2024-03-28T23:16:11Zhttp://dspace.ucuenca.edu.ec/oai/requestoai:dspace.ucuenca.edu.ec:123456789/160672020-08-03T19:15:59Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Plan analítico de inglés
Faicán, Mirian
Argudo Vicuña, Rafael
Enseñanza Del Ingles
Educacion
Profesora de Segunda Enseñanza en la Especialización de Lengua Inglesa
Cuenca
2014-06-27T22:25:15Z
2014-06-27T22:25:15Z
1996
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16067
spa
TLI;39
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/359762021-03-31T16:16:06Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Effects of social networking on ESL/EFL students’ learning
Orellana Sigua, Evelyn Carolina
Chica Cárdenas, Yola Indaura
Literatura Inglesa
Enseñanza del inglés
Aprendizaje
Motivación
Comunicación
Redes sociales
Educación
Las redes sociales han desarrollado una forma innovadora de promover el aprendizaje del
inglés a través de la creación de comunidades en línea; sin embargo, la aplicación adecuada de
esta herramienta no es muy conocida entre los docentes. Por lo tanto, la presente síntesis de
investigación tiene como objetivo analizar los efectos reportados de las redes sociales en el
aprendizaje de los estudiantes. Este trabajo fue una investigación bibliográfica explicativa.
Quince estudios fueron seleccionados a través de criterios de inclusión tales como la edad de los
participantes, el tipo de estudiantes, y el año de publicación. Estos estudios fueron analizados en
diferentes categorías para explorar los beneficios de las redes sociales en la adquisición del
inglés. Los resultados indicaron que la instrucción en redes sociales mejora las habilidades
lingüísticas y socioafectivas de los estudiantes durante el proceso de aprendizaje del inglés.
Además, los resultados demostraron que los sitios de redes sociales brindan oportunidades para
mejorar la comunicación y la interacción social. Por último, los hallazgos revelaron que este tipo
de instrucción es adecuada para aumentar la motivación de los estudiantes. Futuros estudios de
investigación se recomendaron en base a las brechas que se identificaron en el análisis.
Social networking has developed an innovative way to promote English language learning
through the creation of online communities; however, the adequate application of this tool is not
well known among teachers. Thus, the present research synthesis aims to analyze the reported
effects of social networking on students’ learning. This work was an explanatory bibliographical
research. Fifteen studies were selected through inclusion criteria such as the age of the
participants, the type of students, and the year of publication. These studies were analyzed in
different categories to explore the benefits of using social networking for English acquisition.
The results indicated that social networking instruction improve students’ language and socioaffective skills during the English learning process. Furthermore, the results demonstrated that
social networking sites provide opportunities to enhance communication and social interaction.
Lastly, the findings revealed that this type of instruction is suitable for increasing motivation in
students. Further research studies were recommended based on the gaps that were identified in
the analysis.
Licenciada en Ciencias de la Educación en Lengua y Literatura Inglesa
Cuenca
2021-03-31T16:13:25Z
2021-03-31T16:13:25Z
2021-03-08
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/35976
eng
TLI;524
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
openAccess
application/pdf
58 páginas
application/pdf
Universidad de Cuenca
oai:dspace.ucuenca.edu.ec:123456789/43602020-08-03T19:17:27Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Storytellling as a strategy to build up vocabulary in preschool children at “Unidad Educativa Santa Mariana de Jesús” school
López Balladares, Karla Liliana
Morales Avila, María Fernanda
Argudo Vicuña, Rafael
Enseñanza Del Ingles
Estudiantes
Educacion
Estrategia Educativa
La presente investigación monográfica fue llevada a cabo con el propósito de implementar a la historieta como una metodología útil para la enseñanza del inglés como lengua extranjera entre niños de preescolar de cuatro años de edad. Aquellos profesores que nunca han puesto en práctica la historieta podrían enfrentar algunos problemas y tener un concepto erróneo acerca de su uso, aplicación, resultados e impactos en la enseñanza. Por esta razón, la investigación buscará establecer a la misma como estrategia para mejorar las habilidades comunicativas, enfocándose especialmente en el habla para de esta manera ayudar a los niños a producir el lenguaje espontáneamente. Además sugiere que los profesores utilicen materiales visuales y orales para captar la atención de los niños a fin de motivarlos en el proceso de aprendizaje y así obtener un resultado excepcional y duradero.
Finalmente, la investigación cubre los aspectos básicos de la historietapara su uso en el aula. Además, proporcionará algunos conceptos teóricos, análisis de datos, así como recomendaciones para los profesores cuando deciden aplicar la historietacomo un aporte válido en el aula.
The present monographic research was carried out with the purpose of implementing storytelling as a useful methodology for teaching English as a Foreign Language among four year-old preschool children. Teachers who have never used storytelling before may face some trouble and misconception about its use, application, results and impact on teaching. For this reason, the research will seek to set up storytelling as a strategy to enhance communicative skills, especially speaking, in order to help children produce the target language spontaneously. It also suggests that teachers use oral and visual aids to grab the students’ attention in order to motivate them in the learning process and leave an outstanding and lasting result.
Finally, the research covers the basics of storytelling for its use in the classroom. It will provide some theoretical concepts, analysis of data, and recommendations for teachers when theyapply storytelling as a valid input in the classroom.
Licenciada en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-09-24T18:52:40Z
2013-09-24T18:52:40Z
2013
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/4360
eng
TLI;392
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/160492020-08-03T19:15:53Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Walt whitman in his time
Mogrovejo Mora, Diana
Quinde Chacho, Jenny
Argudo Vicuña, Rafael
Lengua
Enseñanza Del Ingles
Educacion
This work has been developed for people who want to know more about certain details about Walt Whitman s life and works. This thesis gives us some insight into American Literature in which Walt Whitman became one of its best poets. This work has been organized by Chapters. In Chapter One there are some details about Whitman´s childhood and the beginning of his career. Also, there are certain details about his family, his personality, his religion, his death, and his legacy. This study seeks to contribute to the knowledge of America history and literature. For this reason, we have described the changes that the United States suffered during the nineteenth century in which Whitman lived and wrote his poems. In Chapter Two there are few comprehensive studies about slavery, abolition, transcendentalism, realism, Civil War, Reconstruction, and the Industrial Revolution. In Whitman s master piece, Leaves of Grass which is one of the most famous books of the world, we have chosen at random seven of his most important poems and have analyzed them to made a contribution to the understanding of Whitman´s nature and words. These analysis of the poems are included in Chapter Three. In Chapter Four, we talk about the way each historical event influenced on Walt Whitman´s life and works. Also, we give an opinion about what we believe is the most influential event in his life: the Civil War. Also, there is a short comparison among Walt Whitman and some poets of the 19th and the 20th centuries
Licenciada en Ciencias de la Educación en la Especialización de Lengua Inglesa
Cuenca
2014-06-27T22:25:13Z
2014-06-27T22:25:13Z
2009
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16049
spa
TLI;240
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/160542020-08-03T19:15:54Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Programa analítico de inglés
Tenesaca B., Beatriz
Encalada Vásquez, Vicente
Enseñanza Del Ingles
Educacion
Literatura
Profesora en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2014-06-27T22:25:14Z
2014-06-27T22:25:14Z
1995
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16054
spa
TLI;27
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/20922020-08-03T19:16:50Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
The theater of the absurd
Morales, Gabriela
Heras, Esteban
Youman, Ion
Enseñanza Del Ingles
The Theater of the Absurd is a designation given to certain plays, written by some European playwrights that became famous in the 1940 s and 1950 s. This term, Theater of the Absurd, was coined by the Hungarian-born critic Martin Esslin in his 1962 book published with the same title. Esslin got the idea of absurd from the French philosopher Albert Camus, in his essay The Myth of Sisyphus. Even though this kind of theater arose after the Second World War, it has its origins in Ancient Greece, mainly with Aristophanes theater. Later, we can find some absurdist elements in the Middle Ages. Also, German Expressionism contributed to the development of these elements. Finally, World War II was the event that brought the Theater of the Absurd to life. The plays of the Theater of the Absurd are characterized by nonsense dialogues, repetitive or meaningless action, and non-realistic or impossible plots. The most well-known play is Samuel Beckett s Waiting for Godot. Boris Vian. They were all born in France. However, there were many other playwrights that were not born in France, but lived and wrote there, often in French. Some of these playwrights include Samuel Becket, from Ireland; Eugene Ionesco, from Romania, Arthur Adamov, from Russia, and Fernando Arrabal, from Spain. The Theater of the Absurd has had a great influence on the whole world since its appearance, and it has become an inspiration for the modern Theater.
Licenciado en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-06-07T15:14:38Z
2013-06-07T15:14:38Z
2011
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/2092
eng
TLI;290
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/43412019-05-04T17:20:04Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Develonping the speaking skills trough multiple intellingence-based activities with fourth graders at verbo elementary school
Farfán Mora, Juana Marcela
Youman Henley, Thomas Elden
Inteligencia Multiple
Enseñanza Del Ingles
Habilidades Congnitivas
Gramatica
Educacion General Basica
La teoría de las inteligencias múltiples propuesta por Howard Gardner en 1983 sugiere que cada persona tiene más de una inteligencia. Algunas inteligencias son más desarrolladas que otras. Por lo tanto, todos los estudiantes tienen fortalezas y debilidades. Los profesores tienen que aprovechar las fortalezas de los estudiantes y diseñar materiales adecuados para motivar a los alumnos a aprender.
En este trabajo de investigación se analiza el uso de la teoría de las inteligencias múltiples como otro método para desarrollar el a hablar.
El objetivo principal de este trabajo es demostrar que la teoría de las Inteligencias Múltiples podría ser una excelente herramienta para utilizar en el aula de clase. Un conjunto de materiales y actividades en base a la teoría de las Inteligencias Múltiples se han creado y se han aplicado durante dos semanas a los estudiantes de cuarto grado de la escuela primaria "Verbo", en Cuenca, Ecuador. La muestra de este estudio consiste en 16 estudiantes. La entrevista, cuestionario, pre-prueba y un pos-prueba se utilizaron con el fin de recoger los datos que sirvieron de base para este estudio.
Los resultados de esta investigación muestran que la aplicación de actividades basadas en la teoría de las Inteligencias Multiples ayudó a estos estudiantes con sus habilidades de hablar. También muestra que algunos estudiantes estaban más dispuestos a participar que antes.
The theory of Multiple Intelligences proposed by Howard Gardner in 1983 suggests that each person has more than one intelligence. Some intelligences are more developed than others. Therefore, every student has strengths and weaknesses. Teachers have to take advantage of their students’ strengths and design appropriate materials to motivate pupils to learn.
In this research paper, the use of the theory of the Multiple Intelligences as another method to teach speaking is analyzed.
The main purpose of this work is to demonstrate that the Multiple Intelligence theory could be an excellent tool to be used in the EFL classroom. A set of materials and activities based on the MI theory were created and applied during two weeks with EFL fourth-grade students from “Verbo” elementary school, in Cuenca, Ecuador. The sample of this study involves 16 students. An interview, questionnaire, pretest, and a posttest were used in order to collect data which served as the basis for this study.
The results of this investigation show that the application of activities based on the MI theory helped these students with their speaking skills. It also shows that some students were more willing to participate than before.
Licenciado en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-09-24T17:51:13Z
2013-09-24T17:51:13Z
2013
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/4341
eng
TLI;384
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/381132022-02-18T15:07:17Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Situaciones didácticas para la comprensión lectora de cuentos de terror en entornos virtuales para primero de bachillerato
Amón Loja, Sofía Alexandra
Zhañay Carrasco, Freddy Orlando
Washima Zhunio, Victoria Eugenia
Literatura
Pedagogía
Comprensión lectora
Estrategias didácticas
Leer ha dejado de ser vista como una mera actividad de interpretación de signos para convertirse en
una macrodestreza donde interactúa el lector con el texto, y por tanto, pensamiento y lenguaje. Si
bien la enseñanza de la lectura es uno de los objetivos primordiales de toda actividad educativa, la
actividad docente, en la mayoría de los casos, no le da un trato adecuado para facilitar y beneficiar su
aprendizaje. Nos preguntamos entonces, ¿de qué manera el docente puede motivar a sus educandos,
a raíz de su currículo, a leer obras literarias? Este trabajo tiene como objetivo proponer situaciones
didácticas para la comprensión lectora de cuentos de terror en entornos virtuales para el Primero de
bachillerato. Para él diseño y aplicación de nuestro modelo, empleamos la teoría de las Situaciones
Didácticas propuestas por Brousseau (2007), quien sugiere cuatro momentos a tomar en
consideración durante la clase -acción, formulación, validación e institucionalización-. Nuestro
grupo de intervención estuvo conformado por 8 estudiantes de la Unidad Educativa Agronómico
Salesiano -ubicado en la ciudad de Paute- con quienes, en un periodo de 3 horas de clase, usamos
diversos recursos virtuales para leer tres cuentos de terror: La catacumba nueva, La pata de mono y
El almohadón de plumas. Todo esto lo realizamos empleando como metodología a la ingeniería
didáctica. Finalmente se determinó que, para que la lectura y la comprensión de textos sean
habilidades desarrolladas y adquiridas por los estudiantes, los docentes deben: crear ambientes
óptimos de enseñanza-aprendizaje; y, adicional a esto, elegir metodologías didácticas acordes a las
necesidades de su grupo de trabajo.
Reading has ceased to be seen as a mere sign interpretation activity to become a macro skill where
the reader interacts with the text, and therefore, thought and language. Although the teaching of
reading is one of the primary objectives of any educational activity, teaching activity, in most cases,
does not give adequate treatment to facilitate and benefit their learning. We ask ourselves then, in
what way can teachers motivate their students, as a result of their curriculum, to read literary works?
This work aims to propose didactic situations for the reading comprehension of horror stories in
virtual environments for the first year of high school. For the design and application of our model,
we use the theory of Didactic Situations proposed by Brousseau (2007), who suggests four moments
to take into consideration during the class -action, formulation, validation and institutionalization-.
Our intervention group was made up of 8 students from the Salesian Agronomic Educational Unit
-located in the city of Paute- with whom, in a period of 3 hours of class, we used various virtual
resources to read three horror stories: The new catacomb, The Monkey's Paw and The Feather
Cushion. We do all of this using didactic engineering as a methodology. Finally, it was determined
that, for reading and comprehension of texts to be skills developed and acquired by students, teachers
must: create optimal teaching-learning environments; and, in addition to this, choose didactic
methodologies according to the needs of your work group.
Licenciados en Pedagogía de la Lengua y la Literatura
Cuenca
2022-02-18T12:36:54Z
2022-02-18T12:36:54Z
2022-02-18
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/38113
spa
TLE;285
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
openAccess
application/pdf
application/pdf
Universidad de Cuenca
oai:dspace.ucuenca.edu.ec:123456789/364022021-06-29T14:21:20Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Effects of using content and language integrated learning instruction in english as a foreign language classes
Matute Mendoza, Martha Maribel
Rodas Pacheco, Fabián Darío
Literatura Inglesa
Aprendizaje
Metodología
Enseñanza del inglés
Educación
Content and Language Integrated Learning (CLIL), o AICLE en español, es
un método aplicado en varios países alrededor del mundo y consiste en integrar
cualquier asignatura a un lenguaje extranjero con el propósito de adquirir los dos al
mismo tiempo. Estudios demuestran muchos beneficios de AICLE en los
estudiantes, por lo cual, el objetivo principal de este proyecto es descubrir el
potencial de la instrucción AICLE, analizando los resultados de 17 estudios que
comparan esta metodología con la metodología tradicional de enseñanza del inglés
en escuelas primarias y secundarias. Este análisis se centró en los efectos de
AICLE en la competencia lingüística de las 4 destrezas del idioma, vocabulario y
motivación. Los resultados revelaron que la producción oral, el vocabulario receptivo
y la motivación son significativamente más altas en estudiantes AICLE que en
estudiantes bajo modalidad tradicional. De igual manera, AICLE también ofrece
beneficios importantes en cuanto a escritura, pero muy pocos estudios analizan esta
destreza. Además, las destrezas receptivas también se benefician de esta
metodología, pero solo en estudiantes de secundaria. Finalmente, se recomienda
llevar a cabo más investigaciones en lo que respecta a escritura y vocabulario
productivo en Europa, pero en lugares como Latinoamérica se necesita estudios
sobre las 4 destrezas. Por otra parte, existen muchas variables que podrían jugar
un papel importante el momento de aplicar la metodología AICLE, por lo que
también se recomienda que futuros estudios deberían controlarlas para que no
interfieran con los resultados.
Content and Language Integrated Learning (CLIL) is an approach that is
applied in many countries around the world, and it consists of integrating any
subject with a foreign language in order to learn both at the same time. Research
claims many positive effects of CLIL on students; therefore, the aim of this
research synthesis is to explore the potential of CLIL instruction by analyzing the
results of 17 studies that compared this methodology with traditional EFL programs
in both primary and secondary schools. This analysis focused on the effects of
CLIL on linguistic competence regarding the four skills, vocabulary and motivation.
Findings showed that oral production, receptive vocabulary, and motivation are
significantly higher on CLIL students. In addition, writing is also significantly higher
on CLIL students, but few studies focused on this area of the language.
Furthermore, CLIL also offers important benefits for receptive skills but only on
secondary students. Finally, further research is suggested on this topic regarding
productive vocabulary and writing around Europe, but around Latin America
regarding the 4 skills. Moreover, there are many variables that might play an
important role when applying CLIL and should be controlled.
Licenciado en Ciencias de la Educación en Lengua y Literatura Inglesa
Cuenca
2021-06-25T20:24:15Z
2021-06-25T20:24:15Z
2021-06-22
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/36402
spa
TLI;529
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
openAccess
application/pdf
66 páginas
application/pdf
Universidad de Cuenca
oai:dspace.ucuenca.edu.ec:123456789/160602020-08-03T19:15:55Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Ecuadorian migration to the U.S.A. and socioeconomic and cultural impact
Gómez P., Zoila
Loja C., Ana
Youman, Katherine
Enseñanza Del Ingles
Aprendizaje
Migracion
Licenciada en Ciencias de la Educación en en la Especialización de Lengua Inglesa
Cuenca
2014-06-27T22:25:15Z
2014-06-27T22:25:15Z
1995
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16060
spa
TLI;32
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/160992020-08-03T19:16:12Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Huckleberry finn: reflections new and renewed
Correa Cabrera, Mónica
Dután Guaylacela, Blanca Angelita
Youman, Ion
Enseñanza Del Ingles
Aprendizaje
Licenciado en Ciencias de la Educación en la Especialización de Lengua Inglesa
Cuenca
2014-06-27T22:25:19Z
2014-06-27T22:25:19Z
1998
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16099
spa
TLI;68
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/21012019-03-08T13:06:13Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Suggestopedia: use and revirw of the technique and steps to be applied in an efl clasroom
Albán Rodríguez, María Belén
Pacheco Salazar, Vicente Guillermo
Enseñanza Del Ingles
Tecnicas De Aprendizaje
Educacion
This research has been done through an analytical and critical process, whose main objective is review the uses and steps used in Suggestopedia method to be applied in an EFL classroom. Suggestopedia approach is a set of techniques designed to help students relax and get ready for the class through the use of Suggestion which means to break the students psychological barriers and fulfill them with positive attitudes. This approach uses different techniques of relaxation, environment set-up, peripheral learning, authority, presentation of the linguistic material, follow- up activities, error correction, homework and evaluation which are divided in three main stages presentation, concert and practice. In the same way, this works offers a practical guide about the better uses of Suggestopedia into our local setting as an important device in the teaching of a foreign language.
