Estrategias de aprendizaje y creencias sobre el idioma inglés: una aproximación correlacional en estudiantes universitarios
Este trabajo tiene como objetivos analizar las estrategias y las creencias sobre el aprendizaje de lenguas mediante el Strategy Inventory for Language Learning (SILL) y el Beliefs About Language Learning Inventory (BALLI) respectivamente, y examinar las correlaciones entre ambas variables, en una mu...
- Autores:
-
Gómez Paniagua, Juan Fernando
Díaz Larenas, Claudio Heraldo
Gómez Torres, Walter Darién
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2021
- Institución:
- Tecnológico de Antioquia
- Repositorio:
- Repositorio Tdea
- Idioma:
- spa
- OAI Identifier:
- oai:dspace.tdea.edu.co:tdea/2746
- Acceso en línea:
- https://dspace.tdea.edu.co/handle/tdea/2746
- Palabra clave:
- Competencia comunicativa
Estrategias de aprendizaje
Crenças
Correlações
Estratégias de aprendizagem
Communicative competence.
Competência comunicativa
Learning strategies
Creencia
Belief
Correlación
Correlation
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by/4.0/
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Estrategias de aprendizaje y creencias sobre el idioma inglés: una aproximación correlacional en estudiantes universitarios |
| dc.title.translated.none.fl_str_mv |
Estratégias de aprendizagem e crenças sobre o idioma inglês: uma abordagem correlacional em estudantes universitários Learning strategies and beliefs about English: a correlational approach among university students |
| title |
Estrategias de aprendizaje y creencias sobre el idioma inglés: una aproximación correlacional en estudiantes universitarios |
| spellingShingle |
Estrategias de aprendizaje y creencias sobre el idioma inglés: una aproximación correlacional en estudiantes universitarios Competencia comunicativa Estrategias de aprendizaje Crenças Correlações Estratégias de aprendizagem Communicative competence. Competência comunicativa Learning strategies Creencia Belief Correlación Correlation |
| title_short |
Estrategias de aprendizaje y creencias sobre el idioma inglés: una aproximación correlacional en estudiantes universitarios |
| title_full |
Estrategias de aprendizaje y creencias sobre el idioma inglés: una aproximación correlacional en estudiantes universitarios |
| title_fullStr |
Estrategias de aprendizaje y creencias sobre el idioma inglés: una aproximación correlacional en estudiantes universitarios |
| title_full_unstemmed |
Estrategias de aprendizaje y creencias sobre el idioma inglés: una aproximación correlacional en estudiantes universitarios |
| title_sort |
Estrategias de aprendizaje y creencias sobre el idioma inglés: una aproximación correlacional en estudiantes universitarios |
| dc.creator.fl_str_mv |
Gómez Paniagua, Juan Fernando Díaz Larenas, Claudio Heraldo Gómez Torres, Walter Darién |
| dc.contributor.author.none.fl_str_mv |
Gómez Paniagua, Juan Fernando Díaz Larenas, Claudio Heraldo Gómez Torres, Walter Darién |
| dc.subject.decs.none.fl_str_mv |
Competencia comunicativa |
| topic |
Competencia comunicativa Estrategias de aprendizaje Crenças Correlações Estratégias de aprendizagem Communicative competence. Competência comunicativa Learning strategies Creencia Belief Correlación Correlation |
| dc.subject.proposal.none.fl_str_mv |
Estrategias de aprendizaje Crenças Correlações Estratégias de aprendizagem Communicative competence. Competência comunicativa Learning strategies |
| dc.subject.unesco.none.fl_str_mv |
Creencia Belief Correlación Correlation |
| description |
Este trabajo tiene como objetivos analizar las estrategias y las creencias sobre el aprendizaje de lenguas mediante el Strategy Inventory for Language Learning (SILL) y el Beliefs About Language Learning Inventory (BALLI) respectivamente, y examinar las correlaciones entre ambas variables, en una muestra de 303 estudiantes universitarios. Esta investigación es de tipo descriptivo correlacional, de corte transversal. Se usó la prueba U de Mann-Whitney para buscar diferencias en función del sexo y el test de Spearman para encontrar correlaciones entre el SILL y el BALLI. Los resultados indicaron que las estrategias sociales se usan con mayor frecuencia, y se presentaron diferencias entre el sexo en las estrategias de memoria. Palabras clave: Creencias. Correlaciones. Estrategias de aprendizaje. Competencia comunicativa. |
