文章基本信息

标题：The STAR Framework: Towards a more Communicative EFL Class
本地全文：下载
作者：Cinthya Olivares Garita ; Lena Barrantes Elizondo ; Verónica Brenes Sánchez 等
期刊名称：Revista de Lenguas Modernas
印刷版ISSN：1659-1933
电子版ISSN：2215-5643
出版年度：2020
期号：32
页码：11-30
DOI：10.15517/rlm.v0i32.42499
出版社：Universidad de Costa Rica
摘要：English instruction needs to be transformed to provide learners with a suitable environment that allows them to interact in real life situations. For this reason, Task-based Instruction (TBI) has been included into a communicative framework to offer opportunities for learners to use the language without penalizing them for inevitable failures in accuracy, motivating them to engage in the learning process (Willis & Willis, 2007). Inspired by the TBI methodology, a framework called STAR was created to intensify the use of communication in each stage of the lesson (starter, tackle, automatization and recycling stages). Bearing this in mind, the purpose of this qualitative study is to demonstrate the extent to which STAR fosters a more communicative environment for English teaching. This research was conducted in a language program in a public university in Costa Rica, where twenty-five English teachers were consulted about the effectiveness of the framework; added to this, classroom observations and researchers’ logs provided a deeper understanding about the role of STAR. The results evinced the effectiveness of the use of communicative activities within the framework proposed to foster spontaneous speech, heighten engagement, increase risk taking skills, boost learners’ autonomy and build up collaboration in the EFL classroom.
关键词：instrucción por tareas; formato comunicativo; metodología; involucramiento; autonomía