Tackling adult intermediate students’ fossilized errors through self-monitoring and self-evaluation strategies

102 páginas incluye diagramas

Autores:
Cárdenas Carrillo, Anderson Marcell
Tipo de recurso:
Fecha de publicación:
2015
Institución:
Universidad de la Sabana
Repositorio:
Repositorio Universidad de la Sabana
Idioma:
eng
OAI Identifier:
oai:intellectum.unisabana.edu.co:10818/20257
Acceso en línea:
http://hdl.handle.net/10818/20257
Palabra clave:
Gramática comparada y general
Inglés -- Semántica -- Colombia
Educación secundaria -- Colombia
Rights
License
http://purl.org/coar/access_right/c_abf2
id REPOUSABA2_9efceca218cef774e5b91e9bb885f345
oai_identifier_str oai:intellectum.unisabana.edu.co:10818/20257
network_acronym_str REPOUSABA2
network_name_str Repositorio Universidad de la Sabana
repository_id_str
dc.title.es_CO.fl_str_mv Tackling adult intermediate students’ fossilized errors through self-monitoring and self-evaluation strategies
title Tackling adult intermediate students’ fossilized errors through self-monitoring and self-evaluation strategies
spellingShingle Tackling adult intermediate students’ fossilized errors through self-monitoring and self-evaluation strategies
Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
Gramática comparada y general
Inglés -- Semántica -- Colombia
Educación secundaria -- Colombia
title_short Tackling adult intermediate students’ fossilized errors through self-monitoring and self-evaluation strategies
title_full Tackling adult intermediate students’ fossilized errors through self-monitoring and self-evaluation strategies
title_fullStr Tackling adult intermediate students’ fossilized errors through self-monitoring and self-evaluation strategies
title_full_unstemmed Tackling adult intermediate students’ fossilized errors through self-monitoring and self-evaluation strategies
title_sort Tackling adult intermediate students’ fossilized errors through self-monitoring and self-evaluation strategies
dc.creator.fl_str_mv Cárdenas Carrillo, Anderson Marcell
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 Álvarez Ayure, Claudia Patricia
dc.contributor.author.none.fl_str_mv Cárdenas Carrillo, Anderson Marcell
dc.contributor.author.fl_str_mv Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
dc.subject.none.fl_str_mv Gramática comparada y general
Inglés -- Semántica -- Colombia
Educación secundaria -- Colombia
topic Gramática comparada y general
Inglés -- Semántica -- Colombia
Educación secundaria -- Colombia
description 102 páginas incluye diagramas
publishDate 2015
dc.date.accessioned.none.fl_str_mv 2015-11-25T15:00:14Z
dc.date.available.none.fl_str_mv 2015-11-25T15:00:14Z
dc.date.created.none.fl_str_mv 2015
dc.date.issued.none.fl_str_mv 2015-11-25
dc.type.none.fl_str_mv masterThesis
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_bdcc
dc.type.local.none.fl_str_mv Tesis de maestría
dc.type.hasVersion.none.fl_str_mv publishedVersion
dc.identifier.citation.none.fl_str_mv Alvarez, M. & Muñoz, A. (2007).Students’ objectivity and perception of selfassessment in an EFL classroom. The Journal of Asia TEFL, 4(2), 1-29.
Arciniegas, C. (2008). Using journals for learners’ reflection and self-assessment. The Internet TESL Journal, 14 (10).
Camelo, M. (2010). Using metacognitive processes to improve students’ writing quality. In Colombian Applied Linguistics Journal, 12 (1), p.54-69.
Corbin, J. & Strauss, A. (2008). Basics of qualitative research. (3rd Ed.). Thousand Oaks, CA: Sage.
Berk, L. E. & Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and early childhood education. Washington: NAYEC.
Bialystok, E. (1986). The factors in the growth of linguistic awareness. Wiley. 57 (2), pp. 498-510.
Brown, H. D. (2007). Principles of language learning and teaching. White Plains, NY: Pearson Education.
