fichas bibliográficas y de contenido

FUNDACIÓN UNIVERSITARIA LUIS AMIGÓFACULTAD DE EDUCACIÓNLICENCIATURA EN INGLÉS

Ficha de contenido

Ur, Penny. A course in language Teaching, practice and theory. Cambridge: Cambridge University Press. 1991. 381 Pages

Number1/5KindT-D

“When introducing a new material we often need also to give explicit descriptions or definitions of concepts or processes, and whether we can or cannot explain success or failure of a lesson”. A good teacher is how can explain wee to the students and allow them understand the instructions and Penny say that is necessary follow six steps for give an effective explanations:-Prepare: organize clearly in your own mind what is the good explanation according to the student necessities and which information you want give them. Make a reflection about the illustrations that you are going to give, the words that you are going to use, etc.-Make sure you have the class’s full attention: If you are explaining an important thing, you must be sure that they are going to pay attention, and you make that for example when you give the material to work before the explanation, or dividing in group the class before you are going to explain.-Present the information more than once: is necessary use give the information several times, in different ways and in the same way.-Be brief: The teacher must reflect about the students’ time of attention, but is important be careful with what information you are going to omit for to be brief. -Illustrate with examples: Is important contextualized the words, and the information that you as a teacher give to the students, in various kinds, relating with real situations and with their own experiences-Get a feedback: ask the students something that allow sees if they understood the information, but it must be a question that achieve show their new knowledge, don’t ask Do you understand? Page: 16-17

Key words

Explanation Information ExamplesRepetition IllustrationBriefFeedback

Made by: Jesica Ortiz Cárdenas


Ficha de contenido


Number2/5KindT-D

“Learning a skillThe process of learning a skill by means of a course of instruction has been defined as a three-stage process: verbalization, automatization and autonomy”. Verbalized: When the teacher used a word in context and explained the grammatical rules at the same time. It corresponds to presentation or explanation of the information.Automatized: when the student can make the exercises suggested by the teacher in a right way, without thinking. They achieved it through the demonstration of the teacher.Autonomous: this stage is named too production, in here the student can create a new combinations; start to speed up performance with their own thought.

Page 19-20

Key words

SkillsVerbalizationAutomatizedAutonomous

Made By: Jesica Ortiz Cárdenas


Ficha de contenido


Number3/5

Kind: T“Teachers assistanceThe main function of the teacher, having proposed the activity and given clear instructions, is to help the learners do it successfully. If you give an activity, and then sit back while the learners ‘flounder’- make a random uninformed guesses or are uncomfortably hesitant – you are not helping; even assessments and corrections made later, which give useful feedback to learners on their mistakes, do not in themselves give practice, in the sense of contributing to automatization. If, however, you assist them, you thereby increase their chances of success and the effectiveness of the practice activity as a whole. Such assistance may take the form of allowing plenty of time to think, of making the answer easier through giving hints and guiding questions, of confirming beginnings of responses in order to encourage continuations, or, in group work, of moving around the classroom making yourself available to answer questions. Through such activity you also, incidentally, convey a clear message about the function and attitude of the teacher: I want you to succeed in learning and am doing my best to see you do so.”Page 23

Key words

IncreaseEncourageAttitude of the teacher



Ficha de contenido


Number4/5

Kind: T-D

“A test may be defined as an activity whose main purpose is to convey (usually to the tester) how well the testee knows or can do something. This is in contrast to practice, whose main purpose is sheer learning. Learning may, of course, result from a test, just as feedback on knowledge may be one of the spin-offs of a practice activity: the distinction in in the main goal.”Page 33

Key words

TestPracticeResultLearning



Ficha de contenido


Number5/5

Kind: T

“ TranslationA technique which, at the time of writing, is for various reasons rather unpopular, but in my opinion undeservedly so. In monolingual class whose teacher also speaks the learners’ mother tongue, the translation of a ‘bit’ of language to or from the target language can give very quick and reliable information on what the testee does or does not know, particularly when it involves entire units of meaning (phrases, sentences) within a known context. Translation items are also relatively easy to compose – even improvise, in an informal test – and administer, in either speech or writing. Marking may sometimes be more difficult, but not prohibitively so”.Page 40

