Análisis de tiempos hasta que se produce un error de concordancia en cuatro estudiantes italianos de ELE

• Marafioti, Pablo Ezequiel ^[1]
  1. [1] Universidad Nacional de Córdoba

     Universidad Nacional de Córdoba

     Argentina

     
• Localización: Revista Argentina de Ciencias del Comportamiento ( RACC ), ISSN-e 1852-4206, Vol. 14, Nº. 3, 2022, págs. 116-128
• Idioma: español
• DOI: 10.32348/1852.4206.v14.n3.32001
• Títulos paralelos:
  • A time-to-event analysis of agreement errors in four Italian learners of Spanish
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Se consideran diferentes factores intervinientes en la producción de concordancia plural en cuatro aprendices italianos de ELE, en un estudio de caso longitudinal, utilizando un análisis de tiempo hasta el evento “error de concordancia”. Se aplicó un modelo de eventos de errores múltiples y otro de riesgos competitivos. Se categorizaron cuatro tipos de errores: género, -e- epentética, plural, mixto. Se hallaron efectos significativos para los siguientes factores: (i) ‘determinantes’ (adjetivos posesivos, indefinidos, demostrativos, interrogativos, exclamativos) y ‘adjetivos’ (calificativos, numerales, ordinales); (ii) sustantivos animados; (iii) concordancias en donde se podía aplicar la estrategia de poner plural en “-os” en plurales italianos terminados en “-i”; (iv) en aquellas donde se podía aplicar la estrategia de poner plural en “-es” con palabras italianas singulares terminados en “-e”; (v) con palabras cuyas desinencias tenían similitud media o baja con las del italiano; (vi) con sustantivos familiares y/o frecuentes; (vii) instancias con TYPES  más frecuentes.

  • English

    Different factors involved in the production of plural agreement in four Italian ELE learners are considered in a longitudinal case study, using an analysis of time until the event “agreement error” (a multiple error event model and a competitive risk model). The errors were classified as: gender, epenthetic -e-, plural, mixed. Significant effects were found for the following factors: (i) ‘determinants’ (indefinite, possessive, demonstrative, interrogative, exclamatory) and ‘adjectives’ (proper, ordinal, cardinal); (ii) animate nouns; (iii) instances of agreement in which the student could form a plural in “-os” from an Italian plural form in “-i”; (iv) in which the learner could apply a strategy by creating a plural in “-es” from an Italian singular form in “-e”; (v) agreement with words whose endings had a low or medium similarity to those of the Italian words; (vi) instances including familiar and / or frequent nouns; (vii) with more frequent TYPES

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