A diagnosis and a suggested set of activities based on the learning mistakes found in the written placement of preverbal adverbs of frequency in the B1.2 level of the summer english as a foreign language (EFL) courses offered in july 2019 at Pontificia Universidad Católica del Ecuador
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Date
2020
Journal Title
Journal ISSN
Volume Title
Publisher
PUCE - Quito
Abstract
ies that Ecuadorian students at different instructional levels and in different educational environments face throughout the process of developing writing skills in the English language. This issue is closely related to the use of pedagogical grammar textbooks in the classroom where the different spoken and written varieties of the language have received uneven attention and the use of grammatical instruction for the specific development of literacy in the target language has not been adequately addressed. (Hinkel, 2016)
The research studies conducted abroad on errors and mistakes in adverb of frequency placement have commonly been aimed at describing negative language transfer and other phenomena, paying less attention to the proposal of possible methodological practices to deal with anomalies or to whether or not grammar instruction in any form should be emphasized or modified for that purpose. In addition, they have most frequently adopted methodological approaches that have taken advantage of the availability to work with groups of students over extended periods of time or to compare their performance in separate academic periods, excluding any considerations regarding student performance in shorter language courses and with more spontaneous tasks. Such syntactic studies have commonly been conducted at educational institutions in other English and non-English speaking countries (Stefanova &Bobkina, 2015; Zhang and Koller, 2015; Solís, 2006; White, 1991), yet none at the Linguistics Department of Pontificia Universidad Católica del Ecuador or at the Language Departments of other universities in the country.
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Keywords
Syntactic, Language learning, Major semantics, Didactic materials, Teaching methodologies