Los instrumentos de evaluación del español como L1: Revisión y propuesta de mejora en el grado de Traducción e Interpretación
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[1] Universitat Jaume I
Universitat Jaume I
Castellón, España
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- Localización: Formación docente, fundamentos metodológicos y evidencias empíricas / coord. por Aura L. López de Ramos, Gustavo Quintero Barreto, Belka Bonnett Bogallo, 2024, ISBN 978-84-1079-036-0, págs. 252-260
- Idioma: español
- Texto completo no disponible (Saber más ...)
- Dialnet Métricas: 1 Cita
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Resumen
This study tackles how to assess students’ proficiency in Spanish as their first language (L1) in the Translation and Interpreting degree at Universitat Jaume I. Despite the importance of having an absolute linguistic competence in one’s native language, the focus in universities has traditionally been on foreign languages (L2). Research indicates that students often lack the necessary skills in their L1 and fail to recognize their own errors, which affects both their training and professional prospects.
This study is based on the educational innovation project “Revisión y mejora de los instrumentos de evaluación del español en la formación de traductores/as” (TEDITRAD group) and it aims to critically evaluate the adequacy of current assessment criteria used for evaluating Spanish as L1. The general objective is to identify common errors made by Spanish L1 students and contrast them with existing assessment categories. The specific objective is to design new assessment criteria that answers the real needs of these students. A qualitative methodology will be employed to compile a corpus of written tasks, analyse students’ errors, and highlight the most common ones. This initiative seeks to improve student evaluation by using assessment criteria specifically designed for language subjects. Ultimately, the goal is to achieve students’ absolute language mastery, training competent professional translators, and ensuring inclusive, equitable, and quality education
