Mostrar el registro sencillo del ítem

The use of Reading Tasks based on Authentic texts to Improve Reading Comprehension on English Learners

dc.contributor.advisorHousset, Maritza
dc.contributor.authorHortúa Bravo, Sandra Liliana
dc.contributor.authorPájaro Manjarres, Milton
dc.date.accessioned2013-09-19T20:22:29Z
dc.date.available2013-09-19T20:22:29Z
dc.date.created2013
dc.date.issued2013-09-19
dc.identifier.citationBacon, S., & Finneman, M. (1990). A study of attitudes, motives, and strategies of university foreign language students and their disposition to authentic oral and written input. Modern Language Journal, 74(4), 459-73
dc.identifier.citationBaird, K., & Redmond, M, (Eds.). (2004). The use of authentic materials in the K-12 French program. Winston-Salem, NC: Wake Forest University, Department of Education.
dc.identifier.citationBarnett, M. (1988). More than meets the eye. Englewood Cliffs, N. J: Prentice Hall Regents, p66.
dc.identifier.citationBarnett, M.A. (1988). Teaching reading strategies: how methodology affects language course articulation. Foreign language Annuals, 21, 109-119
dc.identifier.citationBenson, P. (2001). Teaching and researching autonomy in language learning. Harlow: Longman/Pearson Education
dc.identifier.citationBerardo, S (2006) The use of authentic materials in the teaching of Reading. The Reading Matrix. Vol.6, N° 2. Retrieved May 4th-2012 from: http://www.readingmatrix.com/articles/berardo/article.pdf
dc.identifier.citationBlock, E. (1986). The comprehension strategies of second language readers. Tesol Quaterly, 20:3, 463-494.
dc.identifier.citationCrookes, G. (1986). Task classification: A cross-disciplinary review (Tech. Rep. No. 4). Honolulu: University of Hawaii at Manoa, Social Science Research Institute, Center for Second Language Classroom Research.
dc.identifier.citationDenzin, N. K., & Lincoln, Y. S., (Eds.). (1994) Handbook of qualitative research. Thousand Oaks: Sage
dc.identifier.citationDiggings, Y., Risquez, A., & Murphy, M. (2011) Facebook: Supporting first year students. Retrieved, August 24th - 2012 from: http://www.elearningeuropa.info/sites/default/files/asset/From-field_26_2.pdf
dc.identifier.citationDulley-Evans & St John, (1998), Development in English for Specific Purposes: A Multidisciplinary Approach. Cambridge: Cambridge University Press.
dc.identifier.citationEcheverry, L & McNulty, M (2009) Reading Strategies to develop higher thinking skills for reading comprehension. Retrieved, June 20th – 2012 from: http://redalyc.uaemex.mx/redalyc/pdf/1692/169216302008.pdf
dc.identifier.citationGardner, D & Miller,l.(1999) Establishing Self Access. Cambridge: Cambridge University Press
dc.identifier.citationGarrison, D. (1997) Self-Directed learning: toward a comprehensive model. Adult Education Quarterly, 48 (1), 18-33
dc.identifier.citationGibbons, M (2008) Self-Directed learning. Retrieved, May 3rd – 2012 from: http://www.Selfdirectedlearning.com/index.html
dc.identifier.citationGlaser, B., & Strauss, A. (1967) The Discovery of Grounded Theory: strategies for qualitative research. Chicago: Aldine
dc.identifier.citationGrabe, W. (2009). Reading in a second language: moving from theory to practice. N.Y: Cambridge University Press.
dc.identifier.citationGrellet, F (2006) Developing Reading Skills. Cambridge. Cambridge, University Press.
dc.identifier.citationGuthrie, J.T, and Others. (1996). Growth of Literacy Engagement: Changes in Motivations and Strategies during Concept-Oriented Reading Instruction. Reading Research Quarterly; V.31 n3. Jul-Sep 1996. [EJ 530 522]
dc.identifier.citationHan, Z & Anderson, N (2009) Second language reading research and instruction: Crossing the boundaries: ACTIVE Reading: The Research Base for a Pedagogical Approach in the Reading Classroom. Ann Arbor: University of Michigan Press
dc.identifier.citationHiemstra, R (1994). Self-Directed Learning. Retrieved, May 4th – 2012 from: http://www-distance.syr.edu/sdlhome.html
