Licenciatura en Idioma Inglés Opción Enseñanza
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Item How to teach basic english using generativeness, transformation, and sentence-slot questioning(1984-01-01) Turish Siguenza, Ramon AristidesThe educational reform in El Salvador, from 1962 to thepresent, states that the reason to incluide the teaching of english in the curriculumof the country from the seventh tothe twelfth grade, is to produce a typeof citizenwith and open mind toward the flow of culture through the centralamericanisthus and the american continent.Item The academic and non-academic factors related to the subject failing and attrition at the Literature Department of the University of El Salvador, semester I-2000(2001-04-04) Valdez Lozano, Cecilia del Carmen; Pineda Rodríguez, Glenda Iveth; Blandon de Castro, Norma CeciliaInadequate results in national education- both public and private- are not a recent phenomena, but instead have deep roots. Yet the critical situation we find in education today was exacerbated during the 1980s, when all social development indicators were depressed by the economic recession and the use of the most public resources for the war effort. Nevertheless, education today would still continue to require priority attention, with or without the impact caused by the war. The consequences of failing to reform the meaning and results of education are already apparent. El Salvador has had some of the least successful education level in Central America in attracting foreign investment. This contrast sharply with the case of Costa Rica, whose efforts in education have borne fruit in the form of enormous investments in advanced technology industries. Furthermore, our country is hardly prepared to address its wide range of environmental and social problems with such a poorly- educated population. In general terms, the educational system does not fulfill its role because the efforts made are inadequate, and its approach is deficient.Item The academic and non-academic factors related to students' subject failing and attrition at the Philosophy Departament of the School of Arts and Sciences of the University of El Salvador, semester I-2000(2002-01-01) Menjívar Méndez, Roxana Guadalupe; Merlín Zarzol, Zenaida Jacqueline; Blandón de Castro, Norma CeciliaThe present report has been prepared by Seminar I students to find out the academic and non-academic factors related to student subject failing and attrition in the Philosophy Department at the School of Arts and Sciences of the University of El Salvador in Semester I-2000. This document includes the antecedents and the statement of the problem in which the research project was based. A list of research questions and objectives that guided the investigation and the theoretical framework which contains the theoretical aspects related to the topic, are also presented here, based on the consulted bibliography. The hypotheses and methodology used to get the sample section of the Philosophy Department that describes not only the population and sample of the study, but also the statistical procedure to calculate that sample and the instrument that was used to collect the data is included. In addition to this the analysis of the data with their own graphs were added. And finally the list of the consulted references and the annexes are presented.Item The academic an non-academic factors related to students subject failing at the Psychology Departament of the University of El Salvador, semester I-2000(2002-01-01) Amaya Coreas, María Cristina; Blandón de Castro, Norma CeciliaThe present report contains analysis of the data collected through a survey among students from the Psychology Department. The age of the students varies from nineteen to thirty nine year-old, among 34 female students and 14 male students. The questionnaires were answered during a week and a half. The major problem was to be able to reach students through, when they were found they were very collaborative who helped the researchers out to find the other students that became part of the sample. It was just a matter of looking for them that took most of the time because once they were contacted they helped out.Item The academic and non-academic factors related to students' attrition and or subject failing at the Sociology Departament of the School of Arts and Sciences of the University of El Salvador, semester 1-2000(2002-01-01) Alas Portillo, Ana Silvia; Mena Domínguez, Waldo Miguel; Vásquez, Marcos Antonio; Blandón de Castro, Norma CeciliaNowadays, the students’ subject failing and attrition constitute problems for educational institutions at any level. So new academic advising program and new teaching methodologies have been put into practice in order to control these phenomena. According to “La Direccion General de Evaluacion de Calidad Educativa” from Honduras, the causes that are closely related to subject failing are linked to several factors such as the teaching learning process, the system of evaluation and the students themselves who don’t want to study. In addition to this, according to Dr. Badia Sierra, Director of the planning office of the University of El Salvador (UES), when interviewed on May 17th, 2001, the UES as a tertiary educational institution faces this problem. He said that the attrition problem is the result of different causes such as: lack of