Licenciado en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-06-07T15:14:40Z
2013-06-07T15:14:40Z
2011
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/2101
eng
TLI;299
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/356132021-02-11T17:08:44Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Strategies for learning english pronunciation in an EFL or ESL classroom through the use of ICT tools and CALL
Culcay Peláez, Denníse Tatiana
Torres León, Nicolás Mateo
Fajardo Dack, Tammy Mercedes
Literatura inglesa
Enseñanza del inglés
Pronunciación
Gramática
Educación
Las tecnologías de la información y la comunicación (TICs) son el conjunto de herramientas tecnológicas ampliamente utilizadas para ayudar a expandir la calidad de la enseñanza y el aprendizaje mediante la asimilación de la autonomía, la capacidad y la creatividad de los estudiantes (Ghasemi & Hashemi, 2011). Por otro lado, ALAC hace referencia al aprendizaje de lenguaje asistido por una computadora que se enfoca en la función de apoyo y facilitación de la computadora y enfatiza el papel de los medios digitales como herramientas para el aprendizaje (IGI Global, 2019). Este trabajo de investigación tiene como objetivo analizar literatura existente que sea relevante sobre la aplicación de diferentes herramientas pertenecientes a las TICs y ALAC para aprender la pronunciación del inglés en dos contextos diferentes, las aulas de ILE (inglés como lengua extranjera) e ISI (inglés como segundo idioma). Un total de veinte estudios empíricos fueron identificados y elegidos para ser analizados. Estos estudios recopilados se centraron en el aprendizaje o mejora de la pronunciación del inglés, pero con diferentes estrategias como las TICs y ALAC se desenvuelven en diferentes entornos y con diferentes participantes. Como resultado de la revisión, la presente síntesis de investigación ofrece recomendaciones para futuras investigaciones sobre el uso de estos dos tipos de estrategias de herramientas TICs y ALAC, mismas que necesitan la guía de un maestro o instructor capacitado.
Information and communication technologies (ICTs) is the set of various technological tools widely used to help to expand teaching and learning quality through the assimilation of students’ autonomy, capability and creativity (Ghasemi & Hashemi, 2011). On the other hand, CALL refers to computer-assisted language learning that focuses on the support and facilitation function of the computer and emphasizes the role of digital media as tools for learning (IGI Global, 2019). This paper aims to analyze relevant exiting literature on the application of different ICT tools and CALL for learning English pronunciation in two different contexts, EFL and ESL classrooms. A total of twenty empirical studies were identified and chosen for the analysis. These collected studies focused on English pronunciation learning or improvement, but with different strategies regarding ICTs and CALL and how they perform in different settings and participants. The present research synthesis offers conclusions and recommendations for further research on the applications of these two types of strategies, ICT tools and CALL, which need the guidance of a well-prepared teacher or instructor.
Licenciado en Ciencias de la Educación en Lengua y Literatura Inglesa
Cuenca
2021-02-11T01:39:05Z
2021-02-11T01:39:05Z
2021-02-10
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/35613
eng
TLI;518
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
openAccess
application/pdf
80 páginas
application/pdf
Universidad de Cuenca
oai:dspace.ucuenca.edu.ec:123456789/20462020-08-03T19:14:43Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Native english speaking teachers vs. non-native english speaking teachers
Peralta, Gabriela
Valdez, Alexandra
Argudo Vicuña, Rafael
Enseñanza Del Ingles
Docente
Debilidades
Fortalezas
Globalization is connecting the world in social, economic, cultural and political aspects. This is why English has become a lingua franca (a language used among peoples whose main languages are different). Therefore, the increase of non-native teachers in the entire world is a reality nowadays. Because of this growing tendency, a stereotype has come out and it states that native teachers are better instructors than non-native teachers. The stereotype is based on the idea that native teachers own the target language. However, a debate arouse regarding the use of the term native. The pioneer of this study, Peter Medgyes, mentions that the term native should not be used since there is no nativity in a language. This issue, native-non-native teachers, has provoked problems of credibility from the students perspective, credibility from the viewpoint of professional academic organizations, and credibility in terms of administrators. Credibility is important because it has the power to disturb the students´ learning experience since if there is no trust in the teacher, people will hardly trust in his/her knowledge, which can affect the learning process. Finally, the strengths and weaknesses of both types of teachers will be analyzed to show that native as well as non-Native teachers can become successful in the teaching of the English language.
Licenciada en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-06-07T15:14:31Z
2013-06-07T15:14:31Z
2012
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/2046
eng
TLI;354
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/21082019-03-08T12:55:25Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Games as communicative activities to encourage oral production in children from ages 10 to 11
Carabajo Vallejo, Angélica
Cabrera Moreno, Sandra Leonor
Enseñanza Del Ingles
Desarrollo Del Pensamiento
Niños
Teaching English as a foreign language can be fun and meaningful when teachers apply communicative activities in their classrooms. Children will feel motivated and they will participate interacting with others enthusiastically. These activities can definitely encourage learners participation, contributing to improve their oral production of the English Language. Teachers must know the importance of using appropriate communicative activities to encourage children speaking. It is imperative to understand that these activities need to be well designed or modified in order to develop this skill. This monograph has as its main objective to present some examples of games that teachers can use in an EFL classroom in order to develop children
Licenciado en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-06-07T15:14:41Z
2013-06-07T15:14:41Z
2011
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/2108
eng
TLI;305
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/284762018-06-28T12:50:56Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
The influence of ICT upon the learning process of the listening skill among 9th graders at ‘Victoria del Portete’ Millennium School
Chacón Carchi, Katherine Lorena
Zhagui Tuba, Carlos Xavier
Calle Calle, Ana María
Enseñanza Del Ingles
Educacion
Aprendizaje
Tecnologias De La Informacion Y Comunicacion
Este trabajo analiza el uso de las TIC (Tecnologías de la Información y la Comunicación) en un curso de inglés como Lengua Extranjera para el desarrollo de la escucha. Esta investigación fue conducida en la Escuela del Milenio Victoria del Portete en un noveno grado de Educación General Básica. El estudio describe el papel del profesor durante la enseñanza del inglés para desarrollar la destreza de escucha a través del uso de las TIC. La facilidad que estas herramientas tecnológicas pueden aportar al desarrollo de la escucha es presentada en esta investigación que está basada en observaciones de clases. El acceso que los profesores tienen a las TIC se expone a través del análisis de la información obtenida por medio de la aplicación de una encuesta. La observación de un profesor de inglés aportó información acerca de las metodologías y técnicas usadas por el educador durante la enseñanza del inglés, particularmente la destreza de la escucha. Dos entrevistas llevadas a cabo con la profesora observada y la directora de la institución presentan las fortalezas y debilidades durante el uso de las TIC in el proceso de enseñanza-aprendizaje. Los resultados demuestran que pocas sub destrezas de la escucha, la discriminación y la identificación de detalles son desarrolladas a través del uso de audios que están incluidos en el libro de texto de inglés.
This research analyzes ICTs (Information and Communication Technologies) usage in a ninth grade EFL classroom for enhancement of listening skills. It was conducted at Victoria del Portete Millennium School. The study describes the teacher’s role in the EFL classroom to develop listening skills through the application of ICTs. The facility which ICTs can bring to the development of listening skills is presented in this research by means of classroom observations. The access that teachers have to ICTs is exposed through the information obtained by the application of a survey. The observations of an English educator provide information about the methodologies and techniques used by the educator while teaching English, particularly the aspect of listening. Two interviews conducted with a teacher and the principal of the school present the strengths and weaknesses when using ICTs in the teaching-learning process. Results show that few listening skills including discriminative listening and listening for details are developed through the use of audios provided in the textbook.
Licenciada en Ciencias de la Educación en la Especialización de Lengua Inglesa
Cuenca
2017-11-14T13:03:33Z
2017-11-14T13:03:33Z
2017
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/28476
eng
TLI;475
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/425372023-08-01T19:06:23Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
The Impact of Video Games on ESL Teenagers’ Classrooms
Encalada Narváez, Edison Fabián
Argudo Serrano, Juanita Catalina
Literatura Inglesa
Enseñanza del inglés
Videojuegos
CIUC::Pedagogía::Preparación - Empleo de Docentes::Enseñanza de Idioma Extranjero
La influencia de los videojuegos en contextos de inglés como segundo idioma (ESL) ha cobrado relevancia en los últimos años, especialmente en relación a los efectos que puede tener en el proceso de aprendizaje de idiomas, así como las percepciones por parte de docentes y estudiantes en esta área. Por esa razón, el presente estudio se enfoca en explorar dichos efectos a través de una síntesis de investigación sistemática que se orienta en el impacto de los videojuegos en las aulas de inglés. Por lo tanto, se recopilaron datos para ser
analizados de 15 artículos científicos que exploran el efecto de los videojuegos en estudiantes adolescentes en el aula de ESL. A través de este análisis, fue posible determinar el enfoque de investigación de los estudios, la influencia de los juegos de video en el entorno de aprendizaje, los efectos de la exposición a los juegos en el aprendizaje de idiomas y, cómo estos interfieren con la vida real. Se encontró que los videojuegos tienen un efecto positivo en la motivación de los estudiantes, a pesar de los inconvenientes reportados por algunos
investigadores. Sin embargo, existe una falta de conocimiento sobre cuál sería la mejor manera de implementar los juegos en el aula de ESL.
The influence of video games in English as a Second Language (ESL) contexts has become relevant in recent years, especially, in regards to the effects that they can have on the process of language learning, as well as how they are perceived by teachers and students. For that reason, this study focuses on exploring those notions through a systematic research synthesis that focuses on the impact of video games on ESL classrooms. Thus, analyzed data was gathered from 15 studies that explore the effect of video gaming on teenage students in the ESL classroom. Through this analysis, it was possible to determine the research focus of the
studies, such as the influence of gaming on the learning setting, exposure to gaming, benefits
for language learning, and how it interferes with real life. It was found that video gaming is considered beneficial for language learning and positively affects student motivation, despite the drawbacks reported by some researchers. However, there is a lack of knowledge on the best way to implement video gaming in the ESL classroom.
0000-0002-3337-7803
2023-07-31T20:34:20Z
2023-07-31T20:34:20Z
2023-07-31
http://dspace.ucuenca.edu.ec/handle/123456789/42537
spa
TLI;595
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
openAccess
application/pdf
33 páginas
application/pdf
Universidad de Cuenca
oai:dspace.ucuenca.edu.ec:123456789/160592020-08-03T19:15:58Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Basic composition for EFL students
Chalco, Felipe
Youman, Katherine
Enseñanza Del Ingles
Educacion
Profesor de Segunda Enseñanza en la Especialización de Lengua Inglesa
Cuenca
2014-06-27T22:25:15Z
2014-06-27T22:25:15Z
1995
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16059
spa
TLI;31
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/20672020-08-03T19:14:35Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Summarizing and note-taking as strategies for language processing in the EFL classroom
Medina Z., Fanny
Nivelo M., Cecilia
Ochoa Maldonado, Genner
Enseñanza Del Ingles
Estrategia Metodologica
Didactica
Educacion
Summarizing and note-taking are techniques which enhance learners ability to synthesize and organize information by focusing on the main ideas and supporting details. Both summarizing and note-taking help students process information in a deep way. Summarizing is mainly about distilling information, finding patterns, filling in the missing parts, and synthesizing the information into a condensed form. There are several generalizations and recommendations to develop summarizing skills. The generalizations help learners engage in three activities: deleting information, substituting information, and keeping information. Note-taking asks learners to identify key information and restate that information in their own words. There are several generalizations and recommendations to develop note-taking skills. These generalizations include: the most effective way to take note is verbatim, and notes should be used as study guides for tests, and the more notes that are taken the better. These techniques were applied to forty eight students of tenth level A and B in Julio Maria Matovelle high school. The results of the application were positive because they learned more and better the contents, and they raised their grades
Licenciada en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-06-07T15:14:35Z
2013-06-07T15:14:35Z
2010
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/2067
eng
TLI;268
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/20802020-08-03T19:14:29Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Analysis of the socio-political and religious influence of the clergyman and activist, RV. William Sloane Coffin, during the period 1960-1990 in the United States of America
Rodas Auquilla, Tania Alexandra
Soria Orellana, Ximena Alexandra
Encalada Vásquez, Vicente
Enseñanza Del Ingles
Literatura Inglesa
Religion
William Sloane Coffin, one of the most influential and representative figures of the Protestant Liberalism movement has been the subject of the present research. The main aims of this project are to analyze the social and religious work of an important liberal Christian during the period 1960 -1990 in the history of the United States of America, as well as publicize his position and actions to achieve social justice by using his most important and famous works. This research registers his influence as pacifist and his actions at the front line defending the civil rights and some important social issues. As well as his life and his memorable written works in the first two chapters respectively, and a deep analysis of the social and religious work from his position as Christian this is detailed in chapter 4. The relationship he made between religion and politics; his work on controversial issues such as sexism, segregation, abortion, nuclear weapons, and the Vietnam War were also examined in chapters three and four. For being an ardent human rights defender, a passionate activist, and an eloquent critic against the Vietnam war, William Sloane Coffin, has been taken into consideration to be part of different analysis and used as an example to confront social and political problems that most part of the time are not examined
Licenciada en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-06-07T15:14:36Z
2013-06-07T15:14:36Z
2010
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/2080
eng
TLI;244
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/21182019-02-25T13:49:56Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Application of the suggestopedia method in the 5° of basic education in the San Pedro Nolasco primary school
Rivera, María Teresa
Verdesoto, Paulina
Astudillo Neira, Catalina
Enseñanza Del Ingles
Gramatica
San Pedro Nolasco
Educacion General Basica
Enseñanza
Suggestopedia is a method which helps to motivate students in order to learn English as a foreign language, in which students are included in the learning process. The present project is based on the fifth-grade students at San Pedro Nolasco Primary School, who do not feel motivation when they learn English. These students learn English with the traditional teaching-learning method in which they receive the information from the teacher and the textbook. For this reason, the use of the Suggestopedia method would be beneficial, so that students participate in class and build their own knowledge based on their previous experiences. The purpose of this project is to apply the Suggestopedia method to find solutions for the students motivation and the development of their skills. Our work is based on GeorgiLozanov
Licenciado en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-06-07T15:14:43Z
2013-06-07T15:14:43Z
2011
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/2118
eng
TLI;314
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/21412019-02-15T20:27:43Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Strategies to develop the listening skill in nini-year-old primary school studentes
Barros, Marcia Catalina
Pereira Armijos, Karina Elizabeth
Pacheco Salazar, Vicente Guillermo
Enseñanza Del Ingles
Estrategias Educativas
Educacion
Aprendizaje
Enseñanza
The topic of this research is Strategies to develop the listening skill in nine-year-old primary school students. The purpose of this work is to find out strategies in order to create suitable activities tohelp primary school students develop their listening skill inside and outside the EFL (henceforth English as a foreign language) classroom. Richards states listeners can be taught effective ways of approaching and managing their listening (11); for this reason, it is very important to apply the most useful strategies to help students develop this skill. Thus, we have created a booklet with some useful activities that teachers can use with their students (see appendix 4 pag. 39). Since, the listening skill is considered the most important one, it is essential for kids to develop it, so they become good listeners. Thus, the acquisition of the new language will be more productive.
Licenciada en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-06-07T15:14:49Z
2013-06-07T15:14:49Z
2012
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/2141
eng
TLI;335
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/159352020-08-03T19:15:10Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Applying techniques, strategies, and methodologies to each type of learner
Brito P., Fanny
Guamán L., Magdalena
Chacón Quizhpe, Humberto
Aprendizaje
Enseñanza Del Ingles
Estrategia Metodologica
Licenciado en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2014-06-27T22:24:58Z
2014-06-27T22:24:58Z
2003
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/15935
spa
TLI;136
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/161292020-08-03T19:16:22Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Plan analítico
Morocho, Lourdes
Encalada Vásquez, Vicente
Plan Analitico
Enseñanza Del Ingles
Profesora de Segunda Enseñanza en la Especialización de Lengua Inglesa
Cuenca
2014-06-27T22:25:22Z
2014-06-27T22:25:22Z
1999
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16129
TLI-95
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/257462020-08-03T19:16:44Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Implementing the usage of sitcom (situational comedy) videos in efl classrooms to stimulate students’ oral skills on b1 level (CEFR)
Chumbi Landy, Valeria Alexandra
Narváez Paguay, Joe Adrián
Tobar Espinoza, María Gabriela
Enseñanza Del Ingles
Desarrollo Cognitivo
Habla
Educacion
Este trabajo reúne estudios realizados en diferentes campos de adquisición de lenguaje, específicamente en la habilidad del habla, la cual tiende a ser una de las más difíciles de adquirir y desarrollar en el idioma inglés de acuerdo a importantes estudios. Nuevas tecnologías han empezado a ser usadas en aulas alrededor del mundo y algunas de ellas han mostrado exitosamente una mejora en las habilidades de expresion oral de los estudiantes. Este trabajo está hecho de acuerdo al uso de videos Sitcoms para la adquisición del idioma inglés a manera de apoyo para que otros profesores incluyan tales tipos de materiales en sus clases. Los estudiantes de hoy en día cuentan con fuentes de información casi ilimitadas que pueden obtener usando aparatos tecnológicos; esto representa una gran oportunidad de aplicar tales apoyos en campos educativos tales como la adquisición del lenguaje, con métodos que se acoplan a manera de un interesante producto visual para cualquier estudiante. Los Sitcoms representan una de las nuevas tendencias a ser analizadas como una herramienta útil para facilitar los procesos de atención y memoria debido a la facilidad del contexto en donde toman lugar y la conexión que tienen con otros aspectos del lenguaje como la cultura, tradiciones, modismos, jergas y más.
This research gathers studies done on different fields of language acquisition, specifically the speaking skill, which tends to be one of the most difficult English language skills to be acquired and developed according to important studies. New technologies have started to be used in classrooms around the world and some of them have successfully shown an improvement on students’ speaking skills. This research is done regarding the use of Sitcom videos for English language acquisition as a support for other teachers to include such materials in their own classes. Students nowadays count with almost limitless sources of information that they can obtain by using technology devices; this represents a great opportunity for applying these aids in educative fields such as second language acquisition, with approaches that suit an appealing visual output for any learner. Sitcoms represent one of the new trends to be analyzed as a helpful tool to facilitate attention and memory processes, due to the easiness of the context where they take place and the connection they can have with other aspects of the language such as culture, customs, idioms, slangs, and more.
