Andreea CSIBIThe role of errors in the written production of Spanish learning students ?Error analysis and its didactic consequencesIn the present diploma thesis the results of a research about error analysis, conducted studentslearning Spanish, will be presented. During this research, different types of errors, which were madeby students in the course of their language learning process in Spanish as a foreign language, wereanalysed.In this context, the three most important hypotheses of the language learning process will beintroduced in the theoretical introduction: the contrastive analysis, the error analysis and the interlanguagehypothesis. Furthermore, the topics of learning and communication strategies as well astext competence will be dealt with, since the research is built on the written production of Spanishlearning pupils.In the second part of the thesis, errors of the following levels of analysis will be discussed: articles,concordance with person and number, adjective vs. adverb, ser vs. estar and lexical errors. Theconducted analysis, which is qualitative as well as quantitative, has shown that the lexical errorspredominate. Finally, possible solutions for Spanish teachers, with regard to the adequate dealingwith errors in written production by means of practical exercises, will be explained.Both teachers and students are confronted with errors in the class room on a daily basis. Therefore,a special dealing with errors is essential. Some important suggestions for the treatment of errors areas follows: considering the error as a positive aspect, not being afraid of committing errors andaccept the error as an essential part of the language learning process.