LANGUAGE TEACHING (2)

Author: JEREZ MARTÍNEZ ISABEL.
Year: 2004.
University: MURCIA [www.um.es].
Place of defense: FACULTAD DE EDUCACIÓN.
Place of preparation: FACULTAD DE EDUCACIÓN.

Summary: This doctoral thesis European aims to study the speech in the students of Primary Education, using as a teaching resource practice tragic. Through the skit is to ensure a systematic invite active participation in the search, the promotion of creativity and aesthetic appreciation. Also, of course, to the observation and experience of theatrical observed and learned everything, and since the theater is art and prototype human communication, invite your exercises to it, rescuing and improving the foundations for that are innate people (oral), and that has not been treated so sistématico in classrooms for having emphasized for years in the stimulation of work and two of the four skills lingüsticas basic reading and writing. This work is intended to encourage listening and speaking, and trying to advocate for the formation of the individual, true architects of the future life, the future of humanity. In developing this thesis, we found that in the first three chapters include a strong body supported mainly on the theoretical justification of the study, the theoretical framework that supports it, and deepening the concept of role play and all aspects that are associated at the same. In the fourth chapter inserts a case study conducted with the students in an educational setting where, through a design based on a control group and an experimental group, it shows the effect of working through a methodology based on the dramatization on improving the oral expression. It also outlines a number of suggestions type teaching -inspiradas in the model critical to the teaching faculty in general, and the Language and Literature in particular, can be put into practice the proposal for the sake of desired social transformation besides school, and thus achieve a quality education.

Author: AL-ZAWAM KHALED OMRAM.
Year: 2004.
University: ALICANTE [www.ua.es].
Place of defense: FACULTAD DE FILOSOFÍA Y LETRAS.
Place of preparation: FACULTAD DE FILOSOFÍA Y LETRAS.

Summary: Contrastive Analysis of errors in learning Spanish by university students in the specialty of Filolgía Hispaniola (universities of Cairo, Al-Azhar in Egypt and Minia) and English for Translation (University of Irbid-Yarmuk in Jordan). Implications learning for the teaching of Spanish as a foreign language and proposed metodológias for new methods of teaching aimed at students arabohablantes.

Author: CLAVEL ARROITIA BEGOÑA.
Year: 2004.
University: VALENCIA [www.uv.es].
Place of defense: Facultad de Filologia.
Place of preparation: FACULTAD DE FILOLOGIAA.

Summary: In the first part of the thesis (theoretical) discusses the different cognitive theories, different approaches in the study of learning strategies, carried out an analysis of studies on the interaction in the field of discourse analysis, relate studies on the speech and research in the acquisition of a language and finally examines the speech of classrooms in several respects. Once analyzed these issues, is a literature review of the topic that we are interested in connection with the correction, describing the studies conducted in the area realizing the objectives, methods and results. Finally analyzed aspects such as the age difference, learning styles, affective as the concept of motivation, as well as aspects related to the personality, such as self-esteem, anxiety and extroversion. On the research distinguish working hypotheses, subjects acting in both contexts and working methods, results and discussing them, as well as the conclusions and methodological applications. The two contexts fall into two different educational levels (ESO / BA), two teachers with different levels of experience and one of them being native and non-native another, and two different socio-economic contexts (college concerted / private college). Our research on the incidence of error and the correction leads us to adopt a positive attitude towards the errors of students, treating them as proof that learning is taking place.

Author: PIZÁ GODALL FÁTIMA.
Year: 2004.
University: BARCELONA [www.ub.es].
Place of defense: FACULTAD DE FILOLOGÍA.
Place of preparation: UNIVERSIDAD DE BARCELONA.

