Differences and similarities between oral and written competence in Spanish pre-university studentsa correlational study

  1. Jesús García Laborda 1
  2. María Belén Díez-Bedmar 2
  3. Elena Martín Monje 3
  4. Miguel Fernández Álvarez 4
  1. 1 Universidad de Alcalá
    info

    Universidad de Alcalá

    Alcalá de Henares, España

    ROR https://ror.org/04pmn0e78

  2. 2 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

  3. 3 Universidad Nacional a Distancia (UNED)
  4. 4 Universidad Politécnica de Madrid
    info

    Universidad Politécnica de Madrid

    Madrid, España

    ROR https://ror.org/03n6nwv02

Aldizkaria:
Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile

ISSN: 0717-1285 0718-5758

Argitalpen urtea: 2018

Zenbakia: 42

Orrialdeak: 172-196

Mota: Artikulua

Beste argitalpen batzuk: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile

Laburpena

The Foreign Language (FL) section of Spanish University Entrance Examination (EFL-PAU) has had few revisions over the last twenty years. The Spanish government has substituted the old EFL-PAU University Entrance Examination by a high stakes Baccalaureate Final Evaluation. However, further changes are expected in the coming years. Among the most important ones for the Foreign Language Section is a deep and necessary revision with the inclusion of new types of tasks. To try and inform the decisions made for the new Baccalaureate Final Evaluation, this article reports on the quantitative and qualitative analyses conducted thanks to a pilot oral test carried out with 772 recorded candidate performances. Three main goals were established for this research: 1) to find out the most important variables which characterize foreign language learning in secondary school in Spain; 2) to find out if there is any correlation between the oral competence of students at the end of their non-compulsory secondary education (as obtained from the pilot study) and the marks students obtain in the University Entrance Examination (which does not include the oral skill); and 3) to find out any aspects related to EFL teaching and learning which may potentially enhance oral performance. The results of this paper provide rich information on the students’ foreign language learning context, the strong correlation between the written and oral competences and the need to pay attention to three variables which foster the development of oral foreign language in secondary school classrooms