con los errores más frecuentes. También se ha observado
que los alumnos, con la ayuda del profesor, pueden autocorregir exitosamente los errores
«biopcionales» (por ejemplo: subjuntivo-indicativo, ser-estar). Asimismo, los alumnos son
capaces de detectar y reparar satisfactoriamente sin la ayuda del profesor los errores de
concordancia nominal y verbal, y el uso inadecuado de lexemas del mismo campo semántico.
Otros errores que aparecen tan frecuentemente como estos, sin embargo, no reciben la misma
atención. El análisis sugiere que la extrema atención a la forma funciona siempre y cuando tanto
el profesor como los alumnos coincidan en la conveniencia de incorporar esa retroalimentación
correctiva en la práctica y uso de la L2.
This Master’s thesis presents a study of the Spanish interlanguage of adult Filipino students in a conversational class in the Philippines by examining their prompted and unprompted selfrepairs. It is known that errors indicate progress in one’s interlanguage (Corder, 1981), however, repairs of such errors not only indicate progress, but represent the maximum limit of the same interlinguistic system as well (van Hest, 1991). Transcripts of five 50-minute long sessions were analyzed into four parts: according to error types, corrective feedback types, uptake moves, and types of self-correction. Results include the frequency and distribution of successful and unsuccessful prompted and unprompted self-repairs related to most frequently committed errors. The findings are twofold: on the one hand, errors that are binary in nature (e.g. subjunctiveindicative, ser-estar) are successfully repaired by the students with the aid of the professor; on the other, errors on verbal and nominal agreement, as well as inadequate use of terms belonging to the same semantic group, are not only detected independently but also successfully repaired by the students. These brought about the awareness of errors as frequently committed but not as often detected. Furthermore, observations suggest extreme focus on form effective for as long as both the teacher and the students agree on the importance of corrective feedback in their practice of correct usage of the target language.
This Master’s thesis presents a study of the Spanish interlanguage of adult Filipino students in a conversational class in the Philippines by examining their prompted and unprompted selfrepairs. It is known that errors indicate progress in one’s interlanguage (Corder, 1981), however, repairs of such errors not only indicate progress, but represent the maximum limit of the same interlinguistic system as well (van Hest, 1991). Transcripts of five 50-minute long sessions were analyzed into four parts: according to error types, corrective feedback types, uptake moves, and types of self-correction. Results include the frequency and distribution of successful and unsuccessful prompted and unprompted self-repairs related to most frequently committed errors. The findings are twofold: on the one hand, errors that are binary in nature (e.g. subjunctiveindicative, ser-estar) are successfully repaired by the students with the aid of the professor; on the other, errors on verbal and nominal agreement, as well as inadequate use of terms belonging to the same semantic group, are not only detected independently but also successfully repaired by the students. These brought about the awareness of errors as frequently committed but not as often detected. Furthermore, observations suggest extreme focus on form effective for as long as both the teacher and the students agree on the importance of corrective feedback in their practice of correct usage of the target language.
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Treballs Finals del Màster de Formació de Professor d'Espanyol com a Llengua Estrangera, Facultat d'Educació, Universitat de Barcelona, Curs: 2010-2011, Tutor: Elisa Rosado Villegas
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SIBAYAN, Anna marie. Reparaciones en la producción oral: un estudio sobre aprendices de español en Filipinas. [consulta: 14 de gener de 2026]. [Disponible a: https://hdl.handle.net/2445/129917]