Recurrent and not-so-recurrent pragmatic errors in academic writing in English as a Foreign Language
Palabras clave:
inglés como lengua extranjera, volumen complementario del MCER, error pragmático, escritura, corpus de aprendicesResumen
En un mundo globalizado, la necesidad de una lengua común está fomentando el aprendizaje masivo del inglés. Se ha dedicado mucho esfuerzo a ayudar a mejorar la competencia en diferentes niveles de aprendizaje de la lengua, pero, a medida que los estudiantes enfrentan mayores niveles de complejidad, la competencia en los aspectos pragmáticos de la lengua extranjera (LE) sigue siendo deficiente (Romero-Trillo, 2002; Author y Carrió Pastor, 2013). Esta cuestión debe abordarse en el aula de lengua extranjera (Sperber y Wilson, 1995; Wang, 2007). En este sentido, el Marco Común Europeo de Referencia para las Lenguas (MCER), basado en el enfoque comunicativo, ha proporcionado pautas para enseñar y ha establecido niveles de competencia en lenguas extranjeras. El volumen complementario del MCER propuso descriptores más detallados para identificar y representar el dominio de la lengua. El presente artículo presenta un estudio pseudo-longitudinal de un corpus de aprendices de 125 textos escritos producidos por estudiantes universitarios en los que se analizan errores pragmáticos (de coherencia y cohesión). El objetivo del estudio ha sido examinar la mejora en la producción de los estudiantes en los años posteriores a la publicación del libro de referencia. Los resultados apuntan a errores que se han minimizado después de la preparación y la instrucción, pero también identifican algunos errores recurrentes en la escritura del inglés como LE.
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