Spanish Interference in EFL Writing Skills: A Case of Ecuadorian Senior High Schools

Autor/inn/en	Cabrera Solano, Paola Alexandra; Gonzalez Torres, Paul Fernando; Ochoa Cueva, Cesar Augusto; Quinonez Beltran, Ana Lucia; Castillo Cuesta, Luz Mercedes; Solano Jaramillo, Lida Mercedes; Espinosa Jaramillo, Franklin Oswaldo; Arias Cordova, Maria Olivia
Titel	Spanish Interference in EFL Writing Skills: A Case of Ecuadorian Senior High Schools
Quelle	In: English Language Teaching, 7 (2014) 7, S.40-48 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; English (Second Language); Writing Skills; Interference (Language); Language Dominance; Spanish; Spanish Speaking; Case Studies; High School Students; Writing Tests; Semantics; Morphology (Languages); Syntax; Grammar; Vocabulary; Error Analysis (Language); Verbs; Form Classes (Languages); Word Order; Writing (Composition); Psycholinguistics; Learning Strategies; Writing Strategies; Ecuador + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Writing skill; Schreibfertigkeit; Sprachliche Dominanz; Spanisch; Case study; Fallstudie; Case Study; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Writing test; Schreibtest; Semantik; Morphology; Morphologie; Grammatik; Wortschatz; Error analysis; Language; Fehleranalyse; Analytischer Sprachbau; Wortfolge; Schreibübung; Psycholinguistik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schreibtechnik
Abstract	Extensive studies have been conducted regarding mother tongue (L1) interference and developing English writing skills. This study, however, aims to investigate the influence of the Spanish language on second language (L2) writing skills at several Ecuadorian senior high schools in Loja. To achieve this, 351 students and 42 teachers from second year senior high schools (public and private) were asked to participate in this study. The instruments for data collection were student and teacher questionnaires, as well as a written test in which students were asked to write a narrative passage. The information gathered from the instruments was then organized and tabulated to determine the various interference variables. Afterwards, the most representative samples from the narrative texts were analyzed based on their semantic, morphological and syntactical features. The results from this study indicate that English grammar and vocabulary were the linguistic areas that suffered the highest level of L1 language interference. The most common Spanish interference errors were misuse of verbs, omission of personal and object pronouns, misuse of prepositions, overuse of articles, and inappropriate/ unnatural word order. Finally, some suggestions are given to teachers in order to help students prevent further Spanish interference problems during writing/composition classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01