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dc.contributor.advisorMontaño Moreno, Johannaspa
dc.contributor.authorMoreno, Dalilaspa
dc.coverage.spatialBogotáspa
dc.coverage.temporal2019-2020spa
dc.date.accessioned2020-08-07T17:36:58Z
dc.date.available2020-08-07T17:36:58Z
dc.date.issued2020
dc.identifier.urihttp://hdl.handle.net/20.500.12209/12160
dc.description.abstractEsta investigación-acción cualitativa tuvo como objetivo encontrar y describir cuáles podrían ser las respuestas de los estudiantes al uso de un conjunto de actividades diseñadas siguiendo los principios del enfoque "Whole Language Approach" basadas en textos informativos con contenido cultural y cuál podría ser el papel de los textos informativos con contenido cultural para aprender vocabulario situado. Esta investigación fue desarrollada en 2019 en el Liceo Femenino Mercedes Nariño con 33 estudiantes de 5to grado. A través de entrevistas, cuestionarios, grabaciones de audio y algunos artefactos se evidenció cómo los estudiantes podían conocer y aplicar estrategias de comprensión de lectura; como el uso de diccionario impreso, el traductor en línea y textos multimodales. Lo anterior, llevó a los estudiantes a conocer y aprender vocabulario situado en EFL por su cuenta, ayudándolos a desarrollar principios de autonomía en sus procesos de lectura y aprendizaje. Además, los datos demostraron que la lectura de textos informativos con contenido cultural tuvo un rol de sensibilización que acercó a los estudiantes a las emociones propias y ajenas a través de la exploración de otras culturas que al mismo tiempo contribuyó al desarrollo de una competencia intercultural.spa
dc.description.sponsorshipUniversidad Pedagógica Nacional - Liceo Femenino Mercedes Nariñospa
dc.formatPDFspa
dc.format.mimetypeapplication/pdfspa
dc.language.isospa
dc.publisherUniversidad Pedagógica Nacionalspa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourcereponame:Repositorio Institucional de la Universidad Pedagógica Nacionalspa
dc.sourceinstname:Universidad Pedagógica Nacionalspa
dc.subjectTextos Informativosspa
dc.subjectWhole Language Approachspa
dc.subjectVocabulario Situadospa
dc.subjectCompetencia Interculturalspa
dc.titleInformative texts with cultural content : a tool for situated vocabulary learningspa
dc.typeinfo:eu-repo/semantics/bachelorThesisspa
dc.publisher.programLicenciatura en Español e Inglésspa
dc.subject.keywordsInformative Textseng
dc.subject.keywordsWhole Language Approacheng
dc.subject.keywordsSituated Vocabularyeng
dc.subject.keywordsIntercultural Competenceeng
dc.rights.accessAcceso abiertospa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
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dc.publisher.facultyFacultad de Humanidadesspa
dc.type.localTesis/Trabajo de grado - Monografía – Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1feng
dc.description.degreenameLicenciado en Español e Inglésspa
dc.description.degreelevelTesis de pregradospa
dc.type.driverinfo:eu-repo/semantics/bachelorThesiseng
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.title.translatedInformative Texts: A Tool for Situated Vocabulary Learningeng
dc.description.abstractenglishThis qualitative action research was aimed to find and to describe what could be students’ responses to the use of a set of whole language approach activities based on informative texts with cultural content and what could be the role of informative texts with cultural content to learn situated vocabulary. This investigation was developed on 2019 at Liceo Femenino Mercedes Nariño with 33 5th graders. Through interviews, questionnaires, audio recordings and artifacts data was collected in order to evidence how students could know and apply reading comprehension strategies; such as the use of paper dictionary, of online translator and multimodal texts. The aforementioned, lead students to approach and to learn situated vocabulary in EFL on their own helping them to developed principles of autonomy in their reading and learning processes. Also, data demonstrated that reading informative texts with cultural content had a sensitization role that approached students to their own and to others’ emotions through the exploration of other cultures developing an intercultural competence at the same time.eng
dc.type.versioninfo:eu-repo/semantics/acceptedVersioneng
dc.type.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaeng
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International


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