Summary: This is a research field inesplorado so far dentre the field of teaching and learning of foreign languages designed to discover and analyze integrative practices and alternatives to traditional at this time of change that serve the educational world. This thesis, which arises from the practical (experimentation), falls within the parameters qualitative research their main objective describes a basic difference that marks the success (or lack of success) in the teaching and learning of a foreign language within the also in classrooms and provide paradigm compression, which leads to the core of the thesis scenario. The thesis consists of a few paragraphs theoretical disciplinary and interdisciplinary (Chapters 2 and 3) on the teaching of foreign languages, and holism PNL (programming Nurolinguistica) and provides a body of codes einicales pair the análismo evaluation of data from 3 contexts experimentation and 4 experiments (Chapter 4). HIPOTESIS. One approach holítico learning foreign languages dentre which the PNL is an essential component, can be the difference that makes success. CONCLUSIONS: An analysis menicioso throughout the experiment (Chapter 4). A) leads to the establishment of codes and definitive conclusions deriving qualitative and quantitative (chapter 5). B) confirmed the paradigm suggested in the scenarios as enfoqeu differential education yu learning a foreign language in front of the new educational concerns (Chapter 6).

Author: CLIMENT DE BENITO JAIME.
Year: 2004.
University: ALICANTE [www.ua.es].
Place of defense: FACULTAD DE FILOSOFÍA Y LETRAS.
Place of preparation: FACULTAD DE FILOSOFÍA Y LETRAS.

Summary: In our Doctoral Thesis we intend to analyze the operation of didactic dictionaries bilingà ¼ is Spanish / Valencia by students at ESO and Secondary Education in the province of Alicante, in order to promote the enrichment lexicon in learning Valencia, a regional languages de la Comunidad Valenciana. To do this, follow the methodology itself of the subdisciplina metallexicográfica of research on the use of the dictionary. Among the objectives, we note: 1. Dictionaries describe and classify oriented language learning (maternal or not). 2. Describe dictionaries bilingà ¼ is Spanish / Valencia. 3. Analyzing the needs of consultation (as lingà ¼ isticas) of the High School Students. 4. To observe the searching skills in the dictionary of those students. 5. Reaching conclusions on the use of teaching and Spanish dictionary bilingà ¼ / Valencia by students and teachers with the aim of promoting the development of the vocabulary of Valencia.

Author: PIQUER VIVES M.INMACULADA.
Year: 2004.
University: BARCELONA [www.ub.es].
Place of defense: FACULTAT DE FORMACIÓ DEL PROFESSORAT.
Place of preparation: UNIVERSIDAD DE BARCELONA.

Summary: Moving the introduction of English to children's education is an object that responds to a strong social demand. This has been the main incentive that has led to the realization of this dissertation. From a reality unsatisfactory with regard to the level of competition lingüstica in English shown by the students of elementary education in our schools, and along the lines marking the research has been carried out research work in this field. An intensive research work bibliógrafica, as well as curriculum have proved necessary to mark the theoretical principles which have enabled design, implement and evaluate a proposal aimed at advancing the teaching introduction of English in kindergarten. The results have not only met the expectations of the people involved in this research, but also opened up new questions in the field of teaching English in early childhood education.

Author: LÓPEZ MEZQUITA MOLINA M. TERESA.
Year: 2004.
University: GRANADA [www.ugr.es].
Place of defense: FACULTAD DE FILOSOFÍA Y LETRAS. DEPARTAMENTO DE FILOLOGÍA INGLESA.
Place of preparation: UNIVERSIDAD DE GRANDA.

Summary: The evaluation of the knowledge of vocabulary receptive to the students of English requires measuring instruments are valid and reliable. This thesis contains the process of design, construction, piloting and analyzing the results of four tests vocabulary receptive written for the levels of First Degree Cycle University, BA (1 and 2) and 4 during compulsory education. In order to have some lexical content from which to select the elements that should compose tests, a list of words with data from the most comprehensive and updated corpus lingà ¼ isticos available today. After statistical analysis of the results of the tests, carried out a process of adaptation to a computerized format conventional fixed all of them, to be applied online and offline. A later phase consisted of the conversion of tests at the university level in a Computerized Tests Adaptation, using advances in precision stimulation trait. Finally, the test layer 4 of SCS was adapted to a format Tests Multietápico, which combines the advantages of conventional tests and computerized adaptive tests.

Author: RAMOS MÉNDEZ CARMEN.
Year: 2004.
University: BARCELONA [www.ub.es].
Place of defense: FACULTAD DE PEDAGOGÍA.
Place of preparation: FACULTAD DE PEDAGOGÍA.

