Using slightly different content for similar tasks (i.e., task familiarity) seems to sustain students’motivation and interest over multiple repetitions

Task repetition and familiarity is a fruitful way to foster higher levels ofperformance in terms of CAF. Repeating a task just once may enhance theirfluency.

It is important to be aware that L2 users are likely to be less fluent when confrontedwith more complex tasks

Components of fluency:o Speed or rate: measured by, for example, syllables per secondo Silence or breakdown: measured by, for example, number, duration and location (atclause boundaries vs. mid-clause) of pauseso Repair: measured by, for example, number of false starts, repetitions and self-repairs

anguage; for example, number of noun-adjective-gender-agreement errors.o Degrees of errors weight the severity of an error; for example, 1st degree: minor mistakeslike spelling or omitted articles; 2nd degree: more severe mistakes such as word order; 3rddegree: mistakes that make an utterance nearly incomprehensible, e.g., combination ofwrong word choice, word order and omissions (cf. Kuiken & Vedder, 2008; Foster &Wigglesworth, 2016

Key ConceptsMeasuring Accuracy:o Holistic scales provide a global impression of accuracy; for example, low score for “littleknowledge of English vocabulary and word forms; virtually no mastery of sentenceconstruction rules; dominated by errors” (Polio, 1997, p. 137)o Global measures quantify overall accuracy; for example, number of error-free clauses.o Specific measures focus on the specific target of a pedagogic intervention, task, or

Length: short vs. long units; gauged by, for example, number of words per clauseo Variation: variety of units; gauged by, for example, number of different morphemesusedo Interdependence: relation between units; gauged by, for example, coordinated vs.subordinated clause

ey ConceptsComponents of lexical complexity:o Diversity: size of lexis; gauged by means of type-token ratio based measureso Sophistication: depth of lexis; gauged by means of frequency measures, for example, ofwords beyond the 1000 most common wordso Density: information packaging of lexis; gauged by means of, for example, ratio oflexical words per function wordsComponents of grammatical complexity at different linguistic levels (among others morphology,syntax,):

here is (a) developmental complexity (“the order in whichlinguistic structures emerge and are mastered in second (and, possibly, first) language acquisition”Pallotti, 2015, p. 2); (b) cognitive complexity (the subjective difficulty of a language feature, thatis, how a learner perceives the difficulty of an item as it is processed and learned); and (c)linguistic complexity (objective complexity which refers to “intrinsic formal or semantic-functional properties of L2 element

Complexity: size, elaborateness, richness, and diversity of the learner’s linguistic L2system (Housen & Kuiken, 2009) Accuracy: degree of deviancy from a particular norm; deviations are usuallycharacterized as errors (Wolfe-Quintero et al., 1998) Fluency: ease, eloquence, and smoothness of speech or writing (Chambers, 1997; Freed,2000; Koponen & Riggenbach, 2000; Lennon, 1990)

to characterize different levels of L2 performanc

he primary reason formeasuring L2 CAF is to account for how and why language competencies develop for specificlearners and target languages, in response to particular tasks, teaching, and other stimuli, andmapped against the details of developmental rate, route, and ultimate outcomes

Complexity refers to the size, elaborateness, richness, and diversity of the L2 performance.Accuracy is a measure for the target-like and error-free use of language. Fluency refers to thesmooth, easy and eloquent production of speech with limited numbers of pauses, hesitations orreformulations.

Conocimiento de la Normatividad Decreto 2277 de 1979 Ley General de Educación 115 de 1994. Decreto Ley 1278 de 2002 Ley 1098 de 2006 Ley 1620 de 2013 y Decreto 1965 de 2013. Ley 1734 de 2014 Decreto 1075 de 2015. Decreto 1038 de 2015 Manual de Convivencia de la Institución Educativa

competencias funcionales

dimensiones consideradas fundamentales en el aprendizaje: (i) saber ser, (ii) saberaprender, (iii) saber hacer docencia y (iv) saber convivir, las cuales indican que el rol deldocente se ve configurado por la puesta en práctica de los conocimientos adquiridos, elperfeccionamiento de destrezas pedagógicas y el desarrollo de valores

er conscientes que sus acciones formativas están directamente vinculadas con eléxito que logran en sus estudiantes

debemos permitirnos entrar en ella, dominar las herramientas y superar los desafíos

Con la pandemia la interacción con la tecnología se agudizó se volvio casi obligatorio.

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