Error analysis and strategy development to enhance the writing proficiency of Chinese students in ELE (Spanish as a foreign language)

Abstract

This study investigates error patterns in the written production of Chinese learners of Spanish as a foreign language (ELE) using error analysis methodology. Data were collected from student compositions to identify recurring grammatical, lexical, and syntactic errors. The findings indicate that these errors are frequently influenced by first-language interference and the inherent challenges of acquiring ELE. Based on these findings, the study proposes targeted pedagogical strategies to prevent and address such errors, thereby enhancing learners' written proficiency. This research highlights the importance of tailored instructional approaches that cater to the specific needs of Chinese ELE students and contributes to the development of more effective teaching practices in Spanish language education.

Keywords:

Error analysis, Chinese students, Strategies, Written competence.