1.1. The treatment of the error in any learning process is subject to different variables: the type of error, the learning context, the style and individual differences, the need, the phenomena underlying the formation of the interlanguage, the knowledge of the error and the student's interest in repairing it.
1.2. Among these variables, one of the most important refers to the student's knowledge of their own learning difficulties and how these are manifested in their oral and written production. Likewise, the learning context plays a relevant role given the conditions that propitiate a scriptural practice, as in the case of virtual communities, spontaneous and available to be seen and validated by others.
1.3. With regard to errors, those of a linguistic nature have been widely discussed in the field of investigation and repair in face-to-face class, however, language learners, in most cases, are not aware of how their mother tongue is responsible for many of these. That is, grammatical, lexical or discursive errors are largely the product of the direct or indirect influence of the mother tongue, affecting communication in the target language of study (LO) according to the level of mastery of it. This ignorance could occur, firstly, because the learner is unaware of the learning strategy that allows solving communication problems based on their maternal linguistic system.
1.4. This strategy, known in the field of second language acquisition (ASL) as interlingual transfer or linguistic interference, can produce positive or negative effects depending on several factors associated with LO and the mother tongue (LM).
1.5. There are several methodologies to intervene and repair linguistic and lexical errors; Ferreira, Salcedo, however, addressing classifications in transfer errors becomes complex, given the difficulty, on the part of whoever corrects them, to identify the source of the error. Identifying interlingual transfer errors involves knowing the LM system in contrast to LO.
2. The symbolic system, or system of connotations, comprises the set of norms that determine the evocative uses of a language. What is at stake here is not so much what the words say as what they suggest. Borges can say about a sword: “in his iron the strong man endures”, without attributing a real meaning to his words, since the strength of the man who wields a sword does not survive in it, but in the memory of another man, and not as a force, but as a memory.
2.1. In a language there are similarities, associations, oppositions and a long series of elements, and the more rich the language is, which allow those who use it with mastery to evoke feelings and attitudes that the simple enunciation of empirical reality cannot evoke. . This is the basis of poetry and literature in general.
3. Semantic system, or system of denotations, of a language comprises the set of rules necessary to select the words to be used to convey a specific meaning. This requires being in possession of the categorizations imposed by language on experience. The Spanish language allows the mother's brother's daughter to be called with the same name as that of the father's sister, because they belong to the same category for Spanish speakers. But in other languages they belong to such different categories that in the first case it is a question of a woman with whom one cannot marry, since incest is committed, while it is possible to do so in the second.
3.1. This is so because the semantic system is responsible for incorporating human experience into language. It is therefore due to him that the experience is expressed through a set of phonemes, morphemes, syntactic forms, etc.
4. Phonological system. Speakers of a language group sounds according to their constant features, leaving aside the differences between them. The sound n is not pronounced the same in walking and narrow, nor the sound b in battle and abad, but these real differences do not prevent a Spaniard from grouping the first pair of sounds under the n label and the second under the b. These labels are the phonemes, ideal types of sound that are only made in ways such as those described, called allophones.
4.1. Phonic variants of a phoneme, or allophones, do not carry meaning, a function that is reserved exclusively for phonemes. A Spanish recognizes a specific meaning for the words “poro”, “Caso”, “Cuatro”, “Mago”, “Tartar”, “Parrot”, “Jarra”, etc., whatever the allophone that enters the pronunciation of each one. But if you change a single phoneme, giving, for example, "moro", "paso", "cadre", "mayo", "jar", "lloro", "parra", etc., you will recognize another meaning. For this reason it is said that the phonological system or system of phonemes with which the vocabulary of a language is manufactured, is the set of rules that prescribe how to pronounce some phonemes in the presence of others and what order they must keep among themselves in order to be carriers of meaning.k
5. Morphological system. In the same way that a phoneme, devoid of meaning by itself, is an ideal type or category that groups together various sound variants, so too a morpheme is an ideal type or category that groups together various variants, or morphs, with the difference of that these are endowed with meaning. In our grammars it has been preferred to give them the name of monemes, which can be lexemes, if they are the radicals of words, and morphemes, if they are endings.
5.1. The word “pitchers”, for example, is broken down into the following monemes or significant segments: “cantar-”, which evokes a clay container, “–o–”, which evokes the masculine gender, and “–s”, which evokes the plural number. Each of them is a moneme, whether it is composed of several phonemes or is composed of only one. It could even consist of an “absence of phoneme”, as happens when the singular number is given by the absence of –s or –es, which evokes the plural in our language. Thus in "pitcher" as opposed to "pitchers".
6. Syntactic system of a language includes the set of rules that tell speakers how they should order words in sentences. All languages have principles that determine the ordering of the parts into which a sentence is divided and the variations that such ordering can take. The Spanish suffix “-s”, for example, when, added to a grammatical subject, it denotes a plural number and a third person, it forces us to also put the verb in the plural and in the third person: “dreams are from Jupiter”.
6.1. The normative system of the Spanish syntax allows modifying the order of this sentence in several ways: "from Jupiter are the dreams", "the dreams of Jupiter are". But it prevents others like: "dreams the Jupiters are from."
