Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios
Las estrategias comunicativas ayudan a mitigar los problemas de comprensión al momento de aprender un idioma nuevo. En el presente estudio, se propone identificar la frecuencia de las estrategias comunicativas utilizadas por estudiantes universitarios que aprenden inglés para enfrentar las dificulta...
- Autores:
-
Gómez Paniagua, Juan Fernando
Díaz Larenas, Claudio Heraldo
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2020
- Institución:
- Tecnológico de Antioquia
- Repositorio:
- Repositorio Tdea
- Idioma:
- spa
- OAI Identifier:
- oai:dspace.tdea.edu.co:tdea/2782
- Acceso en línea:
- https://dspace.tdea.edu.co/handle/tdea/2782
- Palabra clave:
- Estrategias comunicativas
Habilidad de escucha
Tareas comunicativas
Niveles de inglés
Factores individuales
Communication strategies
Listening skill
Communication tasks
English levels
Individual factors
Lengua
Languages
Lengua extranjera
Foreign languages
Enseñanza de una segunda lengua
Second language instruction
Educación bilingüe
Bilingual education
Inglés
English
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by/4.0/
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Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios |
| dc.title.translated.none.fl_str_mv |
Use of communication strategies for the listening skill and its relation to university students’ English level |
| title |
Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios |
| spellingShingle |
Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios Estrategias comunicativas Habilidad de escucha Tareas comunicativas Niveles de inglés Factores individuales Communication strategies Listening skill Communication tasks English levels Individual factors Lengua Languages Lengua extranjera Foreign languages Enseñanza de una segunda lengua Second language instruction Educación bilingüe Bilingual education Inglés English |
| title_short |
Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios |
| title_full |
Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios |
| title_fullStr |
Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios |
| title_full_unstemmed |
Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios |
| title_sort |
Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios |
| dc.creator.fl_str_mv |
Gómez Paniagua, Juan Fernando Díaz Larenas, Claudio Heraldo |
| dc.contributor.author.none.fl_str_mv |
Gómez Paniagua, Juan Fernando Díaz Larenas, Claudio Heraldo |
| dc.subject.proposal.none.fl_str_mv |
Estrategias comunicativas Habilidad de escucha Tareas comunicativas Niveles de inglés Factores individuales Communication strategies Listening skill Communication tasks English levels Individual factors |
| topic |
Estrategias comunicativas Habilidad de escucha Tareas comunicativas Niveles de inglés Factores individuales Communication strategies Listening skill Communication tasks English levels Individual factors Lengua Languages Lengua extranjera Foreign languages Enseñanza de una segunda lengua Second language instruction Educación bilingüe Bilingual education Inglés English |
| dc.subject.unesco.none.fl_str_mv |
Lengua Languages Lengua extranjera Foreign languages Enseñanza de una segunda lengua Second language instruction Educación bilingüe Bilingual education Inglés English |
| description |
Las estrategias comunicativas ayudan a mitigar los problemas de comprensión al momento de aprender un idioma nuevo. En el presente estudio, se propone identificar la frecuencia de las estrategias comunicativas utilizadas por estudiantes universitarios que aprenden inglés para enfrentar las dificultades en la comprensión de mensajes orales, y analizar la relación entre el empleo de estas estrategias y su nivel lingüístico en el idioma. Se realizó un estudio transversal descriptivo, conformado por 542 estudiantes; se empleó el instrumento OCSI (Oral Communication Strategy Inventory), aplicando el cuestionario correspondiente a la habilidad de escucha. Los datos se analizaron mediante estadística descriptiva e inferencial, encontrándose que las estrategias más empleadas corresponden a las de negociación del significado, noverbales y de orientación hacia las palabras. No se hallaron diferencias entre los niveles A2 (básico) y B1 (intermedio) en cuanto al uso de las estrategias. Palabras clave: Estrategias comunicativas; habilidad de escucha; tareas comunicativas; niveles de inglés; factores individuales. |
