Browsing by Author "Landaverde Castillo, Manuel Alexander"
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Item A partial evaluation of the social and cultural impact that empower project generates on students from Instituto Nacional General Francisco Menéndez located in the metropolitan area, San Salvador, El Salvador, year 2015.(2016-05-16) Amaya Mejia, Claudia Maricela; Navarrete Flores, Jenny Carol; Morales, Fidel Navidad; Landaverde Castillo, Manuel AlexanderThrough the years, the English language has become more and more popular and it is one of the most useful languages to learn around the world. There are simply huge amounts of literature and writings in the English language. It is also the standard language for world communication, especially in the fields of science, business, information technology and economy. Besides being an incredibly useful language to learn for business, the English language also opens the speaker up to a massive amount of culture, such as cinema, theatre, and music. Learning the English language will enable people to travel the world over, and to be understood by the local people who live there, enriching their travelling experience. Parting from that fact, the Foreign Language Department recognizes importance of this language and in its social labor seeks on projects that will generate an impact in the society and the culture as well. In this case, it seeks to impact students from the Foreign Language Department at the University Of El Salvador (UES), and the students from public high schools in the metropolitan area of San Salvador trough a project called EMPOWER. This project consists on teaching English to students from public high schools that had the desire not only of learning English, but also to continue studying at university level. This project started on March 17th, 2014 thanks to a partnership with the Foreign Language Department at The University of El Salvador, the United States Embassy in El Salvador, Pro-lingua Institute and Macmillan Publishers. By bringing the opportunity to teach English to the students from the high schools, the university students will improve their language skills and at the same time they will make either their professional teaching practices or it will be taken as their internship. As well, the high school students will learn in an intensive and advanced way the English language in order to bring them the opportunity to apply for a job after the project finishesItem An analysis of the efl textbooks used in basic intensive English courses from 2010-2016 in the Bachelor of Arts in English with emphasis in Teaching at the University of El Salvador(2016-11-22) Guardado Rivera, Ezer Jonathan; Álvarez Gutiérrez, Yuliana Marielos; Flamenco González, Josselyn Gabriela; Landaverde Castillo, Manuel Alexander; Landaverde Castillo, Manuel AlexanderThis graduation project is the result of the analysis of the last three books that have been used in the Basic Intensive English course from the Foreign Language Department at the University of El Salvador 2010-2016.The research highlights the importance of selecting an adequate EFL textbook that fulfill all the student’s needs and expectations, as well as, an EFL textbook that help the teacher to reach the classes and course objectives. This report presents the description of the methodology that was used in the study including the type of research, the research approach and the research design. This report also synthesizes the main findings of the research report including the results of a survey with questionnaires answered by students from English Intermediate I courses that were in the Basic Intensive English courses, an interview developed with teachers that have experience using the books, and the results of an evaluation process to the last EFL textbooks use in the Basic Intensive English courses using two evaluative checklists selected by the research team. The survey and the EFL textbooks evaluation process are presented though graphics and the results from the interview conducted with teachers was analyzed based on the different opinion and answers the teachers shared. Moreover, it is worthy to mention that the instruments used and the population and sample that participated in the research are presented in this report. Finally, the conclusion that were created after the project was developed and some recommendations are given to the people interested in selecting the best EFL textbook for Basic Intensive English courses from the Foreign Language Departments.Item An anlisys of graduation works from the year 2008 to 2017 related to the english level of proefciency, academic profile, and employability of the students from the Bachelor of Arts in Modern Languages witw Specialization en French and English and the Bachelor of Arts in English with Emphasis in Teaching of the Foreign Language Department of the University of El Salvador(2019-01-01) Morales Guzmán, Marvin Gustavo; Quintanilla Hernández, Ivette Concepción; Sánchez Artiga, Pedro Antonio; Landaverde Castillo, Manuel Alexander; Contreras Cárcamo, Mauricio SalvadorNowadays, at the University of El Salvador, there