Summary: This thesis is an ethnographic study of ideaciones and beliefs of German university students undergoing education through his work in learning Spanish as a foreign language. The theory part of the budgets submitted by the qualitative research of the factors of individual apprentices, as well as consideration of the classroom and culturally. The corpus of data consists of a day of learning and semi-structured interviews with university students, as well as semi-structured interviews with secondary teachers, in order to describe the "Climate teaching" of language teaching in Germany and check whether substrate belief generated and maintained by the teachers affects the thinking of students. The results show the usefulness of the approach of ethnographic research to generate abundant and relevant data on the thinking of learners and teachers. In chapters devoted to the discussion and conclusions outlined how articulates the thinking of the students surveyed with respect to many different aspects on how to deal with the learning of a foreign language, for example, the role attributed to the contents grammatical lexical and their learning process, the importance they attach to the skills lingüsticas or valuation that makes education by experiencing tasks. The description is given of thinking of the students questioned some of the prevailing stereotypes about Germans foreign language learners and reveals the enormous importance to them is the person teaching their learning process, the importance they attach to the skills lingüsticas or the valuation that makes education by experiencing tasks. The description is given of thinking of the students questioned some of the prevailing stereotypes about Germans foreign language learners and reveals the enormous importance to them is the person teaching their learning process.

Author: PUENTE BARRIOS BLANCA DE LA.
Year: 2004.
University: GRANADA [www.ugr.es].
Place of defense: FACULTAD DE FILOSOFÍA Y LETRAS.
Place of preparation: FACULTAD DE FILOSOFÍA Y LETRAS.

Summary: After justify the relevance of textual typologies in the teaching of the subject English II in high school in Andalusia, carried out a study of the theoretical foundations of research: what is considered kind of text, what are the problems of work tipologizadora, and what is the incidence of the types of text in the flow of language teaching. Then there is a critical review of the main proposals typological and proposes a typology itself, which, taking the perspective of the prototypes, will serve as a tool descriptive textbook mostly employed in the Public Institutions of Secondary Andalusia, to study the impact of the five prototypes: expository, narrative, descriptive, argumentative and instructive, in the teaching of English in the same educational level.

Author: AQUAD ABDELKADER.
Year: 2004.
University: GRANADA [www.ugr.es].
Place of defense: FACULTAD DE CIENCIAS DE LA EDUCACIÓN.
Place of preparation: FACULTAD DE CIENCIAS DE LA EDUCACIÓN.

Summary: The focus of the investigation is that the thesis is to examine the presence of Spanish as a foreign language in the Moroccan educational system, and specifically the treatment of the written language teaching in the classrooms of this matter. The first part gives rise to the theoretical foundations on language teaching has been based on that thesis. It covers three chapters devoted respectively to the epsitemológicos, psíco and sociolingüsticos and curriculum. The second part of the structural work focuses on the review of the education system in Morocco and in the presence of Spanish as a foreign language. Here are reviewed existing curricula and provide data on the extent of their deployment, the materials used. The third part discusses the various blocks of content of the teaching of Spanish as a foreign language in the Moroccan system with special attention to the treatment of written language. The fourth part is the research on the teaching of written language in the classroom in Spanish, which includes the results of the same. The thesis closes with a chapter on conclusions and prospects, as well as the relevant literature.

Author: OLALLA MARAÑON MARIA ANTONIA.
Year: 2005.
University: PONTIFICIA COMILLAS [www.upcomillas.es].
Place of defense: FACULTAD DE CIENCIAS HUMANAS Y SOCIALE.
Place of preparation: FACULTAD DE CIENCIAS HUMANAS Y SOCIALES.

Summary: This thesis examines a comparison between the correction of texts written conducted by the teacher and correction cooperative among pupils, and concludes that there is an improvement in favor of the second. It offers a theoretical part where there is the importance and difficulty inherent practice d ela writing pair students Spanish as a second language. (E/L2). It also presents the benefits of cooperative education and proposes the use of cooperative correction of texts written as a work in the classroom E/L2. The second part describes the experiment carried out in order to quantify the benefits of cooperatives include the correctness as a teaching tool. It works with two groups of university students, a pilot (76 students) editing texts cooperatively and another control (70 students) who corrected the teacher. Both groups are measuring progress and, through a statistical survey, the results obtained are compared.

