Lexico-grammatical preferences of primary school novice teachers from the province of Concepción

Abstract

According to the SIMCE results, Chilean students do not reach the levels set by MINEDUC (B2 according to the CEFR), especially in the public system, and this may be related to the way students are being taught. Despite this, there have not been many studies which refer to the preferences Chilean teachers have when teaching; therefore, the following research aims to study the most common lexico-grammatical preferences of seventy novice primary teachers of public schools in Concepción Province, Chile. Additionally, the research has been carried out using a quantitative descriptive design, by using a questionnaire with a total of 28 questions in relation to their lexico-grammatical preferences when teaching English. Results showed non-specific preferences regarding their English methodologies, and that participants met the qualifications required by the government. Moreover, participants were unable to name strategies properly for teaching grammar and vocabulary. Additionally, the implications of this research may be used for further studies at universities in order to modify study programs, and for teachers as well, since they can adapt their lessons towards a more communicative approach as the Ministry of Education requires.