Methods for learning english as a foreign language, preferred methods by efl teachers in Chile

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dc.contributor.advisorYáñez Pastén, Sixto
dc.contributor.authorChamorro Pereira, David Alejandro
dc.contributor.editorFacultad de Educación
dc.date.accessioned2019-07-09T22:01:54Z
dc.date.available2019-07-09T22:01:54Z
dc.date.issued2011
dc.descriptionTesis ( Magíster en Enseñanza del Inglés como Lengua Extranjera )es_ES
dc.description.abstractChile, a country which has been steadily progressing towards the economic development since the mid 80’s, has finally left the position to be the furthest and least interesting spot in the world. Chile has gone from its exclusive economic dependence on copper, to be able to export an incredible number of goods giving the country an economic stability for the last 30 years. The right economic policies and the opening of our economy to the world markets have made the Chilean population to have the chance to achieve and feel the economic development. The education in the country, which has been a historical issue for all the governments of Chile, has not been a topic away from the formerly mentioned changes; since the mid 1990’s, the governments have taken a more active and progressing role in Education so as to fit with educational needs and requirements of a modern country. The Chilean educational curriculum needed profound changes so as to make Chilean students more competitive in the world context without forgetting their national identity (Cox, quoted in Ministerio de Educación, Unidad de Curriculum y Evaluación, 2009). To be consistent with the challenges set decades ago, the governments have made the quality of education the objective number one for them. To achieve with those goals, the Chilean state has implemented a series of internal adjustment like redirecting more funds to the area of education besides some other improvements like allowing state in service teachers to attend to interchange programs and to study abroad. The formal inclusion of Chile into the Organization for Economic Co-operation and Development (OECD) in the year 2010 has helped to co-finance the educational reforms and it has given the Chilean Ministry of Education to set clear and achievable goals besides international standards to pursuit (OECD, 2010). The Teaching of English as a Foreign Language (TEFL), within the Chilean educational context, has been one of the areas of the greatest interest for the governments, and according to several experts, the most challenging one to foresee towards the first decades of the twenty first century. To achieve the goals set by the Chilean Ministry of Education is not going to be an effortless task. The current government has to consider the social demands related with education which have been added in the last time. The diverse variables which affect the achievement of the objectives set by the Ministry of Education have been scarcely researched in Chile. EFL methods are an important matter for TEFL, for this reason, this study will describe the preference of Chilean teachers for determined EFL methods and the relation to independent variables. This study intends to be the first one to open a trend to study specific phenomena of TEFL in Chile.es_ES
dc.identifier.urihttp://repositorio.unab.cl/xmlui/handle/ria/9779
dc.language.isoenes_ES
dc.publisherUniversidad Andrés Belloes_ES
dc.subjectAprendizajees_ES
dc.subjectMetodologíaes_ES
dc.subjectIngléses_ES
dc.subjectEnseñanzaes_ES
dc.subjectHablantes Extranjeroses_ES
dc.titleMethods for learning english as a foreign language, preferred methods by efl teachers in Chilees_ES
dc.typeTesises_ES
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