Author: Reyes de Pardo Edith.
Year: 2005.
University: AUTÓNOMA DE BARCELONA [www.uab.es].
Place of defense: Facultad de Ciencias de la Educación.
Place of preparation: Facultad de Ciencias de la Educación.

Summary: QUALITATIVE RESEARCH, ENMARCADA IN A CASE STUDY. LEARNING SPANISH ANALYSIS OF A WOMAN IMMIGRANT MARROQUÍ IN STATE OF INMERSIÓN, WHICH BRINGS MORE THAN FOUR YEARS OF RESIDENCE IN BARCELONA. DISCUSS IN THIS IS THE STRATEGY OF TEACHING AND LEARNING THE SUBJECT OF STUDY AND THE THE ENSEÑANTE. IT IS ALSO MAKES A PROPOSAL TO IT IS REFERRED TO AS "LEARNING FROM THE ENTERTAINMENT", WHICH IS BASED ON THE CONTRIBUTIONS OF PAULO FREIRE. SHE INTENDS TO, AMONG OTHER THINGS, THAT THE EDUCATION OF A SECOND LANGUAGE, PARTA OF THE NEEDS OF LEARNING OF IMMIGRANTS, SE MODIFIQUE INTERACTION MAESTRO-ALUMNO, SE BRINDE HOST TO IMMIGRANTS AND THE TEACHERS WORK WITH THE LANGUAGE LEARNING STRATEGIES OF SIGNIFICANT.

Author: ZAMBRANO RUJANO GABINA ELIZABETH.
Year: 2005.
University: ROVIRA I VIRGILI [www.urv.cat].
Place of defense: Facultat de Ciències de l'Educació i Psicologia.
Place of preparation: Facultat de Ciències de l'Educació i Psicologia.

Summary: Education is a complex task that deserves a constant and systematic work, as well as a vocation essential to go beyond the obstacles before us on a daily basis, and given the nature of the evaluation process of learning, in our case the acquisition of English in context Foreign Language (EFL), it seems logical to think that this requires that, on the one hand, the teacher holds a teaching position and a knowledge of the subject who teaches and its internal structure and, secondly, that there is a planning and programming to answer the questions: Do you what, when and how to teach and assess? Similarly, we recommend that the teacher take a multivariate approach towards learning and teaching evaluation for promoting ownership of facts, concepts, principles, processes, values and attitudes in line with an evaluative process that allows students to express their perceptions, opinions, feelings about learning, the development of the program and development of teacher complementing formative assessment approach with a trainer. With this in mind we developed a theoretical framework where examine the current proposals of the evaluation, assessment of learning and assessment of learning English. All this under a methodology focused on the diagnosis of the culture of formative assessment Area English at the University of Los Andes Tachira and an intervention aimed at improving programs, the awareness of teachers and the implementation of a model formative assessment which led us to conclude that the program is the focal point of the teaching and formative assessment leads to significant learning of the student and teacher.

Author: Camacho Martí Maria del Mar.
Year: 2005.
University: ROVIRA I VIRGILI [www.urv.cat].
Place of defense: FACULTAT DE CIENCIES DE L'EDUCACIÓ I PSICOLOGIA.
Place of preparation: FACULTAT DE CIENCIES DE L'EDUCACIÓ I PSICOLOGIA.

