Mostrar el registro sencillo del ítem

Using metacognitive strategies to raise awareness of stress and intonation

dc.contributor.advisorMaldonado Chacón, Pedro Pablo
dc.contributor.authorPeñuela Montoya, Diana Carolina
dc.date.accessioned2015-11-25T21:15:36Z
dc.date.available2015-11-25T21:15:36Z
dc.date.created2015
dc.date.issued2015-11-25
dc.identifier.citationArévalo, J. (2007). Improving Pronunciation Skills through Self-Recordings. (Master’s dissertation). Retrieved from http://intellectum.unisabana.edu.co/bitstream/handle/10818/12397/Jessica%20Milen a%20Mancera%20Ar%C3%A9valo%20%28tesis%29.pdf?sequence=1&isAllowed =y
dc.identifier.citationBakhtin, M. (1990). Art and answerability: Early philosophical essays. Austin, TX: University of Texas Press
dc.identifier.citationBarbosa, S. (2012). Applying a Metacognitive Model of Strategic Learning for Listening Comprehension, by Means of Online-Based Activities, in a College Course. (Master’s dissertation). Retrieved from http://intellectum.unisabana.edu.co/bitstream/handle/10818/3931/Sandra%20Patrici a%20Barbosa%20Hern%C3%A1ndez.pdf?sequence=1&isAllowed=y
dc.identifier.citationBenson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40(01), 21-40.
dc.identifier.citationBradford, B. (1988). Intonation in context. Cambridge: Cambridge University Press.
dc.identifier.citationBurns, A. (1999). Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press
dc.identifier.citationCamargo, A., & Hederich, H. (2010). La relación lenguaje y conocimiento y su aplicación al aprendizaje escolar. Revista Folios. 5(31), 105-122.
dc.identifier.citationCamelo, M. (2010). Using metacognitive processes to improve students’ writing quality. Colombian Applied Linguistics Journal. 12(1), 54-69.
dc.identifier.citationCanagarajah, A. S. (2005). From Babel to Pentecost: Postmodern Glottoscapes and the Globalization of English. In L. Anglada, M. Barrios, & J. Williams (Eds.), Towards the Knowledge Society: Making EFL Education Relevant (pp. 22-35). Córdoba, Argentina: Comunic-arte Editorial
dc.identifier.citationCohen, L., Manion, I., & Morrison, K. (2007). Research Methods in Education. London: Routledge Falmer.
dc.identifier.citationCorbin, J., & Strauss, A. (2008). Basics of Qualitative Research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage Publications.
dc.identifier.citationChamot, A., Barnhardt, S., El-Dinary, P., & Robbins, J. (1999). The Learning Strategies Handbook. White Plains, NY: Pearson.
dc.identifier.citationCrystal, D. (1975). Intonation and linguistic theory. In K. Dahlstedt (Eds.), The Nordic languages and modern linguistics. 2, 267-303. Retrieved from http://www.davidcrystal.com/?id=4534&fromsearch=true
dc.identifier.citationCrystal, D. (2004). The past, present and future of world English. Globalization and the future of German. Retrieved from http://www.davidcrystal.com/?id=4550&fromsearch=true
dc.identifier.citationCross, J. (2010). Metacognitive instruction for helping less-skilled listeners. ELT Journal. 65(4), 408-416.
dc.identifier.citationDeKeyser, R. (2000). The robustness of critical period effects in second language acquisition. Studies in second language acquisition, 22, 499-533.
dc.identifier.citationDoughty, C. (1991). Second language instruction does make a difference: Evidence from an empirical study of second language relativization. Studies in Second Language Acquisition, 13(4), 431–469.
dc.identifier.citationDweck, C. (2000). Self-theories: Their Role in Motivation, Personality, and Development. Philadelphia, PA: Psychology Press.
dc.identifier.citationDiaz, I. (2015). Training in metacognitive strategies for students’ vocabulary improvement by using learning journals. PROFILE Issues in Teachers’ Professional Development, 17(1), 87-102.
dc.identifier.citationEllis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
dc.identifier.citationField, J. (2005). Intelligibility and the listener: the role of lexical stress. TESOL Quarterly, 39(3), 399-423.
dc.identifier.citationFidishun, D. (n.d). Andragogy and Technology: Integrating adult learning theory as we teach with technology. Proceedings of the 2000 Mid-South Instructional Technology Conference. Retrieved September 15, 2013, from http://www.lindenwood.edu/education/andragogy/andragogy/2011/Fidishun_2005.p df
dc.identifier.citationFlórez, R., Torrado, M., Rodriguez, I., Güechá, C., Mondragon, S., and Perez, C. (2005). Habilidades metalingüísticas, operaciones metacognitivas y su relación con los niveles de competencia en lectura y escritura: un estudio exploratorio. Forma y Función. 18, 15-44. Bogotá: Universidad Nacional de Colombia
