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Londoño, D. 2008. Error analysis in a written composition. PROFILE 10: 135-146

Leaver, B., Ehrman M., and Shekhtman B. 2005. Understanding the role of cognition in learning process. ACHIEVING SUCCESS IN SECOND LANGUAGE ACQUISITION. Cambridge University Press. Chapter 2.

Bodrova, E. & Leong, D. (2004). La teoría de Vygotsky: principios de la psicología y la educación. El aprendizaje en la infancia desde la perspectiva de Vygotsky, México, SEP. pp. 8-14.

Arnold, J. & Brown, H.D. (1999). “A map of the terrain.” ” in Arnold, J. Affect in language learning. Cambridge University Press.

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"Learning a foreing language demands not only willingness, but also practice and commitment by both learner and teacher. That's why, indisputably,  error analysis is a fundamental and relevant tool in language teaching, in order to reorganize and transform the teacher's point of view and readdress his/her methodology, with the aim of fixing and filling the students' gaps". (page 144)

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Chamot also stresses the importance of collaborative learning. She notes that collaborative language work helps to develop Gardner's interpersonal intelligence,

which `is characterized by the ability to understand and respond effectively to others' (1995)

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Generally, for successful second language learning to occur,learners `must be both able and willing to adopt various aspects of

behaviour, including verbal behaviour, which characterizes members of the other linguistic-cultural group' (Lambert 1967)

Culture shock: `New climate, the new foods,

the new people all mean that the alien must muster up every bit of

available energy and put it to use in new ways'

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Society established within the classroom, the effective dimension of the relationships among the learner, the teacher and the other learners can greatly

infuence the direction and outcome of the experience.

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When anxiety is present in the classroom, there is a down-spiralling effect. Anxiety makes us nervous and afraid and thus contributes to poor performance; this in turn creates more anxiety and even worse performance. The feelings of fear and nervousness are intimately

connected to the cognitive side of anxiety, which is worry.

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ASPECTS OF COGNITION:
1. Knowledge: The information of knowing grammar rules.
2. Fluency: She  has hesitation and that does not create a good fluency.
3. Accuracy:  She does not say things correctly, but she is able to undesrtand what speakers and writers say.

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She thinks that it is very important to speak with native people, so we guess that she uses in those moments  what she has learned. However, she has to take  those opportunities to practice, and not to put what she learned in long-term memory.

" hearing  them. speaking Them, and writing them over a long period of Time" (Ehrman and Shekhtman, 2005)
Use it or lose it (American verb)

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What she did in her Spanish classes can let her has an  episodic memory, procedural memory and semantic memory at the moment of learning a new language.
Episodic memory: she can remember events of what she practice and saw in the class.
Procedural memory: She is having now the habitual process of speaking without thinking too much. She is doing natural.
Semantic memory: She is remembering grammar rules and developing a knowledge.
(Ehrman and Shekhtman, 2005)

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Un ambiente es muy importante para el aprendizaje

"Para Vigostky, en cambio, la
construcción cognitiva está
mediada socialmente, está siempre influida por la interacción  social presente y pasada" (Bodrova y Leong)

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Mistakes in words like "popular", "graduemos", "caracteres", and in another letter in the words "bilingüe" and "absolutamente".
There is a kind of developmental error in her production of /r/. This could be also connected with the theory of creative construction.