Effects of online video-making tasks on B1 university young adult learners' negative language transfer in their written discourse

123 Páginas.

Autores:: Garzón Díaz, Edgar Alonso

Tipo de recurso:

Fecha de publicación:: 2010

Institución:: Universidad de la Sabana

Repositorio:: Repositorio Universidad de la Sabana

Idioma:: eng

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dc.title.es_CO.fl_str_mv	Effects of online video-making tasks on B1 university young adult learners' negative language transfer in their written discourse
title	Effects of online video-making tasks on B1 university young adult learners' negative language transfer in their written discourse
spellingShingle	Effects of online video-making tasks on B1 university young adult learners' negative language transfer in their written discourse Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo Inglés-Enseñanza-Investigaciones Innovaciones educativas
title_short	Effects of online video-making tasks on B1 university young adult learners' negative language transfer in their written discourse
title_full	Effects of online video-making tasks on B1 university young adult learners' negative language transfer in their written discourse
title_fullStr	Effects of online video-making tasks on B1 university young adult learners' negative language transfer in their written discourse
title_full_unstemmed	Effects of online video-making tasks on B1 university young adult learners' negative language transfer in their written discourse
title_sort	Effects of online video-making tasks on B1 university young adult learners' negative language transfer in their written discourse
dc.creator.fl_str_mv	Garzón Díaz, Edgar Alonso
author	Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
author_facet	Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
author_role	author
dc.contributor.advisor.none.fl_str_mv	Anderson, Carl Edlund
dc.contributor.author.none.fl_str_mv	Garzón Díaz, Edgar Alonso
dc.contributor.author.fl_str_mv	Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
dc.subject.es_CO.fl_str_mv	Inglés-Enseñanza-Investigaciones Innovaciones educativas
topic	Inglés-Enseñanza-Investigaciones Innovaciones educativas
description	123 Páginas.
publishDate	2010
dc.date.issued.none.fl_str_mv	2010
dc.date.accessioned.none.fl_str_mv	2013-01-21T20:12:57Z
dc.date.available.none.fl_str_mv	2013-01-21T20:12:57Z
dc.date.created.none.fl_str_mv	2013
dc.type.none.fl_str_mv	masterThesis
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dc.type.local.none.fl_str_mv	Tesis de maestría
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dc.identifier.citation.none.fl_str_mv	Agarwal, A (2004). Free Online Video Editing Software; Copy, Edit YouTube Videos. Retrieved August, 2009 from http://www.labnol.org/internet/video/free-online-videoediting-software-copy-edit-youtube-videos/776/ Aguirre, J and Ramos, B. (2009). Guidance in reading strategies: A first step towards autonomous learning in a semi-distance education program. PROFILE Vol 11, N0 1. Issues in teachers’ professional development. Retrieved August 2009 from: http://www.revistas.unal.edu.co/index.php/profile/article/viewFile/10505/11019 Benson, P (1995). A critical view of learner training. Learning learning, 2/2, pp. 2-6. Retrieved April 06, 2009, from: http://penta.ufrgs.br/edu/telelab/7/phil22e.htm Benson, P (2001). Teaching and researching autonomy in language teaching. Harlow: Pearson Education Limited. Bhela, B (1999). Native language interference in learning a second language: Exploratory case studies of native language interference with target language usage. International Education Journal Vol 1, No 1. Bull Susan. (1995). Handling native and non-native language transfer in CALL. Theory and practice. Language teaching and learning in higher education: issues and perspectives, in association with the centre for information on language teaching and research (CILT). London. Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press. Chacon, R. (2006). Towards a typological classification of false friends. Revista Española de Lingüística Aplicada, ISSN 0213-2028, Vol 19, P 29-40. Retrieved August 2010 from: http://dialnet.unirioja.es/servlet/busquedadoc?db=1&t=towards+a+typological+classification+of +false+friends&td=todo Chan, V. Spratt, M. Humphreys, G. (2002). Autonomy and motivation: which comes first?. Retrieved December 2009 from: http://ltr.sagepub.com/cgi/content/abstract/6/3/245. Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. SAGE Publications Limited. Cohen, L. Laurence, M. & Morrison, K. (2007). Research methods in education. Rout ledge. New York. Corbin, J. & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. SAGE Publications, Inc Crossland, N. (2001). Creating an online Computer Aided Language Learning Artefact, to support Key Stage 3 of the National Curriculum. Staffordshire University. Dangan, F. (2006). Contrastive analysis on true and false cognates in Filipino and Cuyonon. Paper presented at Tenth International Conference on Austronesian linguistics. 17-20. January 2006. Puerto Princesa city, Palawan, Philippines. Retrieved July 2010 from: http://www.sil.org/asia/philippines/ical/papers/danganContrastive%20Analysis%20of%20True%20and%20False%20Cognates%20in%20Filipino%20 and%20Cuyonon.pdf Dörnyei, Z. (2006). Motivational strategies in the language classroom. Cambridge university press: Cambridge. Dudeney, Gavin and Hockly, Nicky (2007). How to Teach English with Technology. Pearson Educational Limited. England. Flee, R (2010). There Is Nothing Normal about Xtranormal. Retrieved March 2010 from: http://glma.wordpress.com/2010/02/20/theres-nothing-normal-aboutxtranormal/?blogsub=confirming#subscribe-blog Freeman. D (1998) Doing teacher research: From inquiry to understanding. Boston: Heinle and Heinle Publishers. Halliday, M (1994). Introduction to Functional Grammar 2nd edition London. Hamp, Lyons. Heasley, B. (1987). Study writing: A course in written English for academic and professional purposes. Cambridge University Press. Hyland, K (2003). Second Language Writing. Cambridge university press Inkpen, D and Frunza, O (2005). Automatic Identification of False Cognates and False Friends in French and English. Retrieved June 2009 from http://webdocs.cs.ualberta.ca/~kondrak/papers/ranlp05.pdf Lamb, T (2004). Learning independently? Pedagogical and methodological implications of new learning environments. Proceeding of the Independent Learning Conference. Retrieved April 06, 2009, from: http://independentlearning.org/ILA/ila03/ila03_lamb.pdf Nunan, D (1991). Language Teaching Methodology. Prentice Hall International Peachey, N (2008). Text to Speech Movies for EFL and ESL. Retrieved March 2010 from http://nikpeachey.blogspot.com/search/label/animation Picardo, J (2009). From Reluctant Learners to Creative Film Makers. Retrieved January 2010 from: http://www.boxoftricks.net/?p=1772 Sagor, R (2005). The Action Research Guidebook. A Four-Step Process for Educators and School teams. Corwin Press. California. Smalzer, W (1996). Write to be read: Reading, reflection, and writing. Cambridge University Press. Smith, R (2003). Teacher education for teacher-learning autonomy. Retrieved May 10, 2009 from http://www.warwick.ac.uk/~elsdr/Teacher_autonomy.pdf Stempleski, S and Tomalin, B (1990). Video in Action. Recipes for Using Video in Language Teaching. Prentice Hall. Edinburgh. Teeler, D and Gray, P (2000). How to use the Internet in ELT. Pearson Education Limited. England Thornbury, S (1997). About Language. Cambridge University Press. Tomalin, B (1986). Video, TV and Radio in the English Class. Essential Language Teaching Series. Macmillan Publishers Ltd. London. Wagner, j. (2004). A false friends exercise with authentic material retrieved from a corpus. Retrieved May 1st 2009 from: www.computing.dcu.ie/~jwagner/doc/Wagner_falsefriend04.pdf Worrall, E. (2010). Discourse in Writing. Retrieved March 2010 from: http://www.developingteachers.com/articles_tchtraining/diswrite1_emma.htm Writing Guides Survey Research. (1993). Advantages and Disadvantages of the survey method. Wu, L (2008). On cultivation of learner autonomy in EFL classroom. Retrieved July 2009 from: www.linguistic.org.cn/doc/uc200803/uc20080309.pdf
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/10818/5190
dc.identifier.local.none.fl_str_mv	133471 TE03573
