Teacher's Error correction and Students' spoken performance at an Advanced Level at the CBA foundation in La Paz

Abstract

The present study describes the relevance of techers' role when treating spoken mestakes in the clasroom at the Centro Boliviano americano in La Paz. In order to undertake thie research, Teachers' Error correction and Studentes' Spoken Performance variables are considered. The present study is specifically about the relationship that exists between Teachers' Error Correction and Students' Spoken Performance. The affective filter in Teachers' Error correction seems to have an overall influence over fluency, accuracy, pronunciation and types of mistakes students show whwn speaking. On the orther hand, fluency, ccuracy, pronunciation and types of mistakes could be related to one another as they show fluency; while teachers promt accuracy inthe classroom. a description of spoken proficiency levels is considered from two different point of view: The american council on the Testing of Toreing Languages (ACTFL) and the Educational Testing Service (ETS) on one hand, and the Language Policy Division of the Council of Europe (LPDCE) on the order hand. One of the reasons this description of levels is important is the fact that the foundation will have a point of reference to discriminate levels. Besides, It gives a notion of what it si understood by advanced students.