摘要：In this article we describe the impact of motivational didactic interventions
on the process and the output of writing descriptive texts in Spanish as a
Foreign Language by Dutch speaking students of the 3rd Bachelor year of
the Applied Linguistics curriculum at the Flemish KU Leuven university.
The texts were stored and analysed in the Aprescrilov learner corpus
application. The didactic intervention was tested in a pretest – test –
posttest setting, both with consecutive and with simultaneous groups: the
results of the year 2006-2007 (without intervention) were compared with
the ones of 2007-2008 (with intervention), as well as the results of two
groups in 2011-2012 (experimental versus control group). The results of
quantitative and qualitative tests show an important impact on both
process (motivation, enjoyment and perceived improvement) and output
(lexical richness and dynamic style) of the writing of the descriptive texts.
关键词：error analysis; interlanguage; learner corpora; task based language;
learning; motivation
