Carrera de Idiomas
Permanent URI for this collectionhttp://repositorio.uta.edu.ec/handle/123456789/423
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Item The paraphrasing strategy and the english speaking skills(Carrera de Idiomas, 2022-01-01) Manobanda Herrera, Viviana Lizbeth; Encalada Trujillo, Edgar GuadiaThe current research has the objective of analyzing the paraphrasing strategy and the English speaking skills in the students from sixth semester of Pedagogía de los Idiomas Nacionales y Extranjeros from Technical University of Ambato, since according to several publications, this strategy allows the development of cognitive and metacognitive skills that are essential for speaking skills. The methodologies used were qualitative, quantitative, descriptive and pre-experimental that involved a group of 20 students. The participants took a pre-test (PET) in order to know the initial level of speaking skills, posteriorly, 8 paraphrasing activities were applied and finally, the same instrument to evaluate was applied as post-test. This study allowed to conclude that the paraphrasing strategy has a positive impact on the students’ speaking skills because when comparing initial and final evaluative results a significant advance is appreciated. Paraphrasing strategy allows the development of mental processes such as evocation, retention, memory, attention, reasoning and reflection. Therefore, it is recommended to use this strategy frequently to develop cognitive and metacognitive processes that are necessary in the language learning processItem The paraphrasing strategy and the English-speaking skills(Carrera de Idiomas, 2021-11-01) Manobanda Herrera, Viviana Lizbeth; Edgar Encalada Trujillo, Edgar GuadiaThe current research has the objective of analyzing the paraphrasing strategy and the English speaking skills in the students from sixth semester of Pedagogía de los Idiomas Nacionales y Extranjeros from Technical University of Ambato, since according to several publications, this strategy allows the development of cognitive and metacognitive skills that are essential for speaking skills. The methodologies used were qualitative, quantitative, descriptive and pre-experimental that involved a group of 20 students. The participants took a pre-test (PET) in order to know the initial level of speaking skills, posteriorly, 8 paraphrasing activities were applied and finally, the same instrument to evaluate was applied as post-test. This study allowed to conclude that the paraphrasing strategy has a positive impact on the students’ speaking skills because when comparing initial and final evaluative results a significant advance is appreciated. Paraphrasing strategy allows the development of mental processes such as evocation, retention, memory, attention, reasoning and reflection. Therefore, it is recommended to use this strategy frequently to develop cognitive and metacognitive processes that are necessary in the language learning process.Item The Glenn Doman Method and the Reading Skill(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-02-01) Jimbicti Solórzano, Mishel Mariela; Calero Sánchez, Ximena AlexandraThe current research was developed with the objective of analyzing the effects of the Glen Doman Method in children's reading skills from four to six years old at Charlotte English School. For the research development, it was used a qualitative methodology of a quasi-experimental type, with the participation of 15 students from Charlotte English School, aged between 5 and 6 years old, and 3 teachers, who worked for 8 weeks with the Glenn Doman Method. Before and after the application of the methodology, the reading ability was evaluated in order to determine the initial and final level in order to determine the effectiveness of the intervention through the T-student test. With the development of the investigation, it was possible to conclude that, the effect generated to develop the reading ability in students with the Glenn Doman Method, was positive. Because of the recognition, processing, decoding, retention of visual information and inferences, there was a significant development in terms of vocabulary, identification of words, expressions and comprehension that were bases for reading.Item Student-centered approach and the speaking skill(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-01-01) Naranjo Núñez, Carol Alexandra; Calero Sánchez, Ximena AlexandraThe Student-Centered Approach aims towards empowering students to create their own learning experience and to provide them with skills to challenge knowledge. The correct implementation of Student-Centered Approach can generate greater motivation to learn, greater retention of knowledge, deeper comprehension and more positive attitudes about language learning. Under this context the current study was developed with the objective of analyzing the Student-Centered Approach and speaking ability. The study was developed underneath a descriptive and correlational methodology that included 22 students of CEBI Educational Unit, who were divided into two groups: one the experimental and the control. The experimental group developed Student-Centered activities for three months and the control continued with curriculum planning. As a data collection instrument, PET (Preliminary English Test) was used, which was applied initially and finally in both groups to prove the students’ progress level. Throughout the development of the research, it was possible to demonstrate that the Student-Centered Approach facilitates the development of speaking skill because the group under experimentation demonstrated greater development of this ability after its application, where the ability to speak and express themselves was developed and improved. It was evident a better pronunciation, coherence, use of grammar, vocabulary and interaction with peers and teacher.