Lengua y Literatura Inglesa-Tesis de Pregrado

Permanent URI for this collectionhttps://dspace-test.ucuenca.edu.ec/handle/123456789/152

Browse

Now showing 1 - 20 of 20

Developing reading skills through fables in sixth level of basic education at “Unidad Educativa Zoila Esperanza Palacios”
(2013) Aynaguano Maysinchi, Jéssica Silvana; Guevara Zaquinaula, Verónica Angustia; Ortega Auquilla, Diego Patricio
The topic of this project is Developing Reading Skills through Fables in Sixth level of Basic Education at “UnidadEducativaZoila Esperanza Palacios.” The objective of this research work is to develop reading activities through fables in order to strengthen reading in children. Three essential processes are considered for developing this writing graduation work. One of them is a literature review which contains reports that summarize articles, books, journals, collections, and websites about reading. The second is the qualitative method, which describes the importance and the benefits of the use of fables in the classroom from an expert`s experience. The third is the quantitative process which presents information through two questionnaires applied to sixth grade students of basic education at the beginning and at the end of this research. The purpose of these gathered techniques is to know how to appreciate and use fables in the classroom. The results have been used to design a booklet with appropriate reading activities.
Developing the listening and speaking skills through nursery rhymes in kindergarten children at “Centro Educativo ABC”
(2013) Bernal Arévalo, Jessica Valeria; Sinche Gómez, Eulalia Patricia; Youman, Ion
The present investigation explores the application of a technique to develop two specific skills of English language in preschool learners of a kindergarten of our educational context. This technique consists on the use of Nursery Rhymes in the class in order to foster the development of listening and speaking skills of English language. Based on aspects that make English learning in kindergartens difficult in recent times, this work suggests Nursery Rhymes as an adequate alternative to attract young children´s interest in learning in an EFL class. The arguments that affirm that Nursery Rhymes are good for teaching English are supported by works made by researchers on this subject. Furthermore, it is exposed the way that Nursery Rhymes influence in the development of English listening and speaking skills. It is determined, then, that Nursery Rhymes influence in a positive way in the development of both, listening and speaking skills of the English language. This statement is based on the outcomes reached through the application of these songs in several English classes, where kindergarten children participated in the performance of listening and speaking activities related to the Nursery Rhymes that were presented. It is expected, therefore, that the information that is published in this research work becomes a guide for the practice of teaching English to kindergarten learners, by taking Nursery Rhymes as an appropriate teaching resource, in order to develop their listening and speaking skills in their process of English language learning.
Developing the listening skills through fairy tales in kindergarten children aged 4-5 at “Risas y Caricias Dreamers"
(2013) Medina Sinchi, Patricia Soledad; Vintimilla Cabrera, Diana Beatriz; León Vélez, María Verónica
Our research study is based on Listening skills through Fairy Tales for teaching and learning English as a foreign language to young children.Listening is one of the most important skills when learning a language, for this reason, it is important to encourage students from a very early age. Our contribution is to help them communicate ideas through the environment in which they live in. Besides this, we want to use them to create a fun and interesting environment where they can feel confident to participate in class through fairy tales trying to develop some abilities and skills. These Tales are considered fantasy stories. They are stories for children, and they often have imaginary creatures and wonderful adventures. Fairy tales are funny, fantastic and colorful. Also, they have an important role in children’s imaginations. Finally, fairy tales are a great technique to help children to develop listening skills in English. In the learning process teachers are facilitators. For this reason, a booklet was made and fairy tales were selected and activities created in order to motivate children to learn English. These activities can easily be applied in the EFL classroom in order to enhance children’s listening skills as well as their participation in the learning process.
Developing the reading and listening skills through the use of fairy tales with children of sixth level of basic education at "José Peralta” elementary school”
(2013) Celi Quezada, Nube Rocio; Pillco Cajamarca, Luis Fernando; Heras Urgilés, Gerardo Esteban
Fairy tales are fantastic and imaginary stories of an unreal world created for children. Most of the time, these tales contain creatures of fantasy and amazing adventures. In addition, these kinds of stories give us a message to be learned. The fairy tale is a genre of literature which is recognized as one of the most important. In this project, the creation, application, and analysis of material based on the fairy tale Cinderella will be presented. This work was done with the purpose of helping in the teaching-learning process of reading and listening at “Jose Peralta” Elementary School in Cuenca, Ecuador with students of Sixth Level of Basic Education. The material was applied during forty-five-minute classes. During the activities students were able to use their creativity and imagination. Teaching them the values reflected in this fairy tale was also an important goal to accomplish through this project. The data were collected by using two questionnaires and an interview with an expert. The questionnaires were given to students of the sixth level and an English expert in order to get information on the topic. This research project looks at the application of various methods and techniques to show the importance of tales and how they can be used by motivated teachers in their English lessons. The findings demonstrate that tales support learning and contribute to the enrichment of children`s knowledge in different ways. They also allow us to make some suggestions about how fairy tales might be taught more effectively in the future in English lessons.
