LANGUAGE TEACHING (3)

Author: GIL MARTÍNEZ MERCEDES.
Year: 2005.
University: COMPLUTENSE DE MADRID [www.ucm.es].
Place of defense: FACULTAD DE EDUCACIÓN.
Place of preparation: FACULTAD DE EDUCACIÓN.

Summary: The teaching of the written composition has changed considerably over the past 20 years. However, if we refer to the scope of the Spanish foreign language (ELE), and specifically to the teaching of writing formally, both teachers as learners often find themselves with serious problems locating documentation theoretical and practical on this segment of the written composition. The aim behind this investigation was to try to find out how, if any, could facilitate the work of teachers and students in the classroom ELE aimed at the formal composition. We were left wondering whether it was possible to find a more effective training and that the reproduction of decontexturalized models, and we have raised a new option: the teaching of academic writing from the perspective of gender. We have that framework provided genres -académicos in this case would work, always from a contextualized, each and every one of the elements that compose a text, both in terms of its macro and their microstructure: sections, movement, textual sequences, morphosyntax, lexicon, cultural conventions. This means that, from this perspective, the student will face in the classroom ELE texts to pose real problems that must also find a real solution; texts of the same type as those who had to compose in order to achieve their targets in other subjects. Moreover, the flexibility inherent in this approach to teaching composition written and the constant interplay between student and teacher -fichas-guía, tutorials, written communication via e-mail allow the activity classrooms adapted to the the student needs at all times. The results obtained from analysis of cases carried out to substantiate this investigation seem to confirm our initial assumption that defended a formation based on the gender perspective and supported by analytical instruments as a channel of communication in order to achieve a more effective learning.

Author: MORENO PICHASTOR MARIA CARMEN.
Year: 2005.
University: JAUME I DE CASTELLON [www.uji.es].
Place of defense: FACULTAD DE CIENCIAS HUMANAS Y SOCIALES.
Place of preparation: FACULTAD DE CIENCIAS HUMANAS Y SOCIALES.

Author: Stephenson Wilson Jean Todd.
Year: 2005.
University: GRANADA [www.ugr.es].
Place of defense: Facultad de Filosofía y Letras.
Place of preparation: Facultad de Filosofía y Letras, Campus de Cartuja, Universidad de Granada.

Summary: The objectives were to assess associations between anxiety in the learning of a foreign language (English) and the overall level domain, and between anxiety and performance in an oral examination. Forty students participated in English for Specific Purposes of the School of Labor Science at the University of Grenada during the 2004-2005 academic year. We applied a scale of anxiety (Foreign Language Classroom Anxiety Scale, FLCAS, Horwitz, Horwitz and Cope, 1986), a test of overall level domain (Quick Placement Test, QPT, the Universities of Oxford and Cambridge, 2001), a test Mouth (Phillips, 1992), a written test (Naunton, 2000), as well as a questionnaire of personal data and prior training. Personal interviews were conducted with students from high levels of anxiety. Data were analyzed using Pearson correlations, partial correlations, analysis of variance and multiple regression analysis. We found negative associations and statistically sig

Author: MARTINEZ ADRIAN MARIA.
Year: 2005.
University: PAÍS VASCO [www.ehu.es].
Place of defense: FACULTAD DE FILOLOGÍA, GEOGRAFÍA E HISTORIA.
Place of preparation: FACULTAD DE FILOLOGÍA, GEOGRAFÍA E HISTORIA.

Summary: This thesis focuses on the acquisition of German as a third language (L3) by secondary school students whose second language (L2) is English. The main objectives of this research are: firstly, to know whether an L2 can have influence on the learning of a L3, specifically whether the English as L2 influences learning German as L3, and secondly, to study the possible influence English as L2 in the acquisition of the order of words in the German sentence in the light of the assumptions minimalist (Chomsky 1994, 1995: Zwart 1997). Based on the description of the parameters in terms of strength of the traits that makes the program Minimalista, formulated the hypothesis of the existence of a possible transfer of the value of strength of the features under the functional cores of L2 to L3. To investigate this hypothesis, we obtained data from four groups learn German as L3 and three control groups whose L2 is German. Tests administered to these groups covering the areas of production and the reception are free production, judgments gramaticalidad and translations. The results from these tests confirm the hypothesis influence of the L2 level syntax. However, an increase in the number of optional movements of the verb and object, as they conclude the work of Beck (1998) or Robertson and Sorace (1999), among others. Optionality This can be explained from the lack of specification of the value of strength of the features under the functional cores.

Author: DELGADO HELLÍN M. DOLORES.
Year: 2005.
University: NACIONAL DE EDUCACIÓN A DISTANCIA [www.uned.es].
Place of defense: FILOLOGIA.
Place of preparation: UNIVERSIDAD NACIONAL DE EDUCACIÓN A DISTANCIA.

