Ayala Rivera, Hade Marisol and Guerra Orellana, Rosario Beatriz and Reyes Molina, Oralia Marilyn (2017) The most common linguistic errors in Advanced Intensive English II students of the ba in english teaching and the ba in Modern Languages (French and English) in The Department of Foreign Languages at the University of El Salvador, semester I, 2017. Bachelor thesis, Universidad de El Salvador.

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Abstract

It is well known, English has become a worldwide language; it is also known as the business language according to Harvard Business Review. More and more people around the world are interested in this language given that it gives more job opportunities. El Salvador is not the exception, the FLD at the UES registered in 2017, a total of 1,544 students divided in two majors: English Teaching and Modern Languages (English and French). The following research project “The most common linguistic errors in Advanced Intensive English II students of the BA in English Teaching and the BA in Modern Languages (French and English) in the Department of Foreign Languages at the University of El Salvador, Semester I, 2017” was carried out with the objective of finding out the most common phonological errors students make when learning a second language. Along this work, a non-experimental research was carried out and a series of instruments were implemented to support the investigation; the aim was to find out the phonological errors students made when they were communicating in L2, so the researchers were able to give them strategies and/or solutions. The research team applied a mix of two research methodologies which helped to find out the most common linguistic errors of Advanced Intensive English II students. At first, the qualitative method was used through observation during a month where investigators were using a checklist to determine phonological errors, and then the quantitative method which provided general characteristics of the population sample that affected or influenced L2 students’ errors. Finally, the team administered an interview to a selected number of students for each of the three groups that were observed. All data was carefully analyzed to provide the most accurate information about the kind of phonological errors that were found in learners’ speaking to provide possible solutions. With this project, it was intended to find out the most common phonological errors that students from Advanced Intensive English II courses had made in the Department of Foreign Languages.

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