{"title":"比利时职前法语教师写作能力评价","authors":"Ariane Ruyffelaert","doi":"10.30827/digibug.53966","DOIUrl":null,"url":null,"abstract":"espanolEl objetivo principal de este estudio fue describir las competencias en frances como lengua extranjera (FLE) en futuros profesores de FLE. Este estudio se realizo con todos los estudiantes neerlandofonos (n=40) que cursaban el Master universitario en profesorado de educacion secundaria obligatoria y bachillerato (Gante, Belgica) durante 2013-2014 y 2014-2015. Los analisis revelaron resultados interesantes sobre su nivel en FLE y diferentes tipos de errores en sus producciones escritas. En conclusion, la presencia de errores escritos en FLE en profesores en formacion sugiere la necesidad de disenar nuevas estrategias didacticas para mejorar sus competencias escritas durante sus estudios de grado EnglishThe 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","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":"1 1","pages":"141-153"},"PeriodicalIF":0.9000,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Evaluation of the Written Competence of Pre-service Teachers of French as a Foreign Language in Belgium\",\"authors\":\"Ariane Ruyffelaert\",\"doi\":\"10.30827/digibug.53966\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"espanolEl objetivo principal de este estudio fue describir las competencias en frances como lengua extranjera (FLE) en futuros profesores de FLE. Este estudio se realizo con todos los estudiantes neerlandofonos (n=40) que cursaban el Master universitario en profesorado de educacion secundaria obligatoria y bachillerato (Gante, Belgica) durante 2013-2014 y 2014-2015. Los analisis revelaron resultados interesantes sobre su nivel en FLE y diferentes tipos de errores en sus producciones escritas. En conclusion, la presencia de errores escritos en FLE en profesores en formacion sugiere la necesidad de disenar nuevas estrategias didacticas para mejorar sus competencias escritas durante sus estudios de grado EnglishThe 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\",\"PeriodicalId\":54349,\"journal\":{\"name\":\"Porta Linguarum\",\"volume\":\"1 1\",\"pages\":\"141-153\"},\"PeriodicalIF\":0.9000,\"publicationDate\":\"2017-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Porta Linguarum\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.30827/digibug.53966\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Porta Linguarum","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.30827/digibug.53966","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
摘要
本研究的主要目的是描述未来法语外语教师的法语能力。这项研究是在2013-2014年和2014-2015年期间对所有荷兰语学生(n=40)进行的，这些学生在义务中等教育和学士学位(比利时根特)攻读硕士学位。分析显示了关于他们的FLE水平和书面作品中不同类型错误的有趣结果。在书面结论,存在错误FLE教师在编队飞行需要按幢新的书面didacticas战略,以改进其程度EnglishThe求学期间主要目标of this study was to描述French as a foreign language (FFL)资格in pre-service FFL教师。本研究是在2013-2014学年和2014-2015学年对所有比利时荷兰本地人(n=40)参加学术教师教育项目(比利时根特)的研究生进行的。分析揭示了他们的FFL水平和书面作品中的不同错误类型的有趣发现。综上所述，职前教师在FFL中存在的写作错误表明，需要设计新的教学策略，以提高他们在学位学习期间的整体语言能力和写作技能。
Evaluation of the Written Competence of Pre-service Teachers of French as a Foreign Language in Belgium
espanolEl objetivo principal de este estudio fue describir las competencias en frances como lengua extranjera (FLE) en futuros profesores de FLE. Este estudio se realizo con todos los estudiantes neerlandofonos (n=40) que cursaban el Master universitario en profesorado de educacion secundaria obligatoria y bachillerato (Gante, Belgica) durante 2013-2014 y 2014-2015. Los analisis revelaron resultados interesantes sobre su nivel en FLE y diferentes tipos de errores en sus producciones escritas. En conclusion, la presencia de errores escritos en FLE en profesores en formacion sugiere la necesidad de disenar nuevas estrategias didacticas para mejorar sus competencias escritas durante sus estudios de grado EnglishThe 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
期刊介绍：
PORTA LINGUARUM is an international and interuniversity journal that specialises in foreign language didactics. Its aims to publish empirical studies, critical revisions, and theoretical models that relate to the many factors that influence the FL teaching and learning:
- The social and school context: the family’s social and cultural influence as well as the student’s mother language and its influence on the L2 learning process, etc.
- The students: their personal characteristics (age, gender, personality traits, etc.) as well as their attitudes, motivation, cognitive styles, etc.
- The FL teacher: the teacher’s mental representations, attitudes, motivation, individual characteristics, teaching methods, etc.
- Learning conditions and the learning process, variables that influence the teaching and learning processes in the classroom: efficiency of teaching strategies, teaching methods and techniques, second language acquisition processes, students and teachers interaction, effect of teaching resources and materials, etc.
- Learning outcomes: evaluation of procedures as well as the evaluation of the students’ communicative competence at different academic levels, etc.
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