Evaluation of the Written Competence of Pre-service Teachers of French as a Foreign Language in Belgium

• Ariane Ruyffelaert ^[1]
  1. [1] Ghent University

     Ghent University

     Arrondissement Gent, Bélgica

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 27, 2017, págs. 141-153
• Idioma: inglés
• DOI: 10.30827/digibug.53966
• Títulos paralelos:
  • Evaluación de la competencia escrita de profesores en formación de francés como lengua extranjera en Bélgica
• Enlaces
  • Texto completo (pdf)
  • Texto completo  1    2 (pdf) 
• Resumen
  • español

    El objetivo principal de este estudio fue describir las competencias en francés como lengua extranjera (FLE) en futuros profesores de FLE. Este estudio se realizó con todos los estudiantes neerlandófonos (n=40) que cursaban el Máster universitario en profesorado de educación secundaria obligatoria y bachillerato (Gante, Bélgica) durante 2013-2014 y 2014-2015. Los análisis revelaron resultados interesantes sobre su nivel en FLE y diferentes tipos de errores en sus producciones escritas. En conclusión, la presencia de errores escritos en FLE en profesores en formación sugiere la necesidad de diseñar nuevas estrategias didácticas para mejorar sus competencias escritas durante sus estudios de grado

  • English

    The main objective of this study was to describe French as a foreign language (FFL) proficiency in pre-service FFL teachers. This study was performed with all native Belgian Dutch postgraduate students (n=40) coursing an Academic Teacher Education Program (Ghent, Belgium) during the academic years 2013-2014 and 2014-2015. Analyses revealed interesting findings on their FFL level and different error types in their written productions.

    In conclusion, the presence of writing errors in FFL in pre-service teachers suggests the need to design novel teaching strategies to improve their overall language proficiency and writing skills during their degree studies

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