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2020 |
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2020 |
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2023-04-12T23:09:38Z |
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2023-04-12T23:09:38Z |
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Artículo de revista |
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Revista Complutense de Educación |
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Abdulrahman, L. (2018). Listening strategies applied by students of Adel’s University. International Journal of English and Education, 7(4), 312–326. Ahmad, Y.B. (2018). Teaching English pronunciation of suprasegmental features on students of English education. In I. G. N. A. S. and A. H. A.G. Abdullah, J. Foley (Ed.), Global Conference on Teaching, Assessment, and Learning in Education (Vol. 42, pp. 1–5). Sanur, Bali.: SHS Web of Conferences. https://doi.org/10.1051/shsconf/20184200048 Ahmadi, S. M. (2016). The importance of listening comprehension in language learning. International Journal of Research in English Education, 1(1), 7–10. Ahmed, S. T. S. & Pawar, S.V. (2018). Communicative competence in English as a foreign language: Its meaning and the pedagogical considerations for its development. The Creative Launcher, 2(4), 301-312. Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21–34. Arpaci-Somuncu, D. (2016). Turkish EFL learners’ use of communication strategies and its predictors. ELT Research Journal, 5(3), 178–192 Beytullah, K., İşcan, A., Baskin, S., & Ayşegül, I. (2017). Investigation of Turkish teacher candidates listening skills. Universal Journal of Educational Research, 5(5), 750–756. Bonilla-Traña, M. (2016). Enseñanza explícita de estrategias comunicativas en el aprendizaje de la habilidad de expresión oral del inglés como L2 en adultos mayores. Universidad de Concepción. Retrieved from http://repositorio.udec.cl/handle/11594/2098 Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices (2nd ed.). New York: Pearson Education. Cárdenas-Claros, M. S., & Gruba, P. (2014). Listeners’ interactions with help options in CALL. Computer Assisted Language Learning, 27(3), 228–245. Chairat, P. (2017). Oral communication strategies used by english major undergraduates during the internship program. In International Conference on Literature, History, Humanities and Interdisciplinary Studies (LHHISS-17) (pp. 49–52). Bangkok, Thailand: International Centre of Economics, Humanities and Management. Consejo de Europa. (2002). Marco Común Europeo de Referencia para las Lenguas: Aprendizaje, Enseñanza, Evaluación. Retrieved from http://cvchttp//cvc.cervantes.es/ensenanza/biblioteca_ele/marco/ Dong, Y., & Fang-peng, G. (2010). Chinese learners’ Communication Strategies research: A case study at Shandong Jiaotong University. Cross-Cultural Communication, 6(1), 56–81. Namaziandost, E., Neisi, L., Mahdavirad, F. & Nasri, M. (2019) The relationship between listening comprehension problems and strategy usage among advance EFL learners, Cogent Psychology, 6(1), 1-19. Fernández, C. R. (2013). Técnicas de enseñanza basadas en input para la adquisición de la gramática en la sala de clase. Revista Nebrija de Linguistica Aplicada a La Enseñanza de Las Lenguas, 13, 1-10. Gómez, J. F. (2018). Diferencias en las creencias entre hombres y mujeres acerca del aprendizaje del idioma inglés. Revista Signos Estudios de Linguística, 51(97), 193–213. Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113–155 Han, X. (2014). Study on Chinese communication strategies use of primary and secondary oversea students. In Proceedings of the 2014 International Conference on Education, Management and Computing Technology (pp. 58–61). Tianjin, China: Atlantis Press. Huang, C. (2010). Exploring factors affecting the use of Oral Communication Strategies. Lunghwa University of Science and Technology, 30, 85–104. Idrissova, M., Smagulova, B., & Tussupbekova, M. (2015). Improving listening and speaking skills in mixed level groups (on the material of New English File). Procedia – Social and Behavioral Sciences, 199, 276–284. Jindathai, S. (2016). Use