dc.identifier.citationFrodden, C., and Mc. Nully, M. (2011). A New Look at Suprasegmentals. Ikala, 1(1), 101- 116. Retrieved from: http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/viewArticle/8037
dc.identifier.citationGraddol, D. (2006). English Next. Retrieved from http://englishagenda.britishcouncil.org/sites/ec/files/books-english-next.pdf
dc.identifier.citationHahn, L. (2004). Primary Stress and Intelligibility: Research to Motivate the Teaching of Suprasegmentals. TESOL Quarterly. 38(2), 201-223.
dc.identifier.citationHopkins, D. (2008). A Teacher's Guide to Classroom Research. Berkshire: Open University Press.
dc.identifier.citationJenkins, J. (2000). The Phonology of English as an International Language. Oxford: Oxford University Press.
dc.identifier.citationJenkins, J. (2006). Current Perspectives on Teaching World Englishes and English as a Lingua Franca. TESOL Quarterly, 40(1), 157-181.
dc.identifier.citationJin, J. (2011). An Evaluation of the Role of Consciousness in Second Language Learning. International Journal of English Linguistics. 1(1), 126-136.
dc.identifier.citationKaltenbök, G. (2001). Learner autonomy: a guiding principle in designing a CD-ROM for intonation practice. ReCALL, 13(2), 179–190
dc.identifier.citationKennedy, S. and Trofimovich, P. (2010). Language awareness and second language pronunciation: a classroom study. Language Awareness. 19(3), 171-185.
dc.identifier.citationKenworthy, J. (1987). Teaching English Pronunciation. London: Longman.
dc.identifier.citationKnowles, M. (1980). The Modern Practice of Adult Education; From Pedagogy to Andragogy. Englewood Cliffs, NJ: Cambridge Adult Education.
dc.identifier.citationKrashen, S. & Terrell, T. (1995). The Natural Approach Language Acquisition in the Classroom. New York: Phoenix ELT.
dc.identifier.citationLier, L. (1996). Interaction in the Language Curriculum: Awareness, Autonomy, and Authenticity. London and New York: Taylor & Francis.
dc.identifier.citationLietz, P. (2010). Research into Questionnaire Design. A summary of the literature. International journal of Market Research. 52(2) DOI: 10.2501/S147078530920120X
dc.identifier.citationLong, M. (1991). Focus on Form: A Design Feature in Language Teaching Methodology. Foreign Language Research in Cross-Cultural Perspective. 39–52
dc.identifier.citationNuñez, I. (2007). From curriculum to syllabus design: The different stages to design a programme. Memorias del III foro nacional de estudios en lenguas (FONAEL). Retrieved from http://fel.uqroo.mx/adminfile/files/memorias/Articulos_Mem_FONAEL_III/Nunez_ y_Bodegas_Irma_Dolores.pdf
dc.identifier.citationOrrego, L. and Monsalve, A. (2010). Empleo de estrategias de aprendizaje de lenguas extranjeras: inglés y francés. Íkala, revista de lenguaje y cultura. 15(24), 105-142.
dc.identifier.citationOxford, R. (1990). Language Learning Strategies. What Every Teacher Should Know. Boston: Heinle & Heinle Publishers.
dc.identifier.citationQuintero, A. Leon, A. and Pino, M. (2011). Conciencia fonológica y su relación con las dificultades de lectura. Cultura, Educación, Sociedad – CES. 2(1), 25- 34.
dc.identifier.citationRasmussen, J. & Zampini, M. (2010). The Effects of Phonetics Training on the Intelligibility and Comprehensibility of Native Spanish Speech by Second Language Learners. In J. Levis & K. LeVelle (Eds.), Proceedings of the 1st Pronunciation in Second Language Learning and Teaching Conference (pp. 38-52), Ames, IA: Iowa State University.
dc.identifier.citationRidley, S., Schutz, P., Glanz, R., & Weinstein, C. (1992). Self-Regulated Learning: The Interactive Influence of Metacognitive Awareness and GoalSetting. The Journal of Experimental Education, 60(4), 293-306
dc.identifier.citationRichards, J. (2008). Moving Beyond the Plateau. From Intermediate to Advanced Levels in Language Learning. New York: Cambridge University Press.
dc.identifier.citationRitchie, J. & Lewis, J. (Eds.). (2003). Qualitative Research Practice. A guide for Social Science Students and Researchers. London, SAGE Publications.
dc.identifier.citationRoach, P. (1982). On the distinction between "stress-timed" and "syllable-timed" languages. In D. Crystal (Ed.), Linguistic controversies. London: Edward Arnold.
dc.identifier.citationRodriguez, E. (2007). Self-assessment Practices: An empowering Tool in the teaching and learning EFL Processes. Colombian Applied Linguistics Journal. 9, 229-246
dc.identifier.citationRoehr, K. (2006). Metalinguistic Knowledge and Language Ability in University-Level L2 Learners. Applied Linguistics, 29(2), 173-199.
