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DocumentoAge effects in second language learning: stepping stones toward better understanding(Pereira : Universidad Tecnológica de Pereira, 2013) Gil Gómez, Paola Carolina ; Velasco Medina, Gabriel Eduardo"As should be apparent by now, the position taken in this book is that second language teaching should focus on encouraging acquisition, on providing input that stimulates the subconscious language acquisition potential all normal human beings have. This does not mean to say, however, that there is no room at all for conscious learning. Conscious learning does have a role, but it is no longer the lead actor in the play." (Krashen and Terrell, 1981). In his article, the author DeKeyser (2013), points out the relevance attained to the Second Language Learning, with controversial issues such as conceptual misunderstanding and methodological difficulties. On the other hand, the author seeks that the debate between each other is be able to agree on them, through the suggestions for improvement in subject selection, data collection, and instrumentation to understand how crucial is the age effects for educational policy and curriculum design; and how different are the foreign language learning from second language learning environments.
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DocumentoAttitudes of preservice teachers towards teaching deaf and ESL students(Pereira : Universidad Tecnológica de Pereira, 2013) Tellez Murcia, Leidy Johanna ; Quintero Idárraga, UbanedIn this document we will discuss the complexity around education for the deaf. The most important issue to consider is about the long process students have to assume when they learn English as a foreign language. All human beings acquire a mother tongue during their first few years of life; for many of the hearing impaired, the mother tongue is a sign language code that differs according to place of origin. Sign languages are significantly disparate from oral languages in that they are not produced or perceived in the same way as oral languages. This is to say, sign languages rely on visual perception, whereas oral languages depend on auditory perception. As a reflection we discuss about how effective is for deaf students to learn a language they will never speak, they will never listen and which is not communicatively useful abroad.
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DocumentoAudio-Visual Aids in EFL classroom : integrating technology in language teaching according to students' learning styles(Pereira : Universidad Tecnológica de Pereira, 2013) Cardona Osorio, Jorge Augusto ; Giraldo Restrepo, VivialbaThrough this paper, our aim is to present and discuss the findings of a research study conducted by Mathew and Alidmat (2013) on “the Usefulness of Audio-Visual Aids in EFL Classroom: Implication for Effective Instruction”. However, we also want to go beyond, and expand the concept about audio-visual aids citing some researchers that can explain different issues related to the topic in order to build an idea about the importance of integrating these technological aids in the process of learning a foreign language, but taking into account that not all learners achieve language objectives in the same way. Before starting to discuss the article, it is important to state some ideas that can be meaningful to understand the topic and the arguments we are going to present.
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DocumentoContent Based Instruction...Learning for the moment?(Pereira : Universidad Tecnológica de Pereira, 2013) Gutiérrez Velásquez, Johanna Carolina ; Cadavid Gómez, LauraIn recent year, we have tried out some changes in education to do better the learning, especially in a second language acquisition, where the teachers have left aside the traditional methods to focus on new techniques that emphasize in the students’ needs and interest. However, English language does not have a very important role in some institutions because it is not an important area for the population and the students do not like that kind of subjects. There are many opinions about the learning and teaching English language, but is concerned that teachers start from the positive assessment of learning a new language arousing the interest of the students, and giving to them the motivation to improve the opportunities and quality of life and to ensure the coexistence and cultural exchange since the short time increase your knowledge about another cultures.
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DocumentoCritical Analysis of the article: "Dogs as Role Models" by Richard Curwin(Pereira : Universidad Tecnológica de Pereira, 2013) Salazar Loaiza, ChristianThe article “Dogs as Role Models: A lesson in classroom management” written by Richard Curwin on august, 17th 2012, is a research where the author exposes an experience that he had many years ago with his dog and how he could associate this event with the classroom management and the behavior of his students.
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DocumentoCritical Review on the article : "Using online games for teaching English vocabulary for Jordanian students learning English as a foreign language"(Pereira : Universidad Tecnológica de Pereira, 2013) Bermúdez Alzate, Jenny Carolina ; Ospina Isaza, Oscar JuliánVocabulary development and vocabulary comprehension are key at english as a foreign language (EFL), and it is regarded as crucial for reading comprehension among english language learners (Marzano, 2005). This particular article, entitled "using online games for teaching english vocabulary for Jordanian students learning english as a foreign language" it deals with an issue which has been growing during the last decade (Marzano, 2006) in terms of researchers' interest toward it. The article presents the result of a research conducted in Jordania in 2010 to 160 tenth grade students, the idea was to find out to what extent, vocabulary mediated by online games were learned more effectively than those taught by memorizing tasks.
