Comparative focus of the mistakes committed by francophone teenage students in the oral practice of Spanish: Typology of mistakes and how to solve them

Abstract

This paper proposes to analyze the oral mistakes made in Spanish class within two French students groups: Beginners in the first and second year of middle school, the upper “middle” level (Third year) and “confirmed”. The purpose is not only to look for the causes of the mistakes made by the students but also try to find a fix following an analytic as a well as synthetic methodology. Recurring to comparative visions parting from relative theories regarding mistakes and how to deal with them, once in place, this will give place to experimental results. Making the balance from said educational theories coming from the source found, contributing novel ideas in this seldom-studied field. Even though its based on linguistical facts, it doesn’t take away the students from their scholar context nor any other of the subjects that might influence the learning of Spanish.