Brown, H. D. (2001). Teaching by principles: an interactive approach to language pedagogy (2thed.). White plains, NY: Pearson Education.
Brown, J. D. (1995). The elements of language curriculum. USA: Heinle & Heinle.
Burns, A. (2010). Doing action research in English language teaching: a guide for practitioners. New York, NY: Routledge.
Burns, A. (2003). Collaborative action research for English language teachers. Cambridge: CUP
Burns, A. (1999). Collaborative action research for English language teachers. Cambridge, MA: Cambridge University Press.
Caicedo, S. (2011). La discordancia entre el complemento indirecto y el pronombre átono le, un fenómeno en aumento. Discordance between the Indirect Object and the Atonic Pronoun le, a Growing Phenomenon. ÌKala, revista de Lenguaje y Cultura. 16 (29), 17-43.
Carless, D. (2004). Issues in Teachers’ Reinterpretation of a Task-Based Innovation in Primary Schools. TESOL Quarterly, 38, (4). 639-662.
Chalkia, E. (2012). Self-assessment: an alternative method of assessing speaking skills. Research Papers in Language Teaching and Learning (RPLTL), 3, (1). pp, 225- 239.
Chamot, Barnhardt, El-Dinary, & Robbins’s (1999).The learning strategies handbook. Pearson. White Plains, NY.
Chang, M. M. (2010). Effects of Self-Monitoring on Web-Based Language Learner’s Performance and Motivation. National Pingtung University of Science and Technology CALICO Journal, 27(2), p-p 298-310.
Centro Colombo Americano. (2009). Curricular framework for evaluation for the Adult English Program. Bogota: Josephine Taylor.
Council of Europe. (2001). The common European framework of reference for languages. Cambridge, MA: Cambridge University Press.
Dubin, F. & Olshtain, E. (1997). Course Design: developing programs and materials for language learning. Cambridge: Cambridge University Press.
Ellis, R., S. Loewen, & R. Erlam. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 25(2), 243-272.
Ellis, R (2004). The definition and measurement of L2 explicit knowledge. Language learning, 54, 227-275.
Ellis, R. (2002). Does form-focused instruction affect the acquisition of implicit knowledge? : A review of the research. SSLA, 24, 223-236.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Ganushchak, L. Y. & Schiller, N. O. (2009). Speaking one’s second language under time Pressure: An ERP study on verbal self-monitoring in German-Dutch bilinguals. Leiden, The Netherlands: Society for Psychological Research.
Goto, Y. & Lee, J. (2006). On-Task versus off-task self-assessments among Korean elementary school students studying English.Modern Language Journal, 90 (4), 506-518
Han, Z. and Odlin, T. (2006).Studies of fossilization in second language acquisition. Clevedon, UK: Multilingual Matters.
Han, Z. and Odlin, T. (2006).Studies of fossilization in second language acquisition.In C. K. Nakuma (Ed.).Researching fossilization and second language (L2) attrition: easy questions, difficult answers. (pp. 21-34). Clevedon, UK: Multilingual Matters
Han, Z-H. (2003). Fossilization: From Simplicity to Complexity. International Journal of Bilingual Education and Bilingualism, 6 (2), 95-128.
Hatch, J. (2002) Doing qualitative research in education settings. New York, NY: State university of New York press
Hendricks, C. (2009). Improving schools through action research. Harrisonburg, VA: Pearson.
Hennessey, M. G. (1999).Probing the dimensions of metacognition: Implications for conceptual change teaching-learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA
Higgs, T. & Clifford, R. (1982).The push toward communication. In T. Higgs (Ed.), Curriculum, competence, and the foreign language teacher. (pp. 57-79). Skokie, IL: National Textbook Company.
Hinkel, E. (Ed.), (2011). Handbook of research in second language teaching and learning. New York, NJ. Routledge.
Ibberson, H. (2012). An Investigation into learners’ and teachers’ attitudes towards learners’ self-assessment according to CEFR scales. Language at the University of Essex, Proceedings. pp. 13-24.