are many graduates with a limited academic profile and a low level of proficiency. By ignoring these problems, the graduates are not prepared enough to work neither in teaching nor another work field. Researchers have found in previous research documents that according to the University Legislation: the curricular program of the University of El Salvador must be updated every five years. Such principle is related to the development but also with the importance of the quality and the requirements in the labor market. It is important to mention that a curricular program is designed to learn and develop skills in students in order to prepare them to get integrated in the labor market. As we know the University of El Salvador is one of the highest educational institutions, however, some of its majors have not updated their curricular program affecting the students’ needs. This documentary research will be mainly focused on both Bachelor of Arts in English with Emphasis in Teaching and Bachelor of Arts in Modern Languages with specialization in French and English from the Foreign Language Department from the University of El Salvador. Those majors are still working with the curricular reform of 1999 and it was mentioned before, according to the University Legislation, university plans or curricular programs must be updated every five years. This documentary research will be developed by taking as reference some previous researchs that will help us to provide information about the main requirements that a good professional should have in order to get hired in a labor area.Item Anxiety as a personality factor hindering the learning of english as a foreign language to the students of Advanced Intensive English I in the major of Modern Languages Specialization in French and English at the Department of Foreign Languages in the University of El Salvador, year 2015(2016-12-13) Alvarenga Aguilar, Esperanza Beatriz; Guatemala Maldonado, Walter Alejandro; Menjivar, Rosa Claribel; Landaverde Castillo, Manuel Alexander; Landaverde Castillo, Manuel AlexanderSecond/foreign language learning can sometimes be a traumatic experience for many learners. The number of students who report that they are anxious language learners is astonishing. Although the concept of anxiety is encountered frequently throughout language learning literature, these studies have focused on a bewildering array of aspects of anxiety, and have generated widely varying definitions. Learning anxiety is "a distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning" (Horwitz, Horwitz, & Cope, 1986), which is likely to arouse in language learning stages: input, processing, and output and affect language learners' performance to some extent. So, MacIntyre (1995) claimed that "Language learning is a cognitive activity that relies on encoding, storage, and retrieval processes, and anxiety can interfere with each of these. Studies of anxiety have also focused on different language outcomes, such as rate of second language acquisition, performance in language classrooms, and performance in high-stakes language testing. Saito & Samimy (1996) assert that anxiety has a significant impact on language learning and achievement. Some studies conclude that high levels of anxiety usually have a negative effect on the language acquisition process (Gregersen, T., 2003; Krashen, 1985b; MacIntyre and Gardner, 1991; Price, 1991). It is obvious that many learners regard foreign language learning as an anxiety-provoking experience which affects their language performance in one way or another. The results on all researches indicate that FLA does have negative effects on foreign language learning performance and achievement. Learners who feel anxious in their foreign language learning may find their study less enjoyable, which will in turn have a negative impact on their performance. However, how anxiety affects foreign language performance and achievement is only one issue to consider when discussing anxiety and language learning, and ‘perhaps not even the most important’. According to Elaine Horwitz, greater importance should be assigned to understanding the frustration and discomfort that many students seem to be suffering when learning a foreign language. Since anxiety is a factor that can hinder learners´ performance and achievement, it deserves continuing investigation, making this research an important step that has been taken to initiate the study of anxiety in the students of the Foreign Language Department at the University of El SalvadorItem Benefits for students of the Bachelor in English Teaching out of practicing english outside the classroom at the Foreign Language Department of the University of El Salvador, year 2014(2015-02-27) Jaqueline Elena, Flores Pérez; Darwin Isaí, Grande García; Sánchez Ramírez, Henry Xavier; Landaverde Castillo, Manuel Alexander; Ayala, Edgar NicolásThis study tends to measure how students from the Bachelor in English Teaching get benefits out of practicing outside the classroom at the FLD. It is known that teachers are involved in developing the students‟ skill but sometimes they find themselves in a