Summary: The purpose of this investigation is to determine the manner in which the discussion forums asynchronous function as a tool for collaborative learning and support and facilitate the interaction and the construction of meaning. Messages set by students lend meaning to the interaction that appear on these forums through talks hiladas. The specific objectives are: 1-Identify and describe the process of interaction, collaboration and organization of the discussion on the electronic medium as support for the subsequent interactions presence. 2-Describe the process of building the social knowledge in discussion forums to support asynchronous interactions subsequent sessions. 3-Demonstrate the view that students have these exchanges, as well as the electronic medium, in preparation, and support of the subsequent interactions presence. To accomplish our goals, as a theoretical starting point, we have adopted a perspective based on the theories of the social construction of knowledge that arise as part of the mainstream of Psychology Cognoscitiva. In social constructivism maintains that learning communicative is produced by the interaction with the expert, with the pairs and with the social environment of learning. Under this theory, the student is vito active as a builder of their own knowledge and the language in its different forms; serves as a medium of communication in social and as a means of reflection at the domestic level. In the methodology of getting our research we propose a joint quantitative and qualitative evaluation. The purpose of this methodology is to preserve both the prospects holíticas as significant characteristics of the events that occur in the discussion forums online. The data sources include interviews, observations, data from questionnaires and focus groups collected by the system of the LMS (Language Maangement system) Blackboard.

Author: DÍA PÉREZ SUSANA.
Year: 2005.
University: NACIONAL DE EDUCACIÓN A DISTANCIA [www.uned.es].
Place of defense: FILOLOGÍA.
Place of preparation: FACULTAD DE FILOLOGÍA.

Summary: The crisis in the humanities, in general, and the philology, in particular, seems to be attributable to a crisis of values, such as discipline, both territories epistemological had helped to build since the beginning of modernity. This thesis part of a very different scenario. This is redirect the philological work in a direction that would endorse the concept of the new episteme emerged from the crisis of modernity. From the point of view of literary history, the thesis examines a crucial period in the second half of the twentieth century in Spain, the so-called "Generation 70", lies in its poetic side, bringing new elements to the more precise knowledge of what has been our most recent cultural history.

Author: MARTÍNEZ RICO PATRICIA MARIA.
Year: 2005.
University: BARCELONA [www.ub.es].
Place of defense: FACULTAT DE FILOLOGÍA.
Place of preparation: UNIVERSIDAD DE ALICANTE.

Author: DALMAS STEPHEN.
Year: 2005.
University: SALAMANCA [www.usal.es].
Place of defense: FACULTAD DE FILOLOGIA.
Place of preparation: FACULTAD DE FILOLOGIA.

Summary: The Spanish subjunctive mood is a complex system that becomes very abstract. Learning to understand and use it correctly is a big challenge for foreign students. In addition, the subjunctive in Spanish has a great extent and frequency of use against the subjunctive much less English. Therefore, any English-speaking candidate to perfection in Spanish has to assimilate concepts do not exist in their mother tongue and as such without any reference point for him. Moreover, in some of the training materials developed there were discrepancies and a trend toward fragmentation in teaching subjunctive, which is not conducive to a comprehensive view of it. The objective of this work is to deal with this issue. The structure of this thesis is pyramidal. The first and second paragraphs are based on the analysis of two sets of textbooks for teaching English as a Foreign Language: A set of textbooks published in Spain and another in USA The third paragraph of the thesis provides a comparison between the two sets of manuals and conclusions resulting from this process. This, together with an analysis of sources such as corpus and reputable grammar reference manuals, is the base of the pyramid. The intermediate level of the pyramid made concrete suggestions for the creation of a manual devoted exclusively to teaching the subjunctive for Anglophone. The manual corresponds to the top of the pyramid and includes practical ideas based on the study and analysis of the manner in which they usually teach the subjunctive, suggestions for improvement, and provides an overview of learning in this way. The author of this thesis is originally anglophone and the subjunctive learned during many years of study and cultural immersion lingüstica and Spain.

Author: ESTEBAN CEREZO JUANA.
Year: 2006.
University: MURCIA [www.um.es].
Place of defense: FACULTAD DE LETRAS.
Place of preparation: UNIVERSIDAD DE MURCIA.