Kemmis, S., & McTaggart, R. (Eds.). (1988). The action research planner. 3rd edition. Geelong: Deakin University Press.
Krashen, S. (1990).Principles and practice in second language acquisition. England: Prentice Hall International.
Krashen, S. (2003).Explorations in Language Acquisition and Use. Alexandria, VA: Heinemann.
Kormos, J. (2000). The role of attention in monitoring second language speech production. Language learning, 50 (2), 343-384.
Kuhn, D. & Dean, D. (2004). A bridge between cognitive psychology and educational practice. Theory into Practice, 43(4), 268-273.
Leow, R. (2000). A study of the role of awareness in foreign language behavior. Studies in Second Language Acquisition, 22, 557-584.
Levelt, W.J.M. (1989). Speaking: From Intention to Articulation. Cambridge, MA. MIT Press
Lightbown, P. (2000).Classroom SLA research and second language teaching. Applied Linguistics 21 (4), 431 – 462.
Livingston, J. (1997). Metacognition: An overview. Graduate School of Education. The State University of New York at Buffalo. Retrieved from http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm
Martinez, M. E. (2006). What is metacognition? Phi Delta Kappan, 87, 696-699.
Min, H.T. (2007) Training students to become successful peer reviewers. System. 33, 293–308.
Nakatani, Y. (2005). The effects of awareness-raising training on oral communication strategy use. Modern Language Journal, 89, 76-91.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge, UK: Cambridge University Press.
Norris, J. and Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50 (3), 417-428. doi: 10.1111/0023-8333.00136.
O’Malley, J. M. and Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge, UK: Cambridge university press.
Oscarson, M. (1989). Self-assessment of language proficiency: Rationale and applications. Language Testing, 6, 1-13.
Piaget J. (1932). The moral judgment of the child. New York: Free Press.
Pillai, S. (2006). Self-Monitoring and Self-Repair in Spontaneous Speech. KATA, 8 (2), 114-126
Qian, M. & Xiao, Z. (2010). Strategies for Preventing and Resolving Temporary Fossilization in Second Language Acquisition. English Language Teaching, CCSE, 3 (1), 180-183.
Rodriguez, E. O. (2007). Self-assessment Practices: an empowering Tool in the teaching and learning EFL Processes. Colombian Applied Linguistics Journal, 9, 229- 246.
Romero, J. (2002). The pragmatic fossilization of discourse markers in non-native speakers of English. Journal of pragmatics, 34, 769-784.
Sanchez Lujan, K. (2012). The effects of self-monitoring and self-reflection in A1 adult learners in an English blended learning environment (Unpublished Master’s thesis). Universidad de la Sabana, Chia, Colombia. Retrieved from http://intellectum.unisabana.edu.co/handle/10818/3161
Sagor, R. (2000). Guiding school improvement with action research. Alexandria, VA: USA. ASCD.
Saslow, J. & Ascher, A. (2012). Summit 2. White Plains, NY: Pearson.
Spada, N. (1997). Form-focused instruction and second language acquisition: a review of classroom and laboratory research. Language Teaching, 30, 73-87.
Savignon, S. (2005).Communicative Language Teaching: Strategies and goals. In E.
Hinkel, E. (Ed.) (2011). Handbook of research in second language teaching and learning. New York, NJ: Routledge.
Schraeder, L. (1996). Empowering ESL students in the mainstream through selfassessment and contracted learning. ERIC. Retrieved from: http://www.eric.ed.gov/ERICWebPortal/recordDetail June 2007.
Schraw, G. (2006). Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning. Research in Science Education, Springer, 36, 111–139 doi: 10.1007/s11165-005-3917-8.
Selinker, L. (1972). Interlanguage. IRAL, 10 (3), 209-231.
Strauss, A. & Corbin, J. (2008). Basics of qualitative research: Grounded theory procedures and techniques. Los Angeles, CA: Sage publications, Inc.
Strauss, A. & Corbin, J. (1990). Basics of Qualitative Research: Grounded theory procedures and techniques. London, UK: Sage publications. Inc.
