2026-06-17T21:39:49Zhttps://riubu.ubu.es/oai/requestoai:riubu.ubu.es:10259/44452022-04-28T09:04:54Zcom_10259_2697com_10259_2684col_10259_4444
Repositorio Institucional de la Universidad de Burgos
author
Sigona, Concetta Maria
author
Barros del Río, María Amor
2017-05-03T11:08:30Z
2017-05-03T11:08:30Z
2016
978-84-15759-87-4
http://hdl.handle.net/10259/4445
The oral performance of Spanish future teachers of English is an essential linguistic aspect that requires a thorough attention. Emotional stress in the form of anxiety or frustration and mistakes related to their mother tongue influence determine the use of pedagogical strategies. In order to tackle these two issues, a classroom intervention was performed. Before attempting any pedagogical innovation, a semi-structured questionnaire to elicit data about their difficulties and motivation was passed around. Its outcome led to a twofold intervention. Firstly, a set of pedagogical strategies were tailored to improve their attitudes for participation in oral English instruction. Secondly, a battery of participatory activities were designed and put into practice in order to correct their most common oral mistakes.
The successful outcomes indicate that improving the classroom's engagement as well as working on the students' oral competence help fostering a better attitude towards a more confident use of oral skills.
eng
motivation
feedback
oral skills
anxiety
ELT
Motivation and Mistakes in the Oral Competence of Future Teachers of English
info:eu-repo/semantics/bookPart
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URL
https://riubu.ubu.es/bitstream/10259/4445/1/Sigona-Motivation_and_mistakes.pdf
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URL
https://riubu.ubu.es/bitstream/10259/4445/3/Sigona-Motivation_and_mistakes.pdf.txt
File
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Sigona-Motivation_and_mistakes.pdf.txt