Artículos - Licenciatura en Pedagogía de los idiomas nacionales y extranjeros

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Browsing Artículos - Licenciatura en Pedagogía de los idiomas nacionales y extranjeros by Author "Cando Guanoluisa, Fabiola Soledad"

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    Lexical and grammatical errors in Ecuateletandem spoken interactions
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-15) Burbano Chanatasig, Danny Roberto; Cando Guanoluisa, Fabiola Soledad
    This quantitative research aims at analysing lexical and grammatical errors made by fifth-semester students from the National and Foreign Languages Pedagogy program at Universidad Técnica de Cotopaxi during ECUATELETANDEM (teletandem) spoken interactions with partners from the University of Miami. Data from nine students were categorized through an error analysis procedure based on transcription online recorded sessions. Errors were classified using different taxonomies. The results showed that the most common grammatical error committed was misinformation, followed by omission, addition and misordering. Regarding lexical errors, the most recurrent category was distortions, followed by formal miselection errors and misformations. Concerning sources, grammatical errors were mainly intralingua, whereas lexical errors were mostly interlingua. Findings highlight that students need focused language preparation and systematic corrective feedback to reduce grammatical and lexical errors and improve accuracy in spoken interactions
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    Pronunciation of -ed morpheme in spoken production
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2025-08) Pastillo Ortiz, Erika Anahí; Reyes Rosero, Llesenis Anahí; Cando Guanoluisa, Fabiola Soledad
    This research aimed to analyze the pronunciation of the -ed morpheme in regular verbs produced orally by A2-level students of the National and Foreign Language Pedagogy program at the Technical University of Cotopaxi-Pujilí Campus, using a mixed-method approach, which included audio recordings, interviews, and transcriptions of oral tasks. The results showed that students used a limited number of regular verbs in the past tense and frequently mispronounced the -ed morpheme, especially in the /t/ and /d/ rules. Sixty-six percent of students mispronounced the morpheme in 90–100% of cases. The most frequent type of error was omission, followed by substitution. The main causes of mispronunciation were intralingual, such as overapplication of rules and incomplete knowledge of phonological structure. A small percentage of errors were interlingual, influenced by the native language. Interview data also show that the pronunciation of -ed morpheme is challenging because of the interference of the first language and the lack of knowledge and practice of the rules. They reinforced the need for explicit pronunciation instruction, increased practice, and corrective feedback. These findings highlight the importance of focusing on the phonological aspect of -ed in EFL contexts.