Preservice Teachers' Perceptions of C1 English Proficiency in a Chilean Teacher Education Program

被引:0
|
作者
Vega-Abarzua, Jessica [1 ]
Morales, Marco [1 ]
Olivo, Constanza [1 ]
Rubilar, Francisca [1 ]
Gutierrez-Turner, Eduardo [1 ]
机构
[1] Univ Adventista Chile, Chillan, Chile
关键词
C1; level; Common European Framework of Reference for Languages; English language proficiency; English language teaching standards; teacher education; COMMON EUROPEAN FRAMEWORK; LANGUAGES;
D O I
10.15446/profile.v27n1.115643
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This mixed-methods study examined preservice teachers' perceptions of C1 English proficiency, focusing on their linguistic competence, understanding, attitudes, and challenges. Conducted at a university in & Ntilde;uble, Chile, with 13 participants, data were gathered through a closed-ended questionnaire and a semi-structured interview. Findings suggest that perceived linguistic competence improves as students advance academically. Although participants' understanding of the C1 level was often fragmented, they acknowledged the difficulty of achieving it and the importance of mastering grammar by graduation. Despite challenges, participants held positive attitudes toward the C1 standard. These findings aim to help teacher education programs better support preservice teachers' progress toward C1 proficiency.
引用
收藏
页码:133 / 150
页数:18
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