Recursos metodológicos y procesos de aprendizaje del idioma inglés en el Instituto Tecnológico Superior Siete de Octubre del cantón Quevedo provincia de losRios
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2012
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Universidad De Guayaquil: Facultad de Filosofia, Letras y Ciencias de la Educación
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En este trabajo se consultan distintas visiones frente al tema de los “Recursos Metodológicos y Procesos de Aprendizaje del Idioma Inglés en el “Instituto Superior Tecnológico Siete de Octubre”. Se postula que es mediante la generación de conceptos significativos y altamente relacionados con los conocimientos previos del alumno, que se accederá a mejores resultados en la comprensión del idioma. En vista de lo vivenciado en las Prácticas Profesionales I y II, se ve la necesidad de un replanteamiento de parte de los profesores para que la enseñanza del inglés no sea sólo una entrega de palabras aisladas y lejanas, sino un enriquecimiento del pensamiento del alumno mediante una didáctica más variada y rica en relaciones. El alumno no necesita memorizar reglas sin sentido, pues así jamás le encontrará un valor al inglés, necesita ver el idioma como una herramienta para comunicar sus ideas y sentimientos, ampliar los límites de su conocimiento y enriquecer su visión del mundo. El profesor, más que un transmisor de términos y reglas, es un puente entre el alumno y otras culturas, repletas de nuevas y variadas significaciones, distintas a las propias
In this work, different views are queried against the subject of "Methodology and Process Resources English Language Learning in the “Instituto Superior Tecnológico Siete de Octubre" We hypothesize that it is through the generation of meaningful concepts and highly related to the student's previous knowledge, which will be accessed to better results in language comprehension. In view of the experienced in the Professional Practices I and II, is the need for a rethinking on the part of teachers to the teaching of English is not only a supply of single words and distant, but an enrichment of the student's thinking by a more varied and rich teaching on relationships. The student does not need to memorize rules without meaning, for that would never find a value to the English, need to see language as a tool to communicate their ideas and feelings, push the limits of their knowledge and enrich their world view. The teacher, rather than a transmitter of terms and rules, is a bridge between the student and other cultures, replete with new and varied meanings, other than their own.
In this work, different views are queried against the subject of "Methodology and Process Resources English Language Learning in the “Instituto Superior Tecnológico Siete de Octubre" We hypothesize that it is through the generation of meaningful concepts and highly related to the student's previous knowledge, which will be accessed to better results in language comprehension. In view of the experienced in the Professional Practices I and II, is the need for a rethinking on the part of teachers to the teaching of English is not only a supply of single words and distant, but an enrichment of the student's thinking by a more varied and rich teaching on relationships. The student does not need to memorize rules without meaning, for that would never find a value to the English, need to see language as a tool to communicate their ideas and feelings, push the limits of their knowledge and enrich their world view. The teacher, rather than a transmitter of terms and rules, is a bridge between the student and other cultures, replete with new and varied meanings, other than their own.
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RECURSOS METODOLÓGICOS, PROCESOS DE APRENDIZAJE, IDIOMA INGLÉS