Terrell, T. D. (1991).The role of grammar instruction in a communicative approach. The modern language journal, 75 (1), 52-63.
Tamjid, N. H. & Birjandi, P. (2011). Fostering learner autonomy through self- and peerassessment. International Journal of Academic Research, 3 (5), 245-251.
Vygotsky, L. (1986) Thought and Language Cambridge, MA: MIT Press.
Wang, J. (2011) Impacts of Second Language Classroom Instruction on IL Fossilization. Journal of Cambridge studies, 6, (1).
Wei, X. (2003). Implication of IL Fossilization in Second Language Acquisition. English Language Teaching, CCSE, 1 (1), 127-131.
Weinfeld, N.S. et al. (1999). The Nature of Individual Differences in Infant-Caregiver Attachment. In Cassidy, J. & Shaver, P. R. (Eds.). Handbook of Attachment: Theory, research and clinical applications. New York: Guilford.
Zeng, Y. (2010). On some new models of instruction for overcoming fossilization in English learning. Journal of Language Teaching and Research, 1 (2), 148-150. doi:10.4304/jltr.1.2.148-150.
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/10818/20257
dc.identifier.local.none.fl_str_mv 176425
TE07912
identifier_str_mv Alvarez, M. & Muñoz, A. (2007).Students’ objectivity and perception of selfassessment in an EFL classroom. The Journal of Asia TEFL, 4(2), 1-29.
Arciniegas, C. (2008). Using journals for learners’ reflection and self-assessment. The Internet TESL Journal, 14 (10).
Camelo, M. (2010). Using metacognitive processes to improve students’ writing quality. In Colombian Applied Linguistics Journal, 12 (1), p.54-69.
Corbin, J. & Strauss, A. (2008). Basics of qualitative research. (3rd Ed.). Thousand Oaks, CA: Sage.
Berk, L. E. & Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and early childhood education. Washington: NAYEC.
Bialystok, E. (1986). The factors in the growth of linguistic awareness. Wiley. 57 (2), pp. 498-510.
Brown, H. D. (2007). Principles of language learning and teaching. White Plains, NY: Pearson Education.
Brown, H. D. (2001). Teaching by principles: an interactive approach to language pedagogy (2thed.). White plains, NY: Pearson Education.
Brown, J. D. (1995). The elements of language curriculum. USA: Heinle & Heinle.
Burns, A. (2010). Doing action research in English language teaching: a guide for practitioners. New York, NY: Routledge.
Burns, A. (2003). Collaborative action research for English language teachers. Cambridge: CUP
Burns, A. (1999). Collaborative action research for English language teachers. Cambridge, MA: Cambridge University Press.
Caicedo, S. (2011). La discordancia entre el complemento indirecto y el pronombre átono le, un fenómeno en aumento. Discordance between the Indirect Object and the Atonic Pronoun le, a Growing Phenomenon. ÌKala, revista de Lenguaje y Cultura. 16 (29), 17-43.
Carless, D. (2004). Issues in Teachers’ Reinterpretation of a Task-Based Innovation in Primary Schools. TESOL Quarterly, 38, (4). 639-662.
Chalkia, E. (2012). Self-assessment: an alternative method of assessing speaking skills. Research Papers in Language Teaching and Learning (RPLTL), 3, (1). pp, 225- 239.
Chamot, Barnhardt, El-Dinary, & Robbins’s (1999).The learning strategies handbook. Pearson. White Plains, NY.
Chang, M. M. (2010). Effects of Self-Monitoring on Web-Based Language Learner’s Performance and Motivation. National Pingtung University of Science and Technology CALICO Journal, 27(2), p-p 298-310.
Centro Colombo Americano. (2009). Curricular framework for evaluation for the Adult English Program. Bogota: Josephine Taylor.
Council of Europe. (2001). The common European framework of reference for languages. Cambridge, MA: Cambridge University Press.
