Washback en la expresión e interacción orales: percepciones de los profesores de FLA en el aula

María Dolors Cañada Pujols; Alba Milà-Garcia

doi:10.30827/portalin.vi40.21814

Autores/as

María Dolors Cañada Pujols Universitat Pompeu Fabra https://orcid.org/0000-0002-8204-1679
Alba Milà-Garcia Universitat Pompeu Fabra https://orcid.org/0000-0002-4747-361X

DOI:

https://doi.org/10.30827/portalin.vi40.21814

Palabras clave:

evaluación, washback, francés como lengua adicional, expresión oral, percepciones

Resumen

La importancia que ha adquirido la certificación de conocimientos en la sociedad actual lleva a plantearse su repercusión en las situaciones de enseñanza/aprendizaje, y el concepto de washback se refiere precisamente a los efectos que los exámenes pueden tener en los contextos formativos. Aunque la investigación sobre washback es considerable, lenguas como el francés todavía han recibido poca atención. A partir de un corpus de entrevistas, estudiamos la incidencia de un examen estandarizado al final del nivel B1 en las Escuelas Oficiales de Idiomas de Cataluña en las prácticas de los profesores, especialmente en lo que se refiere a las actividades de expresión oral. Aunque la mayoría de los docentes creen que su objetivo sigue siendo la enseñanza de la lengua y no los exámenes, las entrevistas revelan que le otorgan más importancia de lo que creen. Además, están especialmente preocupados por el formato del examen oral, cuya naturaleza comunicativa consideran cuestionable.

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