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Spanish Learner Oral Corpus |
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2. The explanation of the error
In general, learners' errors may be due to the following factors:
·Interlinguistic causes: interference (negative transfer) of learner's mother tongue (or a third language) in pronunciation, vocabulary, syntax, etc.
·Intralinguistic causes: (e.g. developmental errors) errors due overgeneralization, simplification, incorrect application of rules, etc.
·Other causes: for example, teaching-induced errors.
Listen to the following utterances and try to explain the errors.
1. JUL: ponieron ropa un poco mm... pues no muy bien vestido. (FREWA2)
The learner generalizes the verb root to all the conjugation forms, even though this is an irregular verb.
It is an intralinguistic error (developmental error), similar to those made by children when they are acquiring their mother tongue.
2. AMA: y mm... después de ordenar el pollo creo que el señor eh... elige un vino. (PORWB1)
The learner used the verb ordenar with the same meaning as to order ('pedir') in English. The learner spoke also this language and made this error due to formal resemblance between words.
It is an error caused by interference of English (i.e. an interlinguistic error).
3. FAN: Ponen los huevos como una omeleta, como una
ENT: tortilla.
FAN: tortilla. (FREWB1)
The learner creates the word *omeleta on the basis of omelette (from French or English).
It is an error caused by interference from another foreign language (i.e. interlinguistic).
4. NUN: y estoy piensando trabajar en Madrid. (PORMA2)
The learner hypercorrects and diphthongizes the vowel because he knows that this is an irregular verb. However, this verb form does not diphthongize.
It is an intralinguistic error.
5. DAK: Us... uso... uso los manos
ENT: manos.
DAK: o... (POLMA2_2)
The learner overgeneralizes the rule for masculine nouns to every noun ending in -o, although there are exceptions like this.
It is an intralinguistic error.
6. DAN: cuando... cuando ['kwanto] tenía hambre ['amble]. (CHIWA2_2)
The learner has difficulties in pronouncing the simple vibrant /ɾ/ (hambre ['amble]).
As well, she does not distinguish the voiced /d/ (cuando ['kwanto]).
These phenomena are common among Chinese learners, given the lack of phonological contrast between these phonemes or sounds in Chinese language.
Therefore, both are interlinguistic errors.
7. LIU: arroz [a'dɾos]... arroz [a'ðɾos] y... (CHIWA2_1)
The learner has difficulties in pronouncing the multiple vibrant /r/.
Instead, she uses a consonant ([d] or [ð]) to pronounce a sound that "seems" similar to /r/. This is a very frequent strategy used by both learners of Spanish and children who are learning their mother tongue.
Thus, it is more likely an intralinguistic error.