Effects and Perceptions Regarding the Use of L1 for EFL Teaching
(Universidad de Cuenca, 2024-09-11) Cordova Toledo, Bryan David; Ureña Patiño, Viviana Lizbeth; Calle Calle, María Daniela
The use of the first language (L1) in the English as a Foreign Language (EFL) classroom remains a contentious issue, with opinions divided between teachers who prefer not to utilize the mother tongue during English classes and those who do. This study aims to investigate and analyze the effects and purposes of L1 use on English teaching and the perceptions of students and teachers regarding the inclusion of L1 in EFL settings. Through the analysis of 22 studies with quantitative and qualitative designs, this work found that utilizing students' native language yields both positive and negative effects in the teaching-learning process of the target language. The analysis revealed that educators' perceptions were more frequently documented than those of learners. Despite this, there is a balance in the beliefs for and against L1 use between both groups. The exploration also identified the purposes behind teachers and pupils choosing to include L1 in English classes.
Engaging young learners in the process of english learning through critical thinking activities: writing skills-application in the seventh level of basic education at "Bilingüe Interamericano" high school
(2013) Herrera Caldas, Juan Pablo; Astudillo Neira, Catalina
Abstract Critical thinking is a topic that has become increasingly important in education. It is very interesting to read about how critical thinking strategies can help students and teachers in their academic lives. One main reason of why critical thought is important is that it lets the student think by him/herself, to be creative by giving an answer that is original and practical, and it allows the student to solve any puzzling situation, regardless of how many times the student fails. In the long term, it creates positive learning experiences and the sense of achievement grows as well as the students’ self-esteem. This outcome is possible when the teacher and parents provide the children with an appropriate environment. Each time the child talks to a grown up, the conversation should be taken seriously and should enrich the child’s opinion about the given topic. The use of critical thinking skills is a tool that can form a solid foundation of opinions and ideas in the students, which can enable them to “think out of the box”. Key Words:
How to overcome the fear of speaking english in an EFL classroom through the use of real context in the ninth level of basic education at “Ecuador” high school”
(2013) Peláez Delgado, Carlos Enrique; Heras Urgilés, Gerardo Esteban
The objective of this investigatory projectwasto determine the main causes for the lack of confidence in students and to prove if the strategies based on the use of real context can help to overcome their fear of speaking English. After analyzing the results, it was possible to determine the main causes why the students do not like to participate in speaking activities.First, the topics of the book are not of their interest because they are not meaningful to them. Second, the didactic sources that the teacher uses are not attractive or interesting. Finally, the teacher does not promote a fellowship environment. To prove whether the strategies based on the use of real context can help to overcome students’ fear of speaking English, it was necessary to design and applyfive lessons. The planning of these lessons followed the principles of the communicative approach method taking into account the four stages recommended in the TEFL 1 book written by Professor Catalina Astudillo. The results of the application were pleasant because of the immediate change in the students’ behavior. It was clear that their level of participation was increased thanks to the implementation of communicative activities with meaningful topics
Integrating skills by means of webquests to learn english
(2012) Faicán Baculima, Cecilia Fernanda; Garnica Barrera, Carmen Maribel; Calle Calle, Ana María
Integration of music in the english clasroom in order to teach basic vocabulary
(2011) Padilla T., Verónica; Ortiz O., Mayra; Youman, Katherine
Multicultural education: new concepts to be consiudered in the teacher
(2012) Reinoso Illescas, Lorena Beatriz; Youman, Ion
Poetic forms: a comparative analysis of the preference advanced english language and literature students at Universidad de Cuenca have regarding formal and free verse, complemented with general syllabus guidelines for a potential poetry workshop
(2013) Calle Astudillo, Juan Carlos; Santillán Iñiguez, Juan José; Youman, Ion
