RT info:eu-repo/semantics/doctoralThesis
T1 Tendencias y actitudes lingüísticas en la enseñanza de la L2 en Reino Unido: una llamada a la intervención pedagógica en el aula de español como lengua extranjera.
A1 Pérez Pérez, Miriam
A2 Universidad de Valladolid. Escuela de Doctorado
K1 Lenguaje y lenguas - Estudio y enseñanza
K1 Didactics
K1 Didáctica
K1 New technologies
K1 Nuevas tecnologías
K1 5701.11 Enseñanza de Lenguas
AB The educational community shares the idea that affective aspects such as attitude and learning styles during the teaching-learning processes (from now on, E-L) are key points for success in the educational world. Both explain the mode and pace of learning of learners of any type of knowledge, not only foreign languages ​​(from now on, FL). Numerous psychologists have been emphasizing for several decades now that individual cognitive abilities do not explain all of the differences in acquisition during E-A processes. According to the psychologist Hilgard, "purely cognitive theories of learning will be rejected unless affectivity is assigned a function" (1963: 267), resulting in a binomial of knowledge and affectivity defined as supplementary elements.In relation to the subject of this research, "learning a second language is, deep down, learning to be a different social person" (CROOKALL & OXFORD, 1988: 136) and this is fundamentally due to the fact that languages ​​are different from any other subject taught in any educational center, since their learning not only entails the acquisition of certain skills but also the "assimilation" of behavior patterns characteristic of another society (GARDNER R. C., 1985), which implies the organization and conception of reality through a different code. However, we have to say here that our main objective is not to analyze all the affective variables of FL students, but rather to design a clear and concrete didactic proposal that boosts their motivation and improves their language skills during learning Spanish as FL (ELE , hereinafter) and whose ultimate goal will be to pass the General Certificate of Secondary Education (GCSE, hereinafter) exams in the United Kingdom. In other words, in this thesis we will try to provide a useful and accessible solution to ELE students in the United Kingdom ⸻mainly, to students who must prepare their final GCSE exams⸻, so that they can have a tool modern, profitable, effective and practical based on information and communication technologies (ICT, hereinafter) whose use will be highly beneficial in the face of the true internalization of knowledge, surpassing the standardized education that they are taught in the centers educational.Therefore, the reader will have already realized that the main objective of this thesis is to promote meaningful learning during the teaching-learning process in the ELE classroom in the United Kingdom, a process understood from a holistic point of view and without falling into Manichaeism. radicals. Our personal experience in this country warns us that the demotivation, lack of practice and lack of involvement of teachers mean that the long-awaited meaningful learning is nothing more than an impractical dream and far from the reality that students live in that society. We hope that this work will be useful to both ELE teachers and students, because only then will we feel that this effort has really been worthwhile.
YR 2021
FD 2021
LK https://uvadoc.uva.es/handle/10324/60182
UL https://uvadoc.uva.es/handle/10324/60182
LA spa
NO Escuela de Doctorado
DS UVaDOC
RD 20-may-2024