Thessis Implications

PEDAGOGICAL IMPLICATIONS

This is a qualitative case study fancyk that enabled us to affirm that muck up linguistic features are show up during the learning of a second language, and it too affects and helps during this process; creating an tinge on students piece of makeup organic evolution. It also changed students perspective since they became aware of those cross linguistic features in order to alter, taking advantage of the similarities and rejecting those differences. For this reason, we see the need to give rise strategies in order to foster students to create verbally and attend and be more than conscious about their writing skills since they need and want to communicate their own ideas in a written way.
When students start writing in a extraneous language, it is very common that they think in their mother mother tongue and write the same way they are thinking, showing an yard of interference. That evidence refers to the grammatical structures of Spanish into English. They also told us in the questionnaires that English is different to Spanish and it made their writing more difficult so they try to change words and create new words. This was the interference that made their writings difficult to demand and understand. This meant that cross linguistic influence was present in their writings.



consort to this, we described the role of those cross linguistic features present in students compositions.
Therefore, we started this study with the concern of those cross linguistic features which influence the development of students compositions. After analyzing and triangulating the data, we affirm that students show not only interferences when writing as teachers always find like errors in students compositions save students also showed positive aspects when they write a foreign language. They also took an important advantage of those similarities between the languages in order to improve their learning process, working as a team and percentage each other when giving their feedback.
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