| publishDate |
2021 |
| dc.date.issued.none.fl_str_mv |
2021 |
| dc.date.accessioned.none.fl_str_mv |
2023-04-04T02:45:47Z |
| dc.date.available.none.fl_str_mv |
2023-04-04T02:45:47Z |
| dc.type.spa.fl_str_mv |
Artículo de revista |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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info:eu-repo/semantics/article |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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1809-4031 |
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https://dspace.tdea.edu.co/handle/tdea/2746 |
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1809-4309 |
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17 |
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1 |
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16 |
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Práxis Educativa |
| dc.relation.references.spa.fl_str_mv |
AHMADI, H.; ABDOLLAHZADEH, P.; TAGHINEZHAD, A.; MOHAMMAD, A. The relationship between beliefs about language learning, gender, and the use of language learning strategies of Iranian EFL learners. Modern Journal of Language Teaching Methods (MJLTM), v. 6, n. 5, p. 31-4, 2016. ALCALDE, N. Principales métodos de enseñanza de lenguas extranjeras en alemania. Revista de Lingüística y Lenguas Aplicadas, n. 6, p. 9-23, 2011. DOI: http://dx.doi.org/10.4995/rlyla.2011.878 ALI-ZAREI, A.; RAHMANI, H. The relationship between Iranian EFL learners' beliefs about language learning and language learning strategy use. Journal on English Language Teaching, v. 28, p. 1-10, 2013 AZAR, F. K.; SAEIDI, M. The relationship between Iranian EFL learners’ beliefs about language learning and their use of learning strategies. English Language Teaching, v. 6, n. 11, p. 167–174, 2013. DOI: https://doi.org/10.5539/elt.v6n11p167 BARRIOS, E.; MONTIJANO, M. P. Uso declarado de estrategias y su variación según el nivel de competencia en aprendientes universitarios de inglés como lengua extranjera. Revista Signos Estudios de Linguística, v. 50, n. 95, p. 312-336, 2017. DOI: https://doi.org/10.4067/s0718-09342017000300312 CEN, H. Research on adult English learning model and implementation mechanism based on wisdom learning. Studies in Literature and Language, v. 19, n. 3, 33-38, 2019. DOI: https://doi.org/10.3968/11425 CHANG, C-Y.; SHEN, M-C. The effects of beliefs about language learning and learning strategy use of junior high school EFL learners in remote districts. Research in Higher Education Journal, v. 8, p. 1-8, 2010. CONSEJO DE EUROPA. Common European Framework of Reference for Languages: learning, teaching, assessment (CEFR). Cambridge: Cambridge University Press, 2001. DAIF-ALLAH, A. Beliefs about foreign language learning and their relationship to gender. English Language Teaching, v. 5, n. 10, p. 20-33, 2012. DOI: http://dx.doi.org/10.5539/elt.v5n10p20 DEMIR, Y.; MUTLU, G.; ŞIŞMAN, Y. S. Exploring the oral communication strategies used by Turkish EFL learners: a mixed methods study. International Journal of Instruction, v. 11, n. 2, p. 539-554, 2018. DOI: https://doi.org/10.12973/iji.2018.11237a FEBRIANI, N.T. Correlation between metacognitive strategy, foreign language aptitude and motivations in language learning. Jurnal Bahasa Lingua Scientia, v. 9, n. 2, p. 357-370, 2017. DOI: https://doi.org/10.21274/ls.2017.9.2.357-370 FELECIYA, J. N.; ZAFAR, S.; KHAN, Z. The influence of language learning strategies on language related employability skills. Asia Pacific Journal of Research, v. 1, n. 33, p. 183-191, 2015. FRANCO, P.; PINO, M.; RODRÍGUEZ, B. Tipología y frecuencia del uso de estrategias en el aprendizaje del inglés como lengua extranjera. Enseñanza & Teaching, v. 27, n. 2, p. 171-191, 2009. GARCÍA HERRERO, M. D. M. Diferencias en el uso de estrategias en el aprendizaje de la lengua extranjera según el género. Revista de Investigación Educativa, v. 31, n. 1, p. 61-80, 2012. GÓMEZ, J. F. Creencias sobre el aprendizaje de una lengua extranjera en el contexto universitario. Íkala, Revista de Lenguaje y Cultura, v. 22, n. 2, p. 203-219, 2017. DOI: https://doi.org/10.17533/udea.ikala.v22n02a03 