Perspectives on the study of dysorthography in university students and its relationship with lexical availability

Abstract

Difficulties related to dysorthography frequently affect the language teaching-learning process in Higher Education, regardless of the fact that it is expected that most of these errors have been corrected in previous teachings. This problem affects a considerable number of students, both in philological and non-philological careers. However, its implications are greater when it comes to Spanish-Literature teachers in undergraduate training, when considering its double formative intentionality. In this sense, although the tradition of linguodidactic studies related to spelling is recognized, it is considered necessary to continue its study from other scientific perspectives. In this order, Corpus Linguistics offers particular didactics a synchronic state of the language in use, with the objectivity and scientific and methodological rigor that characterize the long tradition of linguistic-descriptive studies, specifically lexical-statistical. As part of Corpus Linguistics, Lexical Availability tests allow us to broaden the perspective of linguodidactic analysis, based on lexical-spelling interrelationships. Consequently, the communication synthesizes the theoretical particularities of this perspective, which serves as a foundation for research in this particular aspect, as part of the improvement of the training process in the Spanish-Literature degree. The theoretical systematization and analysis of documents validated the importance of the topic and the interest in describing the orthographic situation in interrelation with the other linguistic components, based on the development of the communicative competence of university students speaking the Cuban variety of Spanish.