dilemma on how make them practice indeed. On the other hand, it is also hard for students to be participant in some activities due to the lack of knowledge, vocabulary, shyness and other factors that might affect their development at the moment of putting into practice their skills. This brings a dilemma on how both agents can work together in order to develop the skills in the pupils. First of all, the learners must be conscious about the need of joining the subject and the practice together to communicate with people. They must know that they have to speak not because the teacher is asking them to do so but because there is a strong decision to do it outside the classroom more than in class. Students sometimes need the opportunitie s to practice the skills to be encouraged and motivated to develop them and do a good job. In this way, the teacher‟s role is an important part in the process; thus, in order to both have better results in the teaching-learning process an intensive work must be done mutually. Outside the classroom, most students are immersed in a first language environment with limited exposure to English. Thus, it is sort of difficult for them to get that required exposure to the English language, and find people who they can practice with might be another difficulty. It is important to clarify though that if students really want to make a little effort to pay attention to the language as it is used in their daily lives, they have to look for ways in which they are going to apply what they need to develop their skills. As Hyland agrees: “[Language learning] can take place at any time and in any place, including the home and the community” (2004, p. 180). All together, it is suggested that teachers and students make better use of the authentic English resources that exist at the neighborhood level (Educational Testing Service, 2010; Hsieh & Chu, 2006). In this way, it is clear that the exposure of the language is the key in the development of English skills. For this reason, a study is going to be made so that the researchers will find out what are the benefits that students get when they practice their skills outside the English classroom.Item Cross-linguistic interference in writring of the intermediate intensive English i students from the Bachelor of Arts in modern languages with specialization in French and English at the department of foreign languages, University of El Salvador, semester ii 2015(2016-09-30) López Cortez, Karen Ivania; Ramos Archila, Ángel Omar; Rodríguez Núñez, Nereyda Noemy; Contreras Carcamo, Mauricio Salvador; Landaverde Castillo, Manuel AlexanderThis research was focused on the cross-linguistic interference in writing by Intermediate Intensive English I students of the University of El Salvador. During the language learning process, learners tend to use their knowledge from their native language in order to express themselves and communicate in their target language. English is taught as a Foreign Language; thus, teachers and students are exposed to their native language most of the time. This situation causes interference of the mother tongue at the moment of learning the English language. This interference problem is noticeable when using productive skills, especially in conveying written messages. It is also common for students to translate word by word from Spanish into English. As a result, L1 has a negative influence when writing in English. In addition, it is essential to achieve an effective communication through the integration of all four language skills (reading, writing, listening, and speaking) due to the fact that the main objective of teaching and learning any language is the integration of the linguistic skills that develop communicative competence with an emphasis in real life situations. Among these four skills, writing is often considered an indispensable skill that enables students to develop an appropriate level of linguistic competence. According to Harmer (2004), writing helps students to express their ideas in written form and to achieve a high level of communication.Item Difficulties that advanced Intensive English I student of The Bachelor of arts in English with emphasis in teaching face to produce accurate and fluent oral English discourse at the Department of Foreign Languages of The University of El Salvador, year 2015.(2016-05-16) Martínez Luna, Adiel Isaí; Ruiz Molina, Josè Enrique; Valle Valle, Roberto Vladimir; Contreras Cárcamo, Mauricio Salvador; Landaverde Castillo, Manuel AlexanderSpeaking English is a difficult task: some experts state that some people understand the language and know a lot about its grammar and lexicon, but when they have to speak, they seem to be at a loss for words. This is a problem that other people have noticed as well. For example, according to Tatham and Morton (2006: 273) many people report that they can understand a language but they cannot speak it. There are also other countries where people experience the same phenomenon; for example, in the Japanese context, it seems that many people have difficulties in speaking English. This is clearly a problem, because the aim of English