The evaluative-corrective dimension in foreign language teaching and learning: a theoretical approach

Abstract

The act of assessment unquestionably plays a role of capital importance in the teaching-learning process of foreign languages, whatever their linguistic origin. This term goes beyond its exclusively quantitative function to become a strategic instrument that guides instructional action and promotes the persistent improvement of teaching practice within the learned language classrooms. With this article we seek to present the concept of evaluation from a theoretical approach, therefore addressing its definition, typology and its conditioning requirements. Furthermore, it is intended to highlight how the teacher has to amend and didactically evaluate his student's learning in the language studied, particularly in terms of errors being made in both written and oral production, which are considered inevitable and decisive in the educational process.