Estrategias de aprendizaje de segundas lenguas para mejorar el rendimiento de alumnos de educación secundaria de Nivel A2

Thesis Subjects > Teaching Ibero-american International University > Research > Doctoral Thesis Cerrado Español La propuesta de investigación Estrategias de aprendizaje de segundas lenguas para mejorar el rendimiento de alumnos de educación secundaria de Nivel A2 es el resultado de la lectura de textos de estrategias de aprendizaje y de la intención de investigar qué progreso realiza un grupo clase de un colegio secundario al ser instruido de manera consciente en el uso de estrategias de aprendizaje de lenguas. Este trabajo adscribe a la línea de “didáctica de las lenguas extranjeras y adquisición de segundas lenguas”. Se trata de un estudio cuasiexperimental comparativo entre dos cursos, realizado bajo el paradigma de investigación acción. Se parte de la hipótesis “los alumnos que reciben instrucción en estrategias de aprendizaje de lenguas extranjeras tienden a mejorar su aprendizaje y su rendimiento académico”. La población y muestra con las que se trabajará está compuesta por alumnos, de segundo año de una escuela secundaria de la ciudad de Córdoba, Argentina. La variable dependiente es: rendimiento académico de los alumnos en la asignatura inglés; la variable independiente es: entrenamiento en el uso de estrategias de aprendizaje de lenguas extranjeras. La relación existente entre ambas es el entrenamiento en el uso de estrategias de aprendizaje puede mejorar el rendimiento académico de los alumnos. Los instrumentos utilizados son una preprueba, una posprueba, una bitácora docente, un diario de aprendizaje de los alumnos, una encuesta y un manual de estrategias que se trabajará en clase. En lo relativo a los resultados, se espera que el curso objeto de estudio al cual se le enseñó el uso de estrategias de aprendizaje, demuestre que pone en práctica las estrategias enseñadas y que esto se refleje en los resultados obtenidos al compararlos con el curso testigo. Es de esperar que, si los alumnos ponen en práctica las estrategias de aprendizaje de orden cognitivo, metacognitivo, social y afectivo que se les presentaron, y que fueron practicadas en clase, el resultado va a ser una mejora en su rendimiento académico, tomando como referente las puntuaciones obtenidas por los alumnos, lo que se traducirá en mejores calificaciones en las instancias evaluativas. En cuanto a las conclusiones, se espera demostrar la efectividad de enseñar a los alumnos el uso de estrategias de aprendizaje y que la comparación de resultados entre los dos cursos arroje rendimientos más ventajosos para el curso objeto de estudio, así como un aumento en la motivación. metadata Massa, Agustín Abel mail agumassa@gmail.com (2022) Estrategias de aprendizaje de segundas lenguas para mejorar el rendimiento de alumnos de educación secundaria de Nivel A2. Doctoral thesis, UNSPECIFIED.

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Abstract

La propuesta de investigación Estrategias de aprendizaje de segundas lenguas para mejorar el rendimiento de alumnos de educación secundaria de Nivel A2 es el resultado de la lectura de textos de estrategias de aprendizaje y de la intención de investigar qué progreso realiza un grupo clase de un colegio secundario al ser instruido de manera consciente en el uso de estrategias de aprendizaje de lenguas. Este trabajo adscribe a la línea de “didáctica de las lenguas extranjeras y adquisición de segundas lenguas”. Se trata de un estudio cuasiexperimental comparativo entre dos cursos, realizado bajo el paradigma de investigación acción. Se parte de la hipótesis “los alumnos que reciben instrucción en estrategias de aprendizaje de lenguas extranjeras tienden a mejorar su aprendizaje y su rendimiento académico”. La población y muestra con las que se trabajará está compuesta por alumnos, de segundo año de una escuela secundaria de la ciudad de Córdoba, Argentina. La variable dependiente es: rendimiento académico de los alumnos en la asignatura inglés; la variable independiente es: entrenamiento en el uso de estrategias de aprendizaje de lenguas extranjeras. La relación existente entre ambas es el entrenamiento en el uso de estrategias de aprendizaje puede mejorar el rendimiento académico de los alumnos. Los instrumentos utilizados son una preprueba, una posprueba, una bitácora docente, un diario de aprendizaje de los alumnos, una encuesta y un manual de estrategias que se trabajará en clase. En lo relativo a los resultados, se espera que el curso objeto de estudio al cual se le enseñó el uso de estrategias de aprendizaje, demuestre que pone en práctica las estrategias enseñadas y que esto se refleje en los resultados obtenidos al compararlos con el curso testigo. Es de esperar que, si los alumnos ponen en práctica las estrategias de aprendizaje de orden cognitivo, metacognitivo, social y afectivo que se les presentaron, y que fueron practicadas en clase, el resultado va a ser una mejora en su rendimiento académico, tomando como referente las puntuaciones obtenidas por los alumnos, lo que se traducirá en mejores calificaciones en las instancias evaluativas. En cuanto a las conclusiones, se espera demostrar la efectividad de enseñar a los alumnos el uso de estrategias de aprendizaje y que la comparación de resultados entre los dos cursos arroje rendimientos más ventajosos para el curso objeto de estudio, así como un aumento en la motivación.

Item Type: Thesis (Doctoral)
Uncontrolled Keywords: estrategias directas, estrategias indirectas, adiestramiento en estrategias, rendimiento escolar – metacognición, constructivismo
Subjects: Subjects > Teaching
Divisions: Ibero-american International University > Research > Doctoral Thesis
Date Deposited: 22 Sep 2023 23:30
Last Modified: 22 Sep 2023 23:30
URI: https://repositorio.unini.edu.mx/id/eprint/1442

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