Summary: Immersed fully in the knowledge society, the incorporation of Information Technology and Communication in the teaching and learning processes pose a great challenge to achieve both by educational institutions, as a teacher still poorly trained and less aware the methodological changes facing: time-relaxation, emergence of new areas of teaching and learning, disappearance of the traditional role of teacher training strategies that enhance collaboration and self-generation networks comunicaciónâ | As part of teacher training, these changes lead to the emergence of new models training. Knowledge management is sure without an essential starting point to develop advanced notions of teaching and learning along with a proper use of Information Technology and Communication. Thus, educational institutions must facilitate the creation and dissemination of knowledge originating in an appropriate manner at the same time and must act to promote the new culture of learning. The training lifetime is established as a priority in the educational and training programs of the European agenda (2007-2013) and our understanding, it can be clearly illustrated by the establishment of virtual learning communities in which individuals similar goals are joining together to achieve common challenges. The use of technological tools and training methods based virtual environments help the community to generate and share knowledge in an environment where they are involved in a collaborative manner, they share experiences and solve problems, producing formation processes and continuous learning and constantly evolving. Taking these and other considerations as a starting point originated doctoral thesis we present. Thus, in the context of training of teachers of English language (both primary education and secindaria), we set out, first, an analysis of the current situation of such teachers in the use of information technology and communication. The technology has always been present in the teaching of English as a foreign language. Technological advances and teaching have emerged gradually and the constant current scene where research in the field of teaching English as a foreign language is limited. The first major block of this theory or theoretical framework and referencial- constituent sections such as major methodological changes have arisen as a result of the integration of ICT and its impact on the teaching and learning of the English language, the new virtual training environments and learning scenarios, the role of the teacher and their new powers, the barriers that prevent teachers successful integration of ICT in teaching, the need to acquire certain competéncias in using both technical and pedagógicoâ | â |. Another important point is the virtual learning communities and their role as agents of training. Next is a thorough and detailed analysis of the bodies offering training to teachers and the offer of training in ICT is specifically directed to the above collective. Later conducts a collection of tools, resources and electronic activities specifically directed at teachers of English, taking into account the educational field and its implementation in the classroom, suggesting patterns 8 didáctic d1e as easy integration. El segundo gran bloque de la tesis lo constituye una investigación llevada a cabo durante tres años para obtener datos fehacientes respecto del conocimiento en TIC que posee dicho profesorado, la detección de sus demandas formativas reales, la situación actual de este colectivo en relación al acceso e technological infrastructure and possible both methodological and attitudinal barriers, but also to determine whether certain proposals and training content created for this purpose and which had undergone were useful for training in the use of ICT in their teaching practice. Thus was conducted an investigation shows teachers taking as both primary and secondary education throughout Catalonia. The research was conducted among participants from eight ICT training courses for teachers of English and was used for this mode of training semi-presencial, introducing a high degree of technological components and the use of many tools of communication. In order to support distance learning using two different platforms: BSCW and Moodle that fostered communication and collaboration among participants to unsuspected limits. In order to obtain meaningful data were used instruments for data collection both quantitative and qualitative (questionnaire) (personal interventions in the discussion forums). The results showed a reality far removed from the parameters that should be considered normal as regards the degree of ICT training of teachers who have English. Moreover, the feedback received after the completion of the various training courses also allowed us to make a proposal for a Plan of Action training with the main objective to train English teachers in the use of ICT. Thus, it offers a training with the various modules and content, in our view, should know and manage such teachers. Finally, one of the revelations of the whole process was gestation and building a virtual community of learning composed of teachers participating in the training process. The enormous potential of ICT in training processes allowed to integrate into the community within a very lively and participatory activities to enhance the learning process. Emphasize the generation of knowledge, their suitability as a forum for the professional development of teachers, the involvement of teachers in the process of self-training and forging a separate identity.

Author: RIUS DALMAU IMMACULADA.
Year: 2005.
University: ROVIRA I VIRGILI [www.urv.cat].
Place of defense: FACULTAD DE LETRAS.
Place of preparation: Facultad de Letras.