of communication strategies by Engineering students in relation to exposure to oral communication in English at a Thai private higher education institution. Language Education and Acquisition Research Network (LEARN) Journal, 9(2), 135–154. Karami, S., & Bagheri, M. (2014). Operationalizing teachers’ emotional attitudes towards their students, colleagues and workplace: Result from an EFL context. Journal of Language & Literature, 5(1), 140–149. Lili, Z. (2015). Influence of anxiety on English listening comprehension : An investigation based on the freshmen of English majors. Studies in Literature and Language, 11(6), 40–47. Metcalfe, J., & Noom-Ura, S. (2013). Communication strategy use of high and low proficiency learners of English at a Thai university. Learn Journal, 6(1), 66–87. Moradi, K. (2012). The impact of listening strategy instruction on academic lecture comprehension : A case of Iranian EFL learners. Procedia – Social and Behavioral Sciences, 70, 406–416. Nakatani, Y. (2006). Developing an oral communication strategy inventory. Modern Language Journal, 90(2), 151–168. Nakatani, Y. (2010). Identifying strategies that facilitate EFL learners’ oral communication: A class room study using multiple data collection procedures. The Modern Language Journal, 94(1), 116–136. Ounis, T. (2016). Exploring the use of oral communication strategies by high and low proficiency learners of English : Tunisian EFL students as a case study. International Journal of Humanities and Cultural Studies, 3(1), 1077–1098. Pourhosein Gilakjani, A., & Sabouri, N. B. (2016). Learners’ listening comprehension difficulties in English language learning: A literature review. English Language Teaching, 9(6), 123–133. Pourhossein Gilakjani, A., & Ahmadi, M. R. (2011). A study of factors affecting EFL learners’ English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2(5), 977–988. https://doi.org/10.4304/ jltr.2.5.977-988. Rabab’ah, G. (2016). The effect of communication strategy training on the development of EFL learners’ strategic competence and oral communicative ability. Journal of Psycholinguistic Research, 45(3), 625–651. Rastegar, M., & Gohari, S. S. M. (2016). Communication strategies, attitude, and oral output of EFL learners: A study of relations. Open Journal of Modern Linguistics, 6(5), 401–419. Rezaei, M., & Manzari, E. (2016). Does nationality matter ? Use of oral communication strategies in the interlanguage production of international students. In The 14th International TELLSI Conference (pp. 1–25). Kerman, Iran: Islamic Azad University Kerman Branch. Roohani, A., & Heidari, N. (2013). Oral communication strategies and multiple intelligences: Exploring the relationship. Journal of Teaching English Language (TEL), 7(2), 97–125. Rosas Maldonado, M. (2016). Communication strategies used by different level L2 English learners in oral interaction. Revista Signos, 49(90), 71–93. Shakibaei, G., Shahamat, F., & Namaziandost, E. (2019). The effect of using authentic texts on Iranian EFL learners’ incidental vocabulary learning: The case of English newspaper. International Journal of Linguistics, Literature and Translation (IJLLT), 2(5), 422–432 Sukirlan, M. (2013). Taking a closer look at communication strategy and its pedagogical implication in EFL class. International Conference on Education and Language, 2, 407–414. Teng, H. (2011). Communication strategy use of EFL college students. In A. Stewart (Ed.), JALT2010 Conference Proceedings. (pp. 75–85). Tokio:JALT. Vandergrift, L., & Tafaghodtari, M. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning, 60(2), 470–497. Xie, J. (2013). A survey on the factors influencing lower-level l2 listeners ’ strategies use and proficiency level. Education Journal, 2(4), 163–168. Yaman, Ş., & Irgin, P. (2013). The validity and reliability studies of the Oral Communication Strategy Inventory. H.U. Journal of Education, 28(1), 417–427. Yaman, Ş., & Özcan, M. (2015). Oral communication strategies used by Turkish students learning English as a foreign language. In M. Pawlak and E.Waniek-Klimczak (eds.) (Ed.), Issues in Teaching, Learning and Testing Speaking in a Second Language (pp. 143–158). New York: Springer-Verlag Zhou, J., & Huang, L.-S. (2018). An exploration of strategies used by Chinese graduate students in electrical engineering and education : integrating questionnaire, task performance, and post– task recall data. Asian-Pacific Journal of Second and Foreign Language Education, 3(15). |
