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To what extent does the mother tongue influence the learning process of Italian students of Spanish? Do these students make typical mistakes? Do they use similar learning strategies? These are just some of the issues addressed in this work. The article begins with a brief review of the main models of investigation used in Contrastive Linguistics and the evaluation of their present relevance. It continues with the presentation of the results of an empirical project, in which a body of texts written by three groups of Italian students of Spanish at the Universita degli Studi in Sassari, Italy, were analyzed. The most frequent mistakes have been identified, described and classified, to determine which areas present greater difficulties of assimilation, and their evolution at various levels of linguistic competence, has also been analysed. The mistakes have been placed within their context, classified into linguistic categories and described exhaustively, identifying their cause, frequency, seriousness and evolution, by using a previously established criteria of analysis. The results are grouped according to quantity and quality.

Análisis de la interlengua de italianos aprendices de español