students’ academic preparation, students’ emotional problems, students’ entrance profile, maturity, lack of teaching materials, teachers’ lack of interest in the teachinglearning process. He said that due to all these reasons, a great number of students of the UES quit their studies.Item The academic and Non-academic factors related to subject failing in the school of arts faculty of sciences and humanities of the University of El Salvador, semester I -2000(2002-02-01) Mata, Miguel Angel; Portillo, Norma Alicia; Tobar, Glenda MagalyImídeo G. Nérici (1985) points out in his book, “Hacia una Didáctica General Dinámica”, that university teaching should avoid four things. First of all, university studies should not only aim to prepare students to pass exams. Second, university students should not limit themselves to just take notes and then memorize them. Third, university students should neither play passive roles nor limit themselves to know just what the teacher gives them. Fourth, university students should not be kept away from the problems their community and country face. The four aspects mentioned above can be closely related to the academic factors that might have influenced subject failing at the School of Arts The University of El Salvador in semester I-2000. Attrition cases were not included because in the data collection there was only one case. These pages contain the final report in which the aim was to find out the academic and non-academic factors related to students’ subject failing of the School of Arts of the University of El Salvador in Semester I-2000Item The academic and non-academic factors related to students' subject failing at the Journalism Departament of the University of El Salvador, semester I-2000(2002-04-26) Castellón Linares, Rommel Alexander; Peraza Henríquez, Edwin NicolásIn our country, the University of El Salvador, as an institution of tertiary education, is being affected by the subject failing phenomenon. In accordance to a research done in this university about “Rendimiento de la Educación Universitaria” (1992), the academic failure at the University of El Salvador included students’ subject failure and attrition. This study shows the subjects of the different schools that overpass the 50% of subject failures are the ones referred to the areas of Chemistry, Mathematics, and Statistics.Item The academic and non-academic factors related to students' subject failing at the journalism department of the university of El Salvador, semester I-2000(2002-04-26) Espinoza Segovia, Ana Lilian; Funes Gil, Susana EvelynImídeo G. Nérici (1985) points out in his book, “Hacia una Didáctica General Dinámica”, that university teaching should avoid four things. First, university studies should not only aim to prepare students to pass exams. Second, university students should not limit themselves to just take notes and then memorize them. Third, university students should neither play passive roles norlimit themselves to know just what the teacher gives them. Fourth, university students should not be kept away from the problems their community and country face.Item The academic and non-academic factors related to students' failing subject or attrition at the Department of Education at the School of Arts and Sciences of the University of El Salvador, Semester I-2000(2002-05-03) López Castillo, Sonia Guadalupe; Bautista Bracamonte, Marcia Isabel; Bustillo Romero, Guillermo; Blandón de Castro, Norma CeciliaImídeo G. Nérici (1985) points out in his book, Hacia una Didáctica General Dinámica, that university teaching should avoid four things. First university studies should not only aim to prepare students to pass exams. Second, university students should not limit themselves to just take notes and then memorize them. Third, university students should neither play passive roles nor limit themselves to know just what the teacher gives them. Fourth, university students should not be kept away from the problems their community and country faces.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 Salvadoran higher education: access to tertiary system, budget constraints and faculty academic quality, 1980-2002(2003-10-31) Pérez Hernández, Mercy Carolina; Ramírez García, Celia Iris; Salazar Murcia, Pedro Antonio; Salazar Murcia, Pedro AntonioFor many years El Salvador has struggled to provide its people with tools that can help them to face the challenges of a changing and globalized world, and one of these tools is education, since it is one means by which a country can reach a level of educational and economic competitiveness that allows its integration to world development and offer its citizens a better life style. As the World Bank in its “World Development Report 1999/2000” says, “Education thus contributes, within the context of a sound macro-economic and political environment, to the entire society’s growth and development, which in turn raises incomes for all. A good education system is a necessary but insufficient condition for development, and its benefits are strongest when crucial other areas of public policy are equally well managed”. This essay is argumentative, and descriptive since it aims to point out the main problems that Salvadoran Higher Education has faced since 1980 up to 2002, and which still have not been overcome, such as budgets constraints, access and academic faculty quality. Because