La evaluación del aprendizaje de lenguas extrajeras en los alumnos de la enseñanza secundariael caso de la enseñanza del español en camerún

Laburpena

The present PhD dissertation aims to analyse the assessment practices that Spanish as a foreign language teachers carry out in the classrooms of Cameroonian secondary schools, and to propose some improvement solutions. Currently, the assessment of learning focuses not only on the acquisition of knowledge, but also on the development of skills and attitudes that students need to act competently. Thus, the assessment of learning Spanish as a foreign language consists of assessing the communicative competence developed by the students, as indicated in the Common European Framework of Reference for Languages (2002). However, the Cameroonian context characterized by the use of traditional approach learning, does not encourage modern didactic practices (notional - functional method, communicative approach and The results obtained in the surveys carried out by teachers of Spanish as a foreign language (ELE) inspectors confirm that the Cameroonian teachers assess more the linguistic knowledge than the communicative competence of the students. Therefore, in this dissertation, we propose some techniques and some quantitative instruments and qualitative in order to improve the assessment of foreign languages in general and of Spanish in particular in the Cameroonian context. Keywords: Assessment, foreign languages, teaching, secondary school, Cameroon