Key words

Mother tongue Reliable informationMeaning



Ficha de contenido

ELLIS, Rod. Second language acquisition. New York: Oxford University Press. 1997. 145pag. Number1/4Kind

D

SLA has focused on describing the L2 acquisition, to explain and identify the external and internal factors that influence the learners to acquire an L2. External factors might be the social milieu of the learner, their social condition, or their opportunities for practice hear or speak the language. And the internal factors might be their interest for learn the language, their cognitive mechanism which enable them to extract information for acquiring the L2, or for example they must have already learned their mother tongue. Page 5

Key words

External factorsInternal factorsMother tongue



Ficha de contenido


T

"Second Language Acquisition (SLA) is the systematic study of how people acquire a second language (often referred to as an L2) is a fairly recent phenomenon, belonging to the second half of the twentieth century. Its emergence at this time is perhaps no accident; this has been a time of the 'global village' and the 'World Wide Web', when communication between people has expanded way beyond their local speech communities." Page 3

Key words

Communication Second languageAcquire



Ficha de contenido


T"Three rather different approaches to incorporating a social angle on the study of L2 acquisition can be identified. The first views interlanguage as consisting of different 'styles' which learners call upon under different conditions of language use. The second concerns how social factors determine the input that learners use to construct their interlanguage. The third considers how the social identities that learners negotiate in their interactions with native speakers shape their opportunities to speak and, thereby, to learn an L2." Page 37

Key wordsInputInterlanguageSocial identities



Ficha de contenido


DInterlanguage: Is the systematic development of learner language reflects a mental system of L2 Knowledge. It involves: that the learners construct a system of abstract linguistics rules which underlies comprehension and production of the L2, that the learner grammar is open to influence from outside, that they change their grammar from one time to another by adding rules, deleting other rules, and restructuring the whole system, they can use various learning strategies for develop the interlanguage.Page 33-34

Key words

ComprehesionRetructuringLearning strategies



Ficha de contenido

Reyes, Karla. Virtual Classroom based on constructivism theory used as a support for the education of the operating systems at university level. Mursia: Universidad de Mursia. 2008. 15 Pages

http://redalyc.uaemex.mx/redalyc/src/inicio/ArtPdfRed.jsp?iCve=54702106

Number1/2Kind

D

The present research proposes the design and implementation of a virtual classroom based on the constructivism theory, employed as a tool for the teaching of the operating systems course during the cycle 2006-1 at Universidad Católica Santo Toribio de Mogrovejo. This research also pushed us to know the characteristics that display the platforms of learning management, specially those used on this research (Moodle) and to take into value the performance of the virtual classroom on the visual, navigability, contents and instructional design aspects. The methodology used on this research was of descriptive type and it was used the systemic thinking technique for the organization of tasks. Finally, the performance of the virtual classroom was graded as very good concerning visual, navigability, contents and instructional design aspects. It was recommended the use of virtual classrooms as a support in university and continuous formation courses.

Key words

PracticesMoodleVirtual learning environmentsAplication and integration on e-educationBlended Learning

Made by: Juliana Bustamante Areiza



Ficha de contenido

Duarte,Marleny. Impacto de las metodologías de enseñanza utilizadas por el docente sobre la efectividad del aprendizaje del idioma inglés. Maracaibo: Universidad Rafael Belloso Chacín. 2007. Pages


Number2/2Kind

D

Este trabajo expone una experiencia de didáctica universitaria en la Universidad de Los Andes Táchira - Venezuela, efectuada desde la cátedra Práctica Profesional del 5to año de la carrera de Educación, mención Inglés con la colaboración de 15 docentes asesores que trabajan en cinco instituciones de educación básica en la tercera etapa y media diversificada. En esta institución, los estudiantes, futuros docentes de inglés, realizan su pasantía. Los resultados demuestran algunos comportamientos de los profesores en el salón durante sus clases de inglés. Los mismos revelan situaciones problemáticas a ser reflexionadas sobre las metodologías utilizadas por el docente de la especialidad de inglés, en las aulas de clase objeto de la investigación