despite changes have been carried out on quality of Higher Education, they have not been enough to contribute to the social and economic development of El Salvador.Item TOEFL as a requirement for taking ECAP(2003-11-01) Ramos Alfaro, Ana Carolina; Rodríguez Argueta, Francisco Antonio; Ayala, Edgar Nicolás; Salazar Murcia, Pedro AntonioConsidering the importance that evaluations have for students who are in a significant stage in a major, it is extremely necessary to analyze the proper usage that a determined test has. This paper is addressed to focus on TOEFL test and point out the appropriateness it possesses for being used as a requirement for pre-graduating students from the major of “Profesorado en Inglés Para Tercer Ciclo de Educación Básica y Educación Media (Plan MINED)”. TOEFL Test lacks Validity in relation to the Specialized Area of the English Teaching Major, does not evaluate Oral Proficiency, it is not a reliable test because of the cultural aspects it has, it does not include any Pedagogical nor Didactical aspect for teaching the language, besides, the cost of $130.00US is not accessible for most of the students of the University of El Salvador that belong to this major, finally, the required score of 520 points does not comply with the results that can be obtained in relation to the academic background of students of the English Teaching Major of “Profesorado en Inglés Para Tercer Ciclo de Educación Básica y Educación Media (Plan MINED)”. The Ministry of Education determined the plans and programs of studies of the Teaching Majors based on the article 57 of the Law of Superior Education in the year 1997. These programs were initially executed by 13 institutions of higher Education in the year 1998 (Objetivos Curriculares de los Programas de Estudio del Profesorado en Inglés para Tercer Ciclo de Educación Básica y Educación Media, Plan MINED, Marzo de 2002). Making reference to some of the changes and applications that have been implemented specifically in the English Teaching Major, for instance, it can be mentioned, the requirement of an advanced level of English for those candidates of the major, furthermore, after finishing their studies, senior students are asked to take a test in which they are evaluated in their pedagogical and academical competences and are also demanded to get a minimal grade of 7.0 for students who graduate from the year 2003 on. This test is called ECAP (Instructivo para el Funcionamiento de Profesorado a partir del año 2003); and it has its legal bases on the Executive Agreement # 15-1913 with a date of November 1st , 2000, to be iimplemented since the year 2001 and it establishes “As a requirement to graduate of any teaching major since the year 2000, the approval of a Results Test that will be designed by the Ministry of Education” and also specified in the “Instructivo para el Funcionamiento de las Carreras de Profesorados”, given by the National Direction of Superior Education, Division of Teachers´ Formation, Chapter III. Literal B, Numeral 2Item An analysis of the results after five years of implementation of the new educational program for teachers of english plan MINED at four universities of San Salvador 1998 - 2002.(2003-11-01) Alvarado Ayala, María Guadalupe; Romero Rivera, José Efraín; Salazar Mucia, Pedro Antonio; Salazar Mucia, Pedro AntonioDuring the teachingـ learning process a lot of circumstances take place that can help or block that process, which will affect the achievement of the educational objectives. For this reason, it is a must for teachers to make their best effort so that their work in class can be effective. Teaching is a complex process that can be conceptualized in many ways. Traditionally, language teaching has been described in terms of the actions and behaviors that teachers carry out in the classroom and their effects on students. For this reason, a teacher of English needs to have a pedagogical, didactical, and methodological competence, as well as an advanced knowledge of the specialized area of the language he∕she is teaching. To fulfill all the duties related with the specialized area of English, a teacher must possess an advanced domain of the four macro skills of that language: listening, speaking, reading, and writing. In addition, he∕she must have some fundamentals of grammatical and linguistic aspects of it. For attaining this, the University of El Salvador and other institutions of higher education have programs for training teachers of English that included five or six courses to develop the four macro skill of the language, as well as other courses about English Grammar and Linguistics. However, in 1998, The Ministry of Education of El Salvador implemented a new curriculum that regulates all the training programs for teachers, which had to be adopted by all institutions that serve those programs (Art. 57, Law of Higher Education of El Salvador), this program did not include the English courses that were present in the former plan; instead, it had other courses about pedagogical and methodological aspects, including five teaching practice courses. For this reason MINED established new academic requirements in order to be accepted as a student of this new English teaching program. In order to analyze the impact of these new requirements on students taking the new educational program for teachers of English with regard