Licenciado en Ciencias de la Educación en Lengua y Literatura Inglesa
Cuenca
2016-10-21T11:15:16Z
2016-10-21T11:15:16Z
2016
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/25746
Eng
TLI;449
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/159932020-08-03T19:15:34Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Social concepts in the time of William Shakespeare and their manifestations in Hamlet
Chumbay Guncay, Julio Vicente
García P., William
Youman, Katherine
Literatura
Enseñanza Del Ingles
Aprendizaje
William Shakespeare, like any other writer, was influenced by many social concepts of his time to write his tragedies. But in Hamlet, one of the greatest tragedies of English Literature, is in which William Shakespeare focuses especially on such concepts. Practices, beliefs, politics, economy, culture, religion, and social norms or expectations of Elizabethan England are exposed in the tragedy of Hamlet. We can see these in the description of the settings and in the way of thinking, the reactions, and in the behavior of the characters during the development of the tragedy. All these social concepts manifested in Hamlet make the tragedy a mysterious work of great discussion in our days. Themes such us revenge, treason, ambition, love, murder, pre-arranged marriages and other matters exposed in Hamlet are resonant in Ecuadorian society nowadays too, and new perspectives concerning the tragedy are always being incorporated. The tragedy of Hamlet will keep alive for generations
Licenciado en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2014-06-27T22:25:06Z
2014-06-27T22:25:06Z
2008
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/15993
spa
TLI;189
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/21192019-02-25T13:34:15Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
A selection of american folktales to teach english through interactive activities for teenagers
Dávila Toro, Omar
Llanos Campoverde, Johanna
Ochoa Maldonado, Genner
Enseñanza Del Ingles
Gramatica
Educacion
This investigation is about the use of folktales as a tool to teach English to teenagers. Its scope considers the interaction of students through technology, specifically with media. The technique is called digital storytelling. To develop a story it is recommended to use Microsoft PowerPoint, Word and Adobe Flash Player. They are easy to use throughout the combination of images, words, voices and audio.
Licenciado en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-06-07T15:14:43Z
2013-06-07T15:14:43Z
2011
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/2119
eng
TLI;315
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/160912020-08-03T19:17:05Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Biography of Abraham Lincoln
Paguay Muñoz, Blanca Marlene
Youman, Katherine
Enseñanza Del Ingles
Educacion
Profesora de Segunda Enseñanza en la Especialización de Lengua Inglesa
Cuenca
2014-06-27T22:25:18Z
2014-06-27T22:25:18Z
1997
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16091
spa
TLI;60
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/160382020-08-03T19:15:48Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Constructivist theory and its application to the teaching of grammar in the ESL classroom: teaching the possessive case of nouns, prepositions, adverbs of frequency, first and second conditional, will present, would, past
Inga, Paola
Tapia, Soledad
Argudo Vicuña, Rafael
Enseñanza Del Ingles
Cosntructivismo
Estrategias Educativas
Gramatica
During the teaching - learning process we have faced as students and teachers different kinds of difficulties when learning a new language, especially with grammar because teachers think that memorizing is the best way of learning a structure. There are different kinds of methodologies to teach English.That's why we have focused this thesis on the Constructivist theory that is a view of learning based on the belief that knowledge isn't a thing that can be simply given by the teacher at the front of the room to students in their desks. Rather, knowledge is constructed by learners through an active, mental process of development; learners are the builders and creators of meaning and knowledge. We have developed four units based on possessive case of nouns, prepositions, adverbs of frequency, first and second conditional using this theory, which have different activities for each grammar point; each unit has a real life situation that let students practice more. The teacher provides students with experiences that allow them to predict, manipulate objects, pose questions, research, imagine, and invent. Finally, we provide an application test for each unit; they can be modified according to the necessities of students and teachers. We have to remember that with this theory students are evaluated during the whole process and not only at the end of it. We hope that this thesis may help teachers change their traditional way of teaching using this theory improving the teaching-learning process
Licenciada en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2014-06-27T22:25:12Z
2014-06-27T22:25:12Z
2008
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16038
spa
TLI;229
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/274652020-08-03T19:14:54Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Exploring pragmatics and the speech acts of requesting and offering in senior high school students and native speakers of english
Colcha Caldas, Priscila Tatiana
Sibri Vélez, Hugo Eduardo
Heras Urgilés, Gerardo Esteban
Habla
Enseñanza Del Ingles
Discurso
Educacion
Basado en la teoría de los actos del habla, cuyo objetivo es que las personas conozcan que las palabras no sólo dicen algo, sino que también llevan a cabo acciones, este estudio tiene el propósito de explorar la pragmática y los actos de habla de solicitar y ofrecer en estudiantes de secundaria de Inglés como lengua extranjera y nativos de Inglés. Para lograr este objetivo, los autores realizaron lo siguiente: primero, revisión de literatura la cual muestra que en todo el mundo la teoría de los actos del habla ha sido ampliamente investigada, pero en Ecuador no se lo hace a profundidad. Segundo, se llevaron a cabo entrevistas con profesores de secundaria lo que demuestra que ellos tienen diferentes perspectivas acerca de esta teoría. Tercero, aplicaron pruebas de finalización del discurso (DCTs por sus siglas en inglés) a estudiantes de EFL de instituciones públicas y nativo hablantes de inglés la que compara sus respuestas en términos de pertinencia, cortesía y uso del vocabulario. Además, se ha analizado el libro de inglés que se utiliza actualmente para enseñar inglés a este nivel y muestra que la mitad de éste, ofrece oportunidades para desarrollar habilidades pragmáticas. En este contexto, es importante que los maestros recuerden que el desarrollo de los actos del habla en clase puede ayudar a los estudiantes a entender el trasfondo sociocultural de la lengua que se está aprendiendo para mejorar su competencia comunicativa.
Based on the Speech Acts theory, which aims people to be aware that words do not only say something but also carry actions, this research study has the purpose of exploring pragmatics and the speech acts of requesting and offering in senior high school EFL students and native speakers of English. To accomplish this objective, the authors have done the following: first, a literature review which shows that around the world the theory of speech acts has been widely researched, but in Ecuador, this topic is not so well investigated. Second, they conducted interviews with high school teachers which demonstrates that teachers have different perspectives about this theory. Third, they applied Discourse Completion Tests (DCTs) to EFL students of public high schools and native speakers of English. The DCTs compare EFL students’ answers with native speakers’ answers in terms of appropriateness, politeness and vocabulary use. Additionally, the English textbook which is currently being used to teach English to high school level has been analyzed and shows that fifty percent of it offers opportunities to develop pragmatic skills. In this context, it is important for teachers to remember that the development of speech acts in class can help students understand the socio-cultural background of the target language to enhance their communicative competence.
Licenciado en Ciencias de la Educación en Lengua y Literatura Inglesa
Cuenca
2017-05-29T17:24:23Z
2017-05-29T17:24:23Z
2017
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/27465
spa
TLI;471
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/159642020-08-03T19:15:23Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Let's learn english in a communicative way
Macas, Elizabeth
Ríos, María
Argudo Vicuña, Rafael
Explicacion
Aprendizaje
Enseñanza Del Ingles
This project has been conceived as a useful tool for teachers and students. It emerged due to the learning problems presented in the students of ninth level of Basic Education of Luisa de Jesus Cordero High School. The majority of students are frightened in participating in oral practice, this affecting the development of their speaking skill. Because of this problem, we propose to apply new strategies and innovating didactic resources related to the development of this speaking skill in order to raise the interest of the students and encourage them to use the language to communicate in the classroom taking into account their particular background and needs. The activities proposed are full of visual aids, which will help them participate in a freer way with meaningful learning. The activities will be varied and will occupy the students' attention and interest during the whole teaching-learning process. At the end of this work we present some of the activities that can be developed in class. We have seen that the use of these activities promote the students' commitment in their own learning and advice colleague teachers to use these activities in their schools.
Licenciado en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2014-06-27T22:25:01Z
2014-06-27T22:25:01Z
2005
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/15964
spa
TLI;162
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/20972019-03-07T20:22:40Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Integration of music in the english clasroom in order to teach basic vocabulary
Padilla T., Verónica
Ortiz O., Mayra
Youman, Katherine
Enseñanza Del Ingles
Desarrollo De La Inteligencia
Educacion
Musica
Estudiantes
Profesor
The main topic developed in this work is based on different concepts of intelligences and phrases of some writers, who think that music is the best tool to acquire knowledge according to the musical intelligence, created by Dr. Howard Gardner. The principal purpose of this theory is to recognize the existence of seven different and independent types of intelligences which are able to interact and enhance each other. Then, we will focus on one of these intelligences; in this case we chose the musical intelligence, which is the ability to perceive, transform, and express ideas or thoughts through music. Moreover, we provide some tools, activities, techniques, and strategies which can help teachers to work with any area, content, or objective they have planned during the year. In addition, we propose a reconceptualization of the teacher´s role and the work he/she plays in the classroom. Furthermore, we propose new choices in order to arrange the classroom considering that the classroom is one of the most important factors necessary to obtain significant knowledge. We chose the musical intelligence over the other intelligences because we have designed activities that we consider to be attractive, helpful and of great interest to young people of 16. Teenagers are very interested in music that is popular and they prefer to learn English through tasks that are centered on music and musical themes. In our experience as teachers, music has been a great tool to capture the students´ attention in order to get them to enjoy English.
Licenciado en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-06-07T15:14:40Z
2013-06-07T15:14:40Z
2011
bachelorThesis
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/2097
eng
TLI;295
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/160522020-08-03T19:15:52Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Plan analítico de inglés
Paguay, Raúl
Astudillo Neira, Catalina
Enseñanza Del Ingles
Educacion
Literatura
Profesor de Segunda Enseñanza en la Especialización de Inglés
Cuenca
2014-06-27T22:25:14Z
2014-06-27T22:25:14Z
1995
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16052
spa
TLI-25
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/160262020-08-03T19:15:44Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Speaking activities with enhance communication in the 5th year of Manuel J. Calle high school
Romero Pineda, Myriam
Calle Astudillo, Susana
Aprendizaje
Motivacion
Enseñanza Del Ingles
It is said that students learn better wen they are actively involved into the teaching learning process and this assumption is generally true if we want students to develop their speaking ability in the classroom.
Licenciada en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2014-06-27T22:25:11Z
2014-06-27T22:25:11Z
2008
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16026
spa
TLI;218
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/397572022-11-14T19:41:56Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
The influence of digital storytelling in EFL/ESL students’ writing skills
Novillo Sarmiento, Juan José
Pesántez Jiménez, Grace Elizabeth
León Vélez, María Verónica
Literatura Inglesa
Enseñanza
Percepción
Habilidades de escritura
Educación
Digital Storytelling (DS) es una herramienta tecnológica que se ha implementado en la
educación del inglés como lengua extranjera y como segunda lengua en los años recientes. En
efecto, los investigadores han comenzado a explorar profundamente cómo este instrumento mejora
las habilidades de escritura de los estudiantes. Al recopilar, analizar e interpretar veinte estudios
primarios, esta síntesis de investigación tiene como objetivo determinar la influencia de DS en la
producción de textos escritos en contextos de inglés como lengua extranjera y segunda lengua.
Además, este trabajo examina las percepciones de instructores y alumnos y los beneficios que tiene
DS en las micro habilidades de escritura. Por lo tanto, solo se consideraron para la investigación
los estudios escritos en inglés, publicados a partir del año 2014 y con un enfoque pedagógico en
el contexto de inglés como lengua extranjera y segunda lengua. Los resultados han revelado efectos
positivos al aplicar DS en la producción escrita de los educandos. De hecho, los hallazgos
demuestran que es un instrumento que ayuda a corregir errores de puntuación, gramática,
vocabulario y otros. Asimismo, esta síntesis de investigación adopta el análisis de estudios
cualitativos, cuantitativos y mixtos, con mayor relevancia a los cualitativos, con el propósito de
interpretar las percepciones de los aprendices y profesores sobre DS. En consecuencia, DS es
considerada una herramienta que mejora las macro y micro habilidades de escritura de los
aprendientes a través de la motivación, a la vez que facilita, el proceso de enseñanza-aprendizaje
del inglés en sus contextos de lengua extranjera y segunda lengua, respectivamente.
Digital Storytelling (DS) is a technological tool which has been implemented in English as
a Foreign Language and as a Second Language (EFL, ESL) educational field in recent years.
Indeed, researchers have deeply begun to explore how this instrument improves and enhances
students' writing skills. By collecting, analyzing, and interpreting twenty primary studies, this
research synthesis aims to determine the influence of DS on the production of students' written
texts in EFL/ESL contexts. Additionally, this work examines the instructors' and pupils'
perceptions and the benefits DS has caused in writing micro-skills. Therefore, only studies written
in English, published from 2014 onwards, and with a pedagogical approach in an EFL/ESL context
were considered for proper research. The results have revealed positive outcomes by applying DS
in students' written production. In fact, findings show that it is an instrument that aids in correcting
mistakes in punctuation, grammar, vocabulary, and others. Moreover, this research synthesis
adopts the analysis of qualitative, quantitative, and mixed studies with greater relevance to the
qualitative ones to interpret learners' and teachers' perceptions regarding DS. Consequently, DS is
considered a tool that improves students' writing macro and micro-skills by means of motivation
and facilitates the teaching-learning process in an EFL, ESL context
Licenciado en Pedagogía del Idioma Inglés
Cuenca
2022-09-13T19:26:12Z
2022-09-13T19:26:12Z
2022-09-02
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/39757
eng
TLI;584
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
openAccess
application/pdf
80 páginas
application/pdf
Universidad de Cuenca
oai:dspace.ucuenca.edu.ec:123456789/21292019-05-04T17:21:20Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Developing reading and writing skills through science fiction: I, robot by Issac Asimov
Maldonado Pérez, Marixa
León Vélez, María Verónica
Enseñanza Del Ingles
Educacion
Developing reading and writing skills are important for learners because they can communicate their feelings, thoughts, and emotional issues. For these reasons I chose them for working on my proposal which is about Science fiction and the novel ¨I, Robot¨ written by Isaac Asimov. Moreover, there is a brief reading about The Whole Language approach and some exercises based in the novel. The proposal begins with a short biography about the novel´s author Isaac Asimov and tells about his life, career, and death. Then there are introduction about science fiction and its issues. Reading and writing skills are developed. The Whole Language approach is mentioned in order that it is an available approach teachers should apply in their classes. It gives some cues on how to management classrooms and all related with it. This approach is according with educational curriculum. The exercises are the last activities which are focused on the novel I, Robot. The teachers should be conscious that the learning-teaching process is constantly changed. I hope this proposal helps some English teachers improve the skills on reading and writing, and changes the traditional methodology by applying the new technological devices.
Licenciada en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-06-07T15:14:45Z
2013-06-07T15:14:45Z
2011
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/2129
eng
TLI;324
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/346882020-07-29T21:57:25Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Analyzing filler words in daily conversations
Guamán Arpi, Carlos Andrés
Piedra Carrión, Verónica Rosalía
Literatura Inglesa
Discurso
Fonética
Palabras de relleno
Lingüística
Esta investigación bibliográfica exploratoria tuvo como objetivo conocer si el uso de
palabras de relleno beneficia o perjudica el proceso comunicativo, de igual manera se encontró
que existen ciertas palabras de relleno más comunes que otras, las razones para emplearlos, las
actitudes de los oyentes frente a su uso, y los espacios en los que se emplean. Después de
analizar un total de 21 estudios se encontraron dos tipos de palabras de relleno utilizadas
frecuentemente por los hablantes: rellenos lexicalizados y no-lexicalizados. El entorno y la
audiencia juegan roles significativos para el uso de estas palabras. Las palabras de relleno
tienden a ser lo primero en ser pronunciado durante las intervenciones de los hablantes, y en la
mayoría de los casos empleados en situaciones informales. Las palabras de relleno fueron más
utilizadas por los hablantes durante el uso de la lengua extranjera que de lengua nativa a pesar de
su alta competencia. El uso de estas palabras particulares no se considera un acto descortés; sin
embargo, es esencial usar la cantidad necesaria de rellenos e identificar a la audiencia de
antemano para evitar malentendidos
This exploratory bibliographic research aimed to know if the use of filler words is
beneficial or harmful to the communicative process, at the same time it was found that there are
certain filler words more common than others, reasons to use them, attitudes of the listeners
regarding their use, and the places in which they are used. After analyzing a total of 21 studies,
two types of filler words frequently used by speakers were found: lexicalized and non-lexicalized
fillers. The environment and the audience assumed significant roles for the use of these words.
Filler words tend to be pronounced as the first word during the intervention of speakers, and in
most cases, used in informal situations. The speakers of L2 use more filler words than speakers
of LI despite their high competence. The use of these particular words is not considered an
impolite act; however, it is essential to use only the necessary amount of fillers and identify the
audience previously to avoid misunderstandings.
Licenciado en Ciencias de la Educación en Lengua y Literatura Inglesa
Cuenca
2020-07-29T20:51:18Z
2020-07-29T20:51:18Z
2020-07-29
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/34688
eng
TLI;500
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
openAccess
application/pdf
36 páginas
application/pdf
Universidad de Cuenca
oai:dspace.ucuenca.edu.ec:123456789/326012020-08-03T19:16:02Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
A case study of a public and a private school: analysis of classroom routines and procedures during the teaching process
Gusñay Siavichay, Angélica Magaly
Vélez Yanza, Paula Agustina
Santillán Iñiguez, Juan José
Enseñanza Del Ingles
Estrategias Educativas
Procedimientos
Manejo De Clases
Educacion
Este trabajo de investigación estudia las diferentes rutinas y procedimientos, relacionados al manejo de la clase, que los profesores de Inglés de una institución pública – Unidad Educativa Miguel Moreno – y una privada – Unidad Educativa Liceo Americano Católico – en Cuenca aplican en Tercero de Bachillerato, con el objetivo de examinar las diferencias y similitudes que existen entre las dos. En este estudio, se intenta identificar las situaciones que los profesores enfrentan relacionadas con rutinas y procedimientos al momento de manejar una clase. Además, se pretende reconocer la presencia o ausencia del uso de rutinas y procedimientos por parte de los profesores y el conocimiento y práctica de las mismas por parte de sus estudiantes. Se presentan resultados significativos mediante el uso de tres instrumentos, observación, cuestionarios y entrevistas que permiten triangular la información obtenida. Los resultados indican la falta de procedimientos y rutinas en ambos ambientes educativos. Estas diferencias pueden ser apreciadas en dos aspectos – control de disciplina y actividades para el aprendizaje. En la institución pública, fue más notable el control de disciplina por parte del docente, mientras que en la institución privada el profesor aplicó una gran variedad de actividades durante sus clases. Las autoras presentan algunas recomendaciones dirigidas a los profesores de inglés en ambas instituciones promoviendo posibles soluciones a las distintas situaciones relacionadas al manejo de la clase, que pueden suscitarse dentro del proceso de enseñanza y aprendizaje.
