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dc.contributor.authorSigona, Concetta Maria 
dc.contributor.authorBarros del Río, María Amor 
dc.date.accessioned2017-05-03T11:08:30Z
dc.date.available2017-05-03T11:08:30Z
dc.date.issued2016
dc.identifier.isbn978-84-15759-87-4
dc.identifier.urihttp://hdl.handle.net/10259/4445
dc.description.abstractThe 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoenges
dc.publisherUniversidad de Deusto, Servicio de Publicacionesen
dc.relation.ispartofOn the Move: Glancing Backwards To Build a Future in English Studiesen
dc.subjectmotivationen
dc.subjectfeedbacken
dc.subjectoral skillsen
dc.subjectanxietyen
dc.subjectELTen
dc.subject.otherTeachingen
dc.subject.otherEnseñanzaes
dc.titleMotivation and Mistakes in the Oral Competence of Future Teachers of Englishen
dc.typeinfo:eu-repo/semantics/bookPart
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersion


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