Estrategias de conciencia lingüística para la reducción de errores en producción escrita

Abstract

Working with English language learners during an internship setting at a school in Bogotá revealed that there are a number of issues in students' written production. These errors seem to derive from a lack of awareness of the structures of the second language, which lead students to use structures of the first language in order to produce written compositions. After identifying these common errors in the students’ written speech, we decided to focus on how to reduce the emergence of these errors that generally surface due to the unconsciousness of what is being said, how it is being said, and what actually wants to be said. Considering that, this study emphasizes on the impact of a language-awareness based intervention on the participants’ writing and its possible future implications. The findings suggest that the implementation of reflective tasks allow the application of language awareness strategies, and convey a meaningful and contextualized atmosphere in which students are able to approach the language more consciously. Applying language awareness strategies helps reduce errors of overgeneralization, false hypothesis, and incomplete application of rules. This report hopes to contribute to issues of feedback in writing.