language education is to provide learners with the capabilities to understand the language and the ability to both write and speak it. If learners are not able to speak English, this aim has not been fully achieved. Thus, it is necessary to study this issue in order to discover if people indeed have problems with speaking, and if they do, what kind of difficulties and what activities are being used in class to overcome them. Of course, not all learners struggle with speaking. However, since there are some people who do have problems with speaking, there is a good reason to research the matter. More insight into this might be able to help develop the teaching of English speech production and thus the abilities of English learners. This study attempts to acquire useful information about this problem by gathering, analyzing, and interpreting the data collected through the use of some methods as surveys, interviews, and checklists. Students from Advanced Intensive English I of the Bachelor of Arts in English at the Department of Foreign Languages of the University of El Salvador, year 2015 were chosen because they are more likely to have experience of using English for a longer period of time. The aims are to identify the main difficulties they have in speaking English and the types of activities teachers are using to enhance and overcome them.Item Error correction techniques used by english as foreign language teachers for correcting students’ oral discourse in Intermediate I courses at the Foreign Language Department of the University of El Salvador during the semester ll, 2014(2015-07-29) Osegueda Gutierrez, Jonathan Armando; Ponce Acosta, Samuel Alfredo; Rosales Juarez, Aracely María; Landaverde Castillo, Manuel Alexander; Landaverde Castillo, Manuel AlexanderLearning English has become a very important tool in our society due to globalization and the growing opportunities industrialized countries offer to those who are capable of developing in a specific area. These opportunities motivate many people to learn a second language since they know they will have more chances of succeeding in their lives. However, while learning a second language, students find out it is not as easy as they thought because there are some factors that make the learning process difficult. One of the most important factors students deal with in the learning process are errors and mistakes. Errors and mistakes are a natural part of the learning process and they need to be treated as a teachable moment. Although the word “mistake” and “error” seem interchangeable, they are quite different from each other. A mistake can be thought of a slip of the tongue and can be self-corrected when attention is called. On the other hand, an error occurs because the learner does not know the correct form or structure of the language being learned, and thus it cannot be self-corrected. Even though, linguistics treats errors and mistakes differently; in this research, both will be treated the same since in daily life people see them as the same. This is how the idea of working on this project began because when the researchers were studying in the different English levels at the FLD, there were some teachers that did not correct the mistakes students made in the classes. Then when students moved to the next English level, they were making the same mistake, but in that case they were corrected by the teacher and the students tried to never make the same mistake again. Another reason for developing this research was that now that when those students began to work as teachers, they could see some colleagues making some spelling, grammar and different mistakes and they are transmitting these mistakes to their students. So, with the desire of helping English teachers and future English teachers too, the group decided to work on a research like this one with the purpose of putting together a theoretical framework for teachers and future professionals in this field that will make error correction more effective in the classroom.Item Estudio comparativo del proceso de graduación de la Licenciatura en Lenguas Modernas Especialidad en Francés e Inglés de la Universidad de El Salvador contra el proceso de graduación de las universidades privadas en el año 2016.(2016-09-23) Martínez Valencia, Elisa Gabriela; Paredes Alas, Ulises Alexander; Pérez Urquilla, Aarón Neftalí; Mendizábal Arévalo, Odir Alexander; Landaverde Castillo, Manuel AlexanderEl estudio comparativo del proceso de obtención de un título universitario de las universidades privadas y la Universidad de El Salvador tuvo como principal objetivo demostrar las ventajas que el proceso de grado ofrecido por las universidades privadas a sus estudiantes, estas opciones son especializaciones y pasantías versus la tesis de la Universidad de el Salvador. En la investigación, el equipo de trabajo muestra las opciones disponibles para desarrollar el proceso de grado para obtener un título universitario, en las universidades privadas y la universidad de El Salvador et su precedente histórico para su implementación. Así también, la descripción de estas opciones. El equipo de investigación