This research study analyzes the different routines and procedures related to the classroom management English teachers of a public institution – Unidad Educativa Miguel Moreno – and a private one – Unidad Educativa Liceo Americano Católico – applied during a senior year which will examine the differences and similarities that exist between both institutions. In this study, the researchers aim to identify the situations that teachers face related to classroom management routines and procedures. In addition, it endeavors to recognize the presence or absence of the application of routines and procedures by teachers and the knowledge and practice of them by their students. Significant results are presented through the use of three instruments, observation checklists, questionnaires and interviews that allow to triangulate the gathered information. The results indicate the lack and differences between procedures and routines in both educational environments. This differences could be seen in two aspects – control of behavior and learning activities. In the public institution, there is more teacher control of students’ behavior than in the private one. Besides, the teacher in the private institution applies a variety of activities during her classes, something that the public teacher did not do most of the time. The authors present some recommendations addressed to English teachers in both institutions, promoting possible solutions to the issues related to classroom management which may emerge during the teaching and learning process.
Licenciada en Ciencias de la Educación en Lengua y Literatura Inglesa
Cuenca
2019-05-07T12:03:53Z
2019-05-07T12:03:53Z
2019-05-07
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/32601
eng
TLI;488
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/160862020-08-03T19:16:05Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Plan analítico
Cárdenas S., Beatriz
Encalada Vásquez, Vicente
Enseñanza Del Ingles
Plan Analitico
Educacion
Profesora de Segunda Enseñanza en la Especialización de Lengua Inglesa
Cuenca
2014-06-27T22:25:18Z
2014-06-27T22:25:18Z
1997
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16086
spa
TLI;56
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/43352019-05-04T17:24:58Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
The use of crossword puzzles to build up vacabulary of fourth graders of basic education at "Victor Manuel Albornoz Cabanilla" elementary school
Guanolique Minchala, Mayra Gladys
Ochoa Maldonado, Genner
Enseñanza Del Ingles
Motivacion
Estudiantes
Educacion
Juegos
This work has been developed to determine the importance of the use of crossword puzzles to develop vocabulary in children in fourth grade in Basic Education. Crossword puzzles have been defined as tasks that help children to develop vocabulary and keep their minds active. When students use this kind of games, they have to work in order to complete the task. Crossword puzzles involve students’ interaction, which facilitates language acquisition. Also, crossword puzzle activities remove teacher’s domination, and students get a chance to participate in class, to open and close conversations, to interact naturally, to interrupt, and rise to the challenge.
The use of crossword puzzles requires learners to use the target language. They can develop their vocabulary, understanding, correct spelling, and writing skills. Without any doubt, crossword-puzzle activities constitute some of the best teacher’s tools to develop vocabulary.
Licenciada en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-09-24T17:28:50Z
2013-09-24T17:28:50Z
2013
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/4335
eng
TLI;372
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/440902024-03-05T22:00:49Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Effects of Using Visual, Auditory, and ICT Tools on Suprasegmental Features of Pronunciation in ESL/EFL Classrooms
Córdova Loja, Kevin Alexander
Tello Guamán, Anthony Bryam
Abad Celleri, Monica Patricia
Literatura Inglesa
Aprendizaje visual
Material audiovisuales
Clasificación de la Investigación::Pedagogía::Asignaturas::Lengua Extranjera (enseñanza)
La presente síntesis de investigación tuvo como objetivo analizar los efectos de diferentes
materiales de enseñanza - audiovisuales, auditivos y TICs - en la adquisición de
características suprasegmentales del inglés, así como también analizar las ventajas y
desventajas de este tipo de materiales. Para este propósito, se examinaron veinte artículos
(todos empíricos, escritos en inglés y enfocados en características suprasegmentales del
inglés) de acuerdo con los siguientes criterios: enseñanza de la pronunciación, enfoque,
contexto, diseño de investigación y ventajas y desventajas de los materiales de enseñanza
de pronunciación. Los resultados de este análisis indican que el uso de materiales de
enseñanza audiovisuales, auditivos y TICs produce mejoras en el aprendizaje de
características suprasegmentales; sin embargo, el uso de materiales audiovisuales supera al
uso de los otros tipos de materiales, siendo los materiales auditivos los menos utilizados.
Además, se encontraron algunas desventajas del uso de estos materiales de enseñanza. Por
lo tanto, los profesores deben emplear materiales de enseñanza audiovisuales, auditivos y
TICs para enseñar características suprasegmentales teniendo en cuenta las desventajas que
su aplicación puede conllevar.
This research synthesis aimed at analyzing the effects of different teaching materials
– audiovisual, auditory, and ICT materials – on the acquisition of English
suprasegmental features as well as the advantages and disadvantages of these types
of materials. For this purpose, twenty articles (all empirical, written in English, and
focused on English suprasegmental features) were examined according to the
following criteria: pronunciation teaching, focus, context, research design, and
advantages and disadvantages of the pronunciation teaching materials. The results
from this analysis indicate that the use of audiovisual, auditory, and ICT teaching
materials yields improvements in the learning of suprasegmental features; however,
the use of audiovisual materials outnumbers the use of the other types of materials,
auditory materials being the least used. Moreover, some drawbacks of using these
teaching materials were pinpointed. Therefore, teachers should employ audiovisual,
auditory, and ICT materials for teaching suprasegmental features taking into
consideration the drawbacks that their application may entail.
0000-0001-8381-5982
2024-03-05T22:00:45Z
2024-03-05T22:00:45Z
2024-03-05
http://dspace.ucuenca.edu.ec/handle/123456789/44090
spa
TLI;613
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
openAccess
application/pdf
45 páginas
application/pdf
Universidad de Cuenca
oai:dspace.ucuenca.edu.ec:123456789/160242020-08-03T19:15:46Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Grammar teaching to improve the writing skill
Rivera Astudillo, Santiago
Salinas Quevedo, Guillermo
Argudo Vicuña, Rafael
Gramatica
Desarrollo Cognitivo
Destrezas De Aprendizaje
Enseñanza Del Ingles
Licenciado en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2014-06-27T22:25:10Z
2014-06-27T22:25:10Z
2008
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16024
spa
TLI;216
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/160302020-08-03T19:17:01Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
A writing activity kit to complement the fifth years book in the Daniel Córdova high school
Astudillo Lucero, Iván
Tinizhañay Hernández, Danilo
Encalada Vásquez, Vicente
Enseñanza Del Ingles
Escritura
Aprendizaje
In the following project we want to present a group of additional activities that will help the writing skill of the students from the fifth grade who use the book Our World Through English. Our investigation is founded in the practice of daily writing by focusing the students' interests with the use of the following instruments: web pages, e-mail, videos, diary, story books, the English corner, notice board, and brochure. Our methodology follows the basic steps of writing which are first, prewriting where the students gather the ideas for writing; second, drafting where the students choose important information for the paper; third, revising where the students decide what is really the most valuable information to write; fourth, editing where the students have the opportunity to correct mistakes in the content; and finally, publication, where the students have the chance to share their work with others. These activities don't change the methodology of the book but improves the management of it. We are based on the constructive theory which highlights the importance of the studentsï interaction with their context and society; this way they can learn with the help of their partners and foreign people as well
Licenciado en Ciencias de la Educación en la Especialización de Inglés
Cuenca
2014-06-27T22:25:11Z
2014-06-27T22:25:11Z
2008
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16030
spa
TLI;221
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/160762020-08-03T19:17:06Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Plan analítico
Timbe Castro, Maribel
Encalada Vásquez, Vicente
Enseñanza Del Ingles
Educacion
Literatura
Profesora en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2014-06-27T22:25:16Z
2014-06-27T22:25:16Z
1997
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16076
spa
TLI;47
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/20712020-08-03T19:14:40Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Teaching grammar through situation and contexts
Seminario Llivicura, Rosa Angélica
Sotamba Romero, Juana Guillermina
Rodas Pacheco, Fabián Darío
Enseñanza Del Ingles
Desarrollo Del Pensamiento
Educacion
There are many ways to teach grammar to students that can be fun and interesting, such as presentation through real world situations and contexts. The Communicative Approach arises from the students needs to speak and be understood because that is our main objective when teaching English. It is important for teachers to know how to prepare students to learn English by focusing on situations and contexts in a realistic manner that challenge students attention. Chapter one defines the origin of the Communicative Approach, what the Approach is all about and basic principles of students and teachers when using communicative activities. Also, there are some concepts of grammar, notional-functional approach, and syllabus. Moreover, we talk about the organization of the Notional-Functional Syllabus: notion, function, grammar structure. There are also some considerations for teachers who would like to apply the activities presented in this work. Chapter two is about the methodology used to develop the communicative activities. These activities are based in the notional-functional approach that facilitates grammar acquisition as part of the teaching-learning process. The first thing the teacher does is activate previous knowledge. Then the teacher presents the grammar point through real communication. For example, the grammar point is presented through a role play, reality, a video, a board game, etc. Finally, in chapter three, we present a handbook with the activities used to teach grammar. Moreover, we talk about the application and results of these activities
Licenciada en Ciencias de la Educación en la Especialización Lengua y Literatura Inglesa
Cuenca
2013-06-07T15:14:35Z
2013-06-07T15:14:35Z
2010
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/2071
eng
TLI;271
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/159702020-08-03T19:15:23Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Connecting myself with the English World through e-pals
Timbe Castro, Lucy Cecilia
Matute Calle, Brenda Eulalia
Astudillo Neira, Catalina
Internet
Web
Aprendizaje
Escritura
Enseñanza Del Ingles
The teaching methods and techniques used in the English traditional education do not allow students be involved with the last technological advances. Therefore, it is necessary to try other classroom strategies incorporating technology. This is the reason why our purpose Is to execute an intervention project in "San Diego" Educational Unit of Azogues city. This project will permit the students develop the skill of written communication worldwide using the computer technology. E-mails will make possible the integral practice of the foreign language.
Licenciada en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2014-06-27T22:25:02Z
2014-06-27T22:25:02Z
2005
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/15970
spa
TLI-168
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/160102020-08-03T19:15:39Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
How to learn english in a dynamic music based way for tenth course from Comunidad Educativa Santa Marianita de Jesus high school
Juca Castro, Cristina
Loja Chávez, Sandra
Burbano Garneff, María Dolores
Motivacion
Estrategias De Enseñanza
Enseñanza Del Ingles
This work proposes some activities based on music: Musical Dictation, Blanks, Strips on paper, Guide Fantasy, Relax Music, Match the song, Karaoke, for teaching English as additional methodological. Each one had been selected directly from students' views, interests, and likes. Moreover, we designed the activities based on some theories and authors such as: Jerome Bruner, Steven Krashen, Selinker, Richards, Luckhart, Gardner and Lambert, Taylor-Mernay, Rheault, Harmer, Luckmani, Hussin, Maarof, D'Cruz and Kabilan. Besides, the aim of these activities is to develop listening, speaking, reading, and writing skills through interesting, colorful, and motivating topics. Vocabulary is also developed through the presented activities. The three stages of listening activities are mentioned on this work, too. Therefore, this work presents some strategies which can help teachers to perform the activities based on music. These strategies are Top-down (Predicting or anticipating, inferring meaning), Bottom-up (Listening for specific information, Listening for details, Listening for the main idea and Listening for opinion). Finally, we hope that teachers and students of English will use this work as a supportive material in their English classes
Licenciado en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2014-06-27T22:25:09Z
2014-06-27T22:25:09Z
2008
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16010
spa
TLI;203
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/160312020-08-03T19:15:44Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Communicative activities to improve students speaking in the tenth grade G in the ciudad de Cuenca high school
Vele Fernández, Mirian Lorena
Encalada Vásquez, Vicente
Estrategia Metodologica
Aprendizaje
Educacion
Enseñanza Del Ingles
This project was developed to improve my students' speaking and fluency during the English classes. It is clear that if they can communicate with their classmates then they will get a good understanding. My work is focused on the students of the tenth grade "G" of the Ciudad de Cuenca" High School. A common characteristic among these students is that they feel ashamed when they have to speak in English. They think that they cannot pronounce any word correctly and consequently they have serious limitations in their oral skill; and this blocks any progress in mastering the language. My hypothesis of work was based on the Humanistic theory from Erick Erikson and Abraham Maslow whom studied the influence of culture and society in the teenagers' growth. They mean that encouragement, as certain other activities will help to accelerate the acquisition of a L2. This hypothesis proved that, encouragement as speaking activities would transform in valuable tools in order to increase the studentsï learning. It means that when they work together in the learning of a L2, they will speak in English. It is because they are not trying to speak English in front of the class, but they will be able to speak in English if they work in pairs, groups or among all students, and that does not matter if they make mistakes. Therefore, they will not feel ashamed anymore
Licenciada en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2014-06-27T22:25:11Z
2014-06-27T22:25:11Z
2008
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16031
spa
TLI;222
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/231642020-08-03T19:16:33Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
TED talks as a mobile-learning tool to enhance speaking skills in ninth graders at the American School
Quizhpi Picón, Ana Lucia
Youman Henley, Thomas Elden
Ted
Enseñanza Del Ingles
Aprendizaje
Desarrollo De Destrezas
El objetivo de este proyecto de investigación es el de promover al profesor y a los estudiantes del noveno grado de la Escuela Americana un nuevo material didáctico de Inglés en el cual pueden desarrollar, mejorar y crear entretenidas actividades orales de una manera diferente y a su vez educativas. Esta aplicación se conoce como 'TED talks mobil-learning'.
Además, la investigación también se centró en conocer las principales causas que impiden que los estudiantes no puedan mejorar su habilidad de hablar, las cuales ayudaron al investigador a analizar y encontrar una solución al problema.
Los resultados después de la aplicación de 'TED talks mobil-learning' fueron satisfactorios. Debido al cambio inmediato en los intereses de los estudiantes por participar en las actividades de expresión oral estaba claro que su nivel de participación se incrementó debido a la implementación de un nuevo material didáctico en su Sistema Educativo.
The objective of this research project is to provide the teacher and ninth graders at the American School with new didactic English material in which they can develop, improve, and create entertaining oral activities in a different and educational way. This application is known as 'TED talks mobile-learning'.
The research also focused on finding the main causes that prevented students from improving their speaking skills, which helped the researcher analyze and find a solution to the problem.
After the application of 'TED talks mobile-learning', the results were satisfying because of the immediate change in the students’ interest in participating in speaking activities. It was clear that their level of participation was increased due to the implementation of a new didactic material in their Educative System.
Licenciada en Ciencias de la Educación en Lengua y Literatura Inglesa
Cuenca
2015-11-24T19:24:44Z
2015-11-24T19:24:44Z
2015
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/23164
eng
TLI;416
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/43622020-08-03T19:17:31Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Developing english vocabulary through the use of songs in students of fourth level of Basic Education at “Unidad Educativa Fiscomisional Don Bosco
Urdiales Orellana, Vicente Fernando
León Vélez, María Verónica
Enseñanza Del Ingles
Vocabulario
Educacion General Basica
Este tema es como desarrollar el vocabulario Inglés para los estudiantes en el cuarto grado de la educación básica mediante canciones. Las canciones tienen un papel importante en la motivación de los niños para aprender Inglés. Las canciones pueden desarrollar habilidades alumnos en lectura, escritura, comprensión auditiva y expresión oral. También pueden proporcionar oportunidades de aprendizaje de la pronunciación, la gramática y el vocabulario. Además, las canciones suelen ofrecer cambio de actividades habituales de aula y permita que los niños se involucren en el proceso de enseñanza-aprendizaje. El uso de las canciones en la clase puede alentar a los niños a usar el idioma Inglés y para mejorar la comprensión oral.Por esta razón, esta investigación es un trabajo acerca de cómo las canciones pueden desarrollar el vocabulario Inglés para niños en el cuarto nivel de la educación básica. Esta idea comienza con una hipótesis que indica que el uso de canciones es una buena manera de enseñar a los niños el vocabulario Inglés. Yo para esto he investigado en diferentes libros, revistas y diarios, realicé una entrevista y aplicó un cuestionario a quince profesores que me ayudaron a apoyar esta hipótesis. Esta investigación se aplicó en una clase de treinta y cuatro estudiantes que asistían a cuarto grado de educación básica. De acuerdo con los temas del libro que se utilizan, se aplicaron dos canciones. Eran la canción sobre el clima y los meses del año. En la aplicación de las canciones, los datos muestran importantes resultados.
This topic is about developing English vocabulary for students at the 4th level of basic education using songs. Songs have a significant role in motivating children to learn English. Therefore, songs can develop learners’ abilities in reading, writing, listening and speaking. They can also provide opportunities for learning pronunciation, grammar and vocabulary. In addition, songs usually offer change from routine classroom activities and allow children to get involved in the teaching-learning process. Songs in class can encourage children to use the English language and to improve their oral comprehension. For this reason, this research iswork about how songs can develop English vocabulary for children at the fourth level of basic education. This idea begins with a hypothesis stating that the use of songs is a good way to teach English vocabulary to children. For this I researched in different books, magazines, and journals, conducted an interview, and administered a questionnaire to fifteen teachers who helped me support this hypothesis. This investigation was applied in a class of thirty-four students who were attending fourth grade of basic education. According to the topics of the book that they used, two songs were applied. They were the weather song and the months of the year. Through the application of the songs, the data show important results that answer the question as to whether songshelp to develop vocabulary for children.I hope that this work can be useful for other teachers that think songs are a good technique to encourage.
Licenciado en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-09-24T19:00:43Z
2013-09-24T19:00:43Z
2013
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/4362
eng
TLI;390
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/262262020-08-03T19:17:13Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Analyzing students` writing development through the use of digital comic apps based on several applied studies
González Amendaño, Andrea Alexandra
Lituma Medina, Leidy Cecibel
Jara Villacreces, Jean Paul
Destrezas
Enseñanza Del Ingles
Educacion
Aplicaciones Digitales
El presente trabajo fue desarrollado a fin de proveer herramientas innovadoras de enseñanza para el desarrollo de las destrezas de escritura. Considerando que la tecnología, en este caso el internet, está tomando un rol más importante en la educación, fue clave buscar nuevas herramientas que este recurso ofrece. Como resultado, las aplicaciones digitales cómicas fueron seleccionadas para el proceso de enseñanza-aprendizaje, especialmente para el área de escritura. Para esta presente investigación, cinco aplicaciones digitales cómicas fueron seleccionadas:Storybird, Toondoo, BitstripsforSchools, Digital Storytelling y Boomwriter. Como la principal meta fue proveer hechos sobre las ventajas y limitacionesdel uso de estas aplicaciones en el desarrollo de las destrezas de escritura basado en diferentes estudios aplicados, fue importante hacer un análisis exhaustivo de cada uno. Tomando esto en cuenta, se utilizó el método de investigación bibliográfica para escoger una de ellas como la más útil para las destrezas de escritura en referencia a estas 5 aplicaciones, así como también obtener conclusiones y recomendaciones de la investigación.
