Carencias en el uso de la coma en la producción escrita de estudiantes chilenos de segundo año de educación media.

One of the biggest gaps in the field of language teaching is the little relevance that has been given to the development of productive skills, writing being an area that requires urgent support initiatives to improve skills on the part of the student body. Another important gap is what refers to greater attention to the problems presented in writing at the level of primary and superior education, leaving studies and explorations of said ability in secondary education. The present investigation accounts for a descriptive, quantitative and qualitative study, which shows the most frequent errors in the use of commas committed by second-year high school students. The study follows the methodological guidelines of corpus linguistics and technology-assisted error analysis. The sample is made up of students from four educational establishments of the Biobío Region. For the compilation of the corpus, students were asked to produce three texts in different instances in the context of the Language and Literature course. Subsequently, these were digitized, labeled, processed computationally, and analyzed to identify the frequency of errors and their context of appearance. The results show that the most frequent type of error made by the students was the omission of commas. This omission was manifested in the presence of conjunctions, discursive markers and connectors, linguistic resources that explicitly relate textual segments, establishing various types of semantic relationships between them. The lack of commas in front of conjunctions is alarming to verify at the high school level, since they are invariable structures that establish relationships between words, syntactic groups or sentences, which do not allow mobility within the statement, which implies that they should be easily recognizable by who writes. [ABSTRACT FROM AUTHOR]