Interferencias de lengua materna en producciones escritas de adultos brasileños aprendientes de ELE. Análisis de la estructuración léxica y ortográfica

Ana Luisa Cardoso; Cristina  Zambra

Authors

Ana Luisa Cardoso University of the Latin American Educational Centre, Argentina https://orcid.org/0000-0003-3365-6201
Cristina Zambra National University of Jujuy, Argentina

Keywords:

Brazilian adult students of Spanish, literacy of Brazilian adults in ELE, lexical structuring errors in ELE, orthographic errors in ELE, writing of Brazilian students of ELE

Abstract

In this article, we intend to present the linguistic problems in the etiological framework –inter and intralinguistic– verified in the interlanguage of Brazilian adults who learn Spanish as a foreign language (ELE). More specifically, we highlight the errors presented in writing in Spanish, taking into account the lexical structure and spelling. The corpus of the study was compiled from 56 written productions (34 intermediate level and 22 advanced level) of Brazilians between the ages of 16 and 56 who took the Spanish proficiency exam applied by Argentine universities - the Certificate of Spanish: Language and Use (CELU). Based on quantitative and qualitative data, in the analysis process, we identify the most recurrent errors, classify them, describe them and explain the possible causes of the failures. For this, linguistic, descriptive, and etiological criteria were used. The results reveal errors caused mainly by the interference of the Portuguese language and point to the difficulty that these Brazilian learners have in the lexical and orthographic structuring of Spanish, particularly with words that have similarities with their mother tongue. We intend to share the information found through this research and awaken in the Spanish language teacher for Brazilians a reflection on the difficulties that this public has in lexical writing in Spanish, especially considering the proximity of the Portuguese and Spanish languages, a fact that always is a positive factor in this learning process. We also hope that the results can guide the teacher in the approach of strategies and methods toward the solution to this type of error, so that the students, in turn, especially the adults, reflect on their errors, can understand them, and, consequently, know how to take advantage of them in the appropriate form in the target language, Spanish.

Keywords: Brazilian adult students of Spanish, literacy of Brazilian adults in ELE, lexical structuring errors in ELE, orthographic errors in ELE, writing of Brazilian students of ELE.

Author Biographies

Ana Luisa Cardoso, University of the Latin American Educational Centre, Argentina

Master's Degree in Linguistics Applied to the Teaching of Spanish as a Foreign Language from the Nebrija University. PhD candidate in Educational Sciences at the National University of Rosario (Argentina), where she researches the acquisition-learning of Spanish by adult Brazilians in an immersion context. She has a degree in Portuguese-Spanish Literature (Pontifícia Universidade Católica do Paraná, Brazil). She has fifteen years of experience as a teacher of Spanish LE and Portuguese LM and LE. Teacher and producer of EaD courses in the area of LE teacher training and PLE training (Universidad del Centro Educativo Latinoamericano, Argentina). Her research interests are framed in the teaching-learning of Spanish-Portuguese language pairs in the context of immersion.

Cristina Zambra, National University of Jujuy, Argentina

Portuguese teacher, Master in Education by UEA - Universidad Europea del Atlántico, Spain. Specialist in Linguistic Studies of the Text by the UFRGS - Universidade Federal do Rio Grande do Sul, Brazil and Specialist in Spanish Language by the PUC/RS - Pontifícia Universidade Católica, Brazil. Lecturer in Portuguese for Tourism I and II at the Faculty of Humanities and Social Sciences of the UNJu - Universidad Nacional de Jujuy. Teacher of different postgraduate and university extension courses such as the preparatory course for the CELPE-BRAS exam and reading comprehension of texts in Portuguese.