Analyzing texts in efl reading classes: a qualitative research with undergraduate material (original) (raw)
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Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, da Universidade
2016
The objective of the present thesis is to investigate, from a sociocultural perspective, how a group of learners deal with grammar in an English as a Foreign Language (EFL) classroom, both with their teacher and among themselves. To this end, this study aims at investigating the following concerns: a) if the teacher and the learners focus on form; b) how the teacher and the learners deal with form, function and meaning in EFL classes; c) what focus-on-form mechanisms are potentially being developed; and d) what discursive elements are being used in the focus-on-form episodes. Chapter I reviews formal instruction, or focus on form, in the EFL classroom. Focus on form has been the subject of controversy as to whether or not it can lead to language development. Chapter II describes the methodology used in this study, which was carried out through an ethnographic research involving qualitative techniques like note-taking, audio-recording, and video-taping. The data were collected from one intermediate-level EFL classroom. Chapter III presents the analysis of the collected data. In the analysis, formal instruction is examined from the sociocultural approach. Finally, the four research questions proposed in this study are answered. The results reveal that some consciousness-raising mechanisms and some discursive elements found in the data were used by the teacher and the students to focus on form through scaffolding in dialogic talks. I finish this thesis by suggesting some pedagogical implications, indicating some limitations of this study, and offering possibilities for further research in the area. Number of pages: 116 RESUMO Gramática e interação na sala de aula de inglês como língua estrangeira: Um estudo Sociocultural
Thesis- Reading And Writing...Mrs. Armela Japor
Reading and writing skills are two of the identified macro skills in teaching and learning English. These are intertwined that each one is dependent with the other. It has been observed that a learner who engages much in reading will likely to have clue on what to write. In addition, experts say improving reading and writing skills must not be neglected.
Profile Issues in Teachers Professional Development, 2013
It is often argued that classroom diaries are subjective. This article explores the diary insights of a foreign language reading teacher. The inquiry was based on the following research question: What do the diary insights really evidence about the teaching practices of a foreign language reading teacher? As a research method, a case study was implemented. Five instruments were used to collect data: diary of the teacher, observations, questionnaires, tests, and focus groups. Given that motivation, interaction, reading improvement, and the application of reading strategies were supported by the research instruments, it would seem that a diary can be objective.
Literatura en inglés como idioma extranjero: más allá del aprendizaje del lenguaje
2013
This article presents the results of a qualitative research which looks into the field of literature in EFL. Seventh grade students of a private school in Bogota took part in the research. Data was collected by means of audio recordings of small group discussions, teacher´s journal, and responses to literature logs. The results show that the connections that EFL learners make with literary texts enrich their interpretations, analysis and value judgments of experiences and real life events. Furthermore, critical thinking skills are potentiated. In addition to this, literary texts bring up appealing and meaningful topics in the classroom enhancing students´ motivation and willingness to use the target language.Este artículo de investigación presenta los resultados de una investigación cualitativa la cual examinó el valor de la literatura en EFL. La investigación se realizó con estudiantes de séptimo grado en un colegio privado en la ciudad de Bogotá. La recolección de información se r...
Literature in EFL classes: four teachers' experiences in Brazil
Revista Investigações
Some of the benefits of using literature in EFL classes include improving vocabulary, critical thinking and providing authentic material. Researchers such as Melo Júnior (2015) and Lago (2016; 2017) investigate literature in EFL contexts, noticing how literature can also motivate students. This paper aims to analyze English teachers' experience in Goiás, Brazil, and their relationship with literature in their EFL classes. Its purpose is to investigate whether these teachers use literary works during their lessons. Four teachers were interviewed for this case study. The results show these teachers attribute importance to literature in EFL contexts.
2015
I thank all of my recent immigrant participants; Julian, Brianna, Malena, Manuel, Patricia and Alberto (pseudonyms). I especially give thanks to their parents who supported my investigation and granted me with the privilege to work with their children in their new schooling experiences; Irma, Joanna, Mr. Mora, Mr. Hernandez, and Margarita (pseudonyms). I would also like to thank the 5 participant teachers who trusted me to enter their classrooms to observe academic instruction, and in particular, to observe participating students' academic experiences in the new country. I would also like to thank my Chair, Dr. Maria Teresa de la Piedra, for supporting me and guiding me throughout my academic career, from the BA to my PhD. Thank you, Dr. Mayte for your patience, and believing in my academic potential. I am thankful for my committee members, Dr. Ullman, and Dr. Gina Nunez-Mchiri for their support and encouragement. Dr. Ullman, you were the one who influenced my interest in ethnography and language in education. Thank you! I am very thankful for my husband, Jose Talamantes, who was always patiently there for me throughout the process of my academic career. This dissertation was completed having you, and our children in my mind and heart. I need to knowledge our precious children who always gave me the strength, and the motivation I needed during the different stages of my career; Josie, Rosie, Emilio, and Justin Mariano. Our daughters Josie and Rosie became my editors in my academic life. También quiero reconocer a mi familia en México, la familia Castillo Trujillo, quienes han sido para mí un ejemplo a seguir, a todos mis sobrinos y sobrinas que siempre me han brindado su confianza y su cariño. Finalmente, quiero dar gracias en la memoria de mis padres, Justina Trujillo Chacon y Gonzalo Castillo Argueta de quienes heredé la tenacidad, mis talentos como escritora, y mi tendencia por lo justo. Y sobre todo, gracias Dios mío, por permitirme llegar a este día en el que culmino con mi PhD.