Poetry should be seen as a basic element in the curriculum of English Literature majors. However, this is not the case at the English Language and Literature School at Universidad de Cuenca. This circumstance can be connected to empirical beliefs related to students' attitude towards poetry, rather than to objective data on the subject. By applying a survey among ninety students of the three groups of the eighth level of the school, this project attempted to establish the preference these students have on poetic forms; this information was used to develop general syllabus guidelines for a potential poetry workshop. The analysis of the obtained data revealed a high level of neutrality between free and formal verse preference. Moreover, a noticeable desire to incorporate writing processes to the study of poetry was also found. For these reasons, the syllabus guidelines which are presented in this project correspond to a poetry workshop in which the study of both formal and free verse is covered, having special emphasis on providing the students with opportunities for self-expression.
Storytellling as a strategy to build up vocabulary in preschool children at “Unidad Educativa Santa Mariana de Jesús” school
(2013) López Balladares, Karla Liliana; Morales Avila, María Fernanda; Argudo Vicuña, Rafael
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.
Strategies to foster motivation in english learners
(Universidad de Cuenca, 2020-07-31) Carvajal Culcay, Pablo Israel; Chica Cárdenas, Yola Indaura
Motivational strategies to foster motivation are very helpful tools that teachers can use to maintain or raise their students’ motivation in the classroom. The main goal of this research study is to analyze what motivational strategies have been reported as the most effective and used in the English classrooms. It is an exploratory bibliographic research and fifteen empirical studies were chosen to answer the research questions. The inclusion criteria for the literature review were research studies that apply motivational strategies on different kinds of students, that were published in the last 15 years, and applied in EFL classes. The results of this study indicate that only 7 of all the motivational strategies used in the different research studies turned out effective and motivational for English students. Also, after the application of motivational strategies, teachers find advantages and disadvantages. Further research studies are recommended in order to have a wide range of effective motivational strategies and to know more about the effects of these strategies on students’ motivation
Task based activities to develop vocabulary in children
(2012) Sánchez Banegas, Carolina; Youman, Ion
Teaching english through grammar games in high school (young adults)
(2011) Bermeo Guiracocha, Patricio; Muñoz Castro, Fernanda; Calle Calle, Ana María
The use of crossword puzzles to build up vacabulary of fourth graders of basic education at "Victor Manuel Albornoz Cabanilla" elementary school
(2013) Guanolique Minchala, Mayra Gladys; Ochoa Maldonado, Genner
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.
The use of didatic games to motivate students from eight to ten to participate into the efl classroom
(2011) Pauta, Cecilia; Cabrera Arias, Sandra; Youman, Ion
The use of movies as a tool to reinforce the listening skills in the EFL classroom: a study of fifth graders at “Luis Belisario Medina” elementary school
(2013) Pintado Bermeo, Elizabeth Azucena; Vera Zúñiga, Blanca Isabel; Heras Urgilés, Gerardo Esteban
This research paper examines the use of movies to reinforce listening skills in fifth level students at Luis Belisario Medina Elementary School, in Cuenca, Ecuador. This project has been developed taking into consideration that, according to research that has been done, in the EFL classroom listening skills are one of the most difficult skills to develop among students. This work describes the necessity for students to improve their listening skills through stimulating methods such as watching movies to encourage their participation in class. In this research paper, the process and results of the application of movies in the classroom will be analyzed. A pre-test and post-test were applied in order to measure the changes in students’ listening skills before and after the application of this study. The material that was used for this project was applied during 6 sessions of 40 minutes each, during two weeks. According to the results of this research, the listening skills were enhanced through the use of selected movies.
The use of the songs to help children build up vocabulary
(2012) Cajamarca Quintuña, Jaime Ramón; Vásquez Loja, Verónica Elizabeth; Cabrera Moreno, Sandra Leonor
Use of picturebooks for teaching adult learners in the EFL classroom
(Universidad de Cuenca, 2021-08-23) Andrade Macías, Paola Estefanía; Jaramillo Astudillo, María Catalina
The present study aimed to report on the use of picturebooks in the English as a Foreign Language (EFL) adult classroom. Fifteen primary studies were selected and analyzed to develop this research synthesis. The information related to picturebook-based classes that was found in the research studies was classified into three main categories, namely, “Advantages and Disadvantages of Using Picturebooks to Teach Adult EFL Students,” “Activities and Techniques used with Picturebooks in the Adult EFL Classroom,” and “Acquisition of Lexical Items and Grammatical Structures.” Later, this information was compared, contrasted, and discussed. The results showed that the most common advantages that picturebook-based classes provided were the improvement of EFL skills, the increase of vocabulary acquisition, and the positive impact on learners’ affective filter. In addition, the most frequent picturebookbased activities implemented were read-alouds and discussions. Almost half of the research studies reported that picturebooks enabled a certain degree of lexical and grammatical acquisition. To conclude, this paper includes some recommendations and limitations to be taken into consideration for future research

Browse

Browsing Lengua y Literatura Inglesa-Tesis de Pregrado by Subject "Estudiantes"