Licenciatura en Lengua Inglesa

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  • Documento
    Attitudes of preservice teachers towards teaching deaf and ESL students
    (Pereira : Universidad Tecnológica de Pereira, 2013) Tellez Murcia, Leidy Johanna ; Quintero Idárraga, Ubaned
    In 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.
  • Documento
    Recasts and their use in second language development
    (Pereira : Universidad Tecnológica de Pereira, 2013) Pérez Santacoloma, Angela María ; Córdoba Soto, Javier
    This 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.
  • Documento
    Critical Analysis of the article: "Dogs as Role Models" by Richard Curwin
    (Pereira : Universidad Tecnológica de Pereira, 2013) Salazar Loaiza, Christian
    The 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.
  • Documento
    Developing 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 Carolina
    In 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.
  • Documento
    How effective is cooperative learning in the EFL/ESL teaching/learning process?
    (Pereira : Universidad Tecnológica de Pereira, 2013) Blandon Arias, Yecid ; Naranjo García, Olga Lucia
    Cooperative 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.