Ochoa Maldonado, GennerPesantez Pesantez, Alejandra2014-06-272014-06-272007http://dspace.ucuenca.edu.ec/handle/123456789/15986The present work is a descriptive and cross-sectional study of the transitional competence of Spanish-speaking students learning English in the classroom, which was undertaken using the methodology of error analysis. In order to support this study, a conceptual framework was taken from General Linguistics, Psycholinguistics, and Bilingualism. A number of 2,344 Intralinguistic and developmental errors made by 100 High School students from the Freshmen and Senior levels in the city of Cuenca (Ecuador), were analyzed, classified, and interpreted; then a quantitative analysis made it possible to compare the behavior of the groups regarding the errors made. The results obtained show that both groups present a general state of transitional competence which is uniform and similar; significant differences between the two groups were only found for a few kinds of errorsapplication/pdfspaopenAccesshttp://creativecommons.org/licenses/by-nc-sa/3.0/ec/Enseñanza Del InglesLenguajeGramaticabachelorThesis