utilizo instrumentos para desarrollar una comparación des procesos de grados entre estas universidades. Con las encuestas de preguntas abiertas y cerradas cuyo análisis se midió cualitativa y cuantitativamente. Las encuestas se dirigen a los coordinadores y profesores de carreras de las universidades privadas: Universidad Tecnológica de la Universidad Don Bosco de El Salvador y la Universidad Francisco Gavidia, así como los coordinadores y profesores del departamento de lenguas extranjeras en la Universidad El Salvador; Otras encuestas fueron dirigidas a estudiantes y graduados que realizan o que ya han completado el proceso de grado. Que serán comparadas en este trabajo de investigaciónItem Factors that hinder students’ participation and performance on Evaluated Oral Activities in Intensive Advanced English II during semester II-2017 of the University of El Salvador(2018-05-01) Ortiz Arévalo, Reina del Carmen; Granados Flores, David Antonio; Landaverde Castillo, Manuel Alexander; Contreras Cárcamo, Mauricio SalvadorIn the research project called “Factors that Hinder Students´ Participation and Performance on Evaluated Oral Activities in Intensive Advanced English II during Semester II 2017 of the University of El Salvador”, the researchers carried out an investigation to find out the most suitable and most important explanations for the situation exposed. In order to develop a well-structured research project, the researchers got involved into a deep theoretical analysis in order to gather information with the aim of getting updated with all the causes that affect people’s development while speaking English in public, how these causes affect their performance, and the different solutions that experts provide to overcome the problem of public speaking. On the other hand, the researchers developed the statement of the problem in order to describe all the challenges that students face at the moment of speaking English in public, and how these challenges affect their academic development. The researchers conducted a deep library research in order to set a theoretical base with the principal objective of gathering relevant and necessary information to find out all the factors that affect people’s public speaking. After that, the researchers worked on the operationalization of variables in order to organize the hypothesis, set the variables and developed the indicators for creating the tools that were used to gather the information. Moreover, the researchers elaborated the methodology in order to illustrate, and organize all the steps to follow at the time of carrying out the investigation. Doubtlessly, in order to execute an excellent research, the research team carried out observations, interviews, questionnaires and checklists with the objective of gathering data from the mentioned students to change into excitement the reasons why they are afraid of speaking English in public inside or outside the classroom, to improve the oral production skills assessing them, and to analyze their study habits with the aim of providing tips that will help them overcome their challenges when speaking English in public inside and outside the classroom.Item Factors that influence Intermediate Intensive English I students in their performance of the listening skill at the Foreign Language Department of the University of El Salvador, semester II, 2015.(2016-03-16) Hernández Pineda, Patricia Beatriz; Hernández Vásquez, Patricia Ascención; Gómez Aragón, Marvin Enrique; Gamero Ortiz, José Ricardo; Landaverde Castillo, Manuel AlexanderThis qualitative study was carried out with the objective of investigating the internal and external factors that were influencing Intermediate Intensive English I students in their performance of listening skill. The participants were four groups of the students already mentioned from the Foreign Language Department of the University of El Salvador. The data were gathered through a diagnostic test, open ended questionnaire and non-participant observations. Findings revealed that among internal and external factors affecting students' listening performance are: motivation, lack of vocabulary, lack of background knowledge, anxiety, lack of concentration, type of passage, authenticity, noise and distortion, speech rate, speakers' accent and environmental noises. As a result it was clearly evident that these factors are deeply implied in the development of the students listening performance.Item Influence of mass media on english learners’ academic development. Case of English IV students of the Economic Sciences School, at the University of El Salvador, second semester of the year 2015(2016-04-01) Rodríguez Orellana, Mauricio Alberto; Llanes Márquez López, Jorge Homero; Landaverde Castillo, Manuel AlexanderWhen an individual is stating that he or she is starting to study a target language, a common advice comes in the popular wisdom: Use the Mass Media. Some segments of the general public in the target language have been saying that the Mass Media are a detriment to the language gaining. This is treated mostly in the learning of the mother tongue as noted by Aitchinson et al. (Language