An exploration into the teaching-learning process of listening and speaking skills
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Archivos
Fecha
2010
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
En Chile, hay un creciente interés por manejar el idioma Inglés
íntegramente, pero pese a los inmensos esfuerzos que las autoridades han
puesto en este subsector, el objetivo propuesto no ha sido logrado en su
cabalidad. Asimismo, nuestra experiencia durante los dos años de práctica
que hemos tenido en diferentes instituciones educativas nos hace testigos
de esta lamentable realidad que, utilizando las metodologías adecuadas,
podría cambiar radicalmente. Es por esto que hemos decidido investigar la
enseñanza del Inglés como Idioma extranjero en tres escuelas diferentes,
describiendo las percepciones de profesores y alumnos de Primero Medio.
La investigación toma como base dos elementos principales: listening
y speaking, principalmente debido al hecho de que, según el curriculum
nacional propuesto por el Ministerio de Educación, los alumnos de Primero
Medio están totalmente capacitados para producir y comprender lenguaje
oral. Ambas habilidades son descritas en profundidad en los siguientes
capítulos, junto con sus características propias e implicaciones educativas.
Para estudiar las percepciones de alumnos y profesores, y corroborar
esta información, tres instrumentos fueron utilizados. El primero fue una
encuesta al alumno, donde se obtuvo la opinión de este en cuanto a su
propio desempeño y a la calidad de las clases. El segundo fue un
cuestionario para el profesor, donde el mismo docente nos contó sobre la
estructura de sus clases, los materiales que se utilizaron y la forma en que
se evaluó el conocimiento del alumno. Por último, se utilizó una rúbrica de
evaluación de clases, donde apreciamos y valoramos las clases in situ en
aspectos tales como el uso de recursos didácticos, las oportunidades de los
alumnos y la estructura de las clases.
Los instrumentos previamente descritos arrojaron resultados con gran
implicancia metodológica. En primera instancia se pudo apreciar que los
recursos didácticos, pese a ser de gran utilidad, no son primordiales, ya que
dos escuelas lograron un nivel similar de desempeño pese a que no con los
mismos instrumentos. En segundo lugar, se apreció que las percepciones de
estudiantes y docentes frente al idioma inglés no siempre concuerdan, ya
que los alumnos tienden a demostrarse más conformes con su desempeño y
resultados que sus profesores, quienes son más críticos con los
conocimientos del alumno. En tercer lugar, fue posible comprender que
alumnos y profesores concuerdan con el hecho de que la práctica del idioma
es necesaria, pero aún así, una de las escuelas no considera la habilidad de
speaking en clases ni en evaluaciones. Por último, fue posible validar las
respuestas de estudiantes y profesores calificando y analizando las clases
observadas, lo cual arrojó concordancias y discordancias entre opiniones de
alumnos y profesores.
Como conclusión, los resultados presentes en las próximas páginas
fueron de gran utilidad para poder comprender la realidad de tres colegios,
con sus alumnos y profesores. La finalidad principal fue analizar el
desempeño de docentes y estudiantes, y las razones por las cuales obtienen
aquel rendimiento, ya sea positivo o negativo. Esperamos entregar estos
como herramientas para producir futuras investigaciones, colaborando así
con el correcto desarrollo del idioma Inglés en Chile.
In Chile, there is an increasing interest in managing the English Language properly. Despite the enormous effort that the authorities have made in this area, the objective that was set has not been completely achieved. Likewise, during the two years of teaching practice experience we have had in different educational institutions, has made us witnesses of this regrettable reality which, by using the correct methodologies, could change dramatically. Therefore, we have decided to research on the teaching of EFL in three different schools by describing the perceptions of teachers and students from 9th grade. The research is based on two main elements: listening and speaking. This is due to the fact that, according to the program of the Ministry of Education, 9th grade students are totally able to produce and comprehend oral language. Both skills are described in depth in the following chapters along with their characteristics and educational implications. In order to study students and teachers' perceptions and preve this information, three instruments were applied. The first one was a students' survey in which the opinions related to learners' performance and the quality of the classes was obtained. The second one was a teachers' questionnaire, in which the teachers explain the structure of the classes, the materials used, and the way in which learners' knowledge was evaluated. Lastly, a class observation rubric was used to evaluate two classes, in which we analyzed different aspects such as didactic resources, students' participation, and the class structure. The previously described instruments showed results with great methodological implications. In first place, it was possible to notice that the didactic resources are not fundamental despite the fact that they are usef ul. In fact, two schools achieved a similar performance level even though they did not have the same resources. Secondly, teachers and students' perceptions when facing the language, do not always agree, as students tend to be more pleased with their results than the teachers, who are very critica! of learners' performance. Thirdly, it was possible to comprehend that students and teachers agree with the fact that practicing the language is necessary; however, one of the schools does not consider the speaking ability neither in classes nor in evaluations. Finally, it was possible to confirm students and teachers' answers by qualifying and analyzing the lessons observed, which showed agreements and disagreements between them. In conclusion, the results presented in the following pages were of the utmost importance to comprehend the reality of three schools including teachers and students. The main purpose was to analyze their performance and the reasons why they obtain those results, whether positive or negative. In addition, we aim to give this data as an instrument for future research, cooperating with the right development of English language in Chile.
In Chile, there is an increasing interest in managing the English Language properly. Despite the enormous effort that the authorities have made in this area, the objective that was set has not been completely achieved. Likewise, during the two years of teaching practice experience we have had in different educational institutions, has made us witnesses of this regrettable reality which, by using the correct methodologies, could change dramatically. Therefore, we have decided to research on the teaching of EFL in three different schools by describing the perceptions of teachers and students from 9th grade. The research is based on two main elements: listening and speaking. This is due to the fact that, according to the program of the Ministry of Education, 9th grade students are totally able to produce and comprehend oral language. Both skills are described in depth in the following chapters along with their characteristics and educational implications. In order to study students and teachers' perceptions and preve this information, three instruments were applied. The first one was a students' survey in which the opinions related to learners' performance and the quality of the classes was obtained. The second one was a teachers' questionnaire, in which the teachers explain the structure of the classes, the materials used, and the way in which learners' knowledge was evaluated. Lastly, a class observation rubric was used to evaluate two classes, in which we analyzed different aspects such as didactic resources, students' participation, and the class structure. The previously described instruments showed results with great methodological implications. In first place, it was possible to notice that the didactic resources are not fundamental despite the fact that they are usef ul. In fact, two schools achieved a similar performance level even though they did not have the same resources. Secondly, teachers and students' perceptions when facing the language, do not always agree, as students tend to be more pleased with their results than the teachers, who are very critica! of learners' performance. Thirdly, it was possible to comprehend that students and teachers agree with the fact that practicing the language is necessary; however, one of the schools does not consider the speaking ability neither in classes nor in evaluations. Finally, it was possible to confirm students and teachers' answers by qualifying and analyzing the lessons observed, which showed agreements and disagreements between them. In conclusion, the results presented in the following pages were of the utmost importance to comprehend the reality of three schools including teachers and students. The main purpose was to analyze their performance and the reasons why they obtain those results, whether positive or negative. In addition, we aim to give this data as an instrument for future research, cooperating with the right development of English language in Chile.
Notas
Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)
Palabras clave
Profesores de Inglés, Métodos de Enseñanza, Chile