How Do University Students Solve Linguistic Problems? A Description of the Processes Leading to Errors.

dc.creator	Lefrancois, P.
dc.date	2005-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:12:20Z
dc.date.available	2015-07-20T22:12:20Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/db4154e8ac1c477483d445d8eec5c8f6
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/15156
dc.description	This article attempts to describe the most frequent types of errors French-speaking university students commit when they produce and revise a text, as well as the types of strategies leading to their errors. Twenty-four first-year university students were asked to produce metagraphic comments, i.e., to verbalise their thought processes, during revision and production. More errors are left in the text to revise than in the text to produce. The most frequent error in both tasks is syntax; to those mistakes are added sequence of tenses and vocabulary problems in revision, grammatical agreement, and spelling in production of text. Errors are often left without arousing a problem solving strategy, especially in revision. The most common strategy that leads to errors is the use of a metalinguistic procedure that shows incorrect or insufficient knowledge. Students’ strategies vary according to the type of problem at stake. Their linguistic competence predicts the number of errors remaining in the text produced but not in the revised text; it predicts poorly the type of strategies that are chosen. Those results suggest that students’ linguistic problems seem to be mainly due to a lack of knowledge rather than to problems in accessing that knowledge. The study therefore emphasises the importance of structured work on language till the university level.
dc.language	English
dc.publisher	Springer
dc.relation	http://l1.publication-archive.com/next?cont=VU7BTNxk+nU=
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 5, Iss 3, Pp 417-423 (2005)
dc.subject	French language
dc.subject	linguistic competence
dc.subject	metagraphic comments
dc.subject	problem solving strategies
dc.subject	revision
dc.subject	university students
dc.subject	writing ability
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	How Do University Students Solve Linguistic Problems? A Description of the Processes Leading to Errors.
dc.type	article