RESUMENEste trabajo presenta un estudio cuyo objetivo principal es analizar el uso que de las TIC están haciendo en el aula los maestros «noveles» de inglés, es decir, los que finalizaron sus estudios el año anterior al de su incorporación como docentes. Pero este estudio gira alrededor de un eje central, que es el propio Currículo Oficial del área de Inglés en Educación Primaria de la Región de Murcia y de la actuación de los maestros «noveles» de conformidad con éste. Pretendemos así encontrar resultados que nos sirvan de guía para detectar las principales necesidades formativas de los docentes. Palabras clave: Tecnologías de la Información y la Comunicación (TIC), enseñanza del inglés, Enseñanza de Lenguas Asistida por Ordenador (ELAO), competencias, educación primaria.The use of ICT across the English area curriculum for Primary Education by novice teachers ABSTRACT This paper presents a study whose main objective is to analyse the use of Information and Communication Technologies (ICT) by those teachers who finished their degrees as English primary teachers just one year before starting to work at schools. This study focuses on the official curriculum for the area of English language in primary education in the Region of Murcia, as well as on the practice developed by these teachers according to the requirements of the curriculum. In this line, we intend to find useful results for identifying correctly teaching needs in this area.
This study examines the correct and incorrect use of local cohesive ties and local cohesion errors in the written narratives of eleven- to twelve-year-old Spanish learners of English as a Foreign Language (EFL) at different proficiency levels. The study was carried out with pairs who collaboratively wrote a narrative text in response to a picture prompt. The young learners’ written texts were examined to identify their correct and incorrect use of four categories: lexical, referential, conjunctive and temporal cohesion. The results show that higher and lower proficiency learners are significantly different in their use of the causal conjunction because, personal pronouns and noun phrases containing possessive, definite, indefinite and zero determiners. The two groups also differ in their incorrect use of pronouns, simple verb forms and noun phrases containing definite, indefinite and zero determiners. Attention is drawn to the need to explore the diversity in young learners’ use of cohesion and some pedagogical implications are drawn.
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