東華大學圖書館 |

Cambios en Las Actitudes Estudiantiles Por Medio de Implementacion de la Ensenanza Intercultural en Clases de Espanol.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Cambios en Las Actitudes Estudiantiles Por Medio de Implementacion de la Ensenanza Intercultural en Clases de Espanol./
作者:	Madrigal, Ana Victoria.
面頁冊數:	1 online resource (102 pages)
附註:	Source: Masters Abstracts International, Volume: 84-03.
Contained By:	Masters Abstracts International84-03.
標題:	Teaching. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29282698click for full text (PQDT)
ISBN:	9798845456526

Cambios en Las Actitudes Estudiantiles Por Medio de Implementacion de la Ensenanza Intercultural en Clases de Espanol.
Madrigal, Ana Victoria.

Cambios en Las Actitudes Estudiantiles Por Medio de Implementacion de la Ensenanza Intercultural en Clases de Espanol. - 1 online resource (102 pages)

Source: Masters Abstracts International, Volume: 84-03.

Thesis (M.A.)--Brigham Young University, 2022.

Includes bibliographical references

In recent years, research in the pedagogical field has focused on the relationship between linguistic and intercultural competence. Through various studies, the connection and interdependence that exists between the teaching of language and culture as part of foreign language classes has been recognized. The following action-research study focuses on the implementation of cultured based instruction as well as the learning and teaching of Latin American culture through specific, clear, and direct cultural lesson plans and assignments. The cultural lesson plans and assignments helped activate a more explicit cultural pedagogical instruction. The cultural lesson plans and assignments implemented in the study consisted of cultural activities and conversational activities. This specific culture-based instruction incorporated activities which required oral proficiency skills and a direct interaction with native Spanish speakers through the completion of conversation activities as part of the curriculum of the SPAN 205 class, intermediate-advanced level (in relation to the parameters set by ACTFL). The participants in this action-research study also completed a pre-class and post-class survey (Control Group B did not complete a pre class survey and is addressed in the discussion). The results suggest that there was a difference between the attitudes, perspectives and opinions of the participants who received a more explicit and direct implementation of culture-based instruction (Experimental Group A) versus an indirect approach in culture-based instruction in the classroom (Control Group B).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798845456526Subjects--Topical Terms:

517098
Teaching.
Index Terms--Genre/Form:

542853
Electronic books.

Cambios en Las Actitudes Estudiantiles Por Medio de Implementacion de la Ensenanza Intercultural en Clases de Espanol.
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245 1 0 $a Cambios en Las Actitudes Estudiantiles Por Medio de Implementacion de la Ensenanza Intercultural en Clases de Espanol.
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500 $a Source: Masters Abstracts International, Volume: 84-03.
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502 $a Thesis (M.A.)--Brigham Young University, 2022.
504 $a Includes bibliographical references
520 $a In recent years, research in the pedagogical field has focused on the relationship between linguistic and intercultural competence. Through various studies, the connection and interdependence that exists between the teaching of language and culture as part of foreign language classes has been recognized. The following action-research study focuses on the implementation of cultured based instruction as well as the learning and teaching of Latin American culture through specific, clear, and direct cultural lesson plans and assignments. The cultural lesson plans and assignments helped activate a more explicit cultural pedagogical instruction. The cultural lesson plans and assignments implemented in the study consisted of cultural activities and conversational activities. This specific culture-based instruction incorporated activities which required oral proficiency skills and a direct interaction with native Spanish speakers through the completion of conversation activities as part of the curriculum of the SPAN 205 class, intermediate-advanced level (in relation to the parameters set by ACTFL). The participants in this action-research study also completed a pre-class and post-class survey (Control Group B did not complete a pre class survey and is addressed in the discussion). The results suggest that there was a difference between the attitudes, perspectives and opinions of the participants who received a more explicit and direct implementation of culture-based instruction (Experimental Group A) versus an indirect approach in culture-based instruction in the classroom (Control Group B).
520 $a La implementacion de la ensenanza cultural en clases de idiomas puede ser un desafio intimidante para algunos docentes, sin importar el nivel de experiencia de su carrera educativa. Existen varios niveles de actitudes diferentes en cuanto se trata de implementar informacion, actividades o proyectos culturales como parte del curriculum de una clase de idiomas. Algunos docentes estan a favor de implementar la ensenanza cultural como una parte esencial en sus clases de idiomas mientras que otros docentes pueden sentirse algo incompetentes e inseguros para atacar este requisito pedagogico en sus clases de idiomas (Diaz-Greenberg & Nevin, 2003). Asimismo, los programas de educacion y entrenamiento para docentes intentan enfocarse en la ensenanza linguistica y cultural del idioma meta, pero desafortunadamente, no todos los programas de educacion y entrenamiento para docentes demuestran exito en completar dicha meta. Como se puede ver en el estudio de Kahraman (2016), basado en el idioma turco,teacher training programs do not give much emphasis to include culture or culture teaching programs and because of this lack, language teachers mostly struggle to identify cultural resources for their learners although each staff of such education program assert the inevitability of the separation of culture and language. (p. 1)A veces la causa de esta actitud puede ser el resultado de preferir la separacion de la ensenanza de la competencia linguistica y de la competencia social intercultural. Sin embargo, para poder tener una confianza positiva y especifica en lo que un docente debe de ensenar como parte de un curriculum cultural en una clase de idiomas, primeramente, se deben contestar las preguntas universales: ¿que es la cultura? y ¿cual es el proposito de ensenar cultura en una clase de idiomas?Uno de los primeros esfuerzos contemporaneos en el mundo de investigacion academica para definir el significado de la cultura fue una investigacion dirigida por dos antropologos (Kroeber y Kluckhohn, 1952). Estos antropologos investigaron 300 definiciones diferentes sobre la cultura. Aunque no se encontro ningun denominador comun en su investigacion, la definicion que surgio despues de dicho estudio determino que "Culture emerges from these analyses as a very broad concept embracing all aspects of human life" (Seelye, 1993, p. 15). Gracias a esos estudios iniciales, la cultura se convirtio en una parte cotidiana de la vida humana o, como expresa Seelye, dichos patrones cotidianos ayudaron a crear el concepto que se usa ahora, el cual concluye que la cultura se puede definir como las creencias, tradiciones y costumbres especificas las cuales son compartidas por un grupo de personas que componen un grupo social, racial, etnico o religioso. En el mundo pedagogico, la cultura es un aspecto importante como parte de la instruccion linguistica de los estudiantes. De acuerdo con Seelye, la importancia de implementar la ensenanza cultural se basa en dos definiciones, primeramente, la comunicacion intercultural y la comprension cultural. Seelye declara: "The basic purpose in teaching the foreign culture is to achieve understanding, it can imply a restructuring of our attitudes and world view" (pp. 20-21). Dicha cita ayuda a ver un aspecto positivo sobre la implementacion de la ensenanza cultural en clases de idiomas y tambien puede recordar a los docentes de la importancia de ayudar a crear un nivel academico de pensamiento critico en que los estudiantes tendran la oportunidad de navegar varios aspectos linguisticos y culturales al aprender no solamente una competencia linguistica, pero al mismo tiempo una competencia intercultural y social.
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538 $a Mode of access: World Wide Web
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650 4 $a Intercultural communication. $3 520402
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650 4 $a Education. $3 516579
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