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dc.contributor.advisorAyala Zárate, Jairspa
dc.contributor.authorRodríguez Cadena, Yamilespa
dc.coverage.spatialBogotá, Colombiaspa
dc.coverage.temporal2019spa
dc.date.accessioned2021-07-13T19:22:48Z
dc.date.available2021-07-13T19:22:48Z
dc.date.issued2021
dc.identifier.urihttp://hdl.handle.net/20.500.12209/13484
dc.description.abstractEsta tesis de maestría, una investigación de acción de tipo cualitativo, tiene como objetivo describir el papel del enfoque léxico en la presentación de pruebas estandarizadas en el proceso de aprendizaje del inglés de los estudiantes de décimo grado en una escuela pública en Bogotá e informar a la V.L.S. (Estrategias de aprendizaje de vocabulario) estos estudiantes aplican cuando se enfrentan a un examen de inglés estandarizado. Cuando un grupo de alumnos de décimo grado de Inglés como lengua Extranjera, se enfrenta a la sección de lectura de un examen de inglés estandarizado, los resultados muestran que el papel del enfoque léxico tiene una relación con el uso de tres estrategias de aprendizaje de vocabulario porque su relación con los aspectos evaluados del examen: el uso de la L1 para la adquisición de vocabulario en inglés, análisis de la morfología de palabras desconocidas para descubrir su significado, y la asociación de palabras desconocidas con el contexto que ofrece el texto para leer.spa
dc.description.sponsorshipColegio Instituto Técnico Internacional IEDspa
dc.format.mimetypeapplication/pdfspa
dc.language.isoengspa
dc.publisherUniversidad Pedagógica Nacionalspa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectEstrategias de vocabulariospa
dc.subjectEnfoque léxicospa
dc.subjectPruebas estandarizadas (prueba SABER 11)spa
dc.titleVocabulary learning strategies in reading skills for Saber 11.spa
dc.publisher.programMaestría en Enseñanza de Lenguas Extranjeras con énfasis en Inglés/Francésspa
dc.subject.keywordsLexical approacheng
dc.subject.keywordsVocabulary strategieseng
dc.subject.keywordsStandardized testeng
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
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dc.publisher.facultyFacultad de Humanidadesspa
dc.type.localTesis/Trabajo de grado - Monografía - Maestríaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcceng
dc.description.degreenameMagister en Enseñanza de Lenguas Extranjerasspa
dc.description.degreelevelMaestríaspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesiseng
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.description.abstractenglishThis Master's thesis, an action research of qualitative type, is a study aims to describe the role of the lexical approach in the presentation of standardized tests in the English learning process of the tenth-grade students at a public school in Bogota and to inform the V.L.S. (Vocabulary Learning Strategies) these students apply when facing a standardized English test. When a group of tenth graders of EFL test-taking the reading section of a standardized English test, the findings show that the role of the lexical approach has a relationship with the use of three vocabulary learning strategies because their relationship with the exam aspects evaluated: use of the L1 for the acquisition of vocabulary in English, analysis the morphology of unknown words to discover their meaning, and the association of unknown words with the context offered by the text to read.eng
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