Myths, 2005) but not much work has been done in a place where the target language is a foreign language. The cost of equipment is going down, which makes it easier for students to buy or acquire some equipment such as laptops or very powerful cell phones. And thanks to the actual coverage of telecommunications the capacity to get online and consult for something is incredibly easier as well. This translates into the capacity to get authentic materials at a whim. One of the most constant mentions when dealing with Mass Media and one that several individuals will take around Wertham’s idea that some aspects of Mass Media are detrimental to the learning and wellbeing of the individual. Most of those negative mentions are around the areas of graphic novels, comics and video games. Aitchinson (2005) mentions that the notion of Mass Media being sloppy is a perception had by several individuals; it is not a new complaint as the ball has been passed by several groups for years. However, Van Eck et al. (2005) mention that the use of serious games can deal to substantial learning. Which is the actual coverage of the Mass Media in the individuals? What are the consumption habits in the students? How much of it appears in the grammar skills and understanding of them? These are several questions that this study seeks to answer. This thesis is made up of the following chapters: Research questions – general and specific – which generate the corresponding objectives. Next part is justification, which highlights the importance of this research. The theoretical framework follows this document by presenting different sources and points of view. Methodology comes next, which refers to the different procedures followed by the researcher. Afterwards appears Data Analysis and Interpretation chapter, which shows the findings obtained in the research. Conclusions and Recommendations are presented later. Finally, the researcher includes the references consulted and the appendices, which contain information on the research procedure. Influence of Mass Media on English Learners’ Academic Development. Case of English IV Students of the Economic Sciences School, at the University of El Salvador, Second Semester of the Year 2015Item L'importance de créer un brevet en gestion touristique en français à l'Université d'El Salvador dans la formation des études supérieures des professionnels en Langues Modernes: specialité en Français et Anglais, option Communication.(2017-03-31) Pérez Sánchez, Martha Inés; Menjívar Guardado, Gloria de Jesús; Díaz Díaz, Marta Cecilia; Aguillón Rivera, Francisca; Landaverde Castillo, Manuel AlexanderMalgré le fait que les Masters appartient à l’aire d’enseignement de la Licence en Langues modernes, ils peuvent aussi être pris pour des étudiants d’option Communication, l’équipe de recherche a analysé la nécessité de proposer une étude continue à l’aire de la communication. L’objectif principal de cette investigation est décrire l’importance de créer une étude supérieure en langue française en ce qui concerne la Gestion Touristique. Il s’est arrivé très intéressant pour le groupe de travail déterminer si l’Université d’El Salvador donne ce type de formation spécifiquement pour les étudiants gradués de la carrière en Langues modernes: spécialité en français et anglais. C’est pourquoi qu’il vaudrait mieux réaliser cette étude puisque la finalité de ce projet d’investigation s'agit d'approfondir les connaissances préexistantes que l’étudiant gradué possède et de cette façon pouvoir contribuer à la formation professionnelle, en permettant ainsi, s’exercer dans les aires de travail correspondants. D’autre part, selon une experte en la maîtrise en Communication offert par l’Université Centro Americana “José Simeón Cañas”, la plus grande avantage qui a le gradué est savoir plus de deux langues, parce qu’aujourd’hui dans le monde du travail, c’est une obligation professionnelle que les communicateurs parlent une seconde langue, citation prise du travail d’investigation “Estudios de Posgradosofertadospor las UniversidadesdelÁreaMetropolitana que proveen un corredor de profesionalización y acceso a mejorespuestos de trabajo para los graduados de Licenciatura en LenguasModernas, opción,ComunicacióndelDepartamento de Idiomas de la Universidad de El Salvador”. Ce travail de recherche aidera énormément les générations de futurs chercheurs qui veulent donner une continuité à un projet si important car ce brevet générerait une alternative ou une proposition qui peut être considérée par la suite.Item Metodologías a seguir para crear un modelo de manual de enseñanza del Idioma Español Latinoamericano (ELE) nivel AI según el marco común europeo de referencia(2017-04-21) Elías Urrutia, Emelyn Haydee; Hernández, Vanessa Yamileth; Jaimes, Manuel Alberto; Aguillón Rivera, Francisca; Landaverde Castillo, Manuel AlexanderEl presente trabajo de investigación tiene como objetivo proponer un modelo metodológico de enseñanza del idioma español latinoamericano como ELE para la obtención de un nivel A1 según el Marco Común Europeo de Referencia. Las fuentes bibliográficas provienen de estudios realizados por