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    Estrategias para la enseñanza del idioma Inglés en la educación media con miras a mejorar el resultado en prueba SABER 11

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    Date

    2017

    Author

    Cantor Cobos, Heidi Giomara
    Fuentes Oliveros, María Elvia

    Director de tesis

    Salcedo Ortiz, Eduardo

    Citación

           
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    TY - GEN T1 - Estrategias para la enseñanza del idioma Inglés en la educación media con miras a mejorar el resultado en prueba SABER 11 AU - Cantor Cobos, Heidi Giomara AU - Fuentes Oliveros, María Elvia Y1 - 2017 UR - http://hdl.handle.net/11396/4456 AB - The teaching-learning process of the English language in Colombia can be difficult in most cases for many learners, considering that it is a foreign language, and even more complex for eleventh grade students who must respond to the standardized test SABER 11. From there, arises the problematic that was developed in this work about the incidence of the strategies that the teacher implements during his/her classes, to obtain a proficiency of the English language in the students of eleventh grade, which has allowed them to get better results in the SABER 11 test. This study starts from a background that serves as a reference material and an argumentative bases, to deepen the research topic and a meticulous study of the theoretical framework of the teaching of the English language, which becomes the main thread of this work. A detailed analysis of the results of the SABER 11 test of the last three years (2014, 2015 and 2016) was carried out, which showed a progressive improvement in the results of the test and the fieldwork carried out at the Santa Ana Educational Institution , which allowed us to understand that the process of teaching of this language requires a variety of strategies aimed at the development of linguistic and communicative skills, as well as the different competences that are evaluated in the SABER 11 test, without forget the real context and the needs of the students ER - @misc{11396_4456, author = {Cantor Cobos Heidi Giomara and Fuentes Oliveros María Elvia}, title = {Estrategias para la enseñanza del idioma Inglés en la educación media con miras a mejorar el resultado en prueba SABER 11}, year = {2017}, abstract = {The teaching-learning process of the English language in Colombia can be difficult in most cases for many learners, considering that it is a foreign language, and even more complex for eleventh grade students who must respond to the standardized test SABER 11. From there, arises the problematic that was developed in this work about the incidence of the strategies that the teacher implements during his/her classes, to obtain a proficiency of the English language in the students of eleventh grade, which has allowed them to get better results in the SABER 11 test. This study starts from a background that serves as a reference material and an argumentative bases, to deepen the research topic and a meticulous study of the theoretical framework of the teaching of the English language, which becomes the main thread of this work. A detailed analysis of the results of the SABER 11 test of the last three years (2014, 2015 and 2016) was carried out, which showed a progressive improvement in the results of the test and the fieldwork carried out at the Santa Ana Educational Institution , which allowed us to understand that the process of teaching of this language requires a variety of strategies aimed at the development of linguistic and communicative skills, as well as the different competences that are evaluated in the SABER 11 test, without forget the real context and the needs of the students}, url = {http://hdl.handle.net/11396/4456} }RT Generic T1 Estrategias para la enseñanza del idioma Inglés en la educación media con miras a mejorar el resultado en prueba SABER 11 YR 2017 LK http://hdl.handle.net/11396/4456 AB The teaching-learning process of the English language in Colombia can be difficult in most cases for many learners, considering that it is a foreign language, and even more complex for eleventh grade students who must respond to the standardized test SABER 11. From there, arises the problematic that was developed in this work about the incidence of the strategies that the teacher implements during his/her classes, to obtain a proficiency of the English language in the students of eleventh grade, which has allowed them to get better results in the SABER 11 test. This study starts from a background that serves as a reference material and an argumentative bases, to deepen the research topic and a meticulous study of the theoretical framework of the teaching of the English language, which becomes the main thread of this work. A detailed analysis of the results of the SABER 11 test of the last three years (2014, 2015 and 2016) was carried out, which showed a progressive improvement in the results of the test and the fieldwork carried out at the Santa Ana Educational Institution , which allowed us to understand that the process of teaching of this language requires a variety of strategies aimed at the development of linguistic and communicative skills, as well as the different competences that are evaluated in the SABER 11 test, without forget the real context and the needs of the students OL Spanish (121)
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    Palabras clave

    Habilidades - Comunicativas
    Pruebas - SABER 11
    Competencia - Idioma - Inglés
    Inglés
    Enseñanza - Idiomas
    Estudiantes secundaria
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    Abstract

    El proceso de enseñanza- aprendizaje del idioma inglés en Colombia puede ser difícil en la mayoría de los casos para muchos aprendices, teniendo en cuenta que es un idioma extranjero, y aún más complejo para los estudiantes de grado undécimo quienes deben responder a la prueba estandarizada SABER 11. De allí surge la problemática que se desarrolló en este trabajo frente a la incidencia de las estrategias que implementa el docente durante sus clases, para lograr un dominio del idioma inglés en los estudiantes de grado undécimo, lo cual les ha permitido obtener mejores resultados en la prueba SABER 11. Este estudio parte de unos antecedentes que sirven como material de referencia y base argumentativa, para profundizar sobre el tema de investigación y un minucioso estudio del marco teórico de la enseñanza del idioma inglés, el cual se convierte en el hilo conductor de este trabajo. Se realizó un detallado análisis de los resultados de la prueba SABER 11 de los últimos tres años (2014, 2015 y 2016), los cuales mostraron una progresiva mejora en los resultados de la prueba y el trabajo de campo realizado en la Institución Educativa Santa Ana, el cual permitió comprender que el proceso de enseñanza de este idioma requiere de una variedad de estrategias que apunten al desarrollo de las habilidades lingüísticas y comunicativas, así como de las diferentes competencias que se evalúan en la prueba SABER 11, sin dejar de lado el contexto real y las necesidades de los estudiantes

    Abstract

    The teaching-learning process of the English language in Colombia can be difficult in most cases for many learners, considering that it is a foreign language, and even more complex for eleventh grade students who must respond to the standardized test SABER 11. From there, arises the problematic that was developed in this work about the incidence of the strategies that the teacher implements during his/her classes, to obtain a proficiency of the English language in the students of eleventh grade, which has allowed them to get better results in the SABER 11 test. This study starts from a background that serves as a reference material and an argumentative bases, to deepen the research topic and a meticulous study of the theoretical framework of the teaching of the English language, which becomes the main thread of this work. A detailed analysis of the results of the SABER 11 test of the last three years (2014, 2015 and 2016) was carried out, which showed a progressive improvement in the results of the test and the fieldwork carried out at the Santa Ana Educational Institution , which allowed us to understand that the process of teaching of this language requires a variety of strategies aimed at the development of linguistic and communicative skills, as well as the different competences that are evaluated in the SABER 11 test, without forget the real context and the needs of the students
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    http://hdl.handle.net/11396/4456
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