dc.identifier.citationJimenez, C (2009). WebQuests and the improvement of Critical reading skills in a group of University students. Retrieved August 21st – 2012 from: http://intellectum.unisabana.edu.co:8080/jspui/handle/10818/3187
dc.identifier.citationKingsbury, D (n.d.) How to validate a research instrument. Retrieved December 29th - 2012 from: http://www.ehow.com/how_2277596_validate-research-instrument.html
dc.identifier.citationKlingner, J., Vaughn, S., & Boardman, A (2007) Teaching reading comprehension to students with learning difficulties. N.Y. Guilford Press.
dc.identifier.citationKilickaya, F. (2004) Authentic Materials and cultural content in EFL Classroom. The Internet TESL Journal, Vol. X, No. 7. Retrieved May 4th – 2012 from: http://iteslj.org/Techniques/Kilickaya-AutenticMaterial.html
dc.identifier.citationKim, D. (2000). A qualitative approach to the authenticity in the foreign language classroom: a study of university students learning English in Korea. Texas Papers in Foreign Language Education, 5(1), 189-205
dc.identifier.citationKrashen, S (1987) Principles and practice in Second Language Acquisition. Hertfordshire: Prentice Hall International.
dc.identifier.citationLindberg, G (1987) The journal conference: from dialectic to dialogue' in T Fulwiler. The Journal Book. Heinemann, Portsmouth, New Hampshire.
dc.identifier.citationMargolis, H., & McCabe, P. (2006). Motivating struggling readers in an era of mandated instructional practices. Reading Psychology, 27(5), 435-455
dc.identifier.citationMatsubara, J & Lehtinen, B (2007) Promoting autonomy in the reading classroom. Retrieved, July 19th – 2012 from: http://independentlearning.org/ILA/ila07/files/ILA2007_025.pdf
dc.identifier.citationMcCoy, P. and Rubin, J. (2008). "The Role of Task Analysis in Promoting Learner SelfManagement". Retrieved May 1st – 2012 from: http://www.workingnet.com/joanrubin/pdfs/RoleofTaskAnalysisinPromotingLearne rSelfManagement.pdf
dc.identifier.citationMcNeill, A. (1994). What Makes Authentic Materials Different? The Case of English Language Materials for Educational Television. Papers presented at the Annual International Language in Education Conference, Hong Kong
dc.identifier.citationMorrow, L.M. & Others (1993). Promoting Independent Reading and Writing through SelfDirected Literacy Activities in a Collaborative Setting. Reading Research Report No. 2. [ED 356 455]
dc.identifier.citationNunan, D. (1989). Designing tasks for the communicative classroom: N.Y.: Cambridge University Press.
dc.identifier.citationNunan, D. (1992). Research methods in language learning. N.Y: Cambridge University Press.
dc.identifier.citationNunan, D. (1996). Towards autonomous learning: Some theoretical, empirical and practical issues. In R. Pemberton, S.L. Edward, W.W.F. Or, and H.D. Pierson (Eds.), Taking control: Autonomy in language learning (pp. 13-26). Hong Kong: Hong Kong University Press.
dc.identifier.citationNunan, D (1999). Second Language Teaching and Learning. Boston: Heinle/Cengag Learning
dc.identifier.citationNunan, D & Bailey, K (2009) Exploring Second Language Classroom Research: A comprehensive guide. Boston: Heinle/CENGAGE learning
dc.identifier.citationOxenden, C., Latham, C., & Byrne, T (2008) American English File 3. Oxford. Oxford University Press
dc.identifier.citationPeacock, M. (1997) The Effect of Authentic Materials on the Motivation of EFL Learners in English Language Teaching. ELT Journal 51, pp. 2
dc.identifier.citationPolonsky, M (2011) Designing and managing a Research Project. Chapter 5. Ethical Considerations. SAGE publications, Inc.
dc.identifier.citationRátiva Velandia, M., Pedreros Torres, A., & Núñez Alí, M. (2012). Using Web-Based Activities to Promote Reading: An Exploratory Study with Teenagers. PROFILE Issues in Teachers' Professional Development, 14(2). Retrieved December 25, 2012, from: http://www.revistas.unal.edu.co/index.php/profile/article/view/34034
dc.identifier.citationRubin, Chamot, Harris & Anderson (n.d.) Intervening in the use of strategies. Retrieved, May 21st - 2012 from: http://www.workingnet.com/joanrubin/pdfs/Chapter7RubinChamotHarrisAnderson. pdf