The present research was developed in order to provide innovate tools of teaching for the development of writing skills. Considering that technology, in this case the Internet, is taking a more important role in education, it was key to search for new tools that this resource provides. As a result, digital comic apps were selected for the learning-teaching process, especially in the writing skills area. For this investigation, five digital comic apps were selected:Storybird, Toondoo, Bitstrips for Schools, Digital Storytelling and Boomwriter. As the main goal was to provide facts about the advantages and limitations of using these apps in the development of writing skills based on several applied studies, it was important to do an in-depth analysis of each. Taking into account this, the bibliographic research method was used in order to select one from the five different apps as the most useful for writing skills, as well as to obtain conclusions and recommendations from the investigation.
Licenciada en Ciencias de la Educación en Lengua y Literatura Inglesa
Cuenca
2017-01-05T15:37:40Z
2017-01-05T15:37:40Z
2016
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/26226
spa
TLI;453
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/350632020-11-27T17:17:55Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Benefits of using literature circles in english foreign language classrooms
Pérez Zhinin, Evelyn Adriana
Mora Jaramillo, Adriana Patricia
Literatura Inglesa
Obras literarias
Círculos literarios
Enseñanza del inglés
Lingüística
Esta síntesis de investigación tiene como objetivo analizar los beneficios del uso de los
Círculos literarios (LC) en las aulas de inglés como segunda Lengua. Para alcanzar la
meta de esta investigación, tres categorías fueron establecidas: los beneficios entre los
estudiantes jóvenes y adultos, los roles comunes aplicados en este método, y las obras
literarias utilizadas en los Círculos Literarios. Los resultados corroboraron la idea de
que los círculos literarios pueden ser implementados en las escuelas para intensificar los
hábitos de lectura y mejorar las habilidades de lectura. Primero, los resultados
mostraron que el beneficio más importante es el mejoramiento de la comprensión
lectora. Segundo, los roles más utilizados fueron facilitador de discusión, conector,
enriquecedor del vocabulario, resumidor, reflector, e ilustrador. Finalmente, las
novelar, historias cortas, textos informativos, cuentos y poesía son las obras literarias
utilizadas en esta estrategia. El análisis de estas categorías mostró que factores como: la
edad, los roles, y obras literarias influyen en los beneficios que los estudiantes pueden
obtener utilizando los Círculos Literarios
This research synthesis intends to analyze the benefits of using Literature Circles (LC)
in English Foreign Language (EFL) classrooms. To carry out the objective of this
research, three categories were established: the benefits between young and adult
learners, the common roles applied in this method, and the literary works used in LC.
The results corroborated the idea that LC could be implemented in schools to enhance
reading habits and improve reading skills. First, the results showed that the most
important benefit is the enhancement of reading comprehension. Second, the most used
roles were the discussion director, connector, vocabulary enricher, summarizer, literary
luminary, and illustrator. Finally, novels, short stories, informative texts, tales, and
poetry are the literary works used in this strategy. The analysis of these categories
showed that factors such as age, roles, and literary works affect the benefits that learners
can get by using LC.
Licenciada en Ciencias de la Educación en Lengua y Literatura Inglesa
Cuenca
2020-11-27T16:35:09Z
2020-11-27T16:35:09Z
2020-11-27
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/35063
eng
TLI;509
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
openAccess
application/pdf
48 páginas
application/pdf
Universidad de Cuenca
oai:dspace.ucuenca.edu.ec:123456789/20952020-08-03T19:14:46Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
The life and legacy of general Douglas Macarthur
Qiang, Li
Youman, Katherine
Douglas Macarthur
Macarthur Douglas
China
Japon
Filipinas
The Life and Legacy of General Douglas Macarthur talks about afamous General of the Army of the United States of America, Douglas MacArthur. I think it is important that people know about General Douglas MacArthur, who he was and why he was very important in the United States military history. General Douglas MacArthur was born into a military family. He was born to serve the military, and he was a genius in military tactics. General Douglas MacArthur culminated his military career during World War II. At the beginning of World War II, he lost his second homeland, the Philippines, and he transferred to Australia. In Australia, he reorganized his strategy and tactics, and commanded his attacks from Australia to Japan. General Douglas MacArthur successfully reformed Japan after World War II. He was against communism because he thought communism would change the people s thoughts and feelings for the worse. He commanded the American Army and the Union Army to attack the North Korean military, and even tried to attack China. Finally, General Douglas MacArthur lost all his power and rank because of the policy of the American government in Asia and the Far East.
Licenciado en Ciencias de la Educación. Especialidad Lengua y Literatura Inglesa
Cuenca
2013-06-07T15:14:39Z
2013-06-07T15:14:39Z
2011
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/2095
eng
TLI;293
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/21352019-02-16T16:48:57Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
A study of Toni Morrison´s best fiction work, beloved, and her African American voice reflected in it, to be presentes in Latinoamericano high school
Matute Campozano, Heidy Bolivia
Ramón Buestán, Sandra
Youman, Katherine
Enseñanza Del Ingles
Literatura Inglesa
Gramatica
Toni Morrison is a well known African American writer who is famous for winning important awards due to her creativity and talent. In the first chapter, we collected the most important aspects about Toni Morrison s life and beginning in her career. We describe Toni s early years, her school days and how her family influenced the love for reading and writing, and her development and consolidation as a famous writer. In the second chapter, we present a deep analysis of her Nobel Prize winner novel, Beloved, through its main characters: Sethe, Beloved, Denver, Paul D, and Baby Suggs. Likewise, we review the times and settings where the novel takes place. Also, because the novel is narrated through flashbacks and without chronological order, we have a character map which helps us to understand the complexity of the novel. The next chapters, three and four, contain historical events in Toni Morrison s time which influenced her to write such amazing works. In chapter three, we describe events related to how African American people fought to obtain equal rights in the American society of that time. Also, we made a recounting of people, including presidents and leaders, who have contributed to desegregate barriers that prohibited the African American s free development. Finally, chapter four shows how the times mentioned above are reflected in her works. In order to make this chapter we considered Toni s greatest works: The Bluest Eye, Sula, Song of Solomon, Tar Baby, Beloved and Jazz
Licenciada en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-06-07T15:14:46Z
2013-06-07T15:14:46Z
2010
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/2135
eng
TLI;249
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/159912020-08-03T19:15:34Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Oscar Wilde in his time
Chuchuca Astudillo, Diana Jaqueline
Ramírez Procel, María Elena
Youman, Katherine
Enseñanza Del Ingles
Literatura
Ante todo, queremos decir que realmente disfrutamos investigando sobre Oscar Wilde. Fue una experiencia hermosa en la cual aprendimos muchas cosas sobre este gran hombre. Para lograr nuestro propósito, dividimos nuestra investigación en cuatro capítulos: En el capítulo uno, nos referimos a la vida de Wilde desde su comienzo, personalidad, matrimonio y cómo su visión de la vida cambió cuando "descubrió" su inclinación sexual verdadera. El Esteticismo fue un movimiento que gobernaba la forma de pensar y estilo de hombres como Wilde. Su utopía era conseguir una sociedad socialista, él expresaba sus ideas y deseos a través de sus poemas políticos. En el capítulo dos, incluimos un estudio profundo de la época Victoriana, a la misma Reina Victoria, los eventos extraordinarios que ocurrieron, y las clases sociales en que la sociedad fue empujada después de la Revolución Industrial; nuestro estudio incluye también científicos famosos y sus descubrimientos, la homosexualidad durante el periodo victoriano y el lugar que Wilde ocupó en la sociedad. En el capítulo tres, hacemos un análisis breve de las obras mejor conocidas de Wilde: El Príncipe Feliz, El Gigante Egoísta, El Retrato de Dorian Gray, y La Balada de la Cárcel de Reading.El capítulo cuatro discute la influencia del periodo victoriano en las obras de Wilde, y presenta una pequeña descripción de esa época y el papel que Oscar desempeñaba en ella; estudiamos su personalidad y la huella que dejó. Hablamos también sobre el movimiento El Arte por El Arte, sobre homosexualidad, poesía, socialismo, y política. Resaltamos la influencia del mencionado movimiento en la sociedad actual
Licenciado en Ciencias de la Educación en la Especialización Lengua y Literatura Inglesa
Cuenca
2014-06-27T22:25:06Z
2014-06-27T22:25:06Z
2008
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/15991
spa
TLI;187
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/160442020-08-03T19:15:49Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Sacagawea and the American frontier
Paredes Z., Angélica
Mora Q., Martha
Youman, Katherine
Enseñanza Del Ingles
Educacion
Literatura
Sacagawea was a Native American Shoshone Indian woman whose contribution to one of the greatest expeditions to the west of the United States has turned her in a respected character for all North American people. She became an invaluable member of the expedition, her courage and knowledge of native plants, languages, and terrains contributed to the success of the Lewis and Clark's expedition. She served as a guide, as, as a diplomat, as a symbol of peace, and an interpreter. She was the only person in the group who could speak Shoshone and Hidatsa, and she also could understand different native dialects. Sacagawea distinguished herself throughout her life by her leadership, common sense, and adaptability in spite of the fact that her presence initially didn't like to the men who were part of the expedition, but at last she proved herself and the explorers to be a capable and a brave woman of that time
Licenciada en Ciencias de la Educación en la Especialización de Lengua Inglesa
Cuenca
2014-06-27T22:25:13Z
2014-06-27T22:25:13Z
2009
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16044
spa
TLI;234
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/231612020-08-03T19:16:31Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Using conversation analysis to enhance the pragmatic skills of senior high school students at Unidad Educativa Particular Nuestra Familia
Cartagena Vanegas, Carlos Patricio
Argudo Vicuña, Rafael
Pragmatica
Enseñanza Del Ingles
Aprendizaje
Educacion
Este estudio se basa en la investigación de la teoría de la Pragmática, y su objetivo es el desarrollo de la competencia comunicativa. La Pragmática nos ayuda a entender que todos los estudiantes son capaces de aprender una lengua extranjera. Este estudio ha demostrado, que el estudio de la pragmática es una necesidad para la gente que quiere ganar capacidad de comunicación en contextos lingüísticos y culturales. Los profesores pueden desarrollar actividades que facilitan el aprendizaje de los estudiantes. En este proyecto, he reunido información que nos ha ayudado a proporcionar evidencia general del tema. El grupo de trabajo tenía veintidós estudiantes que pertenecen al último año en la Unidad Educativa Nuestra Familia. Un DiscourseCompletion Test se realizó con el propósito de saber si tenían conocimientos acerca de este tema y asimismo se aplicó un cuestionario el cual fue administrado a los estudiantes con el fin de determinar su conocimiento referente a Pragmática. Además, fueron también administrados el pre-test y un post-test sobre su comprensión acerca a Pragmática. El material que fue creado para este proyecto se aplicó durante cuatro sesiones de cuarenta y cinco minutos cada uno. El pre-test y post-test determinaron diferencias en las calificaciones que obtuvieron los estudiantes. Estas diferencias fueron analizadas estadísticamente y muestran el aumento significativo de su conocimiento de Pragmática. Los resultados de la investigación han demostrado que la teoría de la Pragmática puede ser un método prometedor al aprender el idioma Inglés.
This research study is based on the theory of Pragmatics, and its aim is to develop communicative competence. Pragmatics helps us understand that all students are able to learn a foreign language. This study has demonstrated that studying pragmatics is a must for people who want to gain communicative competence in both linguistic and cultural contexts. Teachers can develop activities which will facilitate the students’ learning. In this project, I have gathered some information that has helped us provide general evidence of the topic. The target group was twenty-two students that belong to the senior year at UnidadEducativaNuestraFamilia high school. A Discourse Completion Test was held with the purpose of knowing about this topic in a giving situation and a questionnaire was administered to the target students in order to determine their knowledge of Pragmatics. In addition, a pre-test and a post-test about Pragmatics comprehension were also administered. The material that was created for this project was applied during four sessions of forty-five minutes each.A pre-test and a post-test determined differences in the scores. These differences were statistically analyzed and show a significant increase in their knowledge of Pragmatics. The results of the research have demonstrated that the theory of Pragmatics can be a promising method for improving students’ performance.
Licenciado en Ciencias de la Educación. Especialidad de Lengua y Literatura Inglesa
Cuenca
2015-11-24T19:08:44Z
2015-11-24T19:08:44Z
2015
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/23161
eng
TLI;417
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/234512020-08-03T19:16:40Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Application of brain-based learning theory using graphic organizers for vocabulary improvement for kindergarten students at Rayitos de Luz elementary school, Cuenca
Ochoa Delgado, Jessica Elizabeth
Chacha Maita, María Patricia
Astudillo Neira, Catalina
Enseñanza
Enseñanza Del Ingles
Vocabulario
Educacion General Basica
Este estudio fue diseñado para analizar la efectividad de los organizadores gráficos basados en una teoría llamada Brain-BasedLearning como una metodología para mejorar el aprendizaje de vocabulario en la materia de inglés en niños de pre-básica. Después de haber investigado algunas teorías relacionadas al desarrollo del lenguaje en niños, esta metodología fue aplicada a un grupo de 14 estudiantes pertenecientes al nivel de pre-básica. Este estudio fue aplicado en un periodo de 8 sesiones con una duración total de 2 meses.
Este método se enfoca en el mejoramiento del aprendizaje de vocabulario en el idioma inglés a través de organizadores gráficos junto con otras actividades apropiadas para niños tal como: canciones, historias, juegos, chants, rimas, manualidades y obras de teatro. Este estudio se basa en que los organizadores gráficos son herramientas efectivas que ayudan a los niños pequeños a organizar sus ideas con el objetivo de almacenar y recordar información. Los resultados durante las 8 sesiones de aplicación y los resultados de la evaluación final muestran los efectos positivos de esta metodología, por esa razón la consideramos una alternativa en la enseñanza de vocabulario en inglés para niños en el nivel de pre-básica.
This study was designed to analyze the effectiveness of graphic organizers supported by Brain-Based Learning Theory as a methodology to improve English vocabulary acquisition among kindergarten students. After investigating some theories related to children’s language development, this methodology was administered to a group of 14 children from a kindergarten level in 8 sessions over a period of two months.
This method focused on the improvement of vocabulary through graphic organizers along with other child-appropriate activities such as: songs, stories, games, chants, rhymes, mother goose, crafts and role plays. This study is based on the idea that graphic organizers are effective tools that help young children make connections in order to store and retrieve new information. The results during the eight sessions and in the post-test showed the positive effects of graphic organizers supported by Brain-Based Learning Theory; therefore, it is considered an alternative approach to teach English vocabulary in an EFL classroom especially to kindergarten students.
Licenciada en Ciencias de la Educación en Lengua y Literatura Inglesa
Cuenca
2016-01-20T17:42:45Z
2016-01-20T17:42:45Z
2016
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/23451
eng
TLI;425
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/159582020-08-03T19:15:21Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Lexical update: category-directed search of state of the art dictionaries
Cabrera, Sandra
Pacheco, Guillermo
Youman, Ion
Etimologia
Vocabulario
Enseñanza Del Ingles
This thesis was designed to help students of the English language and people partiularly interested in the language, as well. It contains 6,775 new words classified in 265 etymological categories and 32 sub categories. Most words come along with pronunciation, the word, indeed, in context and of course where the word comes from. All these features will be very useful and good pieces of reference to anyone interested in improving and overcoming lack of vocabulary and pronuciation, as well
Licenciado en Ciencias de la Educación en la Especialización de Inglés
Cuenca
2014-06-27T22:25:00Z
2014-06-27T22:25:00Z
2005
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/15958
spa
TLI;157
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/159622020-08-03T19:15:19Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Enjoy your learning through communicative grammar practice
Paida Velecela, Martha Clotilde
Paida Velecela, Zoila Azucena
Astudillo Neira, Catalina
Gramatica
Metodologia Educativa
Enseñanza Del Ingles
From our experience as English Teachers, students find grammar boring or hard work; so we propose the development of an intervention project which contains interesting and communicative grammar activities. This intervention project collects innovative pedagogical group techniques and new didactic resources which can help students achieve writing and speaking skills. In addition, there are handouts for students about grammar points where everyone will interact and make the acquisition of information more memorable and relevant. The activities presented in this project can be used at all stages of the progression of a lesson from controlled to free practice, as a change to use language freely and as a means to an end rather than an end in itself. Finally, this intervention project is a practical tool for teachers. Teachers have a wealth of interesting didactic resources for making grammar fun. This project presents clever ways of creating authentic communication in a cooperative learning environment.
Licenciado en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2014-06-27T22:25:01Z
2014-06-27T22:25:01Z
2005
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/15962
spa
TLI;160
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/21452019-05-04T17:26:49Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Teaching english through traditional ecuadorian legends to develop the reanding and listening skilis
Criollo Flores, Mónica Andrea
Sarango Solano, Erika Natalia
Youman, Katherine
Enseñanza Del Ingles
Tradiciones Ecuatorianas
Estrategias Educativas
This monographic work provides people, especially teachers, with information, material, and activities to teach English and develop the reading and listening skills through the use of Ecuadorian legends. The work explains and points out the importance of culture during the teaching and learning of a second language. Legends are part of our culture and they become key resources to catch students´ attention and get them involved during the reading and listening processes. Besides, the main objective of this work, therefore, is to offer material, in the form of legends, for improving the reading and listening skills. If anything is proven in this monographic research, it is only that there exists interest in the type of methodology and material that is being presented here. Another objective of using legends to teach English is to make students spend their time doing worthy things and to feed their minds with valuable readings. The reward for anyone who carries out this type of work is indescribable because it makes possible the application of our history and culture while teaching English, the universal language.
Licenciada en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-06-07T15:14:50Z
2013-06-07T15:14:50Z
2012
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/2145
eng
TLI;339
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/340272020-02-20T23:07:25Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Edmodo: An aid for enhancing grammar competence in an EFL classroom for students in the English course of the “Vinculación con la Sociedad” program at the Universidad de Cuenca
Buestan Minchala, Diego Fernando
Jara Villacreces, Jean Paul
Lengua Inglesa
Plataforma Edmodo
Estructuras gramaticales
Herramientas online
El presente estudio fue realizado con el objetivo de proveer de actividades online en la
plataforma Edmodo como material de practica para estudiantes de nivel A1 del curso de inglés
del programa “Vinculación con la sociedad”, apuntando a mejorar su desempeño en estructuras
gramáticas. Los datos necesarios para diseñar las actividades online fueron tomadas de ocho
estudiantes en el primer nivel. La metodología utilizada para este estudio fue principalmente
cuantitativa, dado que el objetivo del estudio es identificar temas específicos y estructuras
gramáticas que podrían presentarse como problemáticas ante los estudiantes y puedan ser
asesoradas apropiadamente. El análisis de los datos muestra claramente preferencias de los
estudiantes por temas relacionados con trabajo, ciertas dificultades en el desempeño del Tiempo
Futuro, y tendencias por las herramientas online de chat y comentarios en la plataforma Edmodo.