expertos en metodologías de enseñanza de lenguas extranjeras así también de la opinión brindada por masters en el ámbito de la didáctica y la enseñanza del departamento de idiomas de la Universidad de El Salvador. Toda la información indagada fue contrastada con el tema de investigación y apegada a la necesidad que en dicho tema requiere. Se abordan los aspectos teóricos relacionados a las diferentes metodologías y enfoques de enseñanza que por años se han venido poniendo en práctica en el ámbito del proceso enseñanza-aprendizaje de lenguas extranjeras, de igual manera se mencionan aspectos importantes a considerar por parte del Marco Común Europeo de Referencia en cuanto al nivel A1 así como también las competencias que el estudiante necesita desarrollar para alcanzar dicho nivel. Se da también una reseña de lo que es el español latinoamericano y la importancia del mismo en cuanto al proceso de enseñanza del español como ELE.Item Pertinencia de las asignaturas del programa de estudios vigente en relación al mercado laboral del graduado de la carrera Licenciatura en Idioma Inglés Opción Enseñanza del año 2009 al año 2013 del Departamento de Idiomas Extranjeros, Facultad de Ciencias y Humanidades de la Universidad de El Salvador(2016-06-06) Aguilar Flores, José Misael; Miranda de Gómez, Maryory Esmeralda; Mena, Roxana Vanessa; Gamero Ortiz, José Ricardo; Landaverde Castillo, Manuel AlexanderLa presente investigación muestra la pertinencia de algunas materias actualmente cursadas por los estudiantes de la Licenciatura en Idioma Inglés Opción Enseñanza de la Universidad de El Salvador, así como los ya graduados de la misma en el periodo comprendido de los años 2009 al 2013 en relación al mercado laboral actual, para lo cual es vital determinar las áreas en las cuales esta población se ha desempeñado o se desempeña actualmente. Es importante tomar en consideración que el programa curricular juega un papel fundamental en la preparación teórica y práctica que reciben los estudiantes, posteriormente ellos deben hacer uso de todos los conocimientos adquiridos y es allí donde se expone la aplicación y pertinencia de cada materia cursada, en el buen desempeño del graduado en su vida profesional y laboral. Por tanto, es importante que las asignaturas requeridas por el programa de estudios estén centradas tanto en el enfoque de la carrera como en las exigencias laborales de vanguardia y en las necesidades del estudiante.Item The academic and non-academic factors related to students' subject failing at the School of Arts and Sciences of the University of El Salvador, semester I-2000(2003-02-01) González Mina, Katya Valeria; Santamaria Chicas, Loren Beatriz; Landaverde Castillo, Manuel Alexander; Machado Quintanilla, María de los Angeles; Mendoza Galvez, Oscar Rolando; Blandón de Castro, Norma CeciliaThe phenomenon of failing subjects as an issue of concern for all educational institutions regardless of the rate it may reach, for the fact that if it exists, it demands the quality of the processes and programs that educational institution offers; the quality of its teachers and the particular characteristics of every student. For this reason the following research comprises a wide view of the possible causes that are related with the issue of failing subjects.Item The awareness of reading and listening proficiency through a toefl practice to measure strengths and weaknesses in the receptive skills in third year students of the modern languages major at the Department of Foreign languages, University of El Salvador, year 2015(2016-01-29) Flores de Pérez, Ana Ruth; López Salinas, Lisseth del Carmen; Mejía, Karla Patricia; Ramos de Gómez, Ana Carolina; Landaverde Castillo, Manuel AlexanderStandardized tests help students to measure their real proficiency. Based on this, the following research main objective is to reveal how the implementation of standardized test could help students and teachers to have a reliable system to know students’ English academic proficiency. In addition, this research looks for demonstrating how the lack of standardized test implementation in Modern Languages Major impedes the students to know their real English proficiency level in their receptive skills. Modern Languages is a major whose purpose is to make students learn other languages and use them with expertise. Consequently, it is really important for the students to know their proficiency and improvement when learning a foreign language, since nowadays; it is required to have a certificate to show one’s performance and work as a teacher or in other professional areas. In the course of this research, skills were evaluated through the standard test TOEFL and the use of The ACTFL Proficiency Guidelines in order to help students to know their real English proficiency and subsequently they could decide the best strategies to improve in their weak areas and continue strengthening their successes. Standardized tests are not being put into practice in most English foreign language majors; therefore, the importance of this work is to show out how important it is to implement this kind of standardized test to help students to not