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Theme:
The Influence of Error Correction in the Motivation of Oral Communication I Students at the Universidad de Costa Rica Sede de Occidente in the first period 2011
General Objective:
• To analyze the influence of Error Correction in the motivation of Oral Communication I students.
Specific Objectives:
• To identify the main techniques English teachers use to correct students´ errors.
• To describe the student’s perspective about the error correction techniques applied during Oral Communication I class.
• To provide results and suggestions related to error correction techniques.

Methodology:
The present study was conducted during the first cycle of 2011 at the Universidad de Costa Rica Sede de Occidente, San Ramón. For confidentiality purposes, however, the involved subjects will be referred to as “the subject (s), the teacher (s), and/or the student (s)”.
The research was carried out following two stages. Initially, there was a literature review in order to support the ideas that were developed later. Secondly, an interview was conducted with the intention of getting students´ perspectives about the techniques that have been applied through the course oral communication I.
From each oral communication I group, it was considered a sample of ten students, each student was applied an instrument in which students identifying the error correction techniques applied by teachers, as well as their perspective about the effectiveness of these techniques. Besides the motivation aspect was implied in the instrument.
The approach of this research was qualitative and the data analysis corresponded to the same approach.

University of Costa Rica San Ramón

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University of Costa Rica San Ramón

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Abstract 1

At this point of the research, we need to decide on the topic we are going to be developing. As a group, we have been thinking about general ideas, but first we need to focus on the educational context.

Below are some of the topics that we are just thinking as an opcion are:
the importance of body language in the second language learning
the implications of the error correction learning English as a second language

Then, we will search for accurate information, in order to know if there is enough information to acconplish the investigation.

The Common European Framework

By: Eleana Rodríguez Villalobos

Introduction

The Common European Framework (CEFR) is a basis created in order to asses the level of proficiency in a second language learner. It is used to elaborate language syllabuses, curriculum guidelines, examinations books and textbooks. It was created in 1989-1996 by the Council of Europe as part of the project "Language Learning for European Citizenship" (Wikipedia.org), to apply in all languages. It was divided into six levels for assessing the language; A basic speaker, A1 breakthrough or beginner, A2 Waystage, B independent speaker, B1 pre-intermediate, B2 Vantage, C proficient speaker, C1 upper intermediate, C2 mastery or advanced. Each of these levels describes what a second language speaker is supposed to do in any level. The levels are divided in terms of the different skills: listening, speaking, reading and writing.

The CEFR is used internationally in educational proposes. Also it has become a useful tool in assessing the level of proficiency of language learners, not only in Europe, but also in many countries. It is used in the reform of national curricula and by international consortia for the comparison of language certificates (Wikipedia.org). Also it us used a tool for evaluating teacher, teachers trainers proficiency.

This tool can be useful for future teachers; as a way of knowing and assessing the level of proficiency in a second language; it provides a clear reference for any skill (listening, speaking, reading and writing). Besides, it provides to the applicant a result in which s/he can be aware of what s/he neens to improve.