3.11 Tesis magíster
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Browsing 3.11 Tesis magíster by Subject "420.71"
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- ItemA cognitive approach to the teaching of phrasal verbs to EFL adult learners in blended courses(2021) Flores Díaz, Paulina A.; Rundquist, Eric; Pontificia Universidad Católica de Chile. Facultad de LetrasThe present action-research case study addressed the issue of phrasal verb learning in an EFL context. It aimed to evaluate the impact of a Cognitive Linguistics (CL) teaching methodology on students' retention of novel phrasal verbs with the preposition up. It also intended to assess the suitability of using metaphorical extensions of up to understand new phrasal verbs and to examine students’ perception of a CL teaching methodology for phrasal verbs learning. To do so, an AR cycle was developed, first implementing a pre-test to collect information about the students' previous knowledge on the subject, then implementing a pedagogical intervention and finally evaluating the results of the proposed methodology. This cycle was developed twice with two different groups of EFL learners enrolled in English blended courses and two different strategies were taken: representation and identification of metaphorical extensions of the preposition up. The results of this study showed that the proposed CL methodology seemed to have a positive effect on participants’ retention of novel phrasal verbs. These results are directly related to participants’ perception of this approach, which was also positive. Moreover, findings do not suggest a direct relationship between identification or representation of metaphorical extensions of up and understanding of novel phrasal verbs.
- ItemMorphological awareness and reading comprehension : the impact of explicit derivational morphology awareness teaching on the reading comprehension of higher education EFL students(2020) Saavedra Layera, Rocío; Gajardo Moller, Consuelo; Pontificia Universidad Católica de Chile. Facultad de LetrasThe present study reports on an action-research project conducted with the participation of fifteen subjects who were taking the Reading for Business English course at Universidad Tecnológica de Chile Inacap. The aim behind this AR is to explore the impact of the explicit teaching of a derivational morphology intervention to improve reading comprehension on a group of A2 higher education students. The fifteen participants attended to four online training sessions and the effects were assessed through the application of a pre and a post-test. In addition, subjects’ opinions were collected through a survey to provide this research with a qualitative aspect. Results suggest that explicit teaching of derivational morphology awareness is an effective method to improve reading comprehension in EFL and the opinions collected through the survey show that subjects perceived the usefulness of morphological awareness on their learning process.
- ItemUsing literature to foster the intercultural dimension and vernacular English in the classroom(2021) Sánchez Santos, María Natalia; Ramay, Allison; Pontificia Universidad Católica de Chile. Facultad de LetrasTeaching a language is also teaching culture. This aspect can be often overlooked or simplified to the point where stereotypes are reproduced or the nuance and diversity is lost. This applied linguistics study employed the literary text Betel Nut is Bad Magic for Airplanes (1972) by John Kasaipwalova and the essay African American Writers and the English Language (1962) by Chinua Achebe to explore and foster the intercultural citizenship aspect of English language learning and the standard and non-standard varieties of the language in order to provide an opportunity to interact with other cultures and simultaneously develop skills to approach the differences among these cultures. This is an action research study based on Mcniff & Whitehead’s (1988) generative transformational evolutionary process model. After the initial observation, an intervention was designed and conducted in two cycles within the context of a one-on-one class. There was an exploratory interview and subsequent conversations about the texts. This uncovered and addressed ideas surrounding the native speaker as an ideal as well as the power relationships established by standard and non-standard usages of the English language. The study concluded that intercultural communication and striving to provide students with different English varieties is important not only for the understanding of the language but vital in an evermore connected world in which international English is more common than ever. Additionally, the study found that it is necessary to include other varieties and texts that provide a wider view towards culture and power relationships in general. In this context, establishing the classroom as a safe space to have these conversations is of vital importance.