Summary: The objective of this study is to know the empirical nature of the strategic component containing training materials within reach of the language teachers in Spain. More specifically, we believe it could have great significance pedagogical power clarify two issues: (i) Do you respond the strategic component to the tenets of research in the field? (Ii) Do you or not there is correspondence between the strategic component according to the curriculum should be part of language teaching and what they offered in this connection educational materials on the market?. Attempting to answer these two questions has been the ultimate goal of the empirical work. To accomplish this goal, our analysis focuses on teaching materials geared to the levels of students in Secondary Education and Baccalaureate. Las preguntas concretas de investigación que guiaron el estudio empírico fueron las siguientes: (i) ¿qué contenido estratégico aparece en los libros de texto para la enseñanza del inglés general en enseñanza secundaria y bachillerato?; (ii) ¿cómo se presenta este strategic content?, (iii) Do you is the strategic content and its presentation in the textbooks consistent with the principles of research in the field?, (iv) Do you match the strategic content and the way it presentation in textbooks, on the one hand, and what the guidelines established curriculum for the teaching of English in high school and ESO, on the other?. To answer these questions, it was an empirical study guided by a number of methodological decisions that have to do with several dimensions: (i) Criteria for selecting the sample, (ii) coding and data analysis, (iii) identification Segment and strategic elements, (iv) identification of the format of the strategic elements, (v) identifying the presence of strategic instruction sequences. The data obtained through the issues raised showed a lack of control strategies address the learning and use. Also, within the group of learning strategies as many elements correponde to grammar, being the group with the lowest representation of the vocabulary. Within the group of strategies to use, the elements of speech is limited and inadequate to meet the targets set out in curricular guidelines in force. As for the strategic elements of writing found an increase in varidad strategic approach to the skill before. In relation to the listening surprised at the low presence of metacognitive strategies and emotional. Lastly, the high content of strategic elements for the reading materials offered by analyzed. We found that the strategic content is offered in a very high percentage of Implicitly, integrated activity and written in English. In addition, we found a very small percentage of strategic instruction sequences. Finally, the materials analyzed diverge from the established curricular guidelines in force in terms of strategic content for adquisición-aprendizaje of expression and listening and in relation to content control. Instead, we find a certain convergence in the strategic content of speech compression and writing. The study reflects and the following conclusions: (i) the foreign language teachers wishing to its logical conclusion the strategic objectives contained in the curriculum for ESO and Baccalaureate, should bear in mind that there will most likely find help in materials learning to meet these goals if it chooses towards textbooks published after the Reform of Educational System, (ii) that teachers should be aware that there is no correspondence between the overall strategic content represented in textbooks and curriculum guidelines in force. This means that teachers must supplement this material, (iii) the teachers should also be aware that the form of presentació 8 No co 485 mponente strategic failed to reflect in its entirety of the axioms of research in this field. Special mention must be made in the absence of metacognitive component, (iv) by the above concludes that are necessary institutional measures to ensure that teachers receive the preparation they need to make informed decisions about how, when and why maintain or change the strategic content that appears on instructional materials in the market.

Author: EZEIZA RAMOS JOSEBA.
Year: 2006.
University: ANTONIO DE NEBRIJA [www.nebrija.com].
Place of defense: FAC. DE LENGUAS APLICADAS Y HUMANIDADES.
Place of preparation: FACULTAD DE LENGUAS APLICADAS Y HUMANIDADES.

Summary: IN THIS STUDY HAS BEEN TREATY INDAGAR IF POSSIBLE CONSOLIDATING METHODOLOGY TO ALLOW ONE TO TEACHERS AND RESPONSIBLE FOR PROGRAMS AUDITAR A WIDE VARIETY OF TYPES OF TEACHING MATERIALS IMPLEMENTING AN OUTLINE OF COMMON FOR THEM ALL. END WITH THIS HAS BEEN AN INVESTIGATION TO BE UNDERTAKEN INCLUDING THREE KEY TASKS: A) UPDATE AND ANALYSIS OF THE SPECIALIZED IN LITERATURE ISSUES RELATING TO THE MATERIALS OF EDUCATION, RESEARCH AND ITS MANAGEMENT PROFESSIONAL; B) THE DESIGN AND PILOTAJE A TOOL FOR COMPUTER ANALYSIS OF MATERIALS; C) THE IMPLEMENTATION OF THIS TOOL TO A CORPUS OF 500 SAMPLES EXTRAÍDO OF A SELECTION OF REPRESENTATIVES OF FIVE MANUALS METHODOLOGICAL GUIDELINES. STAGE OF APPLIED RESEARCH HAS ARROJADO MORE THAN 70,000 DATA THAT HAVE BEEN UNDER OTHER TESTS SIGNIFICATIVIDAD STATISTICS. THE OUTCOME OF THESE TESTS HAVE PROVIDED PROMISING ARGUMENT THAT ALLOW CONFIRM, WITHIN LIMITS OF CERTAIN THE VALIDITY OF THE ASSUMPTIONS PLANTEADA

Author: ECHEVARRIA LEJARRETA AINTZANE.
Year: 2006.
University: DEUSTO [www.deusto.es].
Place of defense: FACULTAD DE FILOSOFÍA Y LETRAS.
Place of preparation: FACULTAD DE FILOSOFIA Y LETRAS.

