Repositori URV

Identificador: imarina:7979735

Handle: https://hdl.handle.net/20.500.11797/imarina7979735

Autors:
Rodriguez, A. BrosaRodriguez Campillo, M. J.

Resum:
Traditionally, the study of syntax has been linked to a traditional (teaching and evaluation) methodology. This approach, surely, is one of the reasons why teaching syntax in the institutes is so complex. In short, this part of the language is usually quite boring for students, quite misunderstood (do not find it useful) and it's hard to learn. However, in recent years, the methodology in the classrooms, at least from a theoretical point of view, is changing. Proof of this is the new application of an evaluation method in Catalonia, a region of Spain. In this educational system, from the 2018-2019 academic year, teachers are required to perform an assessment by competences. This great change in the system, obviously, implies a change in the way of understanding teaching and learning. However, many teachers have not been prepared for this change. In addition, from the educational institutions themselves, proposals arise that, probably, are not entirely correct. Therefore, taking advantage of this occasion, in addition to presenting an analysis of the advantages, disadvantages and changes that implies this evaluation proposal, comparing with the former evaluation method, a line of action is proposed that tries to be more useful and realistic to be applied, as a way of example, in the teaching of syntax in the subject of language in secondary school.