LA RETROALIMENTACIÓN ORAL AFECTIVA EN EL AULA DE ESPAÑOL COMO LENGUA EXTRANJERA
Adrián Carreras Rabasco / University of Jordan
Alberto Rodríguez Lifante / University of Alicante
Alberto Rodríguez Lifante / University of Alicante
ABSTRACT
This paper focuses on the role of the teacher discourse in the language classroom in connection with students and their motivation, as well as analyzes the role of oral feedback in the classroom and its importance in language learning. For this purpose, we explore the possibilities of this feedback to encourage the development of oral expression and to become the classroom of Spanish as a Foreign Language into a more productive space. We will also investigate different types of correction of oral production to encourage the participation of students in both day-to-day classroom and oral exams. At the same time, through several activities, we intend to generate a reflective debate among the teachers about the different strategies that can be developed to achieve a more affective and effective oral feedback, within the framework of recent proposals such as neuroscience and positive psychology. Lastly, we propose a reflection on the usefulness of all these resources in the teacher's discourse to reformulate not only what we say but the way we do it.
KEY WORDS
Oral feedback, affectivity, motivation, Spanish as a Foreign Language, discourse analysis.