Publication: Formación
del
profesorado
con
respecto
al
error
y
a
su
corrección
en
las
producciones
escritas
de
alumnos
de
L2:
conocimientos,
aptitudes
y
actitudes
Authors
Merino Mañueco, Susana
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Publisher
Universidad de Murcia
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DOI
http://dx.doi.org/10.6018/reifop.21.2.314201
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info:eu-repo/semantics/article
Description
Abstract
El
error
y
su
corrección
se
revelan
como
elementos
clave
en
la
enseñanza-‐aprendizaje
de
una
segunda
lengua
(L2).
Los
factores
generadores
de
errores,
tras
haber
sido
objeto
de
numerosos
estudios
sobre
la
enseñanza-‐aprendizaje
de
L2,
comienzan
a
manifestarse
como
parte
imprescindible
de
la
competencia
profesional
docente.
Es
parte
de
la
responsabilidad
de
las
instituciones
académicas
encargadas
de
la
formación
del
profesorado
centrarse
en
la
corrección
de
errores
en
la
perspectiva
de
que
los
profesores
cuenten
con
unos
conocimientos,
unas
aptitudes
y
unas
actitudes
orientadas
a
la
mejora
de
la
corrección
y
al
feedback
en
la
enseñanza-‐aprendizaje
de
L2.
En
el
presente
trabajo
nos
proponemos
realizar
una
revisión
teórica
en
torno
a
los
tres
componentes
de
la
competencia
profesional
docente,
a
saber:
los
conocimientos,
las
aptitudes
y
las
actitudes
de
los
profesores
de
L2
en
relación
al
error
y
a
su
corrección
en
las
producciones
escritas.
The concepts of error and error correction have been considered a focus of attention in the teaching and learning of a second language (L2). One of the main goals in L2 teaching and learning research is to identify error-‐causing factors in student written productions. The identification of these factors is therefore becoming an essential part of professional teaching competence. As a consequence, the responsible academic institutions for teacher training must provide teachers the necessary training on error correction and feedback. In this paper we intend to conduct a theoretical review around the three components of professional teaching competence: knowledge, skills and attitudes of L2 teachers regarding error and error correction in written productions.
The concepts of error and error correction have been considered a focus of attention in the teaching and learning of a second language (L2). One of the main goals in L2 teaching and learning research is to identify error-‐causing factors in student written productions. The identification of these factors is therefore becoming an essential part of professional teaching competence. As a consequence, the responsible academic institutions for teacher training must provide teachers the necessary training on error correction and feedback. In this paper we intend to conduct a theoretical review around the three components of professional teaching competence: knowledge, skills and attitudes of L2 teachers regarding error and error correction in written productions.
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