Los resultados prueban ser prometedores a primera vista, sin embargo, se requiere más
investigación para establecer la efectividad de las actividades propuestas.
The present study was carried out in order to provide online activities in the Edmodo
platform as practice material for A1 level students from the English course of the “Vinculación
con la Sociedad” program, aiming to enhance their performance in grammar structures. The data
needed to design the online activities was elicited from eight first-level students. The
methodology used for this study was primarily quantitative, since the focus of the study was to
identify specific topics and grammar structures that proved troublesome for participants and
could be addressed properly. The data analysis showed clear student preferences for work-related
topics, certain difficulties in future tense performance, and tendencies for chat and commentary
online tools in the Edmodo platform. Results appeared promising from a first look; however,
further research is needed to establish the effectiveness of the proposed activities.
Licenciado en Ciencias de la Educación en Lengua y Literatura Inglesa
Cuenca
2020-02-20T23:07:22Z
2020-02-20T23:07:22Z
2020-02-20
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/34027
spa
TLI;494
application/pdf
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/20692020-08-03T19:14:40Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
A didactic guide for teaching and learning english through web sites
Tenemaza Quilli, Marcia Graciela
Jarama Pacho, Juan Pablo
Astudillo Neira, Catalina
Enseñanza Del Ingles
Desarrollo Del Pensamiento
Aprendizaje
At present, To be communicatively competent in English has become an important qualifying asset for any profession or job. This is the reason why it is important to improve the methods of teaching and learning English. Teachers and pupils do not give the necessary importance to learning English. Students are not motivated by the traditional methods of instruction. The classrooms are overcrowded, and the teachers are unable to provide instruction suitable for the different learning styles of the students. Today, children enjoy learning through visual stimulation, movement and sound. This project consists in writing a Didactic Guide for teachers and students of the 6th and 7th grades. The Guide includes a collection of classroom activities, selected websites, accuracy-oriented exercises, and electronic learning activities. It also includes sound and image as contributing factors to stimulate interest, concentration and attention. This Guide is based on the theoretical framework of David Ausubel s Significant Learning Theory. The activities use different methodological principles taken from the Computer-Assisted Language Learning, Communicative Approach, and Task-based learning. Actual activities and relevant websites are included in the Guide to assist the teachers in using these different methodological principles. The activities were tested with students enrolled in the Yanuncay Education Unit. The recommendations and conclusions found in this thesis are based on the experiences of the writers
Licenciado en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-06-07T15:14:35Z
2013-06-07T15:14:35Z
2010
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/2069
eng
TLI;243
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/161242020-08-03T19:16:18Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
A short study of the life and importance of Thomas Paine, famous american personage in Noth American history
Cambisaca Bacuilima., Sara Luzmila
Youman, Katherine
Enseñanza Del Ingles
Literatura Inglesa
Profesora de Segunda Enseñanza en la Especialización de Inglés
Cuenca
2014-06-27T22:25:22Z
2014-06-27T22:25:22Z
1999
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16124
spa
TLI-90
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/160642020-08-03T19:17:03Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Plan analítico
Loja C., Yolanda
Encalada Vásquez, Vicente
Enseñanza Del Ingles
Aprendizaje
Educacion
Profesora de Segunda Enseñanza en la Especialización de Lengua Inglesa
Cuenca
2014-06-27T22:25:15Z
2014-06-27T22:25:15Z
1996
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16064
spa
TLI;36
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/160042020-08-03T19:15:37Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Improving the english teaching-learning process in the seventh grade at Santa María de la Esperanza elementary school with the use of flashcards
Calle León, Patricio Rolando
Chuchuca Chérrez, Pablo Francisco
Castañeda Cárdenas, Graciela Dolena
Cognicion
Desarrollo Mental
Recursos Didacticos
Enseñanza Del Ingles
This project explores the importance of visual material in an English class. We have focused our project on the use of flashcards in activities that the English teachers can make use of them in the teaching-learning process not only to motivate learners to participate but also to introduce new vocabulary, practice pronunciation and play active games that the students enjoy in each English class. Also, this work suggests some activities that involve the use of the 150 flashcards, which we elaborated, based on Piaget's Cognitive Development Theory and Gardener's Multiple Intelligences Theory. Piaget's theory reminds us that the children's thinking process develops through four stages in which they, first, make use of senses and motor capabilities. Then they use symbols to represent objects, and later think logically and abstractly to solve complex problems. Moreover, Gardener suggests that teachers can present their lessons in a wide variety of ways using music, cooperative learning, art activities, role playing, multimedia, field trips, inner reflection, and many more because there are different kinds of learners in an English class. Our goal through this work is to help English teachers, and especially the teacher of the seventh grade at Santa Maria de la Esperanza Elementary School to enhance the teaching-learning process with the use of some flashcard activities that a teacher easily can use in a course
Licenciado en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2014-06-27T22:25:08Z
2014-06-27T22:25:08Z
2008
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16004
spa
TLI;199
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/274182020-08-03T19:17:18Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Improving teenagers’ english reading skills: an analysis of the advantages and disadvantages of using a virtual learning environment
Vázquez Patiño, Cecilia Marieta
Abad Célleri, Mónica Patricia
Enseñanza Del Ingles
Aprendizaje
Entornos Virtuales
Educacion
El aprendizaje de una lengua extranjera requiere de tiempo, práctica y del uso de diferentes recursos. Afortunadamente, el rápido desarrollo de la informática ha permitido la creación de entornos virtuales de aprendizaje que pueden contribuir al desarrollo de las habilidades lingüísticas. Una de las habilidades que los estudiantes de inglés como lengua extranjera deberían dominar es la habilidad de lectura no solamente para cumplir con los objetivos del curso sino también para enriquecer su conocimiento y continuar aprendiendo a lo largo de toda la vida. Este estudio examina las ventajas y desventajas de usar un entorno virtual de aprendizaje para desarrollar las habilidades de lectura, a través del análisis de estudios experimentales y encuestas a profesores y estudiantes del colegio Técnico Salesianos. Los hallazgos muestran que aunque los entornos virtuales de aprendizaje pueden presentar problemas técnicos o exigir una mayor carga de trabajo para los profesores, facilitan el aprendizaje, proveen una variedad de recursos, motivan a los estudiantes a aprender y mejoran las habilidades de lectura. Por lo tanto, se sugiere a los profesores de inglés estar abiertos a la implementación de entornos virtuales para el mejoramiento de su enseñanza y para fomentar la lectura en los estudiantes.
Learning a foreign language requires time, practice and the use of different resources. Fortunately, the fast development of computer technology has allowed the creation of virtual learning environments, which can be a way to contribute to the development of language skills. One of the skills that English as Foreign Language (EFL) students should master is the reading skill not only to fulfil the class objectives but also for enriching their knowledge and for life-long learning. This study examines the advantages and disadvantages of using virtual learning environments for developing reading skills through the analysis of empirical studies and teachers and students surveys conducted at Técnico Salesianos high school. The findings show that although virtual learning environments can present technical problems and demand a higher workload for EFL teachers, they facilitate learning, provide a variety of resources, motivate students to learn and enhance reading skills. Therefore, it is suggested that EFL teachers should be open to implement this tool to improve instruction and foster reading.
Licenciada en Ciencias de la Educación en Lengua y Literatura Inglesa
Cuenca
2017-05-17T18:56:03Z
2017-05-17T18:56:03Z
2017
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/27418
eng
TLI;465
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/256902020-08-03T19:16:45Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Developing speaking skills through the use of board games in sixth graders at Unidad Educativa Bilingüe
Triviño Flores, Danny Mauricio
Mora Jaramillo, Adriana Patricia
Enseñanza Del Ingles
Planificacion
Aprendizaje
Desarrollo Del Pensamiento
El propósito de este proyecto es dar a conocer que tan eficiente los juegos de mesa pueden ser al momento de ser utilizados en la clase para desarrollar la habilidad del habla en el inglés. Para este proyecto se han seleccionado 3 tipos diferentes de juegos de mesa que demandan un alto uso del habla que es el objetivo a desarrollar siendo estos Monopolio, Trivial Pursuit y Pictionary. Para lograr la aplicación de estos juegos de mesa, fue necesario la ayuda de métodos y estrategias tales como Content-BasedInstruction y CooperativeLearning.. También se ha tomado en cuenta temas del Libro “OurDiscovery Island” que es usado por estudiantes de entre 10 y 11 años de edad en la Unidad Educativa “Bilingüe Interamericana”. De la misma manera, las mismas planificaciones que han sido elaboradas por el docente de los estudiantes han sido usadas en la aplicación de los juegos de mesa con el objetivo de demostrar la diferencia en el aprendizaje que estos pueden aportar. Los resultados de la aplicación muestran que un porcentaje de estudiantes mejoraron sus habilidades en el habla mientras que otro porcentaje se mantuvo de igual manera.
The purpose of this project is to show how efficient board games can be when used in the classroom to develop English-speaking skills. For this project, three different types of board games that demand high levels of speaking, which is the objective to develop, have been selected. These board games are Monopoly, Trivial Pursuit, and Pictionary. To extend the application of these board games, the help of methods and strategies such as Content-based Instruction and Cooperative Learning were necessary. The topic of the book Our Discovery Island, which is used by students between 10 and 11 years of age at UnidadEducativa “BilingüeInteramericana”, has also been taken into account. In the same way, the lesson plans that had been designed by the teacher of the class have been used for the application of the board games as well, with the objective of showing the difference in learning that board games can offer. The results of the application show that a percentage of students improved their speaking abilities, while another percentage remained the same.
Licenciado en Ciencias de la Educación en Lengua y Literatura Inglesa
Cuenca
2016-10-17T19:00:52Z
2016-10-17T19:00:52Z
2016
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/25690
spa
TLI;448
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/160712020-08-03T19:15:56Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Salman Rushdie´s. midnight's children
Crespo Ingelmo, María José
Vega Villa, Mariela
Youman, Ion
Enseñanza Del Ingles
Educacion
Literatura
Licenciada en Ciencias de la Educación en la Especialización de Inglés
Cuenca
2014-06-27T22:25:16Z
2014-06-27T22:25:16Z
1996
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16071
spa
TLI;42
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/284182018-06-19T19:02:52Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Developing reading skill through the flipped method in low intermediate level students from the Catholic University of Cuenca- Azogues Branch
Avilés Valverde, Yanel Alexandra
Yunga Yunga, Karina Guadalupe
Santillán Iñiguez, Juan José
Enseñanza Del Ingles
Lectura Comprensiva
Aprendizaje
Comprension
El trabajo de graduación desarrolla un análisis sobre el vínculo entre la clase invertida y el desarrollo de la destreza de lectura comprensiva del inglés como idioma extranjero. Para realizar este estudio se realizó una revisión bibliográfica de las principales características de la metodología de la clase invertida y los elementos fundamentales para ser aplicada en el perfeccionamiento de la destreza de lectura comprensiva.
Este estudio fue conducido en Universidad Católica de Cuenca-Sede Azogues, en el cual se aplicó una entrevista a tres profesores del área de inglés, basados en la información obtenida de las entrevistas se puedo establecer los problemas que los profesores y estudiantes se enfrentan al momento del proceso de enseñanza aprendizaje del inglés. Además, se realizó un análisis de silabo del nivel bajo intermedio de inglés perteneciente esta institución con el propósito de establecer cuáles son los temas que van a desarrollar y así poder seleccionar lecturas, vocabulario y actividades que fueron incluidas en las 12 lesson plans que serán destinadas como una guía para profesores que estén interesados en la metodología del Flipped Classroom.
This graduation project develops a bibliographical research about the link between the Flipped Classroom Method and the development of reading skills for teaching English as a foreign language.
This study examines how the Flipped Classroom Method can help in the development of reading skills through the analysis of teachers´ surveys conducted at the Catholic University of Cuenca-Azogues branch. The findings show the problems that teachers and students have to face in the process of teaching learning/reading comprehension.
In addition, this study made an analysis of the syllabus of lower intermediate course from the Catholic University of Cuenca Azogues branch. This analysis helped establish the readings, grammar, vocabulary and activities for the lesson plans. Finally, the twelve lesson plans could be a guideline to help teachers make their classes more active and meaningful.
Licenciada en Ciencias de la Educación en Lengua y Literatura Inglesa
Cuenca
2017-10-27T22:09:14Z
2017-10-27T22:09:14Z
2017
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/28418
spa
TLI;474
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/160432020-08-03T19:15:49Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Focusing on some special problems of vocabulary: english-spanish
Valdivieso V., Grace
Salgado C., Noelia
Youman, Ion
Vocabulario
Consonantes
Diccionario
Enseñanza Del Ingles
This thesis is intended as a manual of instruction and guidance principally for English-speaking students of Spanish, and secondarily to help Spanish-speakers who are studying English. The first part focuses on "false cognates," that is, words which are cognates but which, for some reason, have come to have widely different meanings in the two languages. Perhaps the best example of this kind of word is the "embarrassed" one: in English this word means simply "ashamed," but in Spanish it means "pregnant." It is easy to imagine how this discrepancy could give rise to embarrassing (in the English sense) situations - especially if used by an English-speaking male who doesn't know about the Spanish sense of the word. And there is a whole class of words like this. The second part deals with "missing cognates," that is, words that exist in one of the two languages and that one would expect to exist in a similar form in the other language, but which, for some reason, do not. Again, there is a whole set of words like this. The last part is a catalog of Spanish words that are derived from Arabic, which, of course, represent an area of particular difficulty for the English-speaking student, since there is no chance of deducing meaning, at least partially, since there are very few cognates that exist between English and Arabic. The aim of this section is to give the English-speaking learner of Spanish an aid in his learning
Licenciada en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2014-06-27T22:25:13Z
2014-06-27T22:25:13Z
2007
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16043
spa
TLI;233
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/396132022-09-01T16:49:18Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
The effects of providing EFL students with asynchronous and online instant feedback
Segarra Segarra, Ana Belén
Abad Celleri, Mónica Patricia
Literatura Inglesa
Pedagogía
Lengua extranjera
Educación virtual
Educación
Esta síntesis de investigación tuvo como objetivo el analizar los efectos de
utilizar retroalimentación asíncrona y retroalimentación instantánea en línea con
estudiantes universitarios de inglés como lengua extranjera. Este estudio exploró
las ventajas y desventajas de usar cada tipo de retroalimentación y los factores que
los profesores de inglés toman en cuenta para elegir si usar retroalimentación
asíncrona o retroalimentación instantánea en línea. Se seleccionaron veinte
estudios empíricos realizados entre 2008 y 2021 para el análisis de datos de esta
investigación. Los resultados de esta investigación indicaron que la
retroalimentación instantánea en línea incrementa la motivación y las calificaciones
de los estudiantes universitarios mientras que la retroalimentación asíncrona tiene
efectos positivos en el rendimiento académico de los estudiantes en las cuatro
principales áreas del lenguaje. Además, los estudiantes que recibieron
retroalimentación asíncrona superaron a los estudiantes que recibieron
retroalimentación instantánea en línea. Una limitación de este estudio es la falta de
información sobre el uso de retroalimentación asíncrona y retroalimentación
instantánea en línea en Latino América, por lo que se sugiere más investigación
empírica sobre el tema en esta área
This research synthesis aimed to investigate and analyze the effects of using
asynchronous and online instant feedback with EFL college students. This research
also explored the advantages and disadvantages of each feedback method and the
factors that influence teachers to consider using online instant feedback or
asynchronous feedback. Twenty empirical studies from 2008 to 2021 were selected
for the data analysis. The results of this research show that online instant feedback
improves EFL college students’ motivation and grades while asynchronous feedback
has a positive effect on learners’ academic performance in the four language skills
areas, that EFL students who received asynchronous feedback can outperform the
learners who got online instant feedback, and that EFL teachers prefer
asynchronous feedback over online instant feedback. A limitation of this study is the
lack of information about the use of asynchronous and online instant feedback in
Latin American countries; consequently, further research in such contexts is being
suggested
Licenciado en Ciencias de la Educación en Pedagogía de los Idiomas Nacionales y Extranjeros
Cuenca
2022-09-01T16:47:10Z
2022-09-01T16:47:10Z
2022-09-01
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/39613
eng
TLI;578
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
openAccess
application/pdf
56 páginas
application/pdf
Universidad de Cuenca
oai:dspace.ucuenca.edu.ec:123456789/160252020-08-03T19:15:46Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
The Use of integrated-tasks to enhance the speaking skill in 5th course at national Chordeleg secondary school
Rodríguez, Elida
Gómez, Sixto
Encalada Vásquez, Vicente
Enseñanza Del Ingles
Motivacion
Material Didactico
Literatura
Licenciado en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2014-06-27T22:25:11Z
2014-06-27T22:25:11Z
2008
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16025
spa
TLI;217
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/21372019-02-15T20:26:48Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Quakers in their contribution to the world and the United States
Landi, Daniela
Quituisaca, Carmen
Youman, Katherine
Enseñanza Del Ingles
Educacion
Religion
Enseñanza
Through this thesis we have tried to inform the reader of the many details of the Quaker Religion, in order for people to better understand the trajectory of this Christian sect. We have divided the thesis into four chapters; the First Chapter is about the beginnings of the Quaker religion. This chapter refers to the time when this religion was founded; the chapter talks about the founder of Quaker religion. There is an explanation of the Quaker idea of communication with God, and the Quaker rejection of church ministers and rituals. The Second Chapter refers to how Quakers worked to end slavery. How they struggled against violence and how they have helped needy people. Also this chapter mentions some famous Quakers, such us John Woolman who bought slaves and later freed them to give them their liberty. Moreover, in this chapter we include some famous Catholic people who struggled in the same way against social evil. The Third Chapter explains how the Quakers religion made a contribution to the World Peace. Also the chapter deals with Quaker behavior in times of war, and Quaker activities to help people who suffer, including an important organization created by them in those times. The Fourth Chapter presents the Quakers of today. It describes where they are located and the changes that this Religion has undergone over the years. Finally, we talk about some similarities and differences between Quakers and Catholics; also giving conclusion about their trajectory in the world.
Licenciado en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-06-07T15:14:49Z
2013-06-07T15:14:49Z
2011
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/2137
eng
TLI;331
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/20362020-08-03T19:16:48Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Improving english pronunciation and listening skills through music
Alvarado Mora, Verónica
Matailo Alvarez, David
Rodas Pacheco, Fabián Darío
Enseñanza Del Ingles
Motivacion Educativa
Sonidos
Aprendizaje
The topic of this research is Improving English Pronunciation and Listening Skills through Music. This work was designed in order to create a booklet based on the use of songs to help university students improve their English. Therefore, three methods are considered to develop this process. The first one is the Bibliographic method in order to develop the Theoretical Framework, which contains information about this research work from books, articles, and websites. The second and third ones are the qualitative and quantitative methods, which are useful to describe and analyze information from interviews applied to an expert, and a survey to university students used at the beginning and at the end of the application of our project. Finally, to complement our research, we created a booklet that includessix nursery rhymes and six songs along with their lyrics, some activities, and the steps to follow in order to use this booklet accurately.