GÓMEZ, J. F. Diferencias en las creencias entre hombres y mujeres acerca del aprendizaje del idioma inglés. Revista Signos Estudios de Linguística, v. 51, n. 97, p. 193-213, 2018. DOI: https://doi.org/10.4067/S0718-09342018000200193 HAKAN, K.; BALYER, A.; ALCI, B. An investigation of undergraduates’ language learning strategies. Procedia - Social and Behavioral Sciences, v. 197, p. 1348-1354, 2015. DOI: https://doi.org/10.1016/j.sbspro.2015.07.388 HAPSARI, P. A. The correlation between belief and students’ language learning strategies at English department of UNESA. Retain, v. 4, n. 1, p. 1-9, 2016. HAYATI, N. A study of English language learning beliefs, strategies, and English academic achievement of the ESP students of STIENAS Samarinda. Journal of Education, v. 15, n. 2, p. 297-323, 2015. DOI: https://doi.org/10.21093/di.v15i2.211 HERRERA, Á. M. Las estrategias de aprendizaje. Innovación y Experiencias Educativas, n. 16, p. 1-14, 2009. HORWITZ, E. K. Surveying student beliefs about language learning. In: WENDEN, A.; RUBIN, J. (ed.). Learner strategies in language learning. Nova Jersey: Prentice-Hall International, 1987. p. 119–129. KOVACEVIC, E.; AKBAROV, A. Language learning beliefs and strategies: A Bosnian EFL case. Epiphany: Journal of Transdisciplinary Studies, v. 8, n. 3, p. 74-87, 2015. DOI: http://dx.doi.org/10.21533/epiphany.v8i3.178 LI, F. Relationship between EFL learners’ belief and learning strategy use by English majors in vocational colleges. Journal of Language Teaching and Research, v. 1, n. 6, p. 858–866, 2010. DOI: https://doi.org/10.4304/jltr.1.6.858-866 LIGHTBOWN, P. M.; SPADA, N. How languages are learned. Oxford Handbooks for Language Teachers. 4th ed. Oxford: University Press, 2013. LÓPEZ RUA, P. The sex variable in foreign language learning: An integrative approach. Porta Linguarum, v. 6, p. 99-114, 2006. DOI: https://doi.org/10.30827/digibug.30663 MESHKAT, M.; SAEB, F. The relationship between high school students’ beliefs about language learning and their use of language learning strategies. Issues in Language Teaching, v. 1, n. 2, p. 273-296, 2012. MOSLEHIFAR, M. A.; IBRAHIM, N. A. English language oral communication needs at the workplace: feedback from human resource development (HRD) trainees. Procedia - Social and Behavioral Sciences, n. 66, p. 529-536, 2012. DOI: https://doi.org/10.1016/j.sbspro.2012.11.297 MUDRA, H. Prospective EFL teachers beliefs about language learning and gender differences in a higher education context. International Journal of Academic Research in Education, v. 2, n. 1, p. 42-50, 2016. DOI: https://doi.org/10.17985/ijare.13474 NAHAVANDI, N.; MUKUNDAN, J. Language learning strategy use among Iranian Engineering EFL learners. Advances in Language and Literary Studies, v. 5, n. 5, p. 34-45, 2014. DOI: https://doi.org/10.7575/aiac.alls.v.5n.5p.34 NAVARRO, E.; CALERO, M. D.; CALERO-GARCÍA, M. J. Diferencias entre hombres y mujeres mayores en funcionamiento cognitivo y calidad de vida. European Journal of Investigation in Health, Psychology and Education, v. 4, n. 3, p. 267-277, 2014. DOI: https://doi.org/10.30552/ejihpe.v4i3.79 ORREGO, L. M.; DÍAZ, A. E. Empleo de estrategias de aprendizaje de lenguas extranjeras: inglés y francés. Íkala, Revista de Lenguaje y Cultura, v. 15, n. 1, p. 105-142, 2010. ORTEGA, L. Understanding second language acquisition. New York: Routledge, 2013 OXFORD, R. Language learning strategies. What every teacher should know. Boston/Massachusetts: Heinle & Heinle Publishers, 1990 OXFORD, R; BURRY-STOCK, J. Assessing the use of language learning strategies worldwide with the ESL/EFL version of the strategy inventory for language learning (SILL). Pergamon, v. 23, n. 1, p. 1-23, 1995. DOI: https://doi.org/10.1016/0346-251X(94)00047-A PAŠALIĆ, M. Learning more FLs, learning English outside of school and gender correlated with success, beliefs and language learning strategies. Folia Linguistica ett Litteraria, v. 21, n. 1, p. 177-193, 2018. DOI: https://doi.org/10.31902/fll.21.2018.8 RISUEÑO, J. J.; VÁZQUEZ, M. L.; HIDALGO, J.; DE LA BLANCA, S. Language learning strategy use by Spanish EFL students: The effect of proficiency level, gender, and motivation. Revista de Investigacion Educativa, v. 34, n. 