dc.identifier.citationRubio,A & Serrat, N (2010) Online students initiate informal learning practices using social tools. E-Learning papers. Retrieved, July 13th – 2012 from: http://www.elearningeuropa.info/sites/default/files/asset/From-field_26_1.pdf.
dc.identifier.citationScott, D. & Usher, D. (1996).Understanding Educational research. London, New York: Routledge
dc.identifier.citationSnow, C (2002) Reading for Understanding: toward a research and development program in reading comprehension. RAND Corporation.
dc.identifier.citationThanajaro, M. (2000). Using authentic materials to develop listening comprehension in the English as a foreign language classroom. Unpublished doctoral dissertation, Virginia Polytechnic Institute and State University, Blacksburg, Virginia.
dc.identifier.citationValencia, E (2012) Fostering self-efficacy strategies towards Intensive Reading in tenyear old students in a blended English Language Learning Environment. Retrieved September 2nd -2012 from: http://intellectum.unisabana.edu.co:8080/jspui/handle/10818/3193
dc.identifier.citationZainal, Z & Baskeran, P (2010). A comparative study of Reading Authentic and nonAuthentic Text. Universiti Teknologi Malaysisa. Retrieved May 10th – 2012 from: http://eprints.utm.my/11075/
dc.identifier.urihttp://hdl.handle.net/10818/8304
dc.description102 Páginas.
dc.description.abstractEsta investigación examina las suposiciones de trabajar con actividades de lectura basadas en textos auténticos a través de una red social (Edmodo), con el fin de mejorar los niveles de comprensión de lectura de un grupo de diez estudiantes de nivel pre-intermedio desde el Centro de Idiomas de Inglés en la Universidad de Córdoba en Montería Colombia y desde la Institución Educativa San Bernardo en Montelibano Colombia. Una metodología de investigación-acción se llevó a cabo en este estudio. El primer paso en este proceso fue a reconocer el problema y recopilar algunos datos preliminares para el estudio adicional del enunciado del problema. Después de eso, se hizo énfasis en el problema principal y en los datos recogidos preliminarmente con el fin de dar respuesta a la pregunta de investigación. El siguiente paso fue el diseño e implementación de las herramientas para recolectar datos incluyendo las tareas de lectura propuestas. Los datos obtenidos a lo largo de la intervención fueron analizados principalmente a través de procedimientos cualitativos teniendo en cuenta la teoría de Grounded y también otros procedimientos para validar los datos a través de triangulación. Al final de todo el proceso, los resultados de este estudio de investigación sugieren que el uso de estrategias de lectura, los niveles de comprensión de lectura, así como el desarrollo del auto aprendizaje y autonomía en los alumnos tuvieron una mejoría significativa mediante el uso de las tareas de lecturas basadas en textos auténticos que fueron trabajadas por los mismos estudiantes con algo de ayuda del profesor.es_CO
dc.language.isoenges_CO
dc.publisherUniversidad de La Sabana
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectInglés -- Enseñanzaes_CO
dc.subjectInglés -- Composición y ejercicioses_CO
dc.subjectUso del ingléses_CO
dc.subjectComprensión de lecturaes_CO
dc.titleThe use of Reading Tasks based on Authentic texts to Improve Reading Comprehension on English Learnerses_CO
dc.typemasterThesis
dc.publisher.programMaestría en Didáctica del Inglés para el Aprendizaje Autodirigido
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjeras
dc.type.localTesis de maestría
dc.type.hasVersionpublishedVersion
dc.rights.accessRightsopenAccess
dc.creator.degreeMagíster en Didáctica del Inglés para el Aprendizaje Autodirigido


Ficheros en el ítem

Thumbnail
Nombre:
Hortua Bravo, Sandra FINAL.pdf
Tamaño:
1.574Mb
Formato:
PDF
Descripción:
Ver documento en PDF
Ver/

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

Mostrar el registro sencillo del ítem