Writing to Learn, Writing to Transfer
Studies in Writing, 2001
This dissertation would not have been possible without the love, support and inspiration I received from my mother, brothers, sister and close friends. There are not words to describe my deep gratitude for all they have provided me. I also would like to manifest my deep appreciativeness to my future baby who has made me want to continue working hard. I would like to express my thankfulness to prof. Patricia Alvarez for her guidance and support during the term of my candidature. Her valuable assistance was vital for this project. I am also grateful to all the staff of the Department of Foreign Languages and Cultures from Universidad de la Sabana for their support, cooperation, and help and for trusting me, believing in me and giving me the opportunity to increase my language and teaching abilities through this master program. Gina Marcela Quiroga THE INFLUENCE OF GOANIMATE AND COOPERATIVE WORK IN WRITING SKILLS ii First of all, I thank God for everything he has helped me with and all the blessings I have received from him. I also want to thank Gustavo Forero Mendez, my husband for all his advice, support, time, patience, in spirit and commitment that were vital during my M.A. studies. Additionally, I want to thank Luisa Fernanda Forero Toro, my daughter, for all her patience and help. I also want to thank my parents for all their assistance and advice. I also want to thank all of the professors at Universidad de la Sabana for all their support, time, advice and teachings because they have been an important part of my personal and professional development. My greatest gratitude goes to Marcela Quiroga, my unconditional partner, friend and teacher who always helped me. My special gratitude to all my 603 students from Colegio Cundinamarca of 2014 because they were always very active and willing to participate, learn and help me, as well as their partners, with a happy attitude.
Corporación Universitaria Minuto de Dios, 2020
In order to succeed, we must first believe that we can". Nikos KazantzakisIn. I want to sincerely express my gratitude towards the people who helped me in the development of this project, because without them this could not have been possible. I would like to specially thank a friend, a teacher, and my tutor Blanca Lucía Cely Betancourt, who brought me a hand with the proposal, guidance, and support me through this challenge. Also is worth, and needed to thank teachers, colleagues, and friends from UNIMINUTO who have accompanied me since the beginning of the career until this point sharing experiences, pieces of advice and the basis to achieve this goal. I want to express my gratefulness to teachers who participated in the research and finally, to thank my mom who never gave up on encouraging me to follow my dreams. iv Dedication "Feeling gratitude and not expressing it is like wrapping a present and not giving it."-William Arthur Ward. I want to dedicate this achievement to my career development, personal goals and to teachers who devoted their life's to support, build and create new worlds through education for the ones who had never ever see the path before and then due to a teacher they started to believe. Because, it is possible to believe, it is possible to conquer and it is possible to be a different human being for this society, by being our best version every day and by defending what is worth for us no matter which obstacles we must face trough the road.
LITERARY READING: EXPERIENCES AND CONTRIBUTIONS TO THE TRAINING OF READERS (Atena Editora)
LITERARY READING: EXPERIENCES AND CONTRIBUTIONS TO THE TRAINING OF READERS (Atena Editora), 2024
Research through the State of Knowledge allowed us to better understand what has already been researched, as well as the approaches taken by researchers in the area of Education, allowing the ideas of the researched object to take shape, leading us to reflect on the importance of production scientific research in the area of language and showing us that there is still a lot to be done, considering the changes that education has been going through. The human capacity to learn is unlimited. In this sense, knowledge through language can contribute significantly to different areas of knowledge. With research, we can develop a critical and reflective attitude towards an efficient pedagogical performance in Portuguese language classes, contributing so that readings are not just moments of enjoyment with the text, with communicative purposes (reading and writing), but that we can abstract several elements that constitute a practice of multiple learning, developing the ability to question ideas already stated, proposing other directions, possibilities, so necessary for human coexistence in current times.