Dubin, F. & Olshtain, E. (1997). Course Design: developing programs and materials for language learning. Cambridge: Cambridge University Press.
Ellis, R., S. Loewen, & R. Erlam. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 25(2), 243-272.
Ellis, R (2004). The definition and measurement of L2 explicit knowledge. Language learning, 54, 227-275.
Ellis, R. (2002). Does form-focused instruction affect the acquisition of implicit knowledge? : A review of the research. SSLA, 24, 223-236.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Ganushchak, L. Y. & Schiller, N. O. (2009). Speaking one’s second language under time Pressure: An ERP study on verbal self-monitoring in German-Dutch bilinguals. Leiden, The Netherlands: Society for Psychological Research.
Goto, Y. & Lee, J. (2006). On-Task versus off-task self-assessments among Korean elementary school students studying English.Modern Language Journal, 90 (4), 506-518
Han, Z. and Odlin, T. (2006).Studies of fossilization in second language acquisition. Clevedon, UK: Multilingual Matters.
Han, Z. and Odlin, T. (2006).Studies of fossilization in second language acquisition.In C. K. Nakuma (Ed.).Researching fossilization and second language (L2) attrition: easy questions, difficult answers. (pp. 21-34). Clevedon, UK: Multilingual Matters
Han, Z-H. (2003). Fossilization: From Simplicity to Complexity. International Journal of Bilingual Education and Bilingualism, 6 (2), 95-128.
Hatch, J. (2002) Doing qualitative research in education settings. New York, NY: State university of New York press
Hendricks, C. (2009). Improving schools through action research. Harrisonburg, VA: Pearson.
Hennessey, M. G. (1999).Probing the dimensions of metacognition: Implications for conceptual change teaching-learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA
Higgs, T. & Clifford, R. (1982).The push toward communication. In T. Higgs (Ed.), Curriculum, competence, and the foreign language teacher. (pp. 57-79). Skokie, IL: National Textbook Company.
Hinkel, E. (Ed.), (2011). Handbook of research in second language teaching and learning. New York, NJ. Routledge.
Ibberson, H. (2012). An Investigation into learners’ and teachers’ attitudes towards learners’ self-assessment according to CEFR scales. Language at the University of Essex, Proceedings. pp. 13-24.
Kemmis, S., & McTaggart, R. (Eds.). (1988). The action research planner. 3rd edition. Geelong: Deakin University Press.
Krashen, S. (1990).Principles and practice in second language acquisition. England: Prentice Hall International.
Krashen, S. (2003).Explorations in Language Acquisition and Use. Alexandria, VA: Heinemann.
Kormos, J. (2000). The role of attention in monitoring second language speech production. Language learning, 50 (2), 343-384.
Kuhn, D. & Dean, D. (2004). A bridge between cognitive psychology and educational practice. Theory into Practice, 43(4), 268-273.
Leow, R. (2000). A study of the role of awareness in foreign language behavior. Studies in Second Language Acquisition, 22, 557-584.
Levelt, W.J.M. (1989). Speaking: From Intention to Articulation. Cambridge, MA. MIT Press
Lightbown, P. (2000).Classroom SLA research and second language teaching. Applied Linguistics 21 (4), 431 – 462.
Livingston, J. (1997). Metacognition: An overview. Graduate School of Education. The State University of New York at Buffalo. Retrieved from http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm
Martinez, M. E. (2006). What is metacognition? Phi Delta Kappan, 87, 696-699.
Min, H.T. (2007) Training students to become successful peer reviewers. System. 33, 293–308.
Nakatani, Y. (2005). The effects of awareness-raising training on oral communication strategy use. Modern Language Journal, 89, 76-91.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge, UK: Cambridge University Press.
Norris, J. and Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50 (3), 417-428. doi: 10.1111/0023-8333.00136.
O’Malley, J. M. and Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge, UK: Cambridge university press.
Oscarson, M. (1989). Self-assessment of language proficiency: Rationale and applications. Language Testing, 6, 1-13.
Piaget J. (1932). The moral judgment of the child. New York: Free Press.