1, p. 133-149, 2016. DOI: https://doi.org/10.31902/fll.21.2018.8 SIOSON, I. Language learning strategies, beliefs, and anxiety in academic speaking task. PHILIPPINE ESL Journal, v. 7, p. 3-27, 2011. TRI FEBRIANI, N. Correlation between metacognitive strategy, foreign language aptitude and motivations in language learning. Jurnal Bahasa Lingua Scientia, v. 9, n. 2, 357-370, 2017. DOI: https://doi.org/10.21274/ls.2017.9.2.357-370 TUGRUL, Ç. Guessing the meanings of words from context: why and how. International Journal of Applied Linguistics & English Literature, v. 1, n. 6, p. 177-181, 2012. DOI: https://doi.org/10.7575/ijalel.v.1n.6p.177 TUGRUL, Ç. The Grammar-translation method and the use of translation to facilitate learning in ESL classes. Journal of Advances in English Language Teaching, v. 1, n. 4, p. 103-105, 2013 WAHDAH, N.; AININ, M.; HAMID, M. A. Dayakese students’ beliefs about Arabic language learning and their relation with the language learning strategies. Journal of Arabic Linguistics and Education, v. 4, n. 1, p. 1-18, 2018. DOI: https://doi.org/10.28918/alsinatuna.v4i1.1589 ZHOU, Y. English language learning strategy use by Chinese senior high school students. English Language Teaching, v. 3, n. 4, p. 152–159, 2010. |
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Gómez Paniagua, Juan Fernando47cc5e49-91ab-44bc-8bd0-372bfd883d12Díaz Larenas, Claudio Heraldo16671f1c-bdbb-4123-998d-e63503757663Gómez Torres, Walter Dariénf2eaffc4-799e-4457-af00-5a757aa237592023-04-04T02:45:47Z2023-04-04T02:45:47Z20211809-4031https://dspace.tdea.edu.co/handle/tdea/27461809-4309Este trabajo tiene como objetivos analizar las estrategias y las creencias sobre el aprendizaje de lenguas mediante el Strategy Inventory for Language Learning (SILL) y el Beliefs About Language Learning Inventory (BALLI) respectivamente, y examinar las correlaciones entre ambas variables, en una muestra de 303 estudiantes universitarios. Esta investigación es de tipo descriptivo correlacional, de corte transversal. Se usó la prueba U de Mann-Whitney para buscar diferencias en función del sexo y el test de Spearman para encontrar correlaciones entre el SILL y el BALLI. Los resultados indicaron que las estrategias sociales se usan con mayor frecuencia, y se presentaron diferencias entre el sexo en las estrategias de memoria. Palabras clave: Creencias. Correlaciones. Estrategias de aprendizaje. Competencia comunicativa.Este artigo tem como objetivo analisar estratégias e crenças de aprendizado de idiomas por meio de Strategy Inventory for Language Learning (SILL) e Beliefs About Language Learning Inventory (BALLI) respectivamente e examinar as correlações entre os dois, em uma amostra de 303 estudantes universitários. Esta pesquisa é descritiva, correlacional, transversal. O teste U de Mann-Whitney foi utilizado para encontrar diferenças de acordo com o sexo e o teste de Spearman, para encontrar correlações entre o SILL e o BALLI. Os resultados indicaram que as estratégias sociais são usadas com mais frequência e houve diferenças entre o sexo nas estratégias de memória. Palavras-chave: Crenças. Correlações. Estratégias de aprendizagem. Competência comunicativaThis research intends to analyze the strategies and beliefs through the Strategy Inventory for Language Learning (SILL) and the Beliefs About Language Learning Inventory (BALLI), respectively, and examine the correlations between both instruments with a sample of 303 university students. This corresponds to a descriptive correlational study carried out under a transactional design. The Mann-Whitney U test was used to find gender-related differences and the Spearman's Correlation Test to find correlation between both SILL and BALLI. Results indicated that the category of ‘social strategies’ is used more often and gender differences in ‘memory strategies’ were also identified. Keywords: Beliefs. Correlations. Learning strategies. Communicative competence.17 páginasapplication/pdfspaEditora UEPGBrasilhttps://creativecommons.org/licenses/by/4.0/Atribución 4.0 Internacional (CC BY 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://dialnet.unirioja.es/servlet/articulo?codigo=8456175Estrategias de aprendizaje y creencias sobre el idioma inglés: una aproximación