| dc.contributor | Lillo Durán, Jorge | |
| dc.creator | Becerra C., Nayadeth | |
| dc.creator | Burboa V., Victoria | |
| dc.creator | Rivas C, Jhon | |
| dc.creator | Rivera C, Pedro | |
| dc.creator | Urra R., Richard | |
| dc.date | 2020-12-28T10:27:52Z | |
| dc.date | 2020-12-28T10:27:52Z | |
| dc.date | 2020 | |
| dc.date.accessioned | 2022-12-20T23:31:20Z | |
| dc.date.available | 2022-12-20T23:31:20Z | |
| dc.identifier | http://repositoriodigital.ucsc.cl/handle/25022009/2133 | |
| dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/5428643 | |
| dc.description | Seminario de Investigación para optar al grado académico de Licenciado en Educación | |
| dc.description | Listening has a fundamental role in many aspects involving relations amongst
people (Iwankovitsch, 2001); however, it is a known factor among teachers that listening
is the skill with the lowest focus in an EFL context. In order to help solving this problem,
the development of learning strategies has taken place in English teaching not only for
improving the listening skill, but also to strengthen the learning of English as a foreign
language. The idea of learning strategies is to promote the autonomy of students aiming
to give them the tools necessary for their cognitive development. For a proper learning
of these strategies, it is necessary to teach them explicitly (Oxford, 1990);
notwithstanding, in a Chilean scholar context it has been proved that learning strategies
are not usually implemented by teachers in an explicit mode. This research aims to
observe students’ reactions and opinions regarding the explicit teaching of Language
learning strategies for listening and analyze the retrieved data. It was conducted in a
private school, specifically in 5th grade. The information was collected from 32 students
whose age varied from 10 to 11 years old and the teacher of the English language. The
following study corresponds to a descriptive research study. It was determined that 4
interventions were to be applied to explicitly teach Language Learning Strategies
(henceforth LLS) after a structured observation checklist and an interview with the
teacher. To gather data regarding the students a questionnaire was applied to the
students regarding the frequency in which they used LLS. The researchers also had an
anecdotal record in which they kept note of different aspects of the students during the
interventions. It was observed that teaching LLS explicitly gives students the chance to
understand the purpose of the strategy and how to use it properly in the tasks given or
in other educational situations. | |
| dc.language | en | |
| dc.publisher | Universidad Católica de la Santísima Concepción | |
| dc.subject | Listening | |
| dc.subject | Learning strategies | |
| dc.subject | Language | |
| dc.subject | Students | |
| dc.title | Analysis of 5th grade students’ reactions and opinions regarding language learning strategies from a private school in Concepción, Chile | |
| dc.type | Tesis | |
