Sources of errors in learning Spanish in Côte d'Ivoire

Agré Jules-Arnaud Agre

ISBN 10: 6203187496 / ISBN 13: 9786203187496

Verlag: Our Knowledge Publishing Jan 2021, 2021

Beschreibung

This item is printed on demand - it takes 3-4 days longer - Neuware -Can the mother tongue influence the learning of a second language How can the mother tongue influence the learning of Spanish Do these learners make mistakes of their own In this work, we provide answers to these questions. First of all, we present the motivations, the objectives of this book and, above all, the necessary theories such as contrastive linguistics and error analysis to carry out this work. Then, we will highlight the language in error before presenting the results of this work, which was preceded by the analysis of a corpus of written exercises divided into three (3) learning levels. We have identified, described and classified the most frequent errors in order to determine, according to the various levels of linguistic competence, the major difficulties as well as the different types of errors, before proposing solutions. 332 pp. Englisch.

Bestandsnummer des Verkäufers 9786203187496

Bibliografische Details

• Titel: Sources of errors in learning Spanish in Côte d'Ivoire
• Verlag: Our Knowledge Publishing Jan 2021
• Erscheinungsjahr: 2021
• Sprache: Englisch
• ISBN-10: 6203187496
• ISBN-13: 9786203187496
• Einband: Taschenbuch
• Zustand: Neu
• Abmessungen: 220B x 150 H x 20 T Millimeter Breite: 220 mm, Höhe: 150 mm, Tiefe: 20 mm
• Gewicht: 512 Gramm

Über diesen Titel

Inhaltsangabe

Can the mother tongue influence the learning of a second language? How can the mother tongue influence the learning of Spanish? Do these learners make mistakes of their own? In this work, we provide answers to these questions. First of all, we present the motivations, the objectives of this book and, above all, the necessary theories such as contrastive linguistics and error analysis to carry out this work. Then, we will highlight the language in error before presenting the results of this work, which was preceded by the analysis of a corpus of written exercises divided into three (3) learning levels. We have identified, described and classified the most frequent errors in order to determine, according to the various levels of linguistic competence, the major difficulties as well as the different types of errors, before proposing solutions.