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GLOSAS DIDÁCTICAS ISSN: 1576-7809 Nº 13, INVIERNO 2004 SALVADOR, V. (1990) "L'Anàlisi del Discurs: entre l'oralitat i l'escriptura", Caplletra, 7, págs. 9- 31. SALVADOR, V. (1995): "De la fraseologia a la Lingüística Aplicada", Caplletra, 18, págs. 11-30. SALVADOR, V. y PIQUER, A. (eds.) (2000): El discurs prefabricat. Estudis de fraseologia teòrica i aplicada, Publicacions de la Universitat Jaume I, col. Estudis filològics, núm. 4. TOURY, G. (1980): In Search of a Theory of Translation. Tel Aviv: The Porter Institute for Poetics and Semiotics. TOURY, G. (1995): Descriptive Translation Studies and Beyond, Amsterdam/ Filadèlfia, John Benjamins. WHITMAN-LINSEN, C. (1992): Through the Dubbing Glass, Frankfurt am Main, Peter Lang. WILLS, W. (1996): Knowledge and Skills in Translation Behaviour, Amsterdam, John Benjamins. Fuentes de los textos FUSTER, J. (1989): Vida de gos i altres claus de vidre, Barcelona, Edicions de la Magrana. FUSTER, J. (1999): Vida de perros y otras llaves de cristal. Traducción de Cristina García de Toro. Madrid, Anaya. LLUCH, G. (2001): El joc.com, Alzira, Bromera, LLUCH, G. (2004): El juego.com. Traducción de Cristina García de Toro (coord..) Alzira, Algar editorial. TORRENT, F. (1984[1990]): No emprenyeu el comissari, València, L'ham, 14a edición. TORRENT, F. (1987): No me vacilen al comisario. Traducción de Javier Gispert. Barcelona, Ediciones B. TORRENT, F. (1985[1986]): Penja els guants, Butxana, Barcelona, Quaderns Crema, 2a edición. TORRENT, F. (1987): Contra las cuerdas. Traducción de Josep Lluís Bonet. Barcelona, Anagrama. - 128 -
GLOSAS DIDÁCTICAS ISSN: 1576-7809 Nº 13, INVIERNO 2005 REVISTTA ELLECTTRÓNI ICA INTTERNACI I IONALL ISSN I 11557766- -77880099 RESPONDING TO DIFFERENT COMPOSITION TOPICS: A QUANTITATIVE ANALYSIS OF LEXICAL ERROR PRODUCTION María Pilar Agustín Llach / Soraya Moreno Espinosa / Almudena Fernández Fontecha Universidad de La Rioja 1. Review of the literature Writing is an important skill in language, second (L2) and first (L1), development and instruction, and it furnishes relevant criteria for determining learners’ language proficiency at a given point in the process of language acquisition. Writing correlates highly, actually the highest of the four language skills, with overall language proficiency (Koda, 1993; Jennings et al., 1999). Effective and fair writing assessment techniques play a critical role in student placement, evaluation of individual competence and progress, and in determining instructional needs. The design and evaluation of written tests, usually in the form of test essays, is not a trivial issue in second language instruction. Among the many different evaluation criteria used in assessing compositions, e.g. length, discourse organisation, syntactic complexity (Cassany, 1999; Crusan, 2002; Jarvis et al., 2003) lexical measures (lexical choice, lexical originality, frequency of lexical items) are the most popular (Engber, 1995; Laufer and Nation, 1995). The direct or indirect role of lexical errors as an assessment criteria cannot, therefore, be denied (Engber, 1995). However, the use of lexical errors as a measure for determining writing quality should better be combined with other assessment criteria to achieve, thus, a most objective judgement. Apart from devising and using reliable assessing techniques, second language teachers must be very cautious in the design of language tests. Given the repeatedly proved close (cor)relation between the written product and learners’ linguistic competence, a good and reliable writing test is warrant of a valuable measure of proficiency. Unfortunately, the impact of the topic task, also called task or topic effect (Jennings et al., 1999) on the writers’ response to the writing task has been a neglected variable of test design in performance analysis and writing assessment research. That the testing task has decisive effects on the - 129 -
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