3.11 Tesis magíster

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Browsing 3.11 Tesis magíster by Subject "370"

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    EFL motivation in primary school students : American films to enhance motivation for EFL learning at school.
    (2015) Tasso Moreno, José Antonio; Lobos Vásquez, Leyla; Pontificia Universidad Católica de Chile. Facultad de Letras
    The following research accounted on how authentic resources, specifically films, motivate more than traditional resources for FL learning. Thus, the origin of the investigation is the point of departure of every learning process: motivation. The context of this study is primary school education, particularly chosen because as they start their education in the language, the objective is that they do not think of English as a school subject rather of how it should be taken, as a language. For the same reason, one of the objectives was exposing students to the FL communicatively so as to present it as it is in real life. The means by which English was presented to students attempted to change the traditional resource of the textbook to films which they were interested in. In this regard, the language would be learned because it was more appealing and even considered as fun rather than an obligation because it was school. Even though the fact of them to be entertained was at all the end, the fact that they took it as that helped the investigation in the sense that there were more possibilities that they learned the language incidentally rather than intentionally which is the regular and imposed manner of learning at school. In the end, the main objective of the investigation was to prove that when learners are motivated learning comes without, or at least with fewer, complications since they are interested in what they are being exposed to. In this sense, the methodology would be in the first place simulating what occurs in reality with the manner language is conveyed, that is, by communicating we learn language. Though the school setting cannot be compared to real life instances at least it can be simulated, and what better than doing it with encouraging resources as films.The following research accounted on how authentic resources, specifically films, motivate more than traditional resources for FL learning. Thus, the origin of the investigation is the point of departure of every learning process: motivation. The context of this study is primary school education, particularly chosen because as they start their education in the language, the objective is that they do not think of English as a school subject rather of how it should be taken, as a language. For the same reason, one of the objectives was exposing students to the FL communicatively so as to present it as it is in real life. The means by which English was presented to students attempted to change the traditional resource of the textbook to films which they were interested in. In this regard, the language would be learned because it was more appealing and even considered as fun rather than an obligation because it was school. Even though the fact of them to be entertained was at all the end, the fact that they took it as that helped the investigation in the sense that there were more possibilities that they learned the language incidentally rather than intentionally which is the regular and imposed manner of learning at school. In the end, the main objective of the investigation was to prove that when learners are motivated learning comes without, or at least with fewer, complications since they are interested in what they are being exposed to. In this sense, the methodology would be in the first place simulating what occurs in reality with the manner language is conveyed, that is, by communicating we learn language. Though the school setting cannot be compared to real life instances at least it can be simulated, and what better than doing it with encouraging resources as films.
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    Enhancing English Writing Skills among Native Spanish-Speaking Students through translanguaging: an Action Research at Liceo 7, Santiago, Chile
    (2024) Segovia Navarro, Carla Lucia; Vidal Lizama, Margarita Victoria; Pontificia Universidad Católica de Chile. Facultad de Letras
    Este proyecto de investigación-acción explora la enseñanza de la escritura en inglés mediante la actividad de translanguaging "Reading as Writers, Using Mentor Texts." Realizado en una clase de undécimo grado del Bachillerato Internacional en el Liceo 7 de Providencia, Santiago, Chile, el estudio tuvo como objetivo mejorar el rendimiento en la escritura de reseñas de películas (movie reviews). Para ello, se utilizó estratégicamente el español y el inglés, junto con la pedagogía basada en géneros (genre-based pedagogy), para enseñar las etapas específicas de la escritura de reseñas de películas y ampliar el repertorio lingüístico de los estudiantes.Los resultados obtenidos muestran que las actividades de translanguaging, junto con la pedagogía basada en géneros, mejoraron significativamente la capacidad de los estudiantes para escribir reseñas de películas. Además, estas intervenciones facilitaron la aplicación de nuevo vocabulario y estructuras lingüísticas complejas, enriqueciendo así su expresión escrita en inglés.
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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.