Examinando por Autor "Fuentealba, Angie"

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  • Miniatura
    Ítem
    Sorry vs please, accept my apologies: teaching politeness explicitly to first grade high school students
    (Universidad Andrés Bello, 2016) Guzmán Soto, María Paz; Hemmelmann, Katrin; Maldonado, Stephanie; Morales, Bastián; Rosas, Camila; Valdebenito, Savka; Fuentealba, Angie; Facultad de Educación
    The purpose of this project is to determine how can we help students to develop a more native-like performance. Since Chile has an English Program oriented and based on the communicative approach, teaching pragmatics is something which is not considered in the educational curricula and also there is a limited provision of materials given by the Ministry of Education. For the aforementioned reason, the students of the first-grade high school in a bilingual school were subjects of an intervention that was carried out during four pragmatic lessons in order to analyze the impacts that teaching Pragmatic Competence (PC) in an explicit way has, considering also the self-perception about their skills to communicate themselves using the English language before and after the treatment. To conduct this project a mixed method approach was selected as it gave us the opportunity of combining quantitative and qualitative instruments in order to obtain better and more precise results. The aim of this project is to contribute in a field which currently is not studied deeply; despite the studies that already exist is not common to make an analysis on pragmatics. Most of the students are confident in terms of language proficiency, the majority of the participants evaluated themselves better in receptive than productive skills. In terms of sociopragmatic competence, there was not a statistically significant improvement. However, requests showed a more native-like performance. Regarding pragmalinguistic competence, strategies in the post-test were better applied than in the pre-test. In light of the results obtained in this study, there are some implications that can be recommended for different areas. Mainly, this study has a huge influence in terms of national education policies. Keywords: pragmatic, sociopragmatic, pragmalinguistic, speech acts, teaching pragmatics, pragmatic strategies.
  • Miniatura
    Ítem
    Teaching english to students with special needs: Orton-Gillingham approach strategies in practice
    (Universidad Andrés Bello, 2016) Morales López, Estefanía; Salas Cifuentes, Claudio; Seguel Salazar, Jorge; Siam Valenzuela, Mohamed; Fuentealba, Angie; Facultad de Educación
    The current study investigates how to teach English to students with mild cognitive disabilities in a post-graduated-from-High-School educational context. The target group for this research consists of 5 volunteer Occupational Skills Diploma Program students from Andres Bello University. To evaluate the effects of the intervention, a diagnostic and a final written assessment were applied, as well as a semi-structured interview at the beginning and at the end of the process. The intervention consisted of the application of different Orton-Gillingham approach teaching strategies, including the use of visual aids, realia, recapitulation of lessons and a personalized system of instruction, among others. Even though this study was brief in terms of intervention, results regarding the oral interviews and the written tests helped us to identify and develop a student profile for this target group and to discover that the selected strategies from the Orton-Gillingham approach were suitable to teach English to these students. The results, also helped us to determine that the strategies impacted positively not only in quantitative terms, like the performance in oral and written tasks but also in a number of qualitative variables, like some attitudes related to the motivation towards the workshop (attendance and in-class participation). They also show that some of these strategies to teach English to this target group are easy to implement by any English teacher. In contrast to the ease of implementation, we find that it might be difficult to generalize the results due to the specific context. Ultimately, and based on some of the findings, we provide some discussions and conclusions for the current work and the possible future implications.