Summary: This thesis aims to demonstrate that the teaching of modern languages in Spain received an important boost in the framework of the Free Educational Institution, where our overall objective assess how much weight he had such teaching in that specific context. From a diachronic perspective, a study has been made on the teaching of modern languages in various schools in Spain. However, acotando a margin of time-ranging from 1876 to 1939 - and also by reference to the situation in Europe, we conducted a comparative study synchronous and helped us to assess the actual weight of the way Proceed as ILE, as far as the teaching of modern languages are concerned, and more specifically to the teaching of French. The content of the thesis is distributed into two chapters. The first of these is devoted to the following topics: the analysis of political and social context, and the description of the status of the teaching of foreign languages in Europe, the overview of Public Instruction in Spain at that historical context, the presentation general types of schools that were once in Spain, as well as the respective methodologies employed in the teaching of French and, finally, an analysis of the articles devoted to the teaching of modern languages, published in the Journal of Education ( 1922-1936). The second chapter is devoted to the institution Free instruction: history, educational principles, goals, actions and top officers. In addition, this chapter is a review of articles published in the Bulletin of the Free Educational Institution referring to the teaching of modern languages. Similarly, we move closer to the experience that marked the Instituto-Escuela, analyzing the particular case of the French teacher Joan Nogués Aragonese who presented their method personnel. We have tried to do a thesis prevail where the focus, with special relevance to the data relevant to achieving the ultimate goal, or demonstrate that modernity of the ILE teaching in the field has a clear exponent in the teaching of modern languages. The analysis of the socio-political context and data of different types of schools that existed in Spain in that period, as well as its own methodology for the teaching of modern languages, it has been necessary to assess the true extent of what has been achieved in part of the ILE. In the final conclusions have been able to confirm the initial assumption, namely that the teaching of modern languages in Spain received an important boost in the framework of the Free Educational Institution. This is reflected, for example, on the achievements of Instituto-Escuela: Time generosity, generosity in the number of taught modern languages (French, English and German), generosity in the number of school years covering (mandatory throughout the French Baccalaureate and in the preparatory section, in addition to a compulsory second language to choose between English and German), much of the involvement of teachers in the teaching of French, demanding to future teachers knowledge of at least two foreign languages, and finally , the use of textbooks and reference books in various French subjects. Finally we saw as a new methodological flows from Europe were collected at the centers of the ILE and impact on the renewal of the teaching of modern languages, primarily in the early stages of learning. However, the ultimate objective of this learning within the ILE provided primarily understanding, leaving in the background expression, and the communicative competence in the language object was not a primary objective. However, in the context at hand, the stock of the situation of and 8 nseñanza 173b of the modern languages is highly positive, hallándose far beyond what is required in the formal education where there were significant fluctuations in the presence the modern languages. In general, much of the period studied, the only foreign language taught at the junior high school Spanish was the French state and only from the third year of high school. The French used manuals were clearly marked by the traditional method. Teachers of French tended not possess qualifications, such matters being considered only as a subject rather complementary. This thesis aims to demonstrate that the teaching of modern languages in Spain received an important boost in the framework of the Free Educational Institution, where our overall objective assess how much weight he had such teaching in that specific context. From a diachronic perspective, a study has been made on the teaching of modern languages in various schools in Spain. However, acotando a margin of time-ranging from 1876 to 1939 - and also by reference to the situation in Europe, we conducted a comparative study synchronous and helped us to assess the actual weight of the way Proceed as ILE, as far as the teaching of modern languages are concerned, and more specifically to the teaching of French. The content of the thesis is distributed into two chapters. The first of these is devoted to the following topics: the analysis of political and social context, and the description of the status of the teaching of foreign languages in Europe, the overview of Public Instruction in Spain at that historical context, the presentation general types of schools that were once in Spain, as well as the respective methodologies employed in the teaching of French and, finally, an analysis of the articles devoted to the teaching of modern languages, published in the Journal of Education ( 1922-1936). The second chapter is devoted to the institution Free instruction: history, educational principles, goals, actions and top officers. In addition, this chapter is a review of articles published in the Bulletin of the Free Educational Institution referring to the teaching of modern languages. Similarly, we move closer to the experience that marked the Instituto-Escuela, analyzing the particular case of the French teacher Joan Nogués Aragonese who presented their method personnel. We have tried to do a thesis prevail where the focus, with special relevance to the data relevant to achieving the ultimate goal, or demonstrate that modernity of the ILE teaching in the field has a clear exponent in the teaching of modern languages. The analysis of the socio-political context and data of different types of schools that existed in Spain in that period, as well as its own methodology for the teaching of modern languages, it has been necessary to assess the true extent of what has been achieved in part of the ILE. In the final conclusions have been able to confirm the initial assumption, namely that the teaching of modern languages in Spain received an important boost in the framework of the Free Educational Institution. This is reflected, for example, on the achievements of Instituto-Escuela: Time generosity, generosity in the number of taught modern languages (French, English and German), generosity in the number of school years covering (mandatory throughout the French Baccalaureate and in the preparatory section, in addition to a compulsory second language to choose between English and German), much of the involvement of teachers in the teaching of French, demanding to future teachers knowledge of at least two foreign languages, and finally , the use of textbooks and reference books in various French subjects. Finally we saw as a new methodological flows from Europe were collected at the centers of the ILE and impact on the renewal of the teaching of modern languages, primarily in the early stages of learning. However, the ultimate objective of this learning within the ILE provided primarily understanding, leaving in the background expression, and the communicative competence in the language object was not a primary objective. However, in the context at hand, the stock of the situation of the teaching of modern languages is highly positive, hallándose far beyond what is required in the formal education where there were significant fluctuations in the presence of languages modern. In general, much of the period studied, the only foreign language taught at the junior high school Spanish was the French state and only from the third year of high school. The French used manuals were clearly marked by the traditional method. Teachers of French tended not possess qualifications, such matters being considered only as a subject rather complementary.