Key words

Formación del docenteInvestigación-AcciónReflexión Innovación

Made By: Juliana Bustamante Areiza



Ficha bibliográfica

Biblioteca o Centro de documentaciónPágina web Serialssolutions Área

temáticaNúmero de ficha

Tipo de unidad documental: Artículo Científico 1Título: Blending physical and virtual manipulatives: An effort to improve students' conceptual understanding through science laboratory experimentation Investigador (es) principal (es) o autor: Georgios Olympiou, ZachariasCiudad de publicación: Nicosia, CyprusEditorial: University of CyprusFecha: Diciembre 2011

Resumen: This study aimed to investigate the effect of experimenting with

physical manipulatives (PM), virtual manipulatives (VM), and a blended

combination of PM and VM on undergraduate students' understanding of

concepts in the domain of Light and Color. A pre–post comparison study design

was used for the purposes of this study that involved 70 participants assigned to

three conditions. The first condition consisted of 23 students that used PM, the

second condition consisted of 23 students that used VM, and the third condition

consisted of 24 students that used the blended combination of PM and VM. In the

case of the blended combination, the use of VM or PM was selected based on

whether it provides an affordance that the other medium of experimentation (PM

or VM) cannot provide. All conditions used the same inquiry-oriented curriculum

materials and procedures. Conceptual tests were administered to assess

students' understanding before, during, and after teaching. Results revealed that

the use of a blended combination of PM and VM enhanced students' conceptual

understanding in the domain of Light and Colormore than the use of PM or VM

alone. © 2011 Wiley Periodicals, Inc. Sci Ed96:21–47, 2012

Enfoque disciplinar: EducaciónPalabras clave: Investigation, experimenting, blended.Signatura topográfica: http://va3wn8qp2m.search.serialssolutions.com.weblib.lib.umt.edu:8080/?rft.au=Georgios+Olympiou&url_ctx_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Actx&rft.jtitle=Science+Education&rft.aulast=Olympiou&url_ver=Z39.88-2004&rft.date=2012-01-01&rft.genre=article&rft.__char_set=utf8&rft.issue=1&rft.atitle=Blending+physical+and+virtual+manipulatives%3A+an+effort+to+impove+students%27+conceptual+understanding+through+science+laboratory+experimentation&ctx_enc=info%3Aofi%2Fenc%3AUTF-

http://va3wn8qp2m.search.serialssolutions.com.weblib.lib.umt.edu:8080/?rft.au=Georgios+Olympiou&url_ctx_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Actx&rft.jtitle=Science+Education&rft.aulast=Olympiou&url_ver=Z39.88-2004&rft.date=2012-01-01&rft.genre=article&rft.__char_set=utf8&rft.issue=1&rft.atitle=Blending+physical+and+virtual+manipulatives%3A+an+effort+to+impove+students'+conceptual+understanding+through+science+laboratory+experimentation&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rft.spage=21&rft.volume=96&req_dat=info%3Asid%2Fgale%3Augnid%3Amtlib_1_1195&rfr_id=info%3Asid%2Fgale%3AAONE&ctx_tim=2012-03-13T19%3A59%3A28Z&svc_val_fmt=info%3Aofi%2Ffmt%3Amtx%3Asch_svc&rft.issn=00368326&rft.aufirst=Georgios




8&rft.spage=21&rft.volume=96&req_dat=info%3Asid%2Fgale%3Augnid%3Amtlib_1_1195&rfr_id=info%3Asid%2Fgale%3AAONE&ctx_tim=2012-03-13T19%3A59%3A28Z&svc_val_fmt=info%3Aofi%2Ffmt%3Amtx%3Asch_svc&rft.issn=00368326&rft.aufirst=Georgios Elaborado por: Juliana Bustamante AreizaBiblioteca o Centro de documentaciónPágina web Springerlink

Área temática

Número de ficha

Tipo de unidad documental: Artículo Científico 2Título: Augmented Reality in Education and TrainingInvestigador (es) principal (es) o autor: Kangdon LeeCiudad de publicación: Greely, CO, USAEditorial University of Northern Colorado, Greely, CO, USAFecha: Enero 2012

