3.11 Tesis magíster

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Browsing 3.11 Tesis magíster by Author "Arancibia Aguilera, María Cristina"

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    Evaluating the progression of a group of EFL international baccalaureate students after a genre-based application : a systemic functional analysis.
    (2019) Acevedo Ampuero, Paola Cecilia; Arancibia Aguilera, María Cristina; Pontificia Universidad Católica de Chile. Facultad de Letras
    This research aimed to assess the progression of a group of high-school EFL International Baccalaureate, henceforth IB, Spanish speaking students, towards the attainment of higher levels of proficiency regarding the control of generic patterns and lexicogrammatical choices in writing expository texts. This study analyzed the expository genre realized in two text types: an argumentative essay and a discussion. Each version was taught through a previously planned cycle which was designed following the stages proposed by a genre pedagogy, particularly the teaching-learning cycle (TLC) based on Rothery's work in 1994. After the application of each cycle, the products of the participants were analyzed through a Systemic Functional perspective which considered students' written discourse, realized in ideational, interpersonal and textual resources. The three metafunctions were studied and analyzed in terms of complexity and accuracy. After the analysis, the results were reported following a qualitative methodology which is sustained by a semiotic paradigm. This study considered not only the participant's products as its main source of data collection but also included a focus group carried out to understand beyond quantitative data and include participants actively and collaboratively within the study. This instrument gathered evidence of students' perception about their learning process, the method applied during the cycles, and how this could contribute to a gradual gain of confidence and control when writing in English in academic contexts. The results of the analysis evidenced gradual improvement in the attainment of patterns present in expository texts; the metafunctions realized in field, tenor, and written mode, were displayed in more precise and complex lexico-grammatical choices; complex ideational and interpersonal resources were perceived to act simultaneously and systematically not distinctly or independently in texts. The main findings in regards to students' perception, revealed that most participants acknowledged the exposure of visible textual resources as of explicit teaching that helped them improve and understand writing and its social purpose through a visible model. Most participants recognized the contribution to their improvement and an eventual gain of confidence when attempting to write academic genres for the International Baccalaureate demands.
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    Reading to learn cycle : writing narrative texts in the EFL Chilean context
    (2022) Lorca Mesina, Stephanie A.; Arancibia Aguilera, María Cristina; Pontificia Universidad Católica de Chile. Facultad de Letras
    Throughout life, reading and writing are fundamental skills in our learning process. They help us to communicate, create relationships, and describe the world around us. In this context, the EFL classroom represents its own challenges and opportunities. The current educational model in Chile has caused a deep segregation in terms of access to education, so English proficiency has been recognized as a social-economic indicator. Marginalized Spanish-speaking groups avoid reading and writing due to their complexity. The Reading to Learn model proposes that there is a systematic cycle that could help EFL learners to explicitly construct their own texts, unveiling the historically hidden conventions when it comes to writing. The following action research study aims to evaluate the effects of Reading to Learn methodology to help high school students to improve their writing of narrative texts by recognizing genre and the infinite combinations to express meaning that the system offers to language users. This research was carried out in virtual learning and the pedagogical intervention was designed considering quantitative and qualitative data. It consisted of initial surveys for teachers and students, a pre-test, seven action-research cycles, a post-test, and a final survey for participants. The main qualitative findings suggest that the Reading to Learn methodology helps to improve writing in terms of lexicogrammatical choices that convey attitude and refer the participation of people and things in discourse. Similarly, the main quantitative findings indicate that participants enhanced their genre-knowledge including more phases and structures of the narrative genre after the interventions. Keywords. Reading to Learn, narrative text, writing, action-research, EFL.
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    Using image schemas to develop spaciotemporal conceptualizations in the learning of English phrasal verbs with off during reading comprehension tasks
    (2023) Contreras Armijo, Javier Andrés; Arancibia Aguilera, María Cristina; Pontificia Universidad Católica de Chile. Facultad de Letras
    The Chilean educational system, for years, has emphasized the relevance of developing a communicative approach to teach English as a Foreign Language in our classrooms. In fact, most of the curricular adjustments over the past 15 years, have turned to promoting English educational settings in the light of tasks that can consider the four language skills to engage students and facilitate learning. However, there seems to be a great distance from these goals and the actual practices and strategies developed by national academic programs. This situation has done nothing but to increase an already worrying reality regarding rote-learning strategies to teach grammatical structures, the overall preference of focusing on prescriptive methods rather than descriptive ones and classrooms centered on learning grammatical structures on a side, and communicative skills on the other. Therefore, the aim of this study is to develop a teaching strategy for phrasal verbs with off in the light of reading comprehension tasks. Also, that image schemas and Cognitive Linguistics principles facilitate the learning of structures that commonly are associated with random meanings and memory-based skills to learn them. The study, practices and instruments were designed following mixed-method principles to collect both quantitative and qualitative data to analyze results. Our research concluded that image schemas do not only facilitate the learning of phrasal verbs with off but, also, have a long-term effect on memory. Moreover, the use of reading comprehension tasks promotes learning of these structures and the understanding of non-adapted material in the EFL classrooms.