Incidencia de la aplicación de técnicas activas en el dominio del idioma ingles en los estudiantes de módulos de la carrera de administración de la universidad Politécnica Salesiana en el periodo lectivo 2014-2015
Fecha
2014
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Universidad De Guayaquil: Facultad de Filosofia, Letras y Ciencias de la Educación
Resumen
En el presente trabajo de investigación, los estudiantes objeto de estudio
son aquellos que cursan los módulos de Inglés de la jornada nocturna de
la carrea de Administración la investigación se realizó entre los años 2013
al 2014, los actores involucrados en la investigación fueron los 5
directivos, 5 docentes que imparten inglés, 150 estudiantes. Consistió en
analizar la aplicación de Técnicas Activas en el dominio del idioma Inglés
a través de una guía de técnicas activas de estudio aplicadas en el idioma
Inglés, ya que urge que el personal docente que imparte el idioma inglés,
utilice técnicas activas en la enseñanza del idioma inglés, basado en el
trabajo colaborativo y cooperativo, donde se den reflexiones conjuntas
con sus pares, docente-estudiantes, entre estudiantes y la comunidad
local, del contexto, haciendo un uso efectivo del internet, correo
electrónico, el chat, y otras redes sociales. Para dar cumplimiento a los
objetivos propuestos en la investigación se aplicó la investigación de
alcance descriptiva, no experimental. Los métodos empleados en la
investigación fueron Teóricos: Histórico-lógico, analítico-sintético,
inductivo-deductivo. Empíricos: Entrevista, encuesta y la observación.
Fundamentada en la teoría del aprendizaje significativo de Ausubel,
(1976) y Vygotsky (1979), que considera que en el desarrollo cultural del
niño, toda función aparece dos veces: primero, a nivel social, y más tarde,
a nivel individual. El marco legal hace referencia a los Artículos de la
LOES, en función del dominio de la segunda lengua, la enseñanza de los
adultos (andragogía). En virtud de lo antes expuesto, La propuesta
“Estructurar técnicas Activas para desarrollar el dominio del idioma Inglés”
está compuesto de cuatro técnica el uso de las redes sociales, los grupos
de investigación, el ABP y el Aprendizaje cooperativo.
In this research work, the objects of study are students enrolled in the night day English modules of the career in Business Administration. The research was carried out between the years 2013 to 2014; the actors involved in the research were the 5 directors, 5 teachers who teach English, and 150 students. It consisted on analyzing the application of techniques to enable the mastery of the English language through a guide of active study techniques applied in English teaching since I urge teachers to teach English using active techniques, based on collaborative and cooperative work, where they are given joint peer reflections, teacherstudent, between students and the local community, from the context, making effective use of the internet, e-mails, chats, and other social networks. To give effect to the objectives proposed in the research, it was a descriptive, non-experimental research of scope. The methods used in the research were theoretical: Historic -logic, analytic–synthetic, and inductive-deductive. It was also empirical: Interview, survey, and observation. Based on the theory of meaningful learning by Ausubel, (1976) and Vygotsky (1979), which considered that in the cultural development of the child, all function appears twice: first, at the social level, and later, at the individual level. The legal framework refers to articles of the LOES, depending on the commands of the second language and the teaching of adults (andragogy). By virtue of the foregoing, the proposal "Structuring techniques active to develop mastery of the English language" is composed of four technical uses of social networks, the research groups, the ABP, and cooperative learning.
In this research work, the objects of study are students enrolled in the night day English modules of the career in Business Administration. The research was carried out between the years 2013 to 2014; the actors involved in the research were the 5 directors, 5 teachers who teach English, and 150 students. It consisted on analyzing the application of techniques to enable the mastery of the English language through a guide of active study techniques applied in English teaching since I urge teachers to teach English using active techniques, based on collaborative and cooperative work, where they are given joint peer reflections, teacherstudent, between students and the local community, from the context, making effective use of the internet, e-mails, chats, and other social networks. To give effect to the objectives proposed in the research, it was a descriptive, non-experimental research of scope. The methods used in the research were theoretical: Historic -logic, analytic–synthetic, and inductive-deductive. It was also empirical: Interview, survey, and observation. Based on the theory of meaningful learning by Ausubel, (1976) and Vygotsky (1979), which considered that in the cultural development of the child, all function appears twice: first, at the social level, and later, at the individual level. The legal framework refers to articles of the LOES, depending on the commands of the second language and the teaching of adults (andragogy). By virtue of the foregoing, the proposal "Structuring techniques active to develop mastery of the English language" is composed of four technical uses of social networks, the research groups, the ABP, and cooperative learning.
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TÉCNICAS, ACTIVAS, IDIOMA, INGLES, UNIVERSIDAD POLITÉCNICA SALESIANA