Resumen: There are many different ways for people to be educated and trained

with regard to specific information and skills they need. These methods include

classroom lectures with textbooks, computers, handheld devices, and other

electronic appliances. The choice of learning innovation is dependent on an

individual’s access to various technologies and the infrastructure environment of

a person’s surrounding. In a rapidly changing society where there is a great deal

of available information and knowledge, adopting and applying information at the

right time and right place is needed to main efficiency in both school and

business settings. Augmented Reality (AR) is one technology that dramatically

shifts the location and timing of education and training. This literature review

research describes Augmented Reality (AR), how it applies to education and

training, and the potential impact on the future of education.Enfoque disciplinar: EducaciónPalabras clave: Educated, Adopting, ApplyingSignatura topográfica: http://www.springerlink.com.weblib.lib.umt.edu:8080/content/h751n484250k3834/Elaborado por: Juliana Bustamante Areiza

http://www.springerlink.com.weblib.lib.umt.edu:8080/content/h751n484250k3834/

http://www.springerlink.com.weblib.lib.umt.edu:8080/content/h751n484250k3834/





Biblioteca o Centro de documentaciónPágina web Sciencedirect Área

temáticaNúmero de ficha

Tipo de unidad documental: Artículo Científico 3Título: Design characteristics of virtual learning environments: state of researchInvestigador (es) principal (es) o autor: Daniel Mueller - Stefan Strohmeier

Ciudad de publicación: Saarbruecken, GermanyEditorial: Chair of Management Information Systems, Saarland University, Campus C3.1, 66123 Saarbruecken, GermanyFecha: Julio 2011

Resumen: Virtual learning environments constitute current information systems’

category for electronically supported training and development in (higher)

education(al) and vocational training settings. Frequently expected advantages

of using virtual learning environments refer, for instance, to the efficiency,

individuality, ubiquity, timeliness and learning task orientation. However, a

crucial precondition of realizing such advantages is an appropriate system

design. Hence, the question “Which specific design characteristics actually

characterize successful virtual learning environments?” is of specific interest for

training and development practice. This paper therefore discusses virtual

learning environments’ design characteristics by conducting an in-depth

literature review. Based on this, a comprehensive set of diverse design

characteristics of virtual learning environments as well as particular information

associated with them are elicited, presented and discussed. Beyond this,

particular implications for research and practice are derived. This may contribute

to a successful development, implementation and (continuous)

improvement/evaluation of virtual learning environments.Enfoque disciplinar: EducaciónPalabras clave: Virtual learning enviroments, development practice.

Signatura topográfica:

http://www.sciencedirect.com.weblib.lib.umt.edu:8080/science/article/pii/

S036013151100141Elaborado por: Juliana Bustamante Areiza

http://www.sciencedirect.com.weblib.lib.umt.edu:8080/science/article/pii/S036013151100141

http://www.sciencedirect.com.weblib.lib.umt.edu:8080/science/article/pii/S036013151100141


Ficha de contenido

Mei Lin Ho, Caroline, Anne Rappa, Natasha and Yam San Chee. Designing and implementing virtual enactive role-play and structured argumentation: promises and pitfalls.

http://www.tandfonline.com/doi/abs/10.1080/09588220903184732

Numero1/5Tipo

D

Este escrito se enfoca en la implementación y el diseño de una intervención mediada por la tecnología en 2 clases de estudiantes de 17 a18 años en Singapur con una pedagogía argumentativa. El diseño investigativo incluye la integración de la inmersión virtual y basada en la web al medio ambiente a través de una estructurada argumentación personalizada enfatizando la argumentación y el pensamiento crítico.

PALABRAS CLAVE:-Immersive Virtual Environments.-Research Design and Methodology-Conceptualization, Orientation, Implementation

OBSERVACIONES (Relación con factores Facilitadores y/o Obstaculizadores.)En este escrito, se citan algunas características que estudiantes mostraron al vivir un tipo de integración virtual en torno al ambiente pedagógico, lo cual puede llevar a encontrar que facilidades para aprender vivieron ellos, y que obstáculos pudieron observar al momento de trabajar con un modelo virtual que promovía la interacción virtual en el aula de clase.

