How Is the Appropriation of the Lesson Plan Genre Guided through Provided Written Comments in the Pedagogical Practice in a Training Program for English Teachers in Chile?
This article proposes to characterize, through a case study, how are most often written comments used by a university teacher to guide the elaboration of the Lesson Plan (LP) genre produced by undergraduate students in a Teaching English program, as part of their teaching practice in a university in...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidad Pedagógica Nacional
2016-06-01
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| Series: | Folios |
| Subjects: | |
| Online Access: | http://revistas.pedagogica.edu.co/index.php/RF/article/view/3964 |
| _version_ | 1797641750369533952 |
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| author | Marta Patricia Meza García Mónica Tapia Ladino |
| author_facet | Marta Patricia Meza García Mónica Tapia Ladino |
| author_sort | Marta Patricia Meza García |
| collection | DOAJ |
| description | This article proposes to characterize, through a case study, how are most often written comments used by a university teacher to guide the elaboration of the Lesson Plan (LP) genre produced by undergraduate students in a Teaching English program, as part of their teaching practice in a university in the city of Concepción, Chile. In total, we analyzed 432 written comments obtained from 40 texts elaborated by 4 groups of students. The research results showed that most of the writing comments are simple and brief according to their composition. Concerning their function, it was observed that in the early levels written comments focused mainly in formal aspects of the language, while in the final stages greater attention was paid to language content of the Lesson Plans. In the same way, a predominance of indirect corrective feedback is noticed with particular attention to the semantic aspects of the language. Comments are mostly presented in a corrective and imperative mode. |
| first_indexed | 2024-03-11T13:50:08Z |
| format | Article |
| id | doaj.art-5fe4c55e11ca4199aa0d6f6df3555281 |
| institution | Directory Open Access Journal |
| issn | 0123-4870 0120-2146 |
| language | English |
| last_indexed | 2024-03-11T13:50:08Z |
| publishDate | 2016-06-01 |
| publisher | Universidad Pedagógica Nacional |
| record_format | Article |
| series | Folios |
| spelling | doaj.art-5fe4c55e11ca4199aa0d6f6df35552812023-11-02T09:13:46ZengUniversidad Pedagógica NacionalFolios0123-48700120-21462016-06-0124410.17227/01234870.44folios137.1503092How Is the Appropriation of the Lesson Plan Genre Guided through Provided Written Comments in the Pedagogical Practice in a Training Program for English Teachers in Chile?Marta Patricia Meza García0Mónica Tapia Ladino1Universidad Católica de La Santísima ConcepciónUniversidad Católica de La Santísima ConcepciónThis article proposes to characterize, through a case study, how are most often written comments used by a university teacher to guide the elaboration of the Lesson Plan (LP) genre produced by undergraduate students in a Teaching English program, as part of their teaching practice in a university in the city of Concepción, Chile. In total, we analyzed 432 written comments obtained from 40 texts elaborated by 4 groups of students. The research results showed that most of the writing comments are simple and brief according to their composition. Concerning their function, it was observed that in the early levels written comments focused mainly in formal aspects of the language, while in the final stages greater attention was paid to language content of the Lesson Plans. In the same way, a predominance of indirect corrective feedback is noticed with particular attention to the semantic aspects of the language. Comments are mostly presented in a corrective and imperative mode.http://revistas.pedagogica.edu.co/index.php/RF/article/view/3964Retroalimentación, planificación de clases, comentarios escritos, segunda lengua |
| spellingShingle | Marta Patricia Meza García Mónica Tapia Ladino How Is the Appropriation of the Lesson Plan Genre Guided through Provided Written Comments in the Pedagogical Practice in a Training Program for English Teachers in Chile? Folios Retroalimentación, planificación de clases, comentarios escritos, segunda lengua |
| title | How Is the Appropriation of the Lesson Plan Genre Guided through Provided Written Comments in the Pedagogical Practice in a Training Program for English Teachers in Chile? |
| title_full | How Is the Appropriation of the Lesson Plan Genre Guided through Provided Written Comments in the Pedagogical Practice in a Training Program for English Teachers in Chile? |
| title_fullStr | How Is the Appropriation of the Lesson Plan Genre Guided through Provided Written Comments in the Pedagogical Practice in a Training Program for English Teachers in Chile? |
| title_full_unstemmed | How Is the Appropriation of the Lesson Plan Genre Guided through Provided Written Comments in the Pedagogical Practice in a Training Program for English Teachers in Chile? |
| title_short | How Is the Appropriation of the Lesson Plan Genre Guided through Provided Written Comments in the Pedagogical Practice in a Training Program for English Teachers in Chile? |
| title_sort | how is the appropriation of the lesson plan genre guided through provided written comments in the pedagogical practice in a training program for english teachers in chile |
| topic | Retroalimentación, planificación de clases, comentarios escritos, segunda lengua |
| url | http://revistas.pedagogica.edu.co/index.php/RF/article/view/3964 |
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