correlacional en estudiantes universitariosEstratégias de aprendizagem e crenças sobre o idioma inglês: uma abordagem correlacional em estudantes universitáriosLearning strategies and beliefs about English: a correlational approach among university studentsArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85Medellín, Colombia17116Práxis EducativaAHMADI, H.; ABDOLLAHZADEH, P.; TAGHINEZHAD, A.; MOHAMMAD, A. The relationship between beliefs about language learning, gender, and the use of language learning strategies of Iranian EFL learners. Modern Journal of Language Teaching Methods (MJLTM), v. 6, n. 5, p. 31-4, 2016.ALCALDE, N. Principales métodos de enseñanza de lenguas extranjeras en alemania. Revista de Lingüística y Lenguas Aplicadas, n. 6, p. 9-23, 2011. DOI: http://dx.doi.org/10.4995/rlyla.2011.878ALI-ZAREI, A.; RAHMANI, H. The relationship between Iranian EFL learners' beliefs about language learning and language learning strategy use. Journal on English Language Teaching, v. 28, p. 1-10, 2013AZAR, F. K.; SAEIDI, M. The relationship between Iranian EFL learners’ beliefs about language learning and their use of learning strategies. English Language Teaching, v. 6, n. 11, p. 167–174, 2013. DOI: https://doi.org/10.5539/elt.v6n11p167BARRIOS, E.; MONTIJANO, M. P. Uso declarado de estrategias y su variación según el nivel de competencia en aprendientes universitarios de inglés como lengua extranjera. Revista Signos Estudios de Linguística, v. 50, n. 95, p. 312-336, 2017. DOI: https://doi.org/10.4067/s0718-09342017000300312CEN, H. Research on adult English learning model and implementation mechanism based on wisdom learning. Studies in Literature and Language, v. 19, n. 3, 33-38, 2019. DOI: https://doi.org/10.3968/11425CHANG, C-Y.; SHEN, M-C. The effects of beliefs about language learning and learning strategy use of junior high school EFL learners in remote districts. Research in Higher Education Journal, v. 8, p. 1-8, 2010.CONSEJO DE EUROPA. Common European Framework of Reference for Languages: learning, teaching, assessment (CEFR). Cambridge: Cambridge University Press, 2001.DAIF-ALLAH, A. Beliefs about foreign language learning and their relationship to gender. English Language Teaching, v. 5, n. 10, p. 20-33, 2012. DOI: http://dx.doi.org/10.5539/elt.v5n10p20DEMIR, Y.; MUTLU, G.; ŞIŞMAN, Y. S. Exploring the oral communication strategies used by Turkish EFL learners: a mixed methods study. International Journal of Instruction, v. 11, n. 2, p. 539-554, 2018. DOI: https://doi.org/10.12973/iji.2018.11237aFEBRIANI, N.T. Correlation between metacognitive strategy, foreign language aptitude and motivations in language learning. Jurnal Bahasa Lingua Scientia, v. 9, n. 2, p. 357-370, 2017. DOI: https://doi.org/10.21274/ls.2017.9.2.357-370FELECIYA, J. N.; ZAFAR, S.; KHAN, Z. The influence of language learning strategies on language related employability skills. Asia Pacific Journal of Research, v. 1, n. 33, p. 183-191, 2015.FRANCO, P.; PINO, M.; RODRÍGUEZ, B. Tipología y frecuencia del uso de estrategias en el aprendizaje del inglés como lengua extranjera. Enseñanza & Teaching, v. 27, n. 2, p. 171-191, 2009.GARCÍA HERRERO, M. D. M. Diferencias en el uso de estrategias en el aprendizaje de la lengua extranjera según el género. Revista de Investigación Educativa, v. 31, n. 1, p. 61-80, 2012.GÓMEZ, J. F. Creencias sobre el aprendizaje de una lengua extranjera en el contexto universitario. Íkala, Revista de Lenguaje y Cultura, v. 22, n. 2, p. 203-219, 2017. DOI: https://doi.org/10.17533/udea.ikala.v22n02a03GÓMEZ, J. F. Diferencias en las creencias entre hombres y mujeres acerca del aprendizaje del idioma inglés. Revista Signos Estudios de Linguística, v. 51, n. 97, p. 193-213, 2018. DOI: https://doi.org/10.4067/S0718-09342018000200193HAKAN, K.; BALYER, A.; ALCI, B. An investigation of undergraduates’ language learning strategies. Procedia - Social and Behavioral Sciences, v. 197, p. 1348-1354, 2015. DOI: https://doi.org/10.1016/j.sbspro.2015.07.388HAPSARI, P. A. The correlation between belief and students’ language learning strategies at English department of UNESA. Retain, v. 4, n. 1, p. 1-9, 2016.HAYATI, N. 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 incorporada en las Obras Colectivas.

