3.11 Tesis magíster
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Browsing 3.11 Tesis magíster by Subject "428.24"
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- ItemAcademic vocabulary instruction and reading comprehension in academic texts for 10th grade students(2021) Elgueta Pizarro, Ximena D.; Lobos Vásquez, Leyla; Pontificia Universidad Católica de Chile. Facultad de LetrasAlthough schools in Chile prepare students in English reading comprehension, they do not consider the fact that students will also have to encounter tertiary education, where an important part of the information they receive will be presented in a non-familiar structure, with words different from the ones they are used to, which may have a negative impact on students’ learning process. This investigation will deal with academic vocabulary instruction and its effects on academic reading comprehension, expecting to find in qualitative and quantitative terms the concrete impact that learning new vocabulary has over reading comprehension in this specific type of text. This investigation was carried out through an action research perspective which will consider 10th-grade students from a private school in Santiago who are about to take their FCE exam.
- ItemExploring the effects of a genre-based pedagogy approach intervention in TOEIC candidates : a study on reading comprehension.(2019) Vergara Cartagena, Macarena Paz; Gajardo Moller, Consuelo; Pontificia Universidad Católica de Chile. Facultad de LetrasThis paper reports on a small-scale action-research intervention that explored the effects of genre-based pedagogy approach in TOEIC candidates. Six participants attended a total of four sessions where a genre-based TOEIC Reading Comprehension Training Course took place. Effects were assessed analysing reading comprehension performance in pre and post-test results. Additionally, students’ opinions provided the qualitative aspect of this study and data were analysed accordingly. Results showed the application of genre-based approach is an effective method to improve reading comprehension in TOEIC candidates. In addition, survey results reported participants’ positive perceptions towards the methodology applied during the intervention, and the impact this project had in their Reading Comprehension performance.