Pillai, S. (2006). Self-Monitoring and Self-Repair in Spontaneous Speech. KATA, 8 (2), 114-126
Qian, M. & Xiao, Z. (2010). Strategies for Preventing and Resolving Temporary Fossilization in Second Language Acquisition. English Language Teaching, CCSE, 3 (1), 180-183.
Rodriguez, E. O. (2007). Self-assessment Practices: an empowering Tool in the teaching and learning EFL Processes. Colombian Applied Linguistics Journal, 9, 229- 246.
Romero, J. (2002). The pragmatic fossilization of discourse markers in non-native speakers of English. Journal of pragmatics, 34, 769-784.
Sanchez Lujan, K. (2012). The effects of self-monitoring and self-reflection in A1 adult learners in an English blended learning environment (Unpublished Master’s thesis). Universidad de la Sabana, Chia, Colombia. Retrieved from http://intellectum.unisabana.edu.co/handle/10818/3161
Sagor, R. (2000). Guiding school improvement with action research. Alexandria, VA: USA. ASCD.
Saslow, J. & Ascher, A. (2012). Summit 2. White Plains, NY: Pearson.
Spada, N. (1997). Form-focused instruction and second language acquisition: a review of classroom and laboratory research. Language Teaching, 30, 73-87.
Savignon, S. (2005).Communicative Language Teaching: Strategies and goals. In E.
Hinkel, E. (Ed.) (2011). Handbook of research in second language teaching and learning. New York, NJ: Routledge.
Schraeder, L. (1996). Empowering ESL students in the mainstream through selfassessment and contracted learning. ERIC. Retrieved from: http://www.eric.ed.gov/ERICWebPortal/recordDetail June 2007.
Schraw, G. (2006). Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning. Research in Science Education, Springer, 36, 111–139 doi: 10.1007/s11165-005-3917-8.
Selinker, L. (1972). Interlanguage. IRAL, 10 (3), 209-231.
Strauss, A. & Corbin, J. (2008). Basics of qualitative research: Grounded theory procedures and techniques. Los Angeles, CA: Sage publications, Inc.
Strauss, A. & Corbin, J. (1990). Basics of Qualitative Research: Grounded theory procedures and techniques. London, UK: Sage publications. Inc.
Terrell, T. D. (1991).The role of grammar instruction in a communicative approach. The modern language journal, 75 (1), 52-63.
Tamjid, N. H. & Birjandi, P. (2011). Fostering learner autonomy through self- and peerassessment. International Journal of Academic Research, 3 (5), 245-251.
Vygotsky, L. (1986) Thought and Language Cambridge, MA: MIT Press.
Wang, J. (2011) Impacts of Second Language Classroom Instruction on IL Fossilization. Journal of Cambridge studies, 6, (1).
Wei, X. (2003). Implication of IL Fossilization in Second Language Acquisition. English Language Teaching, CCSE, 1 (1), 127-131.
Weinfeld, N.S. et al. (1999). The Nature of Individual Differences in Infant-Caregiver Attachment. In Cassidy, J. & Shaver, P. R. (Eds.). Handbook of Attachment: Theory, research and clinical applications. New York: Guilford.
Zeng, Y. (2010). On some new models of instruction for overcoming fossilization in English learning. Journal of Language Teaching and Research, 1 (2), 148-150. doi:10.4304/jltr.1.2.148-150.