Hecha por: Tito Daniel Bedoya

http://www.tandfonline.com/doi/abs/10.1080/09588220903184732


Ficha de contenido

Howe, Mary E., Thames, Dana G., Kazelkis, Richard. The relationship between third grade students’ definitions of reading, self-perceptions as readers, and their reading performance.

http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED415485

Numero2/5Tipo

D

Este Estudio, se realizó con el propósito de determinar si la definición de estudiantes sobre lectura y su auto-imagen y actitudes como lectores están relacionadas a su desarrollo de comprensión y reconocimiento de palabras. El estudio también examinó si la definición de los estudiantes sobre la lectura, estaba relacionada con alguna tendencia a mostrar dificultades de aprendizaje. Como resultado se obtuvo diferencias significativas entre la definición de los estudiantes sobre la lectura y sus rendimientos al hacer comprensión al ser evaluados de manera informal, sin embargo, no fueron halladas diferencias significativas al ser evaluados de manera formal.

PALABRAS CLAVE:-Analytical Reading Inventory. (ARI)-Word RecognitionComprehension-Self-Perceptions as Readers.

OBSERVACIONES (Relación con factores Facilitadores y/o Obstaculizadores)A los estudiantes, ya sea que estudien en modalidad presencial o virtual, se les hace énfasis en la importancia de saber hacer una buena lectura, de ser capaces de analizar y comprender lo que se lee, ya sea al momento de una evaluación o de una simple actividad. Por eso más aún, si hablamos de Factores Facilitadores y Obstaculizadores en modalidad virtual, es importante entrar a indagar que tan accesible es para los estudiantes lo que leen y encuentran en sus trabajos virtuales, si es de fácil comprensión o si por otro lado presenta un obstáculo para ellos.


http://www.eric.ed.gov/


Ficha de contenido

Yi, Jyi-yeon. Defining Writing Ability for Classroom Writing Assessment in High Schools

http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ921024

Numero3/5Tipo

D

Este artículo, basado en un estudio, toma en cuenta la importancia que hoy en día se le da a la escritura la cual es incluida en tests estandarizados alrededor del mundo, partiendo de allí, propone como los docentes de inglés son los primeros de los que se espera establecer un constructo de capacidades de escritura explicitas, antes que crear otros tests relacionados a contenidos, especificaciones, tareas, calificaciones y esquemas con el fin de la validez de la evaluación.

PALABRAS CLAVE:-Writing Assessment-Writing Ability-Construct Validity

OBSERVACIONES (Relación con factores Facilitadores y/o Obstaculizadores)

Si bien hemos hablado sobre la importancia de la lectura en un modelo pedagógico virtual, es de esperar que el ámbito de lo escrito no sea olvidado, en un curso virtual es de gran importancia aprender a escribir y comprender lo que los otros escriben, tanto estudiantes como docentes, ya que un docente se encarga de la evaluación de aquellos trabajos que sus estudiantes le envían, debe saber como evaluarlos y conocer las habilidades de escritura de sus estudiantes, y los estudiantes al mismo tiempo deben aprender a redactar y a analizar lo que se redacta, que tenga coherencia y cohesión deacuerdo a la tarea que le sea requerida. Por tal motivo el ámbito de la escritura en un entorno virtual, puede presentar muchas facilidades o de otro modo muchas dificultades.

Hecho por: Tito Daniel Bedoya

http://www.eric.ed.gov/contentdelivery


Ficha de contenido

Bond, Karen. Teaching English Onlinehttp://www3.telus.net/linguisticsissues/teachingenglishonline

Numero4/5Tipo

DEste texto, presenta en cierto modo las experiencias de una docente de un curso virtual, comparte en cierto modo sus experiencias, la metodología que utiliza, el diseño de material, el cual no solo es realizado por el docente, sino que cuenta con gran ayuda de los estudiantes. Además comparte también dificultades que haya tenido en su curso, aparte de como distribuye su tiempo entre su vida cotidiana y su trabajo con los estudiantes en el curso virtual, el cual en cierto modo le toma la mayor parte del tiempo cada día.

