In-service training on teaching and learning formulaic sequences and its assessment

<p align="justify">This paper describes a free yearly course taught by research team J033 at Comahue University during 2019 for primary- and secondary-school teachers of English and some insights gained through its formative and summative assessment (Brown, 2004). The course aimed to...

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Autores principales: Zinkgräf, Magdalena, Fernández, Gabriela
Formato: Text parte de libro
Lenguaje:Inglés
Publicado: Federación Argentina de Asociaciones de Profesores de Inglés. FAAPI 2022
Materias:
Lingüística
Linguistics
Acceso en línea:https://bibliotecadelenguas.uncoma.edu.ar/items/show/644
https://bibliotecadelenguas.uncoma.edu.ar/files/original/ac784a028c9351dcd85a08e3ef416db5.pdf
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Lenguas - Biblioteca Digital. Universidad Nacional del Comahue (UNCOMA) de Universidad Nacional del Comahue
id I22-R137-644
record_format dspace
spelling I22-R137-6442025-12-09T14:42:02Z In-service training on teaching and learning formulaic sequences and its assessment Zinkgräf, Magdalena Fernández, Gabriela Lingüística Linguistics <p align="justify">This paper describes a free yearly course taught by research team J033 at Comahue University during 2019 for primary- and secondary-school teachers of English and some insights gained through its formative and summative assessment (Brown, 2004). The course aimed to equip participants with theoretical-practical knowledge on how to teach contextualised formulaic sequences (Wray, 2002) (FSs) through authentic songs, legends and myths, and motivate them to engage in a future pilot experience teaching formulaic language in their own EFL settings.<br />The paper first discusses some theoretical issues related to formulaic sequences and their teaching in EFL contexts. Then it describes the course in terms of its aims and content, while also considering the different tasks completed by participants for formative and summative assessment. As instances of formative assessment (Brown, 2004), there were face-to-face and virtual group discussions in which teachers discussed key concepts in the bibliography on FS instruction, and oral presentations in which participants described sets of tasks designed for the introduction of FSs in their teaching contexts. Formal summative assessment consisted of three real-life tasks involving the implementation of central content in the course, which were meant to provide an insight into teachers’ grasp of the underlying principles of FS teaching (Lindstromberg &amp; Boers, 2008) and their application in EFL classrooms and, by extension, into the extent to which the workshops’ objectives may have been accomplished.<br />The paper analyses some common features in the practical assignments submitted by participants for the assessment of the course. Tasks like summarising the theory to justify decisions on the sequences to teach and relating this to the aims of the tasks they designed posed some challenges to trainees. These challenges are examined and some implications are also discussed in terms of teaching FSs in in-service teachers’ contexts.</p> Federación Argentina de Asociaciones de Profesores de Inglés. FAAPI 2022 Text parte de libro pdf ISBN 978-987-98045-2-0 <a href="https://bibliotecadelenguas.uncoma.edu.ar/items/show/644">https://bibliotecadelenguas.uncoma.edu.ar/items/show/644</a> https://bibliotecadelenguas.uncoma.edu.ar/items/show/644 https://bibliotecadelenguas.uncoma.edu.ar/files/original/ac784a028c9351dcd85a08e3ef416db5.pdf <a href="https://www.faapi.org.ar/wp-content/uploads/2022/05/Acta-2021_entrega-final.pdf">Language Testing and Assessment : Selected Papers from the 45th FAAPI Conference</a> / Mario Luis López Barrios ...<br />[et al.]; compilación de Mario Luis López Barrios. - 1a ed. - Córdoba: Federación Argentina de Asociaciones de Profesores de Inglés, 2022. ISBN 978-987-98045-2-0 en
institution Universidad Nacional del Comahue
institution_str I-22
repository_str R-137
collection Lenguas - Biblioteca Digital. Universidad Nacional del Comahue (UNCOMA)
language Inglés
orig_language_str_mv en
topic Lingüística
Linguistics
spellingShingle Lingüística
Linguistics
Zinkgräf, Magdalena
Fernández, Gabriela
In-service training on teaching and learning formulaic sequences and its assessment
topic_facet Lingüística
Linguistics
description <p align="justify">This paper describes a free yearly course taught by research team J033 at Comahue University during 2019 for primary- and secondary-school teachers of English and some insights gained through its formative and summative assessment (Brown, 2004). The course aimed to equip participants with theoretical-practical knowledge on how to teach contextualised formulaic sequences (Wray, 2002) (FSs) through authentic songs, legends and myths, and motivate them to engage in a future pilot experience teaching formulaic language in their own EFL settings.<br />The paper first discusses some theoretical issues related to formulaic sequences and their teaching in EFL contexts. Then it describes the course in terms of its aims and content, while also considering the different tasks completed by participants for formative and summative assessment. As instances of formative assessment (Brown, 2004), there were face-to-face and virtual group discussions in which teachers discussed key concepts in the bibliography on FS instruction, and oral presentations in which participants described sets of tasks designed for the introduction of FSs in their teaching contexts. Formal summative assessment consisted of three real-life tasks involving the implementation of central content in the course, which were meant to provide an insight into teachers’ grasp of the underlying principles of FS teaching (Lindstromberg &amp; Boers, 2008) and their application in EFL classrooms and, by extension, into the extent to which the workshops’ objectives may have been accomplished.<br />The paper analyses some common features in the practical assignments submitted by participants for the assessment of the course. Tasks like summarising the theory to justify decisions on the sequences to teach and relating this to the aims of the tasks they designed posed some challenges to trainees. These challenges are examined and some implications are also discussed in terms of teaching FSs in in-service teachers’ contexts.</p>
format Text
parte de libro
author Zinkgräf, Magdalena
Fernández, Gabriela
author_facet Zinkgräf, Magdalena
Fernández, Gabriela
author_sort Zinkgräf, Magdalena
title In-service training on teaching and learning formulaic sequences and its assessment
title_short In-service training on teaching and learning formulaic sequences and its assessment
title_full In-service training on teaching and learning formulaic sequences and its assessment
title_fullStr In-service training on teaching and learning formulaic sequences and its assessment
title_full_unstemmed In-service training on teaching and learning formulaic sequences and its assessment
title_sort in-service training on teaching and learning formulaic sequences and its assessment
publisher Federación Argentina de Asociaciones de Profesores de Inglés. FAAPI
publishDate 2022
url https://bibliotecadelenguas.uncoma.edu.ar/items/show/644
https://bibliotecadelenguas.uncoma.edu.ar/files/original/ac784a028c9351dcd85a08e3ef416db5.pdf
work_keys_str_mv AT zinkgrafmagdalena inservicetrainingonteachingandlearningformulaicsequencesanditsassessment
AT fernandezgabriela inservicetrainingonteachingandlearningformulaicsequencesanditsassessment
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