dc.identifier.citationSchunk, D. (2001). Self-regulation through goal setting (Vol. ED462671, pp. 1–6). Greensboro, NC: ERIC Clearinghouse on Counseling and Student Services
dc.identifier.citationSimard, D., & Wong, W. (2004). Language Awareness and its Multiple Possibilities for the L2 Classroom. Foreign Language Annals, 37(1); ProQuest pg. 96-110.
dc.identifier.citationSingleton, D., & Ryan, L. (2004).Language acquisition: The age factor. Clevedon, UK: Multilingual matters.
dc.identifier.citationSkehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford Universtiy Press.
dc.identifier.citationSmith, L. (1992). Spread of English and issues of Intelligibility. In B. B. Kachru (Eds.) The Other Tongue. 75-90.
dc.identifier.citationSvalberg, A. (2012). Language awareness in language learning and teaching: A research agenda. Language Teaching, 45(3), 376-388.
dc.identifier.citationUribe, O. (2012). Helping business English learners improve discussion skills. Colombian Applied Linguistics Journal. 12(2), 127-145.
dc.identifier.citationVenkatagiri, H. (2007). Phonological Awareness and Speech Comprehensibility: An Exploratory Study. Language Awareness , 16(4), 263-277.
dc.identifier.citationTakimoto, M. (2008). The Effects of Deductive and Inductive Instruction on the Development of Language Learners' Pragmatic Competence. The Modern Language Journal, 92(3), 369-386.
dc.identifier.citationTaylor, J. (2009). Curricular Framework for Evaluation for the Adult English Program. Unpublished manuscript, Centro Colombo Americano, Bogota.
dc.identifier.citationUshioda, E. & Dörnyei, Z. (Eds.). (2009). Motivation, Language Identities and the L2 Self: A Theoretical Overview. Bristol, U.K., Multilingual Matters.
dc.identifier.citationWhite, J. & Ranta, L. (2002). Examining the interface between Metalinguistic Task Performance and Oral Production in a Second Language. Language Awareness. 11(4), 259-290
dc.identifier.citationYi, F. (2001). Plateau of EFL learning: A psycholinguistic and pedagogical study. Retrieved from http://wlkc.nbu.edu.cn/jpkc_nbu/daxueyingyu/download/014.pdf
dc.identifier.citationZimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13- 39). San Diego: Academic Press.
dc.identifier.citationZimmerman, B. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
dc.identifier.citationZumbrunn, S., Tadlock, J., & Roberts, E. (2011). Encouraging self-regulated learning in the classroom: A review of the literature. Richmond, VA: Metropolitan Educational Research Consortium (MERC), Virginia Commonwealth University.
dc.identifier.urihttp://hdl.handle.net/10818/20312
dc.description95 páginas incluye diagramas
dc.description.abstract​Estudios internacionales han analizado el impacto del conocimiento lingüístico y las estrategias metacognitivas para mejorar la percepción de hablantes nativos sobre el grado de inteligibilidad de aprendices del inglés. En Colombia, pocos estudios han abordado estos temas en el contexto del inglés como Lengua Internacional (EIL). Este estudio cualitativo de investigación acción examinó el impacto de tres estrategias metacognitivas en el uso y reconocimiento de aspectos suprasegmentales como entonación y acento de estudiantes adultos de inglés en una institución privada. Los participantes, 10 estudiantes avanzados, mostraron falta de conocimiento sobre el valor comunicativo de estos aspectos durante una entrevista oral inicial. La implementación tomó tres ciclos que duraron una hora cada día por dos semanas. Durante la primera semana, los estudiantes aprendieron a usar una estrategia metacognitiva para cumplir diversas tareas. Durante la segunda semana, aprendieron a identificar un aspecto suprasegmental a través de videos. Finalmente, monitorearon el uso de la entonación y el acento a través de la estrategia.es_CO
dc.language.isoenges_CO
dc.publisherUniversidad de La Sabana
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectEntonación (Fonética)
dc.subjectAcentuación
dc.subjectInglés técnico -- Colombia
dc.titleUsing metacognitive strategies to raise awareness of stress and intonationes_CO
dc.typemasterThesis
dc.publisher.programMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjeras
dc.identifier.local176511
dc.identifier.localTE07931
dc.type.localTesis de maestría
dc.type.hasVersionpublishedVersion
dc.rights.accessRightsopenAccess
dc.creator.degreeMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo


Ficheros en el ítem

Thumbnail
Nombre:
Diana Carolina Peñuela Montoya ...
Tamaño:
1.791Mb
Formato:
PDF
Descripción:
Ver documento en PDF
Ver/

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem