Non-Authentic Sources: a Way to Boost Sociolinguistic Competence in Undergraduate English Students
El estudio analizó los elementos de competencia sociolingüística en el libro de texto digital MasterMind I, un recurso no auténtico y su uso por parte de cinco alumnas pertenecientes a los semestres 9º y 10º del programa de Licenciatura en Lengua Extranjera Inglés de la Universidad Santo Tomás. La i...
- Autores:
-
Rincón Lamus, Daniela
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2024
- Institución:
- Universidad Santo Tomás
- Repositorio:
- Repositorio Institucional USTA
- Idioma:
- spa
- OAI Identifier:
- oai:repository.usta.edu.co:11634/58040
- Acceso en línea:
- http://hdl.handle.net/11634/58040
- Palabra clave:
- Lenguas Extrajeras inglés
Alumnos
Actividades -- Orales
Sociolingüístico
sociolinguistic competence
linguistic markers
non-authentic sources
digital textbooks
distance learning
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
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Non-Authentic Sources: a Way to Boost Sociolinguistic Competence in Undergraduate English Students |
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Non-Authentic Sources: a Way to Boost Sociolinguistic Competence in Undergraduate English Students |
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Non-Authentic Sources: a Way to Boost Sociolinguistic Competence in Undergraduate English Students Lenguas Extrajeras inglés Alumnos Actividades -- Orales Sociolingüístico sociolinguistic competence linguistic markers non-authentic sources digital textbooks distance learning |
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Non-Authentic Sources: a Way to Boost Sociolinguistic Competence in Undergraduate English Students |
| title_full |
Non-Authentic Sources: a Way to Boost Sociolinguistic Competence in Undergraduate English Students |
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Non-Authentic Sources: a Way to Boost Sociolinguistic Competence in Undergraduate English Students |
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Non-Authentic Sources: a Way to Boost Sociolinguistic Competence in Undergraduate English Students |
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Non-Authentic Sources: a Way to Boost Sociolinguistic Competence in Undergraduate English Students |
| dc.creator.fl_str_mv |
Rincón Lamus, Daniela |
| dc.contributor.advisor.none.fl_str_mv |
Albarracín, Pablo |
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Rincón Lamus, Daniela |
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https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002058545 |
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Universidad Santo Tomás |
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Lenguas Extrajeras inglés Alumnos Actividades -- Orales Sociolingüístico |
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Lenguas Extrajeras inglés Alumnos Actividades -- Orales Sociolingüístico sociolinguistic competence linguistic markers non-authentic sources digital textbooks distance learning |
| dc.subject.proposal.spa.fl_str_mv |
sociolinguistic competence linguistic markers non-authentic sources digital textbooks distance learning |
| description |
El estudio analizó los elementos de competencia sociolingüística en el libro de texto digital MasterMind I, un recurso no auténtico y su uso por parte de cinco alumnas pertenecientes a los semestres 9º y 10º del programa de Licenciatura en Lengua Extranjera Inglés de la Universidad Santo Tomás. La investigación surgió de la insatisfacción de las estudiantes con el material, particularmente por su falta de actividades orales y de contexto real. El estudio, con un enfoque cualitativo de caso, recogió datos mediante cuestionarios y una lista de control, y los analizó utilizando la triangulación. El procedimiento consistió en recopilar los datos, clasificarlos en tres categorías basadas en los constructos de las listas de control de Lei, W. & Soontornwipast (2020) y Sándorová (2020): contenido, elementos culturales y sociolingüísticos, y establecer dos subcategorías por cada una agrupando elementos con características similares mediante un código de color. Finalmente, se conectaron los hallazgos con la teoría establecida en el marco teórico. Los resultados revelaron que el libro MasterMind I incluía muchos elementos sociolingüísticos y socioculturales, pero carecía de contexto local y de conexiones entre culturas. A pesar de estas deficiencias, las tareas colaborativas en línea del material ayudaron a los estudiantes a superarlas. En general, se concluyó que el libro de texto fomenta la competencia sociolingüística de quienes lo estudian, aunque todavía puede mejorarse. Palabras clave: Competencia sociolingüística, indicadores lingüísticos, recursos no auténticos, libros de texto digitales, aprendizaje a distancia. |
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2024 |
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2024-10-01T15:58:04Z |
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2024-10-01T15:58:04Z |
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2024 |
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Trabajo de grado |
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Rincón Lamus, D. (2024). Non-Authentic Sources: a Way to Boost Sociolinguistic Competence in Undergraduate English Students. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio institucional. |
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Rincón Lamus, D. (2024). Non-Authentic Sources: a Way to Boost Sociolinguistic Competence in Undergraduate English Students. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio institucional. reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co |
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Albarracín, PabloRincón Lamus, Danielahttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002058545Universidad Santo Tomás2024-10-01T15:58:04Z2024-10-01T15:58:04Z2024Rincón Lamus, D. (2024). Non-Authentic Sources: a Way to Boost Sociolinguistic Competence in Undergraduate English Students. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio institucional.http://hdl.handle.net/11634/58040reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEl estudio analizó los elementos de competencia sociolingüística en el libro de texto digital MasterMind I, un recurso no auténtico y su uso por parte de cinco alumnas pertenecientes a los semestres 9º y 10º del programa de Licenciatura en Lengua Extranjera Inglés de la Universidad Santo Tomás. La investigación surgió de la insatisfacción de las estudiantes con el material, particularmente por su falta de actividades orales y de contexto real. El estudio, con un enfoque cualitativo de caso, recogió datos mediante cuestionarios y una lista de control, y los analizó utilizando la triangulación. El procedimiento consistió en recopilar los datos, clasificarlos en tres categorías basadas en los constructos de las listas de control de Lei, W. & Soontornwipast (2020) y Sándorová (2020): contenido, elementos culturales y sociolingüísticos, y establecer dos subcategorías por cada una agrupando elementos con características similares mediante un código de color. Finalmente, se conectaron los hallazgos con la teoría establecida en el marco teórico. Los resultados revelaron que el libro MasterMind I incluía muchos elementos sociolingüísticos y socioculturales, pero carecía de contexto local y de conexiones entre culturas. A pesar de estas deficiencias, las tareas colaborativas en línea del material ayudaron a los estudiantes a superarlas. En general, se concluyó que el libro de texto fomenta la competencia sociolingüística de quienes lo estudian, aunque todavía puede mejorarse. Palabras clave: Competencia sociolingüística, indicadores lingüísticos, recursos no auténticos, libros de texto digitales, aprendizaje a distancia.The study analyzed the elements of sociolinguistic competence in the MasterMind I digital textbook, a non-authentic source, and its use by five female students belonging to the 9th and 10th semesters of the Bachelor’s degree in Foreign Language English (BDFLE) program at Universidad Santo Tomás. The research arose from the students' dissatisfaction with the textbook, particularly its lack of oral and real context activities. Using a qualitative case study approach, the study collected data through questionnaires and a checklist and analyzed it through triangulation, which included the following procedure: collecting data from the instruments, then dividing the data into three categories according to the constructs taken from checklist models of Lei, W & Soontornwipast (2020) and Sándorová (2020): content, cultural items, and sociolinguistic items, and establishing two subcategories for each category by grouping with colored items with similar characteristics. Subsequently, connecting the data findings with the theory or preposition presented in the theoretical framework. The results revealed that the