Author: BIRELLO MARILISA.
Year: 2005.
University: BARCELONA [www.ub.es].
Place of defense: FACULTAD DE PEDAGOGÍA.
Place of preparation: FACULTAD DE PEDAGOGÍA.

Summary: This work is an investigation of the phenomena contact languages that appear on the kind of Italian foreign language in the activities in subgroups by adult learners in a context bilingà ¼ and Spanish and Catalan in Barcelona. The purpose of this thesis is to investigate the interaction generating activities in pairs or in small groups, but focusing on the students make use of languages, the target language, L1 and L2, and aims to find out when they appear these brands transcódicas and the role they have in the speech in the classroom. The thesis is divided into eight chapters. The first chapter is an introduction. The second chapter reviews the theoretical schools that refer to the alternate language in a social context, and especially in a context of alternation / learning. Also reviewed other areas of research that we have proved indispensable to have an overall picture of the interaction in the classroom. In the third chapter, formulated the questions and assumptions research that guide this work. In the fourth chapter, is a description of the context of the study. It was part of a review of the Italian language in the world and then focus on our context, ie contextobilingà ¼ and Barcelona. It then describes the university context and the specific groups that were studied, with attention to the beliefs of these students on the Italian and languages in general, data collected through questionnaires, diaries and interviews. In the fifth chapter, we present the methodology used in this study. Before presents the key concepts of ethnographic research, and then describes the methods and the process of collecting the data as well as the analysis model used for this research. In the sixth chapter, appears analysis of the data. This is the longest chapter of this thesis, because it includes transcripts delos selected segments of the recordings, which are accompanied by descriptive analysis and interpretation of these data. The structuring of this chapter is analyzed by segment, as transcription and analysis is preceded by a description of the activity and is followed by an initial summary of the analysis. In the seventh chapter, we present the results obtained and the categories found and is the discussion of these results set against the studies reviewed in the state of affairs and with the questions and hypotheses dela investigation. Finally, in chapter eighth, collect the main conclusions drawn from this research and identifies some potential prospects teaching that can be opened from this work.

Author: BUSQUETS GASULLA JOAN.
Year: 2005.
University: BARCELONA [www.ub.es].
Place of defense: FACULTAD DE PEDAGOGÍA.
Place of preparation: FACULTAD DE PEDAGOGÍA.

Summary: The production process of written texts, in a natural situation classrooms, often culminate in the language of the texts and evaluation of students by the professor, to be returned with annotations (Trade and comments). The written text is the result of a dynamic, evolving over dela writing, and the correction and rewriting is a part of this evolution. Centramos research in the description and analysis of records of the teacher and the actions that trigger these annotations on the students. We wonder whether the correction of the teacher, in addition to evaluate, repair and operating in the rewriting and becomes a mediation that allows a text is improved. THE improvement of a text, of course, is a possibility, not a certainty inherent in the rewrite. Aware of this difficulty, we have tried to describe a portion of the complex relationship teacher and student in the process of correction, repair and rewrite written texts, using various sources and observation and theoretical description of gaps practices writing school into three groups the first class of students from high school. The objectives of this research are as follows:-Identify types of annotations prototype of the teacher and repair and rewrite delos students. B-To determine the annotations that as a representation of knowledge only for the teacher and that they are, at once, for the teacher and the student. C-determine how students are represented, from the annotation, correctly spelling, lexical, syntactic or textual and procedures that trigger to be repaired. D-determine what kind of favors rewriting records of the teacher. E-determine the relationship of the activities of correction and rewrite texts social and cultural values and attitudes lingüsticas teacher and the students. F Identifying strategies favoring development processes dela rewrite, in which the student, as an active element in building their knowledge and understanding of their world, is capable of dealing with the help of the teacher, new information from previous knowledge. In connection with the intervention teaching, research results have to generate knowledge for managing the interaction between teacher and student in a school of writing texts. For this reason, the results of the investigation have sought: A-Contribute to the acquisition of the basic strategies for repair and rewrite texts written by high school students. B-To meet the conditions for the validity and applicability didactic generate conceptual and procedural knowledge for teachers in relation to the teaching and learning of these basic strategies. C - Provide a reference desk for teachers in connection with the correction, repair and rewrite texts.