b.	Distribuir copias o fonogramas de las Obras, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública, incluyéndolas como incorporadas en Obras Colectivas, según corresponda.

c.	Distribuir copias de las Obras Derivadas que se generen, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública.
Los derechos mencionados anteriormente pueden ser ejercidos en todos los medios y formatos, actualmente conocidos o que se inventen en el futuro. Los derechos antes mencionados incluyen el derecho a realizar dichas modificaciones en la medida que sean técnicamente necesarias para ejercer los derechos en otro medio o formatos, pero de otra manera usted no está autorizado para realizar obras derivadas. Todos los derechos no otorgados expresamente por el Licenciante quedan por este medio reservados, incluyendo pero sin limitarse a aquellos que se mencionan en las secciones 4(d) y 4(e).

4. Restricciones.
La licencia otorgada en la anterior Sección 3 está expresamente sujeta y limitada por las siguientes restricciones:

a.	Usted puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra sólo bajo las condiciones de esta Licencia, y Usted debe incluir una copia de esta licencia o del Identificador Universal de Recursos de la misma con cada copia de la Obra que distribuya, exhiba públicamente, ejecute públicamente o ponga a disposición pública. No es posible ofrecer o imponer ninguna condición sobre la Obra que altere o limite las condiciones de esta Licencia o el ejercicio de los derechos de los destinatarios otorgados en este documento. No es posible sublicenciar la Obra. Usted debe mantener intactos todos los avisos que hagan referencia a esta Licencia y a la cláusula de limitación de garantías. Usted no puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra con alguna medida tecnológica que controle el acceso o la utilización de ella de una forma que sea inconsistente con las condiciones de esta Licencia. Lo anterior se aplica a la Obra incorporada a una Obra Colectiva, pero esto no exige que la Obra Colectiva aparte de la obra misma quede sujeta a las condiciones de esta Licencia. Si Usted crea una Obra Colectiva, previo aviso de cualquier Licenciante debe, en la medida de lo posible, eliminar de la Obra Colectiva cualquier referencia a dicho Licenciante o al Autor Original, según lo solicitado por el Licenciante y conforme lo exige la cláusula 4(c).

