出版社：Znanstvena založba Filozofske fakultete Univerze v Ljubljani (Ljubljana University Press, Faculty of Arts)
摘要：V prispevku so najprej predstavljena nekatera teoretična izhodišča: zgodovinski pregled obravnavanja napake v učenju/poučevanju tujega jezika, vrste napak, kriteriji na osnovi katerih določamo napake ter vzroki za njihov nastanek. V nadaljevanju sta predstavljena korpus pisnih izdelkov študentov italijanščine ter podrobna analiza najpogostejših napak s primeri. Avtorica meni, da so za doseganje visoke ravni jezikovne kompetence nujni učenčevo zavedanje lastnih napak in razmislek o napakah na eni strani ter učiteljevo poznavanje tipičnih napak govorcev slovenščine (v našem primeru študentov italijanščine) pri učenju italijanskega jezika kot tujega jezika. Vzroke, ki vplivajo na napake in jih je bilo mogoče določiti, smo lahko razdelili v tri skupine: interference maternega jezika, interference drugih tujih jezikov, ki jih študirajo ali govorijo študenti ter značilnosti samega jezika, ki se ga učijo. Pri posameznih napakah so vzroki, v kolikor jih je bilo mogoče določiti ali nanje sklepati, tudi podrobneje pojasnjeni. Kljub relativno visokemu številu analiziranih izdelkov se je korpus izkazal za neprimernega in premajhnega za analizo nekaterih napak, predvsem tistih, ki izhajajo iz rabe glagolskih oblik.
其他摘要：The paper begins with a presentation of a theoretical framework and also includes an overview of the treatment of learners errors within different approaches of Second Language Acquisition. Also, the types of errors, the criteria for their identification and, finally, their causes, are discussed. The second part deals with a corpus consisting of the learners’ written products, in which the most frequent errors are described and explained (the learners are students of the BA course in Italian at the Faculty of Arts of Ljubljana). The author believes that in order to achieve high levels of competence in foreign language, it is necessary for the students to become aware of their errors and to reflect on them with the help of the teacher, who should be familiar with the types of errors the students are like to make. The purpose of the analysis was to find out the most frequent errors and to identify and describe their causes. Although it was not possible to determine the causes of all the students’ errors, three main sources of the most common errors were identified: a. the students’ L1, b. the characteristics of the language which is being learned, c. other foreign languages the student is learning or already knows. Although the corpus consists of a relatively high number of written assignments, it appeared too small to allow a reliable analysis of some types of errors to be carried out, particularly those related to the use of verb forms.