Licenciada en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-06-07T15:14:29Z
2013-06-07T15:14:29Z
2012
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/2036
eng
TLI;344
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/21322019-02-16T17:12:24Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Fun activities to develop reading skill for young learners
Guarango Fajardo, Zoila Corina
Naula Anguisaca, Blanca Alicia
León Vélez, María Verónica
Enseñanza Del Ingles
Lectura Infantil
Educacion
This research has been developed to emphasize the importance of fun activities in a teaching-learning process. Fun activities are defined as a form of playing with rules, goals, competitions, relaxations, and learning. Teachers can use fun activities as integral part of learning. These forms of activities have many benefits for the teachers as well as the students in improving skills. We can also say that fun activities are an important tool in English classrooms; they are the essential resource to encourage students to develop skills like reading. Students, in this light, forget that they are learning and think of the learning activities as only a fun game thus pressing more attention to the material. The research will also review the effectiveness of different lesson plans as well as how fun activities should be used within the classroom. This investigation contains four lesson plans to work with beginner students from ten to twelve. The activities in the lesson plans are for practicing adjectives, nouns, present tense, and past tense. Two of these lesson plans were applied in Técnico12 de Abril School from Gualaceo with students in eight grades. When applying our research work, the results obtained in the English classroom were very positive. We could see how the fun activities created a motivational environment among the students and the teachers. In addition, the students succeeded in developing more reading skills by using a more enjoyable and interactive means which are games.
Licenciada en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-06-07T15:14:46Z
2013-06-07T15:14:46Z
2011
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/2132
eng
TLI;327
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/160822020-08-03T19:16:03Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Biography of Benjamin Franklin
Ayora Zambrano, Mercedes Jaqueline
Youman, Katherine
Enseñanza Del Ingles
Educacion
Profesora de Segunda Enseñanza. Especialidad Lengua y Literatura Inglesa
Cuenca
2014-06-27T22:25:17Z
2014-06-27T22:25:17Z
1997
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16082
spa
TLI-52
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/160022020-08-03T19:15:36Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Proposal to improve english writing in eighth year students at Manuel Corral Jauregui high school
Beltrán, María Augusta
Cabrera, Lilia
Youman, Ion
Pronombres
Verbos
Enseñanza Del Ingles
The most common writing errors in eighth year students at Manuel Corral Jáuregui high school have encouraged us to elaborate this project, which consists of a Didactic Guide that points out how to correct them through collaborative activities. The theoretical support of the mentioned project is based on Vygotskyïs social constructivist theory. In this theory he describes the Zone of Proximal Development (ZPD), where he explains that learning results more advantageous when it is developed under adult guidance (teacher) or by sharing knowledge with peers. The first part of our work presents theoretical research, while the second part brings in group activities elaborated according to eighth year studentsï needs
Licenciado en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2014-06-27T22:25:08Z
2014-06-27T22:25:08Z
2008
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16002
spa
TLI;197
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/159242024-02-02T12:14:13Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
A comparison of the teaching-learning process of english to children from the age of three to ten between private and public schools and english teaching centers
Clavijo Encalada, Clara Cecilia
Soliz García, Martha
Astudillo Neira, Catalina
Enseñanza Del Ingles
Enseñanza Infantil
Educacion
Cuenca
2014-06-27T22:24:56Z
2014-06-27T22:24:56Z
2001
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/15924
spa
TLI;126
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/161142020-08-03T19:16:14Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Plan analítico
Vásquez A., Teresa
Argudo Vicuña, Rafael
Enseñanza Del Ingles
Aprendizaje
Literatura
Profesora de Segunda Enseñanza en la Especialización de Lengua Inglesa
Cuenca
2014-06-27T22:25:21Z
2014-06-27T22:25:21Z
1998
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16114
spa
TLI;81
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/159062020-08-03T19:16:57Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Structuralism vs. communicative approaches: a study of grammar based methods an communicative approaches in foreign language acquisition
Astudillo Neira, Catalina
Youman, Ion
Enseñanza Del Ingles
Lenguaje
Gramatica
Licenciada en Ciencias de la Educación en la Especialización de Inglés
Cuenca
2014-06-27T22:24:54Z
2014-06-27T22:24:54Z
1992
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/15906
spa
TLI;11
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/347082020-08-07T19:48:27Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
The use of games for developing the english four skills in young learners
Vázconez Siguencia, Karen Andrea
Vizhñay Paredes, María Priscila
Rodas Pacheco, Fabián Darío
Literatura inglesa
Enseñanza del inglés
Métodos pedagógicos
Aprendizaje
Enseñanza
Por mucho tiempo, en ciertos casos, el idioma inglés ha sido enseñado mediante métodos tradicionales, lo que ha provocado que los estudiantes se sientan reacios a aprenderlo. Por lo tanto, esta síntesis de investigación se lleva a cabo con el fin de proporcionar información adecuada sobre juegos educativos que los docentes pueden utilizar para que el proceso de enseñanza sea más significativo. Para cumplir con este objetivo, se desarrollaron los siguientes puntos. Primero, las ventajas y desventajas de utilizar juegos en el aula de clase. En segundo lugar, los tipos de juegos que usan los maestros y la destreza lingüística más desarrollada a través de los juegos educativos. Por último, las actitudes y percepciones que tanto los docentes como los estudiantes tienen hacia el uso de juegos. Los resultados de
esta investigación dieron a conocer que existen más ventajas que desventajas en el uso de juegos, que hay una amplia gama de juegos disponibles para enseñar inglés y que la destreza lingüística más desarrollada por los niños es el vocabulario. Además, se evidenció que las actitudes de los maestros y estudiantes ante los juegos son más positivas que negativas. Los resultados de este análisis pueden servir como referencia futura para que los maestros incluyan juegos educativos en las clases de inglés. Palabras clave: Juegos. Niños. Inglés. Destrezas. Proceso de Enseñanza-Aprendizaje.
For a long time, in certain cases, English has been taught in a traditional way, leading students to feel reluctant to learn English. Therefore, this research synthesis is carried out with the purpose of providing adequate information about educational games that teachers can use to make the teaching process more meaningful. In order to accomplish this goal, the following issues will be developed. First, the advantages and disadvantages of using games in classrooms. Second, the types of games that teachers use, and the most developed skill by students through educational games. Finally, the attitudes and perceptions that both teachers and students have towards the use of games. The findings of this research showed that there are more advantages than disadvantages in the use of games, that there is a wide
range of games available for teaching English, and that the most developed skill is vocabulary. Moreover, it was evidenced that teachers and students’ attitudes towards games are more positive than negative. The outcomes of this analysis can serve as future reference for teachers to include educational games in English classes.
Licenciado en Ciencias de la Educación en Lengua y Literatura Inglesa
Cuenca
2020-08-05T16:15:26Z
2020-08-05T16:15:26Z
2020-08-05
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/34708
eng
TLI;504
Atribución-NoComercial-CompartirIgual 4.0 Internacional
http://creativecommons.org/licenses/by-nc-sa/4.0/
openAccess
application/pdf
70 páginas
application/pdf
Universidad de Cuenca
oai:dspace.ucuenca.edu.ec:123456789/20852020-08-03T19:14:31Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Freemasonry in America
Ortega Auquilla, Diego Patricio
Encalada Vásquez, Vicente
America Colonial
Enseñanza Del Ingles
Rituales Masonicos
Educacion
In this thesis the arrival of Freemasonry in America, as well as the Masonic contribution and influence upon important events in the history of the United States were investigated. Further aims were to discuss the organizational structure of the Masonic family, the American Rites, and the functions of the lodge room. Finally, Freemasonry s significant role within American society, the Masonic foundation in the organization of American institutions and Freemasonry s charitable work were examined, as well. Both historical and quantitative methods were applied. The former provided the beginnings, growth and expansion of Freemasonry, and it revealed facts and relevant events through a study of the historical course of the influence, participation and contribution of Freemasonry within American society. The latter offered a rich, in-depth description of the Masonic activity over the course of U.S. history. The results of the study revealed that Freemasonry actively participated in the building of social life, culture and history, becoming the cornerstone of U.S. society. Freemasonry as a fraternal order and a voluntary organization reached the top of social prestige and popularity s institutional structure proved to be unique due to the complexity and beauty of its ceremonies, tools, degrees, rites and lodges. In conclusion, Freemasonry s contribution to the organization of U.S. social life, culture and government, the Masonic heritage within countless of American organizations and its service efforts and philanthropic work for the good of the mankind constituted clear evidence of Freemasonry s central role upon the development of U.S. history and the improvement of American communities.
Licenciada en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-06-07T15:14:37Z
2013-06-07T15:14:37Z
2010
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/2085
eng
TLI;284
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/160982020-08-03T19:16:08Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
An experimetal comparison between the communicative method and the structural method
Calle Calle, Ana María
Ochoa Arias, Inés Augusta
Astudillo Neira, Catalina
Comunicacion
Enseñanza Del Ingles
Aprendizaje
Licenciado en Ciencias de la Educación en la Especialización de Inglés
Cuenca
2014-06-27T22:25:19Z
2014-06-27T22:25:19Z
1997
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16098
spa
TLI-67
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/396222022-09-05T17:37:50Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
The effects of formative and summative assessment on students’ motivation in an EFL classroom
Avila Saico, Diana Gabriela
Faicán Guachichulca, Byron Andres
Fajardo Dack, Tammy Mercedes
Literatura Inglesa
Pedagogía
Enseñanza de ingles
Evaluación académica
Educación
Esta síntesis de investigación tiene como objetivo explorar los efectos de la
evaluación formativa y sumativa en la motivación de los estudiantes en las clases
de EFL, así como las percepciones de los estudiantes con respecto al uso de
estos tipos de evaluación. Para cumplir con el objetivo se identificaron 21 estudios
empíricos. Estos estudios se realizaron en entornos EFL y se publicaron en un
plazo de 20 años. Los resultados del análisis revelaron que la evaluación formativa
y sumativa puede afectar positiva o negativamente la motivación de los
estudiantes dependiendo de diferentes factores como las calificaciones y la
retroalimentación. Del mismo modo, las percepciones de los estudiantes muestran
que pueden experimentar diferentes sentimientos como estrés, ansiedad,
automotivación y motivación intrínseca en respuesta a la evaluación que reciben.
Se evidenció que los estudiantes prefieren el uso de ambos tipos de evaluación
simultáneamente ya que esta combinación puede conducir a la mejora de su
proceso de aprendizaje. Con base en los hallazgos, se recomienda que los
maestros usen estos dos tipos de evaluación en combinación y también diferentes
formas de evaluar a los estudiantes además de las más tradicionales. Se sugiere
realizar más investigaciones sobre la evaluación formativa y sumativa en las aulas
de EFL ecuatorianas
This research synthesis aims to explore the reported effects of formative
and summative assessment on students’ motivation in EFL classrooms as well as
the students’ perceptions regarding the use of these types of assessment. In order
to meet the objective, 21 empirical studies were identified. These studies were
conducted in EFL settings and published within a 20-year time frame. The results
of the analysis revealed that formative and summative assessment can affect
positively and negatively students’ motivation depending on different factors such
as grades and feedback. In the same way, students’ perceptions show that they
can experience different feelings such as stress, anxiety, self-motivation, and
intrinsic motivation in response to the assessment they receive. It was evidenced
that students prefer the use of both types of assessment simultaneously as this
combination can lead to the improvement of their learning process. Based on the
findings, it is recommended that teachers use these two types of assessment in
combination and also different ways of assessing students in addition to the more
traditional ones. Further research on formative and summative assessment in
Ecuadorian EFL classrooms is suggested
Licenciado en Pedagogía del Idioma Inglés
Cuenca
2022-09-05T16:56:44Z
2022-09-05T16:56:44Z
2022-09-05
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/39622
eng
TLI;580
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
openAccess
application/pdf
62 páginas
application/pdf
Universidad de Cuenca
oai:dspace.ucuenca.edu.ec:123456789/21242019-05-04T17:23:33Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Afro-American women facing hidden racism
Albán Neira, María Lorena
Palacios Pesántez, María Fernanda
Youman, Katherine
Enseñanza Del Ingles
Educacion
Literatura
In this thesis the theme of Afro-American Women facing hidden racism has been compiled into useful information. The theme is still of worldwide concern after centuries of slavery and discrimination against Afro-Americans. The investigation has been divided into three main chapters. The first chapter deals with Afro-American women under pro-slavery rules. It describes the physical, sexual, and moral exploitation of black women during the era of slavery in the United States. The second chapter relates the first struggles against oppression. Here we talk about Anti-slavery Movements; Racism in the Women s Suffrage Movement; the Sense of Emancipation according to Black women; Education and Liberation; the Black Women s point of view; the Birth of Black Women s Rights, and Violence and Segregation coming from feminine Ku Klux Klan Groups. The third and last chapter refers to twentieth century Afro-American women and their progress during the last 100 years. Here we find information about Birth Control and Reproductive Rights; Myths; Language and Identity; the Challenge of Being Hired; the Color of Beauty; and interesting biographies of four important black women at the present time.
Licenciada en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-06-07T15:14:45Z
2013-06-07T15:14:45Z
2010
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/2124
eng
TLI;248
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/43632020-08-03T19:17:26Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
The use of songs to enhance the listening skills in the tenth level of basic education at “Colegio Nacional Quingeo”
Calle Mejía, Talía Elizabeth
Zhagui Guamán, Claudia Paola
Argudo Vicuña, Rafael
Enseñanza Del Ingles
Educacion
Estrategia Educativa
Musica
Esta monografía se refiere al Uso de las Canciones para Mejorar las Habilidades de Escuchar en los Adolescentes del Décimo Año de Educación Básica del “Colegio Nacional Quingeo”. Tomando en consideración que la enseñanza del inglés como idioma extranjero es un elemento importante en la educación moderna en nuestro mundo globalizado, es necesario dominar y perfeccionar las cuatro habilidades (escuchar, hablar, leer y escribir) para aprender este importante idioma. De acuerdo a investigaciones previas, la habilidad de escuchar es una de las más importantes para la adquisición del inglés como idioma extranjero, ya que desde temprana edad los seres humanos procesan los sonidos que ellos escuchan para luego producirlos. Por esta razón, es importante desarrollar las habilidades de escuchar en
This monograph titled The Use of Songs to Enhance the Listening Skills in the Tenth Level of Basic Education at “Colegio Nacional Quingeo” take into consideration that teaching English as a foreign language is an important element of modern education in our globalized world. It is necessary to master the four language skills (listening, speaking, reading, and writing) in order to learn this important language. According to previous research, the listening skill is one of the most important skills for acquiring English as a foreign language. From an early age, human beings process the sounds they hear and later they produce them. For this reason, it is important to develop the students’ listening skills constantly and effectively.
Licenciado en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-09-24T19:03:46Z
2013-09-24T19:03:46Z
2013
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/4363
eng
TLI;370
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/159122020-08-03T19:16:53Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Edgar Allan Poe in this time
Mayancela C., Rosa M.
Youman, Katherine
Enseñanza Del Ingles
Literatura
Licenciado en Ciencias de la Educación en la Especialización de Lengua Inglesa
Cuenca
2014-06-27T22:24:54Z
2014-06-27T22:24:54Z
2000
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/15912
spa
TLI;115
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/21222019-05-04T17:20:38Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Integrating the four basic language skills through children tales
Gallegos, María de Lourdes
Loja, Yadira
Calle Calle, Ana María
Enseñanza Del Ingles
Educacion
Learning a new language for children is a process that involves some difficulties, among these, we have the restricted span of attention that pupils have during the teaching- learning process. This study used tales to overcome this problem. It integrated the four basics skills and its sub-skills considering individual characteristics and children´s age. To use children tales to teach children can contribute to the acquisition of a new language because through it teachers can develop a variety of activities that develop all the skills. Also, tales can create a good environment which benefits teachers and students to learn something important for their real lives.
Licenciado en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-06-07T15:14:44Z
2013-06-07T15:14:44Z
2011
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/2122
eng
TLI;318
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/159432020-08-03T19:15:11Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
English teaching technology training project for "Abdón Calderón" english teachers
Vásquez, Teresa
Encalada Vásquez, Vicente
Enseñanza Del Ingles
Aprendizaje
Educacion
Licenciada en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2014-06-27T22:24:59Z
2014-06-27T22:24:59Z
2003
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/15943
spa
TLI;143
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/377792022-01-14T13:49:10Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
The effects of role plays on EFL students’ grammar learning.
Abad Amón, Verónica María
García Peralta, Adriana Pamela
Cabrera Moreno, Sandra Leonor
Literatura Inglesa
Pedagogía
Enseñanza del inglés
Educación
Ser capaz de utilizar construcciones gramaticales correctas en la comunicación
hace que los alumnos se sientan motivados al aprender una lengua extranjera. Cuando se
aprenden las reglas gramaticales, los lingüistas afirman que los estudiantes deben estar
expuestos a diferentes contextos para garantizar la competencia comunicativa. La
presente síntesis de investigación revisa la eficacia global de los Role Plays como
herramienta académica para la enseñanza de la gramática a los estudiantes de inglés
como lengua extranjera. Esta síntesis comprende estudios experimentales y cuasiexperimentales desarrollados en contextos de enseñanza del inglés como lengua
extranjera (EFL) con estudiantes desde los once años hasta la edad adulta. Para
desarrollar la presente investigación se seleccionaron 20 estudios, que cumplían con los
criterios de inclusión de ser publicados desde el año 2000 en adelante, que evaluaron a
un total de 979 estudiantes. Esta síntesis tuvo como objetivo investigar los efectos en el
aprendizaje gramatical de los estudiantes mientras se utilizan Role Plays. También, se
analizó cómo se los utilizan en las aulas, así como las actitudes de los estudiantes hacia
su implementación en el aula. Los resultados sugieren que (a) los Role Plays mejoran la
competencia gramatical de los estudiantes; (b) siguen dos prácticas pedagógicas:
Presentación, Práctica, Producción y Retroalimentación, así como un Modelo
Instruccional; y (c) los estudiantes desarrollan actitudes positivas y negativas hacia los
Role Plays. Al final de este estudio se discuten los resultados, las conclusiones y las
posibles sugerencias.