identifier_str_mv	Agarwal, A (2004). Free Online Video Editing Software; Copy, Edit YouTube Videos. Retrieved August, 2009 from http://www.labnol.org/internet/video/free-online-videoediting-software-copy-edit-youtube-videos/776/ Aguirre, J and Ramos, B. (2009). Guidance in reading strategies: A first step towards autonomous learning in a semi-distance education program. PROFILE Vol 11, N0 1. Issues in teachers’ professional development. Retrieved August 2009 from: http://www.revistas.unal.edu.co/index.php/profile/article/viewFile/10505/11019 Benson, P (1995). A critical view of learner training. Learning learning, 2/2, pp. 2-6. Retrieved April 06, 2009, from: http://penta.ufrgs.br/edu/telelab/7/phil22e.htm Benson, P (2001). Teaching and researching autonomy in language teaching. Harlow: Pearson Education Limited. Bhela, B (1999). Native language interference in learning a second language: Exploratory case studies of native language interference with target language usage. International Education Journal Vol 1, No 1. Bull Susan. (1995). Handling native and non-native language transfer in CALL. Theory and practice. Language teaching and learning in higher education: issues and perspectives, in association with the centre for information on language teaching and research (CILT). London. Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press. Chacon, R. (2006). Towards a typological classification of false friends. Revista Española de Lingüística Aplicada, ISSN 0213-2028, Vol 19, P 29-40. Retrieved August 2010 from: http://dialnet.unirioja.es/servlet/busquedadoc?db=1&t=towards+a+typological+classification+of +false+friends&td=todo Chan, V. Spratt, M. Humphreys, G. (2002). Autonomy and motivation: which comes first?. Retrieved December 2009 from: http://ltr.sagepub.com/cgi/content/abstract/6/3/245. Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. SAGE Publications Limited. Cohen, L. Laurence, M. & Morrison, K. (2007). Research methods in education. Rout ledge. New York. Corbin, J. & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. SAGE Publications, Inc Crossland, N. (2001). Creating an online Computer Aided Language Learning Artefact, to support Key Stage 3 of the National Curriculum. Staffordshire University. Dangan, F. (2006). Contrastive analysis on true and false cognates in Filipino and Cuyonon. Paper presented at Tenth International Conference on Austronesian linguistics. 17-20. January 2006. Puerto Princesa city, Palawan, Philippines. Retrieved July 2010 from: http://www.sil.org/asia/philippines/ical/papers/danganContrastive%20Analysis%20of%20True%20and%20False%20Cognates%20in%20Filipino%20 and%20Cuyonon.pdf Dörnyei, Z. (2006). Motivational strategies in the language classroom. Cambridge university press: Cambridge. Dudeney, Gavin and Hockly, Nicky (2007). How to Teach English with Technology. Pearson Educational Limited. England. Flee, R (2010). There Is Nothing Normal about Xtranormal. Retrieved March 2010 from: http://glma.wordpress.com/2010/02/20/theres-nothing-normal-aboutxtranormal/?blogsub=confirming#subscribe-blog Freeman. D (1998) Doing teacher research: From inquiry to understanding. Boston: Heinle and Heinle Publishers. Halliday, M (1994). Introduction to Functional Grammar 2nd edition London. Hamp, Lyons. Heasley, B. (1987). Study writing: A course in written English for academic and professional purposes. Cambridge University Press. Hyland, K (2003). Second Language Writing. Cambridge university press Inkpen, D and Frunza, O (2005). Automatic Identification of False Cognates and False Friends in French and English. Retrieved June 2009 from http://webdocs.cs.ualberta.ca/~kondrak/papers/ranlp05.pdf Lamb, T (2004). Learning independently? Pedagogical and methodological implications of new learning environments. Proceeding of the Independent Learning Conference. Retrieved April 06, 2009, from: http://independentlearning.org/ILA/ila03/ila03_lamb.pdf Nunan, D (1991). Language Teaching Methodology. Prentice Hall International Peachey, N (2008). Text to Speech Movies for EFL and ESL. Retrieved March 2010 from http://nikpeachey.blogspot.com/search/label/animation Picardo, J (2009). From Reluctant Learners to Creative Film Makers. Retrieved January 2010 from: http://www.boxoftricks.net/?p=1772 Sagor, R (2005). The Action Research Guidebook. A Four-Step Process for Educators and School teams. Corwin Press. California. Smalzer, W (1996). Write to be read: Reading, reflection, and writing. Cambridge University Press. Smith, R (2003). Teacher education for teacher-learning autonomy. Retrieved May 10, 2009 from http://www.warwick.ac.uk/~elsdr/Teacher_autonomy.pdf Stempleski, S and Tomalin, B (1990). Video in Action. Recipes for Using