only know and be aware about their real English skills but also to prepare them for their professional life. Implementing this type of test will address students into their strengths and weaknesses in the receptive English skills and based on this knowledge, they will have the opportunity to make decisions about their learning process. Finally, this research also sought to verify if the lack of a standardized test impeded the students’ knowledge of their English proficiency. This work helped the researchers to know how interested students were to get informed about their English proficiency, strengths and weaknesses in their receptive skills.Item The effects of implementing learning management systems at college level in the teaching of English as a Foreign Language.(2021-09-10) Aguilar Fernández, Silvia Melissa; Ayala Melgar, Verónica Maribel; Sánchez Blanco, Iris Guadalupe; Landaverde Castillo, Manuel Alexander; Carranza Campos, Miguel ÁngelThis project constitutes bibliographical research, and it is based on compiling, organizing, selecting, and analyzing the information gathered from different academic sources as previously announced. It is worth mentioning that this research has an informative approach because the researchers looked forward to provide the contribution of LMSs in the teaching English field, by revealing all the significant details related to the topic; so, this research project can be used as a milestone in which future researches have a convergence point of different perspectives related to the same topic: The Effects of Implementing Learning Management Systems at college level in the Teaching of English as a Foreign Language.Item The impact of accelerated learning in the english language learning process in ninth graders at Centro Escolar Dr. Doroteo Vasconcelos, year 2015(2016-06-27) Beltrán Lizama, Guillermo Armando; Gómez Corcios, Alba lissette; Torres, Sara Raquel; Rodríguez Argueta, Francisco Antonio; Landaverde Castillo, Manuel AlexanderThe first factor is that the English teaching at Dr. Doroteo Vasconcelos School has a deficiency because the English teachers are not updated with the right tools to teach their students. Second, they do not have access to the computer lab, tape recorders and so on because the school does not even have a tape recorder, so the students never listen to authentic audio materials. They just listen to the teacher’s pronunciation which is not really good because when they listen to other people or foreigners; they get confused because of the accent. Besides that, the third factor is that at Dr. Doroteo Vasconcelos School some students go to study there because their parents send them not because they want to. They are not motivated at all, for that reason they might show attitude when the teacher is telling them to study or do something in the classroom.Item The impact of the use of focused reading strategies for the improvement of A2 level english students’ reading comprehension-performance at the Foreign Language Department of the University of El Salvador(2016-04-01) Flores Acosta, Maritza Elizabeth; López de Meléndez, Dora Lilian; Pérez López, Cledis Sugeidy; Contreras Cárcamo, Mauricio Salvador; Landaverde Castillo, Manuel AlexanderThe results of this type of research are expected to be useful and relevant to the researchers, the professors, the students and the co-workers. Critical reflection is the most important aspect of qualitative and quantitative research. Giving priority to qualitative data, which can provide to the foreign language educational field a significant information about the impact of focused reading strategies in the improvement of reading comprehension performance? The goal of this research is to find out the impact of focused reading strategies in the improvement of A2 level English intermediate I students‟ reading comprehension performance and help learners to start coping with the difficulties that many students have when facing reading exercises and exams in the foreign language classroom and when reading for pleasure in their everyday lives. For this research, we will take into account the information proposed by The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (regarding the reading proficiency levels according to the CEFRL 2001, see annex 1) about reading comprehension of written texts and a number of strategies that can help students to overcome difficulties when developing this skill. In the first chapter, we will expose the interest of this research. We will present the sample of students this research was based upon. In the second chapter, we begin with a theoretical justification. The third chapter presents the methodology which reports the experienced events during the implementation of a wide number of sensitive and focused reception strategies that can help overcome the problems that students face when working on a reading intensively or extensively inside and outside the classroom. Then, we will present the analysis of the quantitative and qualitative data in chapter four. Finally, in chapter five, we will expose our conclusions and recommendations as a result of this research.