Assessing trainees' oral performance in a Chilean teacher training program: a corpus-based study

Evaluación del desempeño oral de aprendices en un programa chileno de capacitación de maestros: un estudio basado en corpus

Authors

  • Maritza Fernanda Ortega Universidad de Chile

Keywords:

second language pedagogy, content-based approach, corpus linguistics, interlanguage, communicative performance (en).

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Abstract (en)

The present paper reports the implementation of syllabus innovations in EFL teacher education in Chile after diagnosing a lack of language achievement standards common to all EFL teacher training programs offered in public and private universities alike. The aim of this study is to collect linguistic data in natural and artificial social contexts – EFL trainees’ intermediate status between their native language (Spanish) and the target language (English) – in order to create the first Chilean corpus of spoken English as a foreign language, in the interest of analyzing the errors that are most likely to be made and fossilized by native speakers of Chilean Spanish. Once the results of this exercise are available, EFL trainers, professors, and SLA researchers will be able to design a newly sequenced syllabus based on the Content-based Approach and tailored to students’ needs so as to enhance oral performance in L2 English.

Abstract (es)

El siguiente proyecto de investigación reporta la implementación de innovaciones curriculares en la formación docente de profesores de inglés en Chile, después de diagnosticar una falta de logros lingüísticos comunes a todos los programas de pedagogía en inglés que ofrecen las universidades públicas y privadas en la actualidad. El objetivo principal de este estudio es recopilar datos lingüísticos de los estudiantes de pedagogía en inglés en contextos sociales naturales y artificiales, con el fin de crear el primer corpus chileno de inglés hablado como idioma extranjero. De este modo, es posible analizar los errores más comunes con tendencia a ser fosilizados por hablantes nativos de español chileno. Una vez que los resultados de este ejercicio se encuentren disponibles, profesores de lengua inglesa e investigadores interesados en el área de la lingüística aplicada serán capaces de diseñar un nuevo plan de estudios secuencial basado en el enfoque de intrucción de contenidos, y al mismo tiempo, adaptado a las necesidades de los estudiantes, para mejorar su desempeño oral en la lengua meta.

Author Biography

Maritza Fernanda Ortega, Universidad de Chile

Applied Grammar Lecturer at Universidad de Chile, MA in English Linguistics (University College London), BA in English Language Teaching (Universidad de Santiago de Chile)

References

Abrahams, M.J. and Farías, M. (2010). Struggling for Change in Chilean EFL Teacher Education. Colombian Applied Linguistics Journal, Vol.12, N2, 110-118.

Brown, D.H. (2000). Principles of Language Learning and Teaching. New York: Longman.

Corder, S.P. (1971). Idiosyncratic Dialects and Error Analysis. IRAL 9, (2): 147-160.

Gobierno de Chile. (2004). Diagnóstico de inglés de octavo básico a cuarto medio. Santiago, Chile.

Gobierno de Chile. (2010). Resultados de SIMCE inglés. Santiago, Chile.

Kucera, H. and Francis, W.N.. (1967). Computational Analysis of Present-day American English. Providence: Brown University Press.

Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford: Oxford University Press.

Maniruzzaman, M. (2008). Relevance of the Study of Interlanguage to Teaching EFL at the Tertiary Level: Interlanguage to EFL Teaching. Germany: Books on Demand GmbH.

McEnery, T. and Wilson, A. (2001). Corpus Linguistics. Edinburgh: Edimburgh University Press.

Meyer, C.F. (2002). English Corpus Linguistics: An introduction. Cambridge: Cambridge University Press.

Mystkowska-Wiertelak, A. and Pawlak, M. (2012). Production-oriented and Comprehension-based Grammar Teaching in the Foreign Language Classroom. Berlin: Springer.

Newser, W. (1971). Approximative Systems of Foreign Language Learners. IRAL 9, (2): 115-123.

Richards, J.C. and Rodgers, T. (2001). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.

Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 10: 209-241.

Wesche, M.B. (1993). Approaches to Language Study: Research Issues and Outcomes. In Krueger, M. and F. Ryan (eds.), Language Content: Discipline-content Approaches to Language Study. Lexington, MA: D.C. Heath and Company.

How to Cite

APA

Ortega, M. F. (2014). Assessing trainees’ oral performance in a Chilean teacher training program: a corpus-based study. Colombian Applied Linguistics Journal, 16(1), 10–16. https://doi.org/10.14483/udistrital.jour.calj.2014.1.a01

ACM

[1]
Ortega, M.F. 2014. Assessing trainees’ oral performance in a Chilean teacher training program: a corpus-based study. Colombian Applied Linguistics Journal. 16, 1 (Jan. 2014), 10–16. DOI:https://doi.org/10.14483/udistrital.jour.calj.2014.1.a01.

ACS

(1)
Ortega, M. F. Assessing trainees’ oral performance in a Chilean teacher training program: a corpus-based study. Colomb. appl. linguist. j 2014, 16, 10-16.

ABNT

ORTEGA, Maritza Fernanda. Assessing trainees’ oral performance in a Chilean teacher training program: a corpus-based study. Colombian Applied Linguistics Journal, [S. l.], v. 16, n. 1, p. 10–16, 2014. DOI: 10.14483/udistrital.jour.calj.2014.1.a01. Disponível em: https://revistas.udistrital.edu.co/index.php/calj/article/view/5015. Acesso em: 12 jun. 2024.

Chicago

Ortega, Maritza Fernanda. 2014. “Assessing trainees’ oral performance in a Chilean teacher training program: a corpus-based study”. Colombian Applied Linguistics Journal 16 (1):10-16. https://doi.org/10.14483/udistrital.jour.calj.2014.1.a01.

Harvard

Ortega, M. F. (2014) “Assessing trainees’ oral performance in a Chilean teacher training program: a corpus-based study”, Colombian Applied Linguistics Journal, 16(1), pp. 10–16. doi: 10.14483/udistrital.jour.calj.2014.1.a01.

IEEE

[1]
M. F. Ortega, “Assessing trainees’ oral performance in a Chilean teacher training program: a corpus-based study”, Colomb. appl. linguist. j, vol. 16, no. 1, pp. 10–16, Jan. 2014.

MLA

Ortega, Maritza Fernanda. “Assessing trainees’ oral performance in a Chilean teacher training program: a corpus-based study”. Colombian Applied Linguistics Journal, vol. 16, no. 1, Jan. 2014, pp. 10-16, doi:10.14483/udistrital.jour.calj.2014.1.a01.

Turabian

Ortega, Maritza Fernanda. “Assessing trainees’ oral performance in a Chilean teacher training program: a corpus-based study”. Colombian Applied Linguistics Journal 16, no. 1 (January 1, 2014): 10–16. Accessed June 12, 2024. https://revistas.udistrital.edu.co/index.php/calj/article/view/5015.

Vancouver

1.
Ortega MF. Assessing trainees’ oral performance in a Chilean teacher training program: a corpus-based study. Colomb. appl. linguist. j [Internet]. 2014 Jan. 1 [cited 2024 Jun. 12];16(1):10-6. Available from: https://revistas.udistrital.edu.co/index.php/calj/article/view/5015

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