Author: SÁNCHEZ QUINTANA MARÍA NURIA.
Year: 2005.
University: BARCELONA [www.ub.es].
Place of defense: FACULTAD DE PEDAGOGÍA.
Place of preparation: FACULTAD DE PEDAGOGÍA.

Summary: This is a study of the variability of the interlengua apprentice Spanish, first tipológicamente many different languages (Japanese and French), and different levels of competition. The study was conducted in the field of discursive narrative, which is taken as an indicator of variability in verbal morphology contexts past. The data have been analyzed in depth, has been transcribed and coded with the help of programs CHILDES-CLAN that have allowed a multilevel analysis: level semantic, syntactic, pragmatic and discursive. The study has identified and described patterns of activity apprentices and the relationships between the components of the various levels of language. The study provides new knowledge about the factors of various kinds, affecting variability in the various levels of competence of the trainees.

Author: MANZANO AGUGLIARO CRISTINA ISABEL.
Year: 2005.
University: CÓRDOBA [www.uco.es].
Place of defense: FACULTAD DE FILOSOFÍA Y LETRAS.
Place of preparation: FACULTAD DE FILOSOFIA Y LETRAS.

Summary: The main objective of this research is to show that by designing a program of balanced and systematic instruction that falls on really significant aspects within the wide range of phenomena fonético-fonológicos of the English language, it is possible to achieve substantial progress in the Speaking and in the perception of those who are studying English, not only in the specific aspect sound, but the ability oral overall student. Se ha realizado un análisis exhaustivo de los factores individuales, psico-sociales, los relacionados con la instrucción formal en el aula, y los derivados de las políticas educativas en la Comunidad Autónoma de Andalucía, en suma los de mayor incidencia en la variabilidad del proceso learning in the real context in which they had conducted the investigation. It also presents a review of the theoretical models and methodology which has been used as benchmarks in the field of teaching pronunciation. Having established these initial theoretical premises, it has proceeded to elect forms weak as the phenomenon fonético-fonológico to investigate, given their crucial role in achieving the intelligibility and yet in the programs of teaching and learning of English pronunciation is one aspect that is very neglected. With regard to the methodology used in the pilot, there has been a strict chopping and identification of the most important variables related to the subject, evidence, the timing of them, their reliability, validity, thereby ensuring that variable emanating from the educational real and natural that have been made part of the empirical work is not pollute the exhaustive and detailed interpretation and evaluation of the results have helped develop a series of recommendations and pedagogical implications.

Author: AYALA PÉREZ TERESA CECILIA.
Year: 2005.
University: COMPLUTENSE DE MADRID [www.ucm.es].
Place of defense: FACULTAD DE EDUCACIÓN.
Place of preparation: FACULTAD DE EDUCACIÓN.

Summary: In today's educational and cultural paradigms, the mass media have become a vital role in our society, mainly due to the fact that offer a mediated perception of reality. Within this context, this thesis - developed within the Program Teaching of Language and Literature, attempting analyze press three Latin American countries (Argentina, Chile and Mexico) from a perspective pragmalingüstica, namely by observing the various strategies used in speech communication media in order to deliver a particular communicative intention. In this analysis were applied theoretical elements from disciplines such as Lingüstica, Pragmatics, Semiotics and Critical Discourse Analysis, thanks to which it was possible to verify the presence of various resources that allow for deeper reading of this type of texts and also enable the development of a proposal consistent with the current teaching curriculum models, which is capable of being applied in Secondary Education in the Initial Teacher Training for teachers of Spanish Language and Communication. Ultimately, through this thesis attempted to verify the possibility of generating various educational activities from the Latin American press in particular and the media in general to develop in students not only their communicative competence, but also their critical reading skills compared to media messages.