b.	Usted no puede ejercer ninguno de los derechos que le han sido otorgados en la Sección 3 precedente de modo que estén principalmente destinados o directamente dirigidos a conseguir un provecho comercial o una compensación monetaria privada. El intercambio de la Obra por otras obras protegidas por derechos de autor, ya sea a través de un sistema para compartir archivos digitales (digital file-sharing) o de cualquier otra manera no será considerado como estar destinado principalmente o dirigido directamente a conseguir un provecho comercial o una compensación monetaria privada, siempre que no se realice un pago mediante una compensación monetaria en relación con el intercambio de obras protegidas por el derecho de autor.

c.	Si usted distribuye, exhibe públicamente, ejecuta públicamente o ejecuta públicamente en forma digital la Obra o cualquier Obra Derivada u Obra Colectiva, Usted debe mantener intacta toda la información de derecho de autor de la Obra y proporcionar, de forma razonable según el medio o manera que Usted esté utilizando: (i) el nombre del Autor Original si está provisto (o seudónimo, si fuere aplicable), y/o (ii) el nombre de la parte o las partes que el Autor Original y/o el Licenciante hubieren designado para la atribución (v.g., un instituto patrocinador, editorial, publicación) en la información de los derechos de autor del Licenciante, términos de servicios o de otras formas razonables; el título de la Obra si está provisto; en la medida de lo razonablemente factible y, si está provisto, el Identificador Uniforme de Recursos (Uniform Resource Identifier) que el Licenciante especifica para ser asociado con la Obra, salvo que tal URI no se refiera a la nota sobre los derechos de autor o a la información sobre el licenciamiento de la Obra; y en el caso de una Obra Derivada, atribuir el crédito identificando el uso de la Obra en la Obra Derivada (v.g., "Traducción Francesa de la Obra del Autor Original," o "Guión Cinematográfico basado en la Obra original del Autor Original"). Tal crédito puede ser implementado de cualquier forma razonable; en el caso, sin embargo, de Obras Derivadas u Obras Colectivas, tal crédito aparecerá, como mínimo, donde aparece el crédito de cualquier otro autor comparable y de una manera, al menos, tan destacada como el crédito de otro autor comparable.

d.	Para evitar toda confusión, el Licenciante aclara que, cuando la obra es una composición musical:

i.	Regalías por interpretación y ejecución bajo licencias generales. El Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública o la ejecución pública digital de la obra y de recolectar, sea individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, SAYCO), las regalías por la ejecución pública o por la ejecución pública digital de la obra (por ejemplo Webcast) licenciada bajo licencias generales, si la interpretación o ejecución de la obra está primordialmente orientada por o dirigida a la obtención de una ventaja comercial o una compensación monetaria privada.

ii.	Regalías por Fonogramas. El Licenciante se reserva el derecho exclusivo de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, los consagrados por la SAYCO), una agencia de derechos musicales o algún agente designado, las regalías por cualquier fonograma que Usted cree a partir de la obra (“versión cover”) y distribuya, en los términos del régimen de derechos de autor, si la creación o distribución de esa versión cover está primordialmente destinada o dirigida a obtener una ventaja comercial o una compensación monetaria privada.

e.	Gestión de Derechos de Autor sobre Interpretaciones y Ejecuciones Digitales (WebCasting). Para evitar toda confusión, el Licenciante aclara que, cuando la obra sea un fonograma, el Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública digital de la obra (por ejemplo, webcast) y de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, ACINPRO), las regalías por la ejecución pública digital de la obra (por ejemplo, webcast), sujeta a las disposiciones aplicables del régimen de Derecho de Autor, si esta ejecución pública digital está primordialmente dirigida a obtener una ventaja comercial o una compensación monetaria privada.