176425
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dc.publisher.department.none.fl_str_mv Departamento de Lenguas y Culturas Extranjeras
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spelling Álvarez Ayure, Claudia PatriciaCárdenas Carrillo, Anderson MarcellMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo2015-11-25T15:00:14Z2015-11-25T15:00:14Z20152015-11-25Alvarez, M. & Muñoz, A. (2007).Students’ objectivity and perception of selfassessment in an EFL classroom. The Journal of Asia TEFL, 4(2), 1-29.Arciniegas, C. (2008). Using journals for learners’ reflection and self-assessment. The Internet TESL Journal, 14 (10).Camelo, M. (2010). Using metacognitive processes to improve students’ writing quality. In Colombian Applied Linguistics Journal, 12 (1), p.54-69.Corbin, J. & Strauss, A. (2008). Basics of qualitative research. (3rd Ed.). Thousand Oaks, CA: Sage.Berk, L. E. & Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and early childhood education. Washington: NAYEC.Bialystok, E. (1986). The factors in the growth of linguistic awareness. Wiley. 57 (2), pp. 498-510.Brown, H. D. (2007). 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Journal of Language Teaching and Research, 1 (2), 148-150. doi:10.4304/jltr.1.2.148-150.http://hdl.handle.net/10818/20257176425TE07912102 páginas incluye diagramasEste fue un estudio cualitativo de investigación-acción cuyo objetivo fue analizar hasta qué punto las estrategias de auto-monitoreo (O’Malley, 1990) y autoevaluación (O’Malley, 1990) podrían ayudar a estudiantes adultos de nivel intermedio del Centro Colombo Americano a contrarrestar sus errores gramaticales fosilizados en su discurso oral. A través de un estudio de las necesidades de los estudiantes, el investigador descubrió que los participantes habían fosilizado elementos gramaticales en tres áreas: forma de verbos, la falta de un sujeto y la elección de palabras erróneas. Los instrumentos usados para recolectar la información fueron notas de campo del investigador, formatos de autoevaluación y transcripciones hechas en las etapas: previa, durante y después del estudio. Para validar la información recogida, se triangularon las notas de campo junto con las transcripciones hechas por los estudiantes y sus reflexiones auto evaluativas ayudaron al investigador a encontrar patrones comunes. Toda esta información fue de gran ayuda para poder responder a la pregunta principal del estudio. Tres categorías emergieron de los resultados. Primeramente, los participantes al parecer desarrollaron conciencia de sus errores fosilizados, lo cual les permitió identificar los errores que habían estado afectando su producción oral. También, los participantes parecen haber desarrollado un grado de atención hacia dichos errores, lo cual les ayudo a autocorregirse mientras interactuaban con sus compañeros.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 SabanaGramática comparada y generalInglés -- Semántica -- ColombiaEducación secundaria -- ColombiaTackling adult intermediate students’ fossilized errors through self-monitoring and self-evaluation strategiesmasterThesisTesis de maestríapublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_bdcchttp://purl.org/coar/access_right/c_abf2ORIGINALAnderson Marcell Cardenas Carrillo (tesis).pdfAnderson Marcell Cardenas Carrillo (tesis).pdfVer documento en PDFapplication/pdf2496935https://intellectum.unisabana.edu.co/bitstream/10818/20257/1/Anderson%20Marcell%20Cardenas%20Carrillo%20%28tesis%29.pdf41e9589f2df29084b2402d509a5c3f9eMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-8498https://intellectum.unisabana.edu.co/bitstream/10818/20257/2/license.txtf52a2cfd4df262e08e9b300d62c85cabMD52Anderson Marcell Cardenas Carrillo (Carta).pdfAnderson Marcell Cardenas Carrillo (Carta).pdfapplication/pdf361163https://intellectum.unisabana.edu.co/bitstream/10818/20257/4/Anderson%20Marcell%20Cardenas%20Carrillo%20%28Carta%29.pdf1f7c7db5e6ea2d8b27fa667192278027MD54TEXTAnderson Marcell Cardenas Carrillo (tesis).pdf.txtAnderson Marcell Cardenas Carrillo (tesis).pdf.txtExtracted Texttext/plain154708https://intellectum.unisabana.edu.co/bitstream/10818/20257/3/Anderson%20Marcell%20Cardenas%20Carrillo%20%28tesis%29.pdf.txtf44298876756c6b5300ec36f39e761e8MD5310818/20257oai:intellectum.unisabana.edu.co:10818/202572019-12-09 17:44:45.883Intellectum Universidad de la Sabanacontactointellectum@unisabana.edu.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