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Promoting learner generated error repair on preposition and preposition combinations through indirect written feedback and self-directed learning

dc.contributor.advisorSylvester Mcdougald, Jermaine
dc.contributor.advisorRees Geraint, Paul
dc.contributor.authorNiño Rosas, Clara Marcela
dc.date.accessioned2013-09-19T19:38:51Z
dc.date.available2013-09-19T19:38:51Z
dc.date.issued2013-09-19
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dc.identifier.urihttp://hdl.handle.net/10818/8302
dc.description.abstractEste estudio es el resultado de una investigación llevada a cabo en 18 semanas de clase con estudiantes de inglés de nivel pre-intermedio en un contexto universitario en la ciudad de Bogotá, Colombia. A través de la instrucción intencionada de preposiciones, estrategias de aprendizaje y la promoción de la independencia y auto-dirección de los estudiantes, el estudio tuvo como intención la medición del aprendizaje de las preposiciones en inglés por parte de los estudiantes a través de los datos recolectados de sus tareas de composición de texto, así como el lograr establecer sus logros en auto-dirección por medio de escalas de medición de conductas precisas y entrevistas semi-estructuradas. El estudio muestra que solamente unos cuantos logros pueden lograrse en auto-dirección y auto-monitoreo a través de la implementación de estrategias, como estrategia aislada en la enseñanza de un segundo idioma, aunque con un consenso amplio en el cuerpo docente, se pueden producir resultados más amplios y expeditos. Nota: Para consultar la carta de autorización de publicación de este documento por favor copie y pegue el siguiente enlace en su navegador de Internet: http://hdl.handle.net/10818/8903es_CO
dc.language.isoenges_CO
dc.subjectInglés -- Enseñanzaes_CO
dc.subjectInglés -- Composición y ejercicioses_CO
dc.subjectUso del ingléses_CO
dc.titlePromoting learner generated error repair on preposition and preposition combinations through indirect written feedback and self-directed learninges_CO
dc.identifier.local255529
dc.identifier.localTE06069


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