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Descripción
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| This work analyses the acquisition and development of communicative competences with EFL civil engineering/architecture students that were trained according to CEFR principles. Methodologically speaking, the training consisted in the application of two tools: (1) Authentic tasks specifically focused for engineering students and based on spoken and written academic and professional genres (Swales 2009, Paltridge 2011) were conducted. These activities created a multidisciplinary scenario linked to the students? engineering /architecture syllabuses. (2) Linguistic descriptors and can do statements taken from the portfolio ACPEL were set as a guide for students. ACPEL is an academic and professional linguistic portfolio targeted for tertiary education technical students and accredited by the European Council in 2009. We focused on the development of communicative competences as stated in Savignon (1991) and Celce-Murcia et al. (1995). Results were calibrated in two stages throughout the course: by preliminary assessment and after task completion. We analysed the students? evolution with class activities including oral presentations, role-play, writing technical essays and summaries. Our findings indicate that when students are exposed to content-related and goal-oriented tasks their performance improves and the acquisition of metacognitive skills such as planning, teamwork management, self-reflection and learner autonomy gets fostered. | |
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Internacional
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Si |
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Nombre congreso
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Colóquio Internacional da Aprolínguas |
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Entidad organizadora
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Universidade do Porto (Portugal) |
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Nacionalidad Entidad
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PORTUGAL |
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Lugar/Ciudad de impartición
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Oporto (Portigal) |
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Fecha inicio
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16/06/2016 |
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Fecha fin
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18/06/2016 |