Video in Language Teaching. Prentice Hall. Edinburgh. Teeler, D and Gray, P (2000). How to use the Internet in ELT. Pearson Education Limited. England Thornbury, S (1997). About Language. Cambridge University Press. Tomalin, B (1986). Video, TV and Radio in the English Class. Essential Language Teaching Series. Macmillan Publishers Ltd. London. Wagner, j. (2004). A false friends exercise with authentic material retrieved from a corpus. Retrieved May 1st 2009 from: www.computing.dcu.ie/~jwagner/doc/Wagner_falsefriend04.pdf Worrall, E. (2010). Discourse in Writing. Retrieved March 2010 from: http://www.developingteachers.com/articles_tchtraining/diswrite1_emma.htm Writing Guides Survey Research. (1993). Advantages and Disadvantages of the survey method. Wu, L (2008). On cultivation of learner autonomy in EFL classroom. Retrieved July 2009 from: www.linguistic.org.cn/doc/uc200803/uc20080309.pdf 133471 TE03573
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spelling	Anderson, Carl EdlundGarzón Díaz, Edgar AlonsoMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo2013-01-21T20:12:57Z2013-01-21T20:12:57Z20132010Agarwal, A (2004). Free Online Video Editing Software; Copy, Edit YouTube Videos. Retrieved August, 2009 from http://www.labnol.org/internet/video/free-online-videoediting-software-copy-edit-youtube-videos/776/Aguirre, J and Ramos, B. (2009). Guidance in reading strategies: A first step towards autonomous learning in a semi-distance education program. PROFILE Vol 11, N0 1. Issues in teachers’ professional development. Retrieved August 2009 from: http://www.revistas.unal.edu.co/index.php/profile/article/viewFile/10505/11019Benson, P (1995). A critical view of learner training. Learning learning, 2/2, pp. 2-6. Retrieved April 06, 2009, from: http://penta.ufrgs.br/edu/telelab/7/phil22e.htmBenson, P (2001). Teaching and researching autonomy in language teaching. Harlow: Pearson Education Limited.Bhela, B (1999). Native language interference in learning a second language: Exploratory case studies of native language interference with target language usage. International Education Journal Vol 1, No 1.Bull Susan. (1995). Handling native and non-native language transfer in CALL. Theory and practice. Language teaching and learning in higher education: issues and perspectives, in association with the centre for information on language teaching and research (CILT). London.Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.Chacon, R. (2006). Towards a typological classification of false friends. Revista Española de Lingüística Aplicada, ISSN 0213-2028, Vol 19, P 29-40. Retrieved August 2010 from: http://dialnet.unirioja.es/servlet/busquedadoc?db=1&t=towards+a+typological+classification+of +false+friends&td=todoChan, V. Spratt, M. Humphreys, G. (2002). Autonomy and motivation: which comes first?. Retrieved December 2009 from: http://ltr.sagepub.com/cgi/content/abstract/6/3/245.Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. SAGE Publications Limited.Cohen, L. Laurence, M. & Morrison, K. (2007). Research methods in education. Rout ledge. New York.Corbin, J. & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. SAGE Publications, IncCrossland, N. (2001). Creating an online Computer Aided Language Learning Artefact, to support Key Stage 3 of the National Curriculum. Staffordshire University.Dangan, F. (2006). Contrastive analysis on true and false cognates in Filipino and Cuyonon. Paper presented at Tenth International Conference on Austronesian linguistics. 17-20. January 2006. Puerto Princesa city, Palawan, Philippines. Retrieved July 2010 from: http://www.sil.org/asia/philippines/ical/papers/danganContrastive%20Analysis%20of%20True%20and%20False%20Cognates%20in%20Filipino%20 and%20Cuyonon.pdfDörnyei, Z. (2006). Motivational strategies in the language classroom. Cambridge university press: Cambridge.Dudeney, Gavin and Hockly, Nicky (2007). How to Teach English with Technology. Pearson Educational Limited. England.Flee, R (2010). There Is Nothing Normal about Xtranormal. Retrieved March 2010 from: http://glma.wordpress.com/2010/02/20/theres-nothing-normal-aboutxtranormal/?blogsub=confirming#subscribe-blogFreeman. D (1998) Doing teacher research: From inquiry to understanding. Boston: Heinle and Heinle Publishers.Halliday, M (1994). Introduction to Functional Grammar 2nd edition