5. Representaciones, Garantías y Limitaciones de Responsabilidad.
A MENOS QUE LAS PARTES LO ACORDARAN DE OTRA FORMA POR ESCRITO, EL LICENCIANTE OFRECE LA OBRA (EN EL ESTADO EN EL QUE SE ENCUENTRA) “TAL CUAL”, SIN BRINDAR GARANTÍAS DE CLASE ALGUNA RESPECTO DE LA OBRA, YA SEA EXPRESA, IMPLÍCITA, LEGAL O CUALQUIERA OTRA, INCLUYENDO, SIN LIMITARSE A ELLAS, GARANTÍAS DE TITULARIDAD, COMERCIABILIDAD, ADAPTABILIDAD O ADECUACIÓN A PROPÓSITO DETERMINADO, AUSENCIA DE INFRACCIÓN, DE AUSENCIA DE DEFECTOS LATENTES O DE OTRO TIPO, O LA PRESENCIA O AUSENCIA DE ERRORES, SEAN O NO DESCUBRIBLES (PUEDAN O NO SER ESTOS DESCUBIERTOS). ALGUNAS JURISDICCIONES NO PERMITEN LA EXCLUSIÓN DE GARANTÍAS IMPLÍCITAS, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.

6. Limitación de responsabilidad.
A MENOS QUE LO EXIJA EXPRESAMENTE LA LEY APLICABLE, EL LICENCIANTE NO SERÁ RESPONSABLE ANTE USTED POR DAÑO ALGUNO, SEA POR RESPONSABILIDAD EXTRACONTRACTUAL, PRECONTRACTUAL O CONTRACTUAL, OBJETIVA O SUBJETIVA, SE TRATE DE DAÑOS MORALES O PATRIMONIALES, DIRECTOS O INDIRECTOS, PREVISTOS O IMPREVISTOS PRODUCIDOS POR EL USO DE ESTA LICENCIA O DE LA OBRA, AUN CUANDO EL LICENCIANTE HAYA SIDO ADVERTIDO DE LA POSIBILIDAD DE DICHOS DAÑOS. ALGUNAS LEYES NO PERMITEN LA EXCLUSIÓN DE CIERTA RESPONSABILIDAD, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.

7. Término.

a.	Esta Licencia y los derechos otorgados en virtud de ella terminarán automáticamente si Usted infringe alguna condición establecida en ella. Sin embargo, los individuos o entidades que han recibido Obras Derivadas o Colectivas de Usted de conformidad con esta Licencia, no verán terminadas sus licencias, siempre que estos individuos o entidades sigan cumpliendo íntegramente las condiciones de estas licencias. Las Secciones 1, 2, 5, 6, 7, y 8 subsistirán a cualquier terminación de esta Licencia.

b.	Sujeta a las condiciones y términos anteriores, la licencia otorgada aquí es perpetua (durante el período de vigencia de los derechos de autor de la obra). No obstante lo anterior, el Licenciante se reserva el derecho a publicar y/o estrenar la Obra bajo condiciones de licencia diferentes o a dejar de distribuirla en los términos de esta Licencia en cualquier momento; en el entendido, sin embargo, que esa elección no servirá para revocar esta licencia o que deba ser otorgada , bajo los términos de esta licencia), y esta licencia continuará en pleno vigor y efecto a menos que sea terminada como se expresa atrás. La Licencia revocada continuará siendo plenamente vigente y efectiva si no se le da término en las condiciones indicadas anteriormente.

8. Varios.

a.	Cada vez que Usted distribuya o ponga a disposición pública la Obra o una Obra Colectiva, el Licenciante ofrecerá al destinatario una licencia en los mismos términos y condiciones que la licencia otorgada a Usted bajo esta Licencia.

b.	Si alguna disposición de esta Licencia resulta invalidada o no exigible, según la legislación vigente, esto no afectará ni la validez ni la aplicabilidad del resto de condiciones de esta Licencia y, sin acción adicional por parte de los sujetos de este acuerdo, aquélla se entenderá reformada lo mínimo necesario para hacer que dicha disposición sea válida y exigible.

c.	Ningún término o disposición de esta Licencia se estimará renunciada y ninguna violación de ella será consentida a menos que esa renuncia o consentimiento sea otorgado por escrito y firmado por la parte que renuncie o consienta.

d.	Esta Licencia refleja el acuerdo pleno entre las partes respecto a la Obra aquí licenciada. No hay arreglos, acuerdos o declaraciones respecto a la Obra que no estén especificados en este documento. El Licenciante no se verá limitado por ninguna disposición adicional que pueda surgir en alguna comunicación emanada de Usted. Esta Licencia no puede ser modificada sin el consentimiento mutuo por escrito del Licenciante y Usted.
 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