Being able to use correct grammatical constructions in speech enables learners to
feel motivated when learning a target language. When learning grammar rules, linguists
state that students should be exposed to different contexts for ensuring communicative
competence. The present research synthesis revises the overall effectiveness of role
plays as an academic tool for teaching grammar to EFL students. The study comprises
experimental and quasi-experimental studies developed in EFL contexts with students
from eleven years old to adulthood. Twenty studies were selected for developing this
research synthesis that met the inclusion criteria of being published from 2000 onwards,
which tested a total of 979 students. This research synthesis aims to investigate the
effects on students’ grammatical learning while using role plays. It also investigates
how role plays are used in classrooms as well as students’ attitudes towards the
implementation of role plays. Findings acknowledge that (a) role plays improve
students’ grammatical competence; (b) they follow two pedagogical practices known as
Presentation, Practice, Production, and Feedback and Instructional Modeling; and (c)
students develop positive and negative attitudes towards role plays. The results,
conclusions, and possible suggestions are discussed at the end of this study.
Licenciado en Pedagogía de los Idiomas Nacionales y Extranjeros
Cuenca
2022-01-14T13:47:02Z
2022-01-14T13:47:02Z
2022-01-13
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/37779
eng
TLI;553
openAccess
application/pdf
91 páginas
application/pdf
Universidad de Cuenca
oai:dspace.ucuenca.edu.ec:123456789/360232021-04-13T17:35:57Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
The effects of reading strategies on ESL and EFL learners´ reading comprehension
Ocampo Lara, Roider Jahir
Rodas Pacheco, Fabián Darío
Literatura Inglesa
Aprendizaje
Lectura
Comprensión
Educación
Las estrategias de lectura se utilizan comúnmente en todo el mundo, por lo que el propósito
de esta síntesis de investigación es informar los efectos fundados de las estrategias de
lectura en la comprensión lectora de los estudiantes de inglés como lengua extranjera y de
inglés como segundo idioma. A lo largo de este análisis, el estudio intenta orientar a los
profesores e instructores sobre aspectos relevantes a la hora de aplicar estrategias de
lectura. Se consideraron estudios cualitativos, cuantitativos y de métodos mixtos. A partir
de diferentes bases de datos se analizan los artículos publicados centrados en las estrategias
de lectura y sus efectos, pros y contras en la comprensión lectora. En total, se estudiaron 16
artículos. Los hallazgos revelaron que la instrucción previa de los alumnos es crucial para
comprender un texto. El estudio también reveló que cada etapa de las actividades de lectura
desarrolla diferentes habilidades y sub habilidades de los alumnos. También es necesario
contemplar ventajas y desventajas a la hora de preparar una estrategia de lectura. El
contexto de aprendizaje podría impulsar la adquisición del inglés a través de la interacción.
Se encontró que el uso de estrategias de lectura presentó efectos más positivos que
negativos sobre la cognición y la meta cognición. En conclusión, podría ser fundamental
considerar el nivel educativo de los alumnos, las actividades lectoras empleadas, las
ventajas y desventajas, el contexto de adquisición del lenguaje y los efectos positivos o
negativos al aplicar las Estrategias de Lectura.
Reading strategies are commonly used worldwide, so the purpose of this research synthesis
is to report the founded effects of reading strategies on EFL and ESL learners ‘reading
comprehension. Throughout this analysis, the study tries to give guidance for teachers and
instructors on relevant aspects when they apply reading strategies. Qualitative, quantitative,
and mixed-method studies were considered. From different databases, published articles
focused on reading strategies and their effects, pros, and cons of reading comprehension are
analyzed. In total, 16 studies were studied. Findings exposed that the previous instruction
of the learners is crucial to comprehend a text. The study also revealed that each reading
activity stage develops different learners´ skills and subskills. It is also necessary to
contemplate the advantages and disadvantages when preparing a reading strategy. The
English learning context could boost language acquisition through interaction. It was found
that reading strategies use presented more positive than negative effects on cognition as
well as metacognition. In conclusion, it could be essential to consider the learners´ level of
education, the reading activities employed, the advantages and disadvantages, the language
acquisition context, and the positive or negative effects when applying Reading Strategies.
Licenciado en Ciencias de la Educación en Lengua y Literatura Inglesa
Cuenca
2021-04-13T17:35:54Z
2021-04-13T17:35:54Z
2021-04-07
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/36023
eng
TLI;525
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
openAccess
application/pdf
51 páginas
application/pdf
Universidad de Cuenca
oai:dspace.ucuenca.edu.ec:123456789/160802020-08-03T19:17:05Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Plan analítico
González G., Nube
Encalada Vásquez, Vicente
Enseñanza Del Ingles
Aprendizaje
Profesora de Segunda Enseñanza en la Especialización de Lengua Inglesa
Cuenca
2014-06-27T22:25:17Z
2014-06-27T22:25:17Z
1997
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16080
spa
TLI;50
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/336112020-08-03T19:15:09Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Design of lesson plans, booklet with activities and material for teaching english to children from 3 to 5 years old at the University of Cuenca daycare
Mendoza Arias, Karla Fernanda
Chica Cárdenas, Yola Indaura
Literatura inglesa
Centro infantil
Enseñanza
Aprendizaje
Idioma inglés
Guía metodológica
Este trabajo de investigación analizó las necesidades en el proceso de enseñanza aprendizaje de los niños del centro infantil Angelitos de la Universidad de Cuenca con el objetivo de diseñar una guía que contenga planes de clase, actividades y materiales para la enseñanza del idioma inglés por parte de los docentes de la guardería. Además, se presentaron resultados significativos mediante el uso de una combinación de métodos que permitieron señalar la información obtenida de una manera efectiva. Los resultados mostraron las diferentes necesidades que sirvieron de base para desarrollar estrategias, metodologías, actividades y materiales de aprendizaje para enseñar inglés. Esta guía podría ayudar a los educadores preescolares de la guardería de tal manera que estos sean capaces de brindar un estilo de enseñanza adecuada en el idioma extranjero (inglés) evitando así llevar a cabo clases sin una previa planeación. Por lo tanto, esta propuesta es la posible solución a este problema.
This research paper analyzed the needs in the teaching-learning process of the kids from Little Angels Children's Center of the University of Cuenca with the aim of designing a guide that contains lesson plans, activities, and materials for the teaching of the English language by nursery school teachers. Data were obtained through the use of a combination of methods that allowed the researcher to point out the information obtained in an effective way. The results showed the different needs that served as a basis to develop strategies, methodologies, activities, and learning materials for teaching English. This guide could support preschool daycare educators in such a way that they might be able to impart an adequate daycare teaching style of a foreign language (English) while avoiding the conduction of classes without previous planning. Therefore, this proposal is a possible solution to this problem.
Licenciada en Ciencias de la Educación en Lengua y Literatura Inglesa
Cuenca
2019-11-06T22:33:57Z
2019-11-06T22:33:57Z
2019-11-06
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/33611
spa
TLI;490
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/426272023-09-04T17:31:11Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
The effects of the Mobile-Assisted Language Learning Method in the EFL/ESL Context
Armijos Paucar, Bryan José
Piedra Carrión, Verónica Rosalía
Literatura Inglesa
Tecnología educativa
Educación virtual
CIUC::Ciencias del Lenguaje::Lingüística Aplicada::Enseñanza de Lenguas
Esta síntesis de investigación se desarrolló con la finalidad de identificar los efectos y
percepciones del uso de actividades basadas en el aprendizaje asistido por la tecnología móvil
en la enseñanza del inglés como segunda lengua (ISL) o como lengua extranjera (IEL). Veintidós
estudios de diferentes bases de datos fueron considerados para el análisis. Los criterios de
inclusión comprendieron, (1) estudios empíricos publicados en los últimos diez años, (2) estudios
con el método cualitativo, cuantitativo o mixto, (3) estudios llevados a cabo en las aulas de ILE o
ISL, (4) y, por último, estudios aplicados a los diferentes niveles de educación. Por otra parte, los
criterios de exclusión considerados fueron los siguientes (1) estudios que no han sido publicados
en fuentes académicas, (2) estudios que han usado un método diferente al cualitativo,
cuantitativo o mixto, (3) estudios en los que los participantes no pertenecen a las aulas de ILE o
ISL. Los hallazgos revelaron que, en relación a los efectos lingüísticos como a los no lingüísticos,
el aprendizaje móvil representa una excelente oportunidad para que los estudiantes desarrollen
sus habilidades de aprendizaje, así como su motivación y autonomía. El estudio también reveló
que, tanto los docentes como estudiantes apoyan fuertemente el uso del aprendizaje móvil. Sin
embargo, también se encontró algunas barreras en cuanto a su efecto y percepciones. Por lo
tanto, se recomienda a los docentes incluir tecnología móvil para reforzar las habilidades de
aprendizaje de los estudiantes. Finalmente, debido a la falta de estudios del aprendizaje del
lenguaje asistido por tecnología móvil en Latinoamérica, se sugiere más investigaciones que
analicen la eficacia de este método en este lado del planeta.
This research synthesis was developed to identify the effects and perceptions of MALL- based
activities in the EFL/ESL teaching-learning process. Twenty-two studies from different databases
were considered for the analysis. The inclusion criteria of this study included (1) Empirical studies
published in the last ten years, (2) quantitative, qualitative, and mixed-methodstudies, (3) the
studies performed in EFL/ESL classrooms, (4) and, the studies applied at different levels of
education. In respect to the exclusion criteria, it was considered the following:
(1) the studies published in non-academic sources, (2) the studies that used a design different
from quantitative, qualitative, and mixed-method approach, (3) the studies whose participants did
not belong to EFL/ESL classrooms. Findings exposed that, in relation to the linguistic effects as
well as the non-linguistic effects, m-learning represents an excellent opportunity for students to
develop their learning skills, as well as their motivation and autonomy. This study also revealed
that teachers and students strongly support the use of MALL. However, it also revealed a few
barriers to its effects and perceptions. Therefore, it is recommended for teachers to include mlearning to help students gain success in the development of each of the language learning skills.
Finally, due to the lack of studies of Mobile Learning in Latin America, further research on the
efficacy of MALL is suggested.
0000-0002-1036-7303
2023-08-22T13:33:58Z
2023-08-22T13:33:58Z
2023-08-28
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/42627
eng
TLI;604
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
openAccess
application/pdf
55 páginas
application/pdf
Universidad de Cuenca
oai:dspace.ucuenca.edu.ec:123456789/160612020-08-03T19:15:56Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Current situation of english language evaluation in the high schools of Cuenca
Bernal, Marcelo
Encalada Vásquez, Vicente
Enseñanza Del Ingles
Educacion
Canton Cuenca
Licenciado en Ciencias de la Educación en en la Especialización de Lengua Inglesa
Cuenca
2014-06-27T22:25:15Z
2014-06-27T22:25:15Z
1992
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/16061
spa
TLI;33
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/159762020-08-03T19:15:26Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Theodore Dreiser in his time
Espinosa Espinosa, Mélida Alexandra
Gómez Yunga, Gladys Eloisa
Youman, Katherine
Literatura
Enseñanza Del Ingles
This thesis is about Theodore Dreiser, 1871 - 1945, a novelist and excellent American exponent of the Naturalist school. This investigation shows how the times in which Dreiser lived are reflected in his novels. His first novel, Sister Carrie, (1900) is the story of a working girl in her life as a mistress of a man who descends the social scale as she rises to success as an actress. The book reveals the lifestyle of people living during the Industrial Revolution in the United States. An American Tragedy (1925) is the story of a youth of unstable character trapped by circumstances that lead his execution for murder. This novel predicts the economic crisis of the 1930's as a result of the failure of many people to achieve the American Dream of material success
Licenciado en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2014-06-27T22:25:03Z
2014-06-27T22:25:03Z
2006
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/15976
spa
TLI-173
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/43502019-05-04T18:28:01Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Social networks: the use of facebook as a tool to foster the learning of english of eleventh graders at “Latinoamericano” High School
Montero Cambi, Tatiana Estefanía
Santacruz Campos, María José
Cabrera Moreno, Sandra Leonor
Enseñanza Del Ingles
Redes Sociales
Educacion En Linea
Explicacion
Unidad Educativa
Esta investigación ha sido desarrollada con la finalidad de medir la efectividad de Facebook para la enseñanza del inglés como lengua extranjera. La aplicación de una prueba previa al proyecto y una evaluación al finalizarlo sugiere que los estudiantes pueden mejorar las estructuras gramaticales, ya que esta red social los motiva a aprender de una forma interactiva e interesante. El proyecto fue aplicado en el Colegio Latinoamericano con estudiantes del Primero de Bachillerato Unificado. Los datos proporcionados por los estudiantes fueron analizados e interpretados mostrando resultados positivos. Por lo tanto, el uso de métodos que pueden llamar la atención de los estudiantes son esenciales en el proceso de enseñanza-aprendizaje del idioma Inglés, ya que los alumnos pueden estar comprometidos con la materia. El uso de Facebook no es la mejor o la única alternativa para enseñar un lenguaje extranjero, pero se sugiere considerar sus ventajas como una herramienta tecnológica y educacional para promover la enseñanza de este lenguaje.
This research has been developed in order to measure the effectiveness of Facebook in the EFL classroom. The application of a pre-test and a post-test suggests that students can improve grammar structures because they are motivated to learn through an interactive and interesting way. The treatment was applied in Latinoamericano High School with students of first Bachillerato Unificado. The students’ outcomes were analyzed and interpreted showing optimistic results. Therefore, the use of methods that can catch students’ attention is essential in the English teaching-learning process because learners can be engaged with the subject. The use of Facebook is not the best or only alternative for teaching a foreign language, but it is suggested to consider its advantages as a technological and educational tool to foster the learning of this language
Licenciada en Ciencias de la Educación en la Especialización de Lengua y Literatura Inglesa
Cuenca
2013-09-24T18:23:23Z
2013-09-24T18:23:23Z
2013
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/4350
eng
TLI;395
openAccess
http://creativecommons.org/licenses/by-nc-sa/3.0/ec/
application/pdf
application/pdf
oai:dspace.ucuenca.edu.ec:123456789/357522021-03-17T13:05:07Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
The use of CLIL in a science class
Pauzhi Coellar, Cristina Paola
Piedra Carrión, Verónica Rosalía
Literatura inglesa
Enseñanza del inglés
Aprendizaje
Educación
El Aprendizaje Integrado de Contenido y Lenguaje (CLIL por sus siglas en inglés) es un enfoque que se ha utilizado desde el año 2000. Sin embargo, este enfoque no es bien conocido por todos los educadores. Por lo tanto, la presente síntesis de investigación tuvo como objetivo analizar los diferentes efectos, oportunidades, y obstáculos que podrían aparecer con el uso de CLIL en una clase de Ciencias. Se reunieron quince estudios, que utilizaron diferentes enfoques / métodos y ocurrieron en diferentes entornos y niveles Los resultados indican que, aunque CLIL sigue siendo un enfoque nuevo, existen varios efectos positivos en los estudiantes de diferentes niveles, especialmente en la educación secundaria. Del mismo modo, los resultados también demuestran que el uso adecuado de una estrategia; como andamios, cambio de código, o repertorios multilingües, los estudiantes podrían mejorar sus conocimientos sobre Ciencias e Inglés al mismo tiempo y de una mejor manera. Se recomiendan más estudios de investigación basados en los problemas que surgieron en el análisis.
Content and Language Integrated Learning (CLIL) is an approach that has been used since the year 2000. However, this approach is not well known by all educators. Thus, the present research synthesis aimed to analyze the different effects, opportunities, and obstacles that could appear with CLIL in a Science class. Fifteen studies, which used different approaches/methods and occurred at different settings and levels, were gathered. The results indicate that even though CLIL is still a new approach, there are several positive effects on students at different levels, especially in secondary education. Similarly, the findings also demonstrate that with the proper use of a strategy; such as scaffolding, code-switching, or multilingual repertoires, students could improve their knowledge about Science and English simultaneously and in a better way. Further research studies are recommended based on the issues that were raised in the analysis.
Licenciado en Ciencias de la Educación en Lengua y Literatura Inglesa
Cuenca
2021-03-06T01:56:40Z
2021-03-06T01:56:40Z
2021-03-05
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/35752
eng
TLI;522
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
openAccess
application/pdf
54 páginas
application/pdf
Universidad de Cuenca
oai:dspace.ucuenca.edu.ec:123456789/356072021-02-12T15:23:46Zcom_123456789_149com_123456789_117com_123456789_33356col_123456789_152
Effects of formulaic language on EFL learners’ speaking performance
Zhingri Ordoñez, David Andrés
León Vélez, María Verónica
Literatura Inglesa
Enseñanza del inglés
Pedagogía
Educación
Se ha asumido que el lenguaje formulaico contribuye con el desempeño oral de los estudiantes
de inglés debido a su característica de facilitar la producción y comprensión del lenguaje. En
consecuencia, en los últimos años, los investigadores han intentado demostrar si el lenguaje
formulaico podría desarrollar y mejorar la capacidad oral de los estudiantes de inglés. Esta
síntesis de investigación explora y analiza la influencia y los efectos del lenguaje formulaico en
el desempeño oral de los estudiantes de inglés como lengua foránea (EFL). Dieciocho estudios
publicados desde el año 2000 que mostraron resultados positivos y negativos con respecto al
tema de investigación fueron sintetizados y analizados. Los hallazgos mostraron que el lenguaje
formulaico juega un papel importante en el desarrollo de las habilidades comunicativas de los
estudiantes de inglés. Por consiguiente, la fluidez es uno de los principales efectos que el
conocimiento del lenguaje formulaico puede aportar al desempeño oral de los alumnos.
Adicionalmente, estos resultados sugieren que la disponibilidad del lenguaje formulaico puede
ayudar a los estudiantes a añadir fluidez a su discurso y, por lo tanto, a presentarse como
hablantes competentes. Los resultados de la presente síntesis de investigación pueden crear
conciencia sobre la idoneidad de la enseñanza y aprendizaje del lenguaje formulaico y promover
futuras investigaciones con respecto al fenómeno para establecer un punto de vista más claro.
Formulaic language has been assumed to assist English learners’ speaking performance due to its
characteristic of facilitating language production and comprehension. Accordingly, over the last
years, researchers have attempted to demonstrate whether formulaic language might develop and
improve English learners speaking ability. This research synthesis explores and analyzes the
influence and the effects of formulaic language on EFL learners’ speaking performance.
Eighteen studies published since the year 2000, which showed positive and negative outcomes
regarding the issue of investigation, were synthesized and analyzed. Findings showed that
formulaic language plays a significant role in developing English learners’ speaking skills.
Subsequently, fluency is one of the major effects that the knowledge of formulaic language
might bring to learners’ speaking performance. Additionally, these results suggest that the
availability of formulaic language can help learners add fluency to their speech, and therefore,
come across as proficient speakers. The outcomes of the present research synthesis can raise
awareness of the suitability of teaching and learning formulaic language and promote further
investigations regarding the phenomena to ascertain a clearer standpoint.
Licenciado en Ciencias de la Educación en Lengua y Literatura Inglesa
Cuenca
2021-02-10T03:18:30Z
2021-02-10T03:18:30Z
2021-02-10
bachelorThesis
http://dspace.ucuenca.edu.ec/handle/123456789/35607
spa
TLI;517
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
openAccess
application/pdf
application/pdf
Universidad de Cuenca
oai_dc///col_123456789_152/100