London.Hamp, Lyons. Heasley, B. (1987). Study writing: A course in written English for academic and professional purposes. Cambridge University Press.Hyland, K (2003). Second Language Writing. Cambridge university pressInkpen, D and Frunza, O (2005). Automatic Identification of False Cognates and False Friends in French and English. Retrieved June 2009 from http://webdocs.cs.ualberta.ca/~kondrak/papers/ranlp05.pdfLamb, T (2004). Learning independently? Pedagogical and methodological implications of new learning environments. Proceeding of the Independent Learning Conference. Retrieved April 06, 2009, from: http://independentlearning.org/ILA/ila03/ila03_lamb.pdfNunan, D (1991). Language Teaching Methodology. Prentice Hall InternationalPeachey, N (2008). Text to Speech Movies for EFL and ESL. Retrieved March 2010 from http://nikpeachey.blogspot.com/search/label/animationPicardo, J (2009). From Reluctant Learners to Creative Film Makers. Retrieved January 2010 from: http://www.boxoftricks.net/?p=1772Sagor, R (2005). The Action Research Guidebook. A Four-Step Process for Educators and School teams. Corwin Press. California.Smalzer, W (1996). Write to be read: Reading, reflection, and writing. Cambridge University Press.Smith, R (2003). Teacher education for teacher-learning autonomy. Retrieved May 10, 2009 from http://www.warwick.ac.uk/~elsdr/Teacher_autonomy.pdfStempleski, S and Tomalin, B (1990). Video in Action. Recipes for Using Video in Language Teaching. Prentice Hall. Edinburgh.Teeler, D and Gray, P (2000). How to use the Internet in ELT. Pearson Education Limited. EnglandThornbury, S (1997). About Language. Cambridge University Press.Tomalin, B (1986). Video, TV and Radio in the English Class. Essential Language Teaching Series. Macmillan Publishers Ltd. London.Wagner, j. (2004). A false friends exercise with authentic material retrieved from a corpus. Retrieved May 1st 2009 from: www.computing.dcu.ie/~jwagner/doc/Wagner_falsefriend04.pdfWorrall, E. (2010). Discourse in Writing. Retrieved March 2010 from: http://www.developingteachers.com/articles_tchtraining/diswrite1_emma.htmWriting Guides Survey Research. (1993). Advantages and Disadvantages of the survey method.Wu, L (2008). On cultivation of learner autonomy in EFL classroom. Retrieved July 2009 from: www.linguistic.org.cn/doc/uc200803/uc20080309.pdfhttp://hdl.handle.net/10818/5190133471TE03573123 Páginas.En este documento se reporta el proyecto de investigación acción que examina los efectos de herramientas para la creación de videos en línea en la transferencia negativa de lenguaje de estudiantes B2 en su producción escrita. El estudio fue realizado en la Universidad de La Sabana con 14 estudiantes que pertenecían al nivel pre-intermedio según los estándares de la universidad. Se utilizaron encuestas para establecer las percepciones de los estudiantes hacia el uso de las TICs tales como herramientas para la creación de videos en línea con fines académicos.engUniversidad de La SabanaMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje AutónomoDepartamento de Lenguas y Culturas ExtranjerasUniversidad de La SabanaIntellectum Repositorio Universidad de La SabanaInglés-Enseñanza-InvestigacionesInnovaciones educativasEffects of online video-making tasks on B1 university young adult learners' negative language transfer in their written discoursemasterThesisTesis de maestríapublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_bdcchttp://purl.org/coar/access_right/c_abf2ORIGINAL129946.pdf129946.pdfVer documento en PDFapplication/pdf1154424https://intellectum.unisabana.edu.co/bitstream/10818/5190/1/129946.pdf9bb8ceb1707aed1ad554ff9b2fecdcc1MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-8498https://intellectum.unisabana.edu.co/bitstream/10818/5190/2/license.txtf52a2cfd4df262e08e9b300d62c85cabMD52TEXT129946.pdf.txt129946.pdf.txtExtracted Texttext/plain191358https://intellectum.unisabana.edu.co/bitstream/10818/5190/3/129946.pdf.txt3a34fc0e73647d37aa0cb6d3fadf2eabMD5310818/5190oai:intellectum.unisabana.edu.co:10818/51902019-12-05 12:17:39.129Intellectum Universidad de la Sabanacontactointellectum@unisabana.edu.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

Effects of online video-making tasks on B1 university young adult learners' negative language transfer in their written discourse

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