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DocumentoDeveloping real life experience through teaching culture in the EFL class: fostering the learning trough intercultural awareness(Pereira : Universidad Tecnológica de Pereira, 2013) Ramírez Rojas, Diana CarolinaIn order to know how university can give learners useful tools to develop the communicative competence into the English class, it is necessary to implement different kind of activities that involve the students in a curriculum of meaningful content. One of the aspects to take into account is the inclusion of Culture in the learning process in English classes. One of the key components in language is Culture. Culture, however, varies from one country to another and from one community to another within that country. Due to the diversity of cultures, it is important for teachers to know the culture that is going to be taught in the language-learning classroom. The problem state by the author is that culture is not part of the curriculum in many universities due to the fact that teachers leave behind the role of culture in the EFL because teachers are not culturally aware, the extra time devoted to activities and the limited span of time to complete the syllabi in a semester. Moreover, the author argues that universities neglect to teach culture due to students’ negative attitude towards the target culture.
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DocumentoThe effect of cooperative learning on improving college students' reading comprehension(Pereira : Universidad Tecnológica de Pereira, 2013) Quejada Robinson, Keisha SharenOne of the major challenges for learners and instructors is to find the way of improving reading comprehension achievements. Fortunately, cooperative learning is a method through which this can be implemented and improved, since it encourages students to work in small team groups with different level of ability, where they help each other, they are responsible for their learning as well as the teammates learning, and work on an assignment until all member successfully understand and complete it. Also, this method permit students to acquire more language and social skills that others whom studying the same content under individualistic classroom condition will never reach. Beside, it maximize opportunities for authentic and communicate language, it enriches the language, the interaction among companions and it increase opportunity to individualize instruction.
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DocumentoHow effective is cooperative learning in the EFL/ESL teaching/learning process?(Pereira : Universidad Tecnológica de Pereira, 2013) Blandon Arias, Yecid ; Naranjo García, Olga LuciaCooperative Learning involves different facts in a classroom such as group work, interaction, peer correction and so forth. In the last years teachers have found a need of implementing some strategies that can be according to the new demands of the Ministry of Education of Colombia about bilingualism. Some teachers think bilingualism is too complicated to be applied in large classroom where the learning is difficult without translation into Spanish due to the implications a large classroom has.
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DocumentoMetacognition and reading comprehension : Alireza Karbalaei(Pereira : Universidad Tecnológica de Pereira, 2013) Parra Galvis, Marcela ; Restrepo Salinas, Diana KatherineThis paper is aimed to argument, expand and critique some points that were held in the article “METACOGNITION AND READING COMPREHENSION” written by Alireza Karbalaei, 2010, an EFL teacher and Ph. D Graduate in ELT from the Department of English Language, Islamic Azad University. We organize the paper in three sessions. First, we explore the policies for teaching reading in the EFL; contextualizing into a more specific setting and supporting the ideas with the results from the ICFES exam. Then, we continue with the concepts of reading and reading comprehension which are focused on the way we recognize the words from a text and the way we relate those words with our previous knowledge towards making meaning out of it. Finally, we bring up the reading strategies used when approaching top-down and bottom-up processes.
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DocumentoRe-envisioning reading comprehension for english language learners a critical point of view(Pereira : Universidad Tecnológica de Pereira, 2013) Restrepo Morales, Paula Andrea ; Martínez Buitrago, ErikaWhen teaching a second language, it is important to bear in mind that the four skills: speaking, writing, listening, and reading must be facilitated and developed with the same relevance. However, some learners might tell their teacher they can understand everything he says, but they are unable to produce; or that they can understand a simple text, but when they face comprehension questions that require a critical level of understanding, they do not perform as expected. It is well known that productive skills depend on receptive skills (listening and reading) due to these serve as models for written and oral production; even though one of the most common problems teachers face with students and one of the most complex processes during teaching is oral and written comprehension, we could say that learners are more exposed to listening than to reading practice.
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DocumentoRecasts and their use in second language development(Pereira : Universidad Tecnológica de Pereira, 2013) Pérez Santacoloma, Angela María ; Córdoba Soto, JavierThis essay intends to review various research articles in order to describe a general idea about what has been found supporting the use of recasts and what has been found as negative evidence about its use. Recasts are one of the most useful methodological resources to provide feedback in SLA (Gass, et al..2003, cited by Nassaji, 2009. p.2) There are some researchers which have found the relative effect of recasts over other models of feedback (Long, et al., 1998), whether recasts promote learner uptake (Lyster and Ranta, 1997), whether recasts exposes learners to positive or negative evidence (Leeman, 2003). The use of recasts has better effects than modeling, any type of input enhancement, and elicitations; nevertheless, teachers should be selective regarding the type of error to which recasts are apply; facilitator, as feedback provider, and learner as receptor, are influenced by the nature of the conversation in which they are involved. As a consequence, output production after the recasts is forced by the apprehension the learner has.