Grammar input a report on an experience as auxiliary researchers

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dc.contributor.authorBeltrán Vargas, Graciela
dc.contributor.authorRíos Sánchez, Venancio
dc.contributor.cvlacBeltrán Vargas, Graciela [0000570338]spa
dc.coverage.campusUNAB Campus Bucaramangaspa
dc.coverage.spatialBucaramanga (Santander, Colombia)spa
dc.date.accessioned2024-07-11T18:49:15Z
dc.date.available2024-07-11T18:49:15Z
dc.date.issued2002
dc.degree.nameMagíster en Educaciónspa
dc.description.abstractEste trabajo es el resultado de una serie de tareas que fueron desarrolladas por los investigadores auxiliares como parte de sus asignaciones en su Maestría en Educación en Lingüística Aplicada con Énfasis en la Enseñanza de una Segunda Lengua. Este trabajo informa detalladamente la secuencia de las principales actividades realizadas por los investigadores auxiliares. Está dividido en tres parís. El primer capítulo se refiere a su marco. El segundo capítulo trata de las actividades del primer trimestre que incluyen la lectura de algunos artículos.sobre la recolección de datos, analizando los diarios de algunos estudiantes sobre sus impresiones sobre algunas clases de inglés que tuvieron en la UNAB, y buscando algunas referencias de libros y referencias en Internet sobre el tema. Finalmente, el tercer capítulo trata de la descripción de la experiencia que tuvieron los investigadores auxiliares, al utilizar un instrumento de observación. que fue creado, probado, modificado y finalmente aplicado a algunas clases por primera vez. Este instrumento solo se consideró para brindar información sobre la forma en que los estudiantes recibieron información gramatical. Al final del informe hay un apartado dedicado a seis anexos donde el lector puede encontrar algunas muestras de las actividades realizadas por los investigadores auxiliares.spa
dc.description.abstractenglishThis work is the result of a series of tasks wliich were developed by the auxiliary researchers as part of their assignments in their Master of Education in Applied Linguistics with Emphasis on Teaching a Second Language. This job reports in detail the sequence of the main activities carried out by the auxiliary researchers. It is divided into three parís. The first chapter refers to its framework. The second chapter deais with the first term activities which inelude reading some articles about data collection, analyzing some students' diaries about their impressions on some English classes they had at the UNAB, and searching some book references and references on the internet about the subject matter. Finally, the third chapter is about the description of the experience auxiliary researchers had, when they used an observation instrument which was first created, proved, modified and lastly applied to some classes. This instrument was only considered to give information about the way students received grammar input. At the end of the report there is a section devoted to six appendixes where the reader can find some samples of the activities carried out by the auxiliary researchers.spa
dc.description.degreelevelMaestríaspa
dc.description.learningmodalityModalidad Presencialspa
dc.description.tableofcontentsAcknowledments....................................................................................................................................................................................... Chapter one introduccion......................................................................................................................................................................... Rationale........................................................................................................................................................................................................l Classroom research................................................................................................................................................................................1 Grammar input: implicit and explicit grammar.......................................................................................................................................2 Problein area of studv.................................................................................................................................................................................2 Problem background.................................................................................................................................................................................4 Purpose of the studv................................................................................................................................................................................6 Research questions................................................................................................................................................................................6 Significance of the studv....................................................................................................................................................................6 Auxiliary researchers................................................................................................................................................................................7 Role of auxiliary researchers..................................................................................................................................................................7 Chapter two literature overview Classroom research........................................................................................................................8 First task - articles about classroom research.....................................................................................................................................8 Second task - students1 diaries............................................................................................................................................................9 Third task - class