DOI:
https://doi.org/10.14483/udistrital.jour.calj.2014.1.a01Published:
2014-01-01Issue:
Vol 16, No 1 (2014) January-JuneSection:
Research ArticlesAssessing 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
Keywords:
second language pedagogy, content-based approach, corpus linguistics, interlanguage, communicative performance (en).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.
References
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