to the results after five years of implementation, two undergraduates of “Licenciatura en Inglès” of the University of El Salvador carried out this essay at four universities of San Salvador that offer this program.Item Application of oral evaluation techniques focused on the oral performance of students in Intermediate Intensive English II of the Foreign Languages Department of the University of El Salvador(2003-11-01) Portillo Anaya, Sandra Carolina; Reyes Rojas, Cecilia del Carmen; Salazar Murcia, Pedro Antonio; Salazar Murcia, Pedro AntonioThe students’ attitude toward the different oral evaluation techniques plays an important role when they are involved in the development of the tasks discussed in the classroom. Since oral performance has been considered one of the most difficult and important skill for students in the process of learning English, and also for teachers in the process of teaching the foreign language, it is necessary to observe how effective the students’ speaking is in the target language, so that they are able to move on to new topics or to have the opportunity for feedback, improvement and also identify their own strengths and weak areas in oral performance. That is why in the present work it is made a general description of the most common oral evaluation techniques known by teachers who teach in the Language Department of the University of El Salvador the subject Intensive Intermediate English II. The purpose of this material is to inform teachers of English the positive and negative aspects of the oral evaluation techniques described in order to improve students oral performance. A special emphasis has been given to those oral evaluation techniques that are the most suitable with the Language Department education and population reality. Besides that, the important opinion of the teachers of the Language Department has been included, as well as their own valuable experience when using some of the oral evaluation techniques that are described in here.Item TOEFL in the career of profesorado en idioma inglés(2003-11-07) Sánchez Gómez, Sandra Dalila; Arías López, José Mauricio; Salazar Murcia, Pedro Antonio; Salazar Murcia, Pedro AntonioThis Argumentative essay is based on the new modality (TOEFL test) implemented by MINED in the career of “Profesorado en Idioma Inglés,” and on the changes this new implementation has caused in the curriculum, and requirements of admission of this career. The TOEFL, which is a test that measures the proficiency level of the English Language, was approved and implemented in this year (2003), and according to “El Instructivo Para El Funcionamiento de las Carreras de Profesorado,” the students of “Profesorado en Idioma Inglés” in process of graduation, for the year 2005, will have to submit to the TOEFL. The main objective of this modality and changes in the career of “Profesorado en Idioma Inglès,” in accordance with MINED, is to improve the quality of the teachers in the English area. The purpose of this research work is to show the reader that the objective that MINED chases is far from being achieved, since, besides the changes in this career, MINED should have done changes in the curriculums of Basic and Middle Education in order to make this plan functional and achieve the objective of improving the quality of the future teacher in the English area.Item The real motivations that fresh students had in tha choice of the career of Licenciatura en Idioma Inglés, opción enseñanza, of the foreign languages Departament of the University of El Salvador, semester 1 - 2003(2003-11-28) Perla Fuentes, Yeni Carolina; Delgado Martínez, Glenda de los Angeles; Salazar Murcia, Pedro AntonioSome years up to now it has been heard that many of the fresh students that decide to study the career of Licenciatura en Idioma Inglés, opción Enseñanza in the University of El Salvador have not been motivated to study this career with the purpose to become teachers. Most of the fresh students that entered to this career in the semester I year 2003 have not been the exception, since they have expressed they do not want to perform as teachers and instead of that they have other motivations. Of course, not all of them have the same goals to study this career, this means that there are a few of them that are motivated to study this major with the purpose to become teachers that is the purpose of this career. But, why the other students do not have the motivation to become teachers? Most fresh students’ objective is not teaching English but getting better opportunities to get jobs, travelling to other countries, working as translators , interpreters, working in airlines, and studying English since it was their favourite subject in high school.Item Classroom learning styles and the effects they have on foreign language learners(2003-11-28) Ibañez Salazar, Roberto; Vásquez De León, José Amadeo; Escobar Lemus, Guillermo Ernesto; Salazar Murcia, Pedro AntonioTHIS bibliographical argumentative essay describes, analyses, and argues the most relevant learning styles in the learning process. The learning styles (see gloss for definition) are qualities that human beings possess. These are characterized or classified as the potential capacities that every learner has. These learning styles determine the way students develop their abilities in terms that these learners reflect a faster or a slower