observado»..............................................................................................................................................................9 Literature search..................................................................................................................................................................................17 Book references......................................................................................................................................................................................18 References on the internet.....................................................................................................................................................................18 Chapter three class observat1on................................................................................................................................................................ Trial ofthe instrument.............................................................................................................................................................................21 Class observation.....................................................................................................................................................................................22 The atmosphere.......................................................................................................................................................................................22 Impressions and difficulties...................................................................................................................................................................23 The development of the class................................................................................................................................................................23 Recordings..................................................................................................................................................................................................24 Transcriptions............................................................................................................................................................................................25 Conclusions and recommendations......................................................................................................................................................26 References................................................................................................................................................................................................27 Appendixes ..............................................................................................................................................................................................28spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.instnameinstname:Universidad Autónoma de Bucaramanga - UNABspa
dc.identifier.reponamereponame:Repositorio Institucional UNABspa
dc.identifier.repourlrepourl:https://repository.unab.edu.cospa
dc.identifier.urihttp://hdl.handle.net/20.500.12749/25448
dc.language.isospaspa
dc.publisher.facultyFacultad Ciencias Sociales, Humanidades y Artesspa
dc.publisher.grantorUniversidad Autónoma de Bucaramanga UNABspa
dc.publisher.programMaestría en Educaciónspa
dc.relation.referencesCreswell, J.W. (1998). Qualitative Inquiry and Research Pesian. Choosing Among Five Traditions. SAGE Publications, Inc.: California.spa
dc.relation.referencesRing, J.A. (1987). How to Assess Program Implementation. SAGE Publications, Inc.: California.spa
dc.relation.referencesKrashen, S. D. (1981). Second Language Acquisition and Second Language leaming. Oxford, England: Pergamon.spa
dc.relation.referencesKrashen, S. D. (1992). Under What Conditions, if any, Should Formal Grammar Instruction Take Place? TESOL Quarterly, 26, 409-411.spa
dc.relation.referencesLoveday, L. (1982). The Sociolinguistics of Leaming and (Jsing a Non-Native Language. Oxford, England: Pergamon.spa
dc.relation.referencesMcLauglilin, B. (1990). “Conscious” and “Unconscious” Learning. TESOL Quarterly, 24, 617-634.spa
dc.relation.referencesMerriam, S.B. (1998). Qualitative Research and Case Study Applications in Education. Jossey-Bass Publishers: San Francisco.spa
dc.relation.referencesTaylor, 1., & Taylor, M. M. (1990). Psycholinguistics. Leaming and Using Language. Englewood Cliffs, NJ: Prentice Hall.spa
dc.relation.referencesWinitz, H. & Reeds, J. (1975). Comprehension and Problem Solving as Strategies for Language Training. The Hague, The Netherlands: Mouton.spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 2.5 Colombia*
dc.rights.localAbierto (Texto Completo)spa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/co/*
dc.subject.keywordsEducationspa
dc.subject.keywordsQuality in educationspa
dc.subject.keywordsEnglish and teachingspa
dc.subject.keywordsForeign studentsspa
dc.subject.keywordsNative languagesspa
dc.subject.keywordsOral languagespa
dc.subject.keywordsApplicative grammarspa
dc.subject.keywordsGrammar (Comparative and general Article)spa
dc.subject.keywordsLinguistic analysisspa
dc.subject.keywordsLinguisticsspa
dc.subject.lembEducaciónspa
dc.subject.lembCalidad de la educaciónspa
dc.subject.lembGramática aplicativaspa
dc.subject.lembArtículo (Gramática)spa
dc.subject.lembAnálisis lingüísticospa
dc.subject.lembLingüísticaspa
dc.subject.proposalIngles y enseñanzaspa
dc.subject.proposalEstudiantes extranjerosspa
dc.subject.proposalLenguas nativasspa
dc.subject.proposalLenguaje oralspa
dc.titleGrammar input a report on an experience as auxiliary researchersspa
dc.title.translatedEntrada gramatical: Relato de una experiencia como investigadores auxiliaresspa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcc
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
dc.type.driverinfo:eu-repo/semantics/masterThesis
dc.type.hasversioninfo:eu-repo/semantics/acceptedVersion
dc.type.localTesisspa
dc.type.redcolhttp://purl.org/redcol/resource_type/TM

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