PALABRAS CLAVE:

-Authentic setting-Course Material

El texto propone muchos aspectos que se pueden analizar como factores facilitadores y obstaculizadores, ya sea la integración de los estudiantes de diversos países, el dominio de la tecnología que tengan tanto los estudiantes como los docentes, el manejo del tiempo, que en un curso virtual seria vital, saber cómo llevar un cronograma de todo lo relacionado al curso, el entender que temáticas podrían ser atractivas para los estudiantes y cuáles no, entre otros aspectos que cualquier docente de un curso de inglés virtual debería entrar a analizar.



Ficha de contenido

Liddicoat, Anthony J. and Crozet, Chantal. Teaching Language, Teaching culture. Australian Review of Applied Linguistics

http://eric.ed.gov/PDFS/ED421881.pdf

Numero5/5Tipo

D

En ensayos y reportes de investigación sobre la relación entre la enseñanza de una segunda lengua y la enseñanza de la cultura, se incluye la enseñanza de la cultura como una parte integrada a la enseñanza de un idioma. Este libro lo que hace es una recopilación de dichos ensayos e investigaciones que postulan que al enseñar una lengua ya sea nativa o extranjera, también se enseña su cultura.

PALABRAS CLAVE:

-Everyday speech as culture

-sociocultural implications

-research agenda

(Relación con factores Facilitadores y/o Obstaculizadores)La enseñanza de una segunda lengua en un campo virtual involucra muchos aspectos culturales tanto de los estudiantes como de los docentes, que de alguna manera pueden estar plasmados en el desarrollo de actividades en el curso virtual, un curso virtual abre las puertas a tener personas no solamente de una región específica, sino al contrario, de muchos lugares a la vez, lo cual sería muy probable traiga consigo beneficios o posibles obstáculos para el desarrollo del curso.


Ficha de contenido

FREEMAN, David. Between worlds, Access to second language acquisition. United States of America: Heinemann. 2001. 310 pages.

Number1/4Kind

T“Communicative competenceA second kind of competence that language learners need to function in a new language and culture is communicative competence. As Hymes explains, “The ability to speak competently not only involves knowing the grammar of a language, but also knowing what to say to whom, when, and in what circumstances” (quoted in Scaring and Oxford 1992, 68). Learning a language, then, involves more than developing grammatical competence. Learners must also develop the knowledge of how to use the language appropriately in different social situations. Hymes puts it very well when he says that we need to know what to say to whom, when and in what circumstances. The norms for communicative competence vary from one linguistic and social group to another, and part of what we acquire when we acquire a language is the ability to function effectively in different social groups”.Page: 61

Key Words-Function-Social groups-Circumstances



Ficha de contenido


Numbre2/4

KindT

“Psycholinguistic look for insights into SLA form both linguistic and psychology. They examine the system of language the learner id developing. This system is referred to as the learner’s interlanguage. An interlanguage is the version of English and English language learner speaks. It is different from the English of a native speaker, and yet it is a regular language with rules logic of it owns”. Page:71

Key Words-Linguistic-Psychology-Interlanguage



Ficha de contenido


Number3/4

KindT

“Studies by Hatch (1983) suggest that the kind of input that leads to language development is simplified input. According to these researchers, simplified input includes caregiver talk, teacher talk, and talk to nonnative speakers. Hatch identified some characteristic of simplified talk. The phonology includes fewer reduced vowels and contractions, and the rate of speech is slower, with longer pauses. The vocabulary is characterized by more high-frequency items, fewer idioms, and less slangs. There are fewer pronouns, and speakers often use gestures and pictures. At the level of syntax, sentences are shorter, with more repetition and restatements. Discourse includes more requests for clarifications and fewer interruptions”.Page: 89

Key words

-Input-Phonology-Vocabulary-Syntax-Discourse



Ficha de contenido


Numbre4/4

KindT

“Culturally relevant texts can engage diverse students in reading. However, finding culturally relevant texts for English learners is not simple. For example, many teacher collect folktales form different countries and read the ones that come from the country of their students’ origin. While folktales can be relevant, especially to very recent immigrants who have lived little or no significance. In addition folktales often are set in the past or in a make believe setting that can actually be confusing to English learners”.

Page: 111

Key Words

-Reading-Folktales-Significance


fichas bibliográficas y de contenido

Education

cambridge university

good teacher

language teaching

jesica ortiz crdenas

throughsuch activity

careful withwhat information

main purpose

course of instruction