Abstract:

Introduction:
This paper presents the process of constructing and defining the categories of analysis for adapting an instrument that collects data on the oral communicative competence, based on the works by Núñez, Fernández and Romero (2008) and Sanz Pinyol (2005).

Theoretical framework:
Oral communicative competence is a key skill for teachers. Therefore, is very important to assess future teachers’ oral text productions with the purpose of teacher training. Nunez, Fernández and Romero's instrument analyses features as coherence, cohesion, adequacy, correction (Cassany, Luna & Sanz, 1993), cooperative principle (Grice, 1975) and courtesy (Leech, 1983). At the same time, this instrument was complemented by another validated questionnaire (Sanz Pinyol, 2005), which allowed the evaluation of other aspects of oral communication, such as aspects related to the form of expression and non-verbal communication.

Objective:
To elaborate a questionnaire to determine the communicative needs of undergraduate students of Pre-School Education and Primary Education, in relation to the production of different types of oral texts.

Methodology:
A bibliographic research process was started for constructing the questionnaire. Based on these proposals and the students’ productions, the two previous questionnaires were adapted to create a new one that responded to the needs of the research, creating a series of categories that allowed the analyses of the students’ oral productions.

Results:
The result was a contingent questionnaire focused on the following dimensions: nonverbal communication, voice and pronunciation, use of language and discourse. From each of them, different descriptors are derived, being able to be evaluated on a Likert scale.

Conclusions:
It is a tool that allows us to objectively evaluate the oral expository texts of our students, a fundamental competence for future teachers. Strengths and training needs of students in primary and secondary education will be deduced from the results that will be obtained.

References:
[1] Cassany, D., Luna, M. & Sanz, G. (1993). Ensenyar llengua. Barcelona: Graó.
[2] Grice, H. P. (1975). Logic and Conversation. In P. Cole & J. L. Morgan, Syntax and Semantics volume 3: Speech Acts (pp. 41-58). New York: Academic Press.
[3] Leech, G. N. (1983). Principles of pragmatics. London / New York: Longman.
[4] Núñez Delgado, M., Fernández de Haro, E. & Romero López, A. (2008). Research in language didactics: a model for the evaluation of the oral linguistic competency in secondary education. Porta Linguarum, 9:111-126.
[5] Sanz Pinyol, G. (2005). Comunicación efectiva en el aula. Barcelona: Graó