Abstract

This paper describes teachers’ practices and their perceptions regarding the teaching and learning of oral language in Catalan schools. We used the Assessment Scale for Oral Language Teaching in School Settings (EVALOE) instrument, created and validated with the aim of assessing teachers’ practices for promoting the development of language skills (speaking and listening) in their classrooms, as well as their own perceptions of their classroom practices through an interview. Research participants are 111 teachers and their student’s groups from 36 schools around Catalonia. The study shows that the teachers themselves direct the communication in the classroom, that they often fail to clearly state the content of the oral language being studied, and that they do not systematically assess the learning outcomes of this content. In addition, they use few of the teaching strategies that have proved most useful in language learning. This paper stresses that these practices need to be revised so that teachers and students be aware of language teaching and to create environments that promote the development of students’ language skills.

摘要

本文描述了教师在加泰罗尼亚学校口语教学中的实践和他们的看法。我们使用了学校环境口语教学评估量表 (EVALOE) 工具，创建和验证旨在评估教师在课堂中促进语言技能（口语和听力）发展的实践，以及他们自己的看法通过面试了解他们的课堂实践。研究参与者是来自加泰罗尼亚周边 36 所学校的 111 名教师及其学生团体。研究表明，教师自己在课堂上指导交流，他们经常无法清楚地陈述所学习的口语内容，并且他们没有系统地评估这些内容的学习成果。此外，他们很少使用在语言学习中被证明最有用的教学策略。本文强调，这些做法需要修改，使师生对语言教学有意识，并创造促进学生语言技能发展的环境。