Summary: Gaur egun, hizkuntzen irakaskuntzan nahiz ikaskuntzan, ikaslearen autonomy bultzatzen den aldetik, gero eta garrantzi handiagoa dute ikas-estrategiek. Horregatik, lan honek hiru helburu izan ditu; batetik, ikasleek euskararen ikaskuntzan egiten duten ikas-estrategien erabilera aztertzea; bestetik, irakasleek euren eskoletan ikas-estrategiak lantzen dituzten ikustea; eta azkenik, hizkuntzen irakaskuntzarako egindako materialak behatuz, ikas-estrategiak lantzeko erabiltzen diren ariketak biltzea. Adierazi beharra dago, norbaitek pull pentsa dezakeen arren, lan honen helburua ez dela izan ikas-estrategien erabilera bultzatzea, eskoletako errealitatea aztertzea eta alor honetan jarraitu nahi dutenei bidea irekitzea baizik. Aipatutako helburuok lortzeko, sarrera, alde teorikoa, azterketa enpirikoa, ondorio orokorrak eta ikas-estrategiak lantzeko materiala izeneko bost atal nagusik osatzen dute wool. Sarreran nondik norako nagusien berri eman gives (zergatia, antolaketa, methodology, helburuak, hipotesiak, ondorio orokorrak eta bibliografiari nahiz tipografiari buruzko xehetasunak). Alde teorikoan terminoen zehaztapena egin da; hots, ikaskuntza, jabekuntza, eskurapena, irakaskuntza, ikas-estrategiak eta ikasle ona terminoen definizioa emateaz gain, izenburuan agertu beharrekoak zeintzuk diren zehaztu given. Atal honetatik abiatuta azterketa enpirikoan ikasleei nahiz irakasleei egindako ikas-estrategien azterketaren berri eman given. Horretarako, bi azterketa-talde (irakasleena eta ikasleena), bi galdetegi (irakasleena eta ikasleena), eta estatistika erabili dira. Azterketa enpirikoan atera diren ondorioak beste ikertzaile batzuek ateratakoekin alderatu eta ondorio orokorrak atera dira. Besteak beste, honako hauek dira aipagarrienak:

Author: BELLES FORTUÑO BEGOÑA.
Year: 2006.
University: JAUME I DE CASTELLON [www.uji.es].
Place of defense: FACULTAD DE CIENCIAS HUMANAS Y SOCIALES.
Place of preparation: FACULTAD DE CIENCIAS HUMANAS Y SOCIALES.

Summary: The doctoral thesis presented here could be framed within three fields lingüsticos: gender analysis, rhetoric and contrastive analysis corpus. Gender analysis (Swales 1981, 1990, Dudley-Evans & Henderson 1990a, 1990b; Henderson & Hewings 1990; Bathia 1993, 2002; Skulstad 1996, 2002; Flowerdew 1994, 2002) is a party in the broad field of discourse analysis (Barber 1962; Halliday, Strevens & McIntosh 1964). In this study we focused on the study of the master class in the so-called gender academics in the classroom (Fortanet 2004b). The master class is a genus spoken and as such has certain peculiarities of the genera spoken as opposed to gender academic writings. Within the master class and gender academic spoken numerous studies have been conducted focusing on the analysis of various characteristics and uses of language's own gender, as phonological aspects or characteristics léxico-gramáticas, as well as learning strategies. Some of them are studies that have examined the use of discourse markers in the genre of master class, often following it methodology of the analysis of body (Cook 1975, Murphy & Candlin 1979, Kintsch & Yarbrough 1982, Chaudron & Richards, 1986 Dunkel & Davis 1994, Portolés 1993, Llorente, 1996).

Author: GARCIA MAGALDI LUCIA RAFAELA.
Year: 2006.
University: CÓRDOBA [www.uco.es].
Place of defense: FACULTAD DE FILOSOFIA Y LETRAAS.
Place of preparation: FACULTAD DE FILOSOFIA Y LETRAS.

Summary: This thesis applied linguistics describes the design, implementation and results of an investigation designed to check the incidence of the use of learning strategies in the acquisition of language skills and dexterity of discursive writing of English as a foreign language done with a sample of 174 students from four institutes Secondary School in Andalusia. They consist of three parts: the first is that the theoretical background behind the rest of the work including a clarification of the terminology used and the theoretical framework of the teaching and learning strategies as well as an analysis of the presence of strategies within the educational system Andalusian from the LOGSE until the LEA, including an analysis of the presence of the strategies in documents from the European Commission on the teaching of foreign languages as the Common Frame of Reference European pair Teaching of Foreign Languages. The second part shows the elements and the design of the research conducted and the results and conclusions to be derived therefrom. The third part presents the final conclusions of the work submitted, including proposals for legislative nature, curriculum and methodological, to improve the teaching of foreign languages in the educational system through the promotion of the Andalusian these learning strategies.