Abstract

MEZA GARCIA, Marta Patricia  and  TAPIA LADINO, Mónica. How Is the Appropriation of the Lesson Plan Genre Guided through Provided Written Comments in the Pedagogical Practice in a Training Program for English Teachers in Chile?. Folios [online]. 2016, n.44, pp.137-150. ISSN 0123-4870.

This article proposes to characterize, through a case study, how are most often written comments used by a university teacher to guide the elaboration of the Lesson Plan (LP) genre produced by undergraduate students in a Teaching English program, as part of their teaching practice in a university in the city of Concepción, Chile. In total, we analyzed 432 written comments obtained from 40 texts elaborated by 4 groups of students. The research results showed that most of the writing comments are simple and brief according to their composition. Concerning their function, it was observed that in the early levels written comments focused mainly in formal aspects of the language, while in the final stages greater attention was paid to language content of the Lesson Plans. In the same way, a predominance of indirect corrective feedback is noticed with particular attention to the semantic aspects of the language. Comments are mostly presented in a corrective and imperative mode.

Keywords : Feedback; lesson plan; written comments; second language.

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