An error analysis of written Spanish language in secondary school students in Trinidad

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dc.contributor.authorCooper, Mariette
dc.date.accessioned2010-04-19T19:51:54Z
dc.date.available2010-04-19T19:51:54Z
dc.date.issued2008
dc.description.abstractWith the new thrust towards learning the Spanish language in Trinidad and Tobago, the need for well-equipped Spanish teachers who are aware and capable of dealing with the problems faced by the student becomes evident. This paper attempts to make some headway in this under-investigated area. It analyses the grammatical errors in agreement of 35 students from two secondary schools in Trinidad. It uses, principally, the work of Fernández for its grammatical classification and explanations, and interprets the data both quantitatively and qualitatively. The investigation shows that errors in agreement form almost 50 percent of all errors produced by the language learner. The paper reveals that despite the different levels of academic performance associated with the schools, difficulties in the aforementioned area are common to both. Finally, it attempts to sensitize educators to these areas so that Spanish language education in the secondary school can be more effectiveen
dc.identifier.citationCooper, M. (2008). An error analysis of written Spanish language in secondary school students in Trinidad. In L. Quamina-Aiyejina (Ed.), Reconceptualising the agenda for education in the Caribbean: Proceedings of the 2007 Biennial Cross-Campus Conference in Education, April 23-26, 2007, School of Education, UWI, St. Augustine, Trinidad and Tobago (pp. 191-202). St. Augustine, Trinidad: School of Education, UWI.en
dc.identifier.isbn978-976-622-001-3
dc.identifier.urihttps://hdl.handle.net/2139/6701
dc.language.isoenen
dc.publisherSchool of Education, UWI, St. Augustineen
dc.subjectLanguage educationen
dc.subjectSecondary school studentsen
dc.subjectForeign languagesen
dc.subjectSpanishen
dc.subjectGrammaren
dc.subjectError analysisen
dc.subjectTrinidad and Tobagoen
dc.titleAn error analysis of written Spanish language in secondary school students in Trinidaden
dc.typeBook chapteren

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