SIMCE of English in Chile: Proposal of methodological strategies to use when teaching english as a foreign language
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Fecha
2016
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
The present research shows the different methodologies that determined how public and subsidized schools from the fifth, twelfth, and thirteenth regions obtained the best scores on SIMCE of English in the year 2012 maintaining the position in the ranking in comparison with 2010 test results. The rest of the regions show an improvement but not as significant as the regions mentioned before. This is the problematic situation that rose the idea for this research: to find out what teacher and school were doing inside the classroom to improve the acquisition of English language. In spite of the fact that this test might produce controversial discussion, this research will not get into fields of judgment. Whereas the focus of our attention is to propose methodological strategies to improve the acquisition of English language in Chile. The type of research is comparative descriptive and the methodological research is Qualitative. The participants of our research were selected from public and subsidized schools from the fifth, twelfth and thirteenth regions who were told to apply the instruments to collect the data. In addition, based on the results obtained from the three regions the most applied methodological strategies according to the teachers’ responses are: ‘Oral activities’, ‘Role play’, ‘Listening for the main idea’, ‘Listening for specific details’, ‘Dialogues’, ‘Pair work’, ‘Recognizing cognates’, and ‘Skimming – Scanning’. Due to this fact, our proposal is based on the six most recurrent methodological strategies applied by the teachers from the three regions.
Notas
Tesis (Pedagogía en Inglés)
Palabras clave
Adquisición de Otra Lengua, SIMCE, Estudio de Casos, Inglés, Metodología