Interlingual Error Analysis Of Spanish Learners Of Chinese And Corresponding Teaching Methods

This thesis aimed to describe the interlingual errors of the Spanish learners who study Chinese as a foreign language (CFL), with data collecting from three main sources: 1) the writing exercises of the CFL students in the University of Granada, Spain; 2) the compositions written by the Spanish native speakers (NSs) in the Interlanguage Corpus of Sun Yat-sen University, China; and 3) the compositions written by the Spanish NSs in the HSK Corpus of Beijing University, China. The analysis focused on the errors triggered by negative mother-tongue transfer with four categories (omission, addition, misselection and misordering), and explained the error samples comparing the forms of Chinese and Spanish, in order to figure out how the first language interferences work with the Spanish NSs of CFL. Therefore, some suggestions for teaching methods were made from the error analysis. The results of the present study served as a foundation for further research in the area of teaching Chinese in Spanish-speaking countries.