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Gómez Paniagua, Juan Fernando47cc5e49-91ab-44bc-8bd0-372bfd883d12Díaz Larenas, Claudio Heraldo16671f1c-bdbb-4123-998d-e635037576632023-04-12T23:09:38Z2023-04-12T23:09:38Z20201130-2496https://dspace.tdea.edu.co/handle/tdea/27821988-2793Las estrategias comunicativas ayudan a mitigar los problemas de comprensión al momento de aprender un idioma nuevo. En el presente estudio, se propone identificar la frecuencia de las estrategias comunicativas utilizadas por estudiantes universitarios que aprenden inglés para enfrentar las dificultades en la comprensión de mensajes orales, y analizar la relación entre el empleo de estas estrategias y su nivel lingüístico en el idioma. Se realizó un estudio transversal descriptivo, conformado por 542 estudiantes; se empleó el instrumento OCSI (Oral Communication Strategy Inventory), aplicando el cuestionario correspondiente a la habilidad de escucha. Los datos se analizaron mediante estadística descriptiva e inferencial, encontrándose que las estrategias más empleadas corresponden a las de negociación del significado, noverbales y de orientación hacia las palabras. No se hallaron diferencias entre los niveles A2 (básico) y B1 (intermedio) en cuanto al uso de las estrategias. Palabras clave: Estrategias comunicativas; habilidad de escucha; tareas comunicativas; niveles de inglés; factores individuales.Communication strategies help to reduce comprehension problems when a new language is learnt. This research was intended to identify the frequency of communicative strategies employed by university learners to overcome English listening comprehension problems in oral messages, and to analyze the relation between the use of these strategies and the students´ linguistic level. A cross-sectional descriptive study was conducted with a sample of 542 participants; the listening questionnaire from the instrument OCSI (Oral Communication Strategy Inventory) was used. Data were analyzed through descriptive and inferential statistics and findings indicated that the strategies most used by students correspond to negotiation for meaning, nonverbal strategies and word-oriented. In regards with the use of listening strategies with levels A2 (elementary) and B1 (intermediate), no difference was found between both groups. Key-words: Communication strategies; listening skill; communication tasks; English levels; individual factors.10 páginasapplication/pdfspaUniversidad Complutense de MadridMadrid, Españahttps://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=7590271Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitariosUse of communication strategies for the listening skill and its relation to university students’ English levelArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85422441331Revista Complutense de EducaciónAbdulrahman, L. (2018). Listening strategies applied by students of Adel’s University. International Journal of English and Education, 7(4), 312–326.Ahmad, Y.B. (2018). Teaching English pronunciation of suprasegmental features on students of English education. In I. G. N. A. S. and A. H. A.G. Abdullah, J. Foley (Ed.), Global Conference on Teaching, Assessment, and Learning in Education (Vol. 42, pp. 1–5). Sanur, Bali.: SHS Web of Conferences. https://doi.org/10.1051/shsconf/20184200048Ahmadi, S. M. (2016). The importance of listening comprehension in language learning. International Journal of Research in English Education, 1(1), 7–10.Ahmed, S. T. S. & Pawar, S.V. (2018). Communicative competence in English as a foreign language: Its meaning and the pedagogical considerations for its development. The Creative Launcher, 2(4), 301-312.Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21–34.Arpaci-Somuncu, D. (2016). Turkish EFL learners’ use of communication strategies and its predictors. ELT Research Journal, 5(3), 178–192Beytullah, K., İşcan, A., Baskin, S., & Ayşegül, I. (2017). Investigation of Turkish teacher candidates listening skills. Universal Journal of Educational Research, 5(5), 750–756.Bonilla-Traña, M. (2016). Enseñanza explícita de estrategias comunicativas en el aprendizaje de la habilidad de expresión oral del inglés como L2 en adultos mayores. Universidad de Concepción. Retrieved from http://repositorio.udec.cl/handle/11594/2098Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices (2nd ed.). New York: Pearson Education.Cárdenas-Claros, M. S., & Gruba, P. (2014). Listeners’ interactions with help options in CALL. Computer Assisted Language Learning, 27(3), 228–245.Chairat, P. (2017). Oral communication strategies used by english major undergraduates during the internship program. In International Conference on Literature, History, Humanities and Interdisciplinary Studies (LHHISS-17) (pp. 49–52). Bangkok, Thailand: International Centre of Economics, Humanities and Management.Consejo de Europa. (2002). Marco Común Europeo de Referencia para las Lenguas: Aprendizaje, Enseñanza, Evaluación. Retrieved from http://cvchttp//cvc.cervantes.es/ensenanza/biblioteca_ele/marco/Dong, Y., & Fang-peng, G. (2010). Chinese learners’ Communication Strategies research: A case study at Shandong Jiaotong University. Cross-Cultural Communication, 6(1), 56–81.Namaziandost, E., Neisi, L., Mahdavirad, F. & Nasri, M. (2019) The relationship between listening comprehension problems and strategy usage among advance EFL learners, Cogent Psychology, 6(1), 1-19.Fernández, C. R. (2013). Técnicas de enseñanza basadas en input para la adquisición de la gramática en la sala de clase. Revista Nebrija de Linguistica Aplicada a La Enseñanza de Las Lenguas, 13, 1-10.Gómez, J. F. (2018). Diferencias en las creencias entre hombres y mujeres acerca del aprendizaje del idioma inglés. Revista Signos Estudios de Linguística, 51(97), 193–213.Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113–155Han, X. (2014). Study on Chinese communication strategies use of primary and secondary oversea students. In Proceedings of the 2014 International Conference on Education, Management and Computing Technology (pp. 58–61). Tianjin, China: Atlantis Press.Huang, C. (2010). Exploring factors affecting the use of Oral Communication Strategies. Lunghwa University of Science and Technology, 30, 85–104.Idrissova, M., Smagulova, B., & Tussupbekova, M. (2015). Improving listening and speaking skills in mixed level groups (on the material of New English File). Procedia – Social and Behavioral Sciences, 199, 276–284.Jindathai, S. (2016). Use of communication strategies by Engineering students in relation to exposure to oral communication in English at a Thai private higher education institution. Language Education and Acquisition Research Network (LEARN) Journal, 9(2), 135–154.Karami, S., & Bagheri, M. (2014). Operationalizing teachers’ emotional attitudes towards their students, colleagues and workplace: Result from an EFL context. Journal of Language & Literature, 5(1), 140–149.Lili, Z. (2015). Influence of anxiety on English listening comprehension : An investigation based on the freshmen of English majors. Studies in Literature and Language, 11(6), 40–47.Metcalfe, J., & Noom-Ura, S. (2013). Communication strategy use of high and low proficiency learners of English at a Thai university. Learn Journal, 6(1), 66–87.Moradi, K. (2012). The impact of listening strategy instruction on academic lecture comprehension : A case of Iranian EFL learners. Procedia – Social and Behavioral Sciences, 70, 406–416.Nakatani, Y. (2006). Developing an oral communication strategy inventory. Modern Language Journal, 90(2), 151–168.Nakatani, Y. (2010). Identifying strategies that facilitate EFL learners’ oral communication: A class room study using multiple data collection procedures. The Modern Language Journal, 94(1), 116–136.Ounis, T. (2016). Exploring the use of oral communication strategies by high and low proficiency learners of English : Tunisian EFL students as a case study. International Journal of Humanities and Cultural Studies, 3(1), 1077–1098.Pourhosein Gilakjani, A., & Sabouri, N. B. (2016). Learners’ listening comprehension difficulties in English language learning: A literature review. English Language Teaching, 9(6), 123–133.Pourhossein Gilakjani, A., & Ahmadi, M. R. (2011). 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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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