learning. Also, these styles allow students to have success and achieve their goals through their own learning pattern. Firstly, it is good to have in mind that in every learning process, there are internal and external factors, and also aspects that are essential in the students’ learning process. In addition, these learners have a variety of abilities that are combined all together. These abilities will permit the students to accomplish their goals. In this manner, we can say that every student has different ways of learning because they are different from one to another. It is the reason that we have concentrated on learning styles’ details and those components that deal with them. Learning styles play on learners a valuable innate ability. For this significant reason, we have delimited the topic on “Classroom Learning Styles and the Effects They Have on Foreign Language Learners”. In this sense, if learning styles are developed appropriately and efficiently, they will create success on students. Besides, the teachers must encourage the learners to work on their own learning styles; also, teachers should implement or apply activities in which students must develop their abilities. In addition, teachers should help students to guide themselves and create a well deve-lopmental process. Hence, as we know, the learning styles are different in every student. For this reason, it is good to know how these styles work in each foreign language-learning student. Moreover, the importance to know how deep the relation is between the students learning styles and the way they learn. Besides that, by identifying the role that these learning styles play on foreign language learners, we can discover some other factors that are closely connected with these styles. Also, it is good to know how these learners are characterized by these factors or categories such as personality factors, learning patterns, and multiple intelligences. We know that this argumentative essay will help students to find out the styles they have. In this manner, the learners will find themselves capable of learning better and efficiently. By knowing the innate styles the students have, they will have a wider view in how to learn a foreign or second language. If the students work out their learning styles appropriately, it is for sure that these will have success in any particular foreign language learning.Item The importance of own learning style knowledge for students of the basic skills area from the foreign language department(2003-12-05) González Garay, Rut del Carmen; López de Marroquín, Patricia del Carmen; Ayala, Edgar Nicolás; Salazar Murcia, Pedro AntonioConsidering the important role that “Learning Styles” play for second language students during their learning process and also for teachers of English , this essay is focused on the students from the Foreign Language Department, specifically on students from the Basic Skills Area. This essay sustains the thesis that “The lack of explicit knowledge of own learning styles of students from the Basic Skills Area affects second language acquisition” and it is supported by bibliographical sources as well as by information derived from a learning style inventory and a questionnaire administered to the sample of students from the mentioned area. The information presented in the essay is really valuable since it will serve to teachers and students realize the influence of this topic in the learning and teaching process of a second language.Item Elaboration of proposal for establishing an english for academic purposes profile to fulfill student's needs in learning english at service unit at the school of Arts and science Majors(2004-01-01) Mendoza Escalante, Ada Mabel; Nolasco Vásquez, Sandra Argentina; Ortíz López, Juana Yaneth; Jung Chung, Tzu; Monterrosa Cerón, Victoria Alejandra; Mendoza Escalante, Ada Mabel; Homero LLanes, Jorge; Salazar Murcia, Pedro AntonioItem The learning of the english spelling patterns in a deductive way is of great help to spanish learners of english(2004-03-17) Reyes Santamaría, Franklin Alvaro; Villatoro, Patricia Yasmín Esmeralda; Ayala, Edgar Nicolás; Salazar Murcia, Pedro AntonioThe learning of English spelling patterns related to the pronunciation of single vowels and the clusters of vowels within monosyllabic words, in a deductive way in the teaching-learning process of English is of great help to adult second language learners of English, although vowels’ pronunciation problems may arise due to irregularities in each spelling pattern and the nonexistence of equivalent vowel sounds in the English learners’ mother tongue and its spelling pattern system. Linguistics shows us that the man has devised a complex set of symbols to represent the sounds of speech in a written way, and every language has its own idiosyncrasy; i.e., particular ways of combining symbols to build up words or ideas to convey human thoughts. “English employs an alphabetic system of writing (spelling) in which symbols are used to represent individual consonants and vowels rather than syllables or words. The set of conventions for representing language in a written form is called an orthography” (O’Grady, et al; 1989: 376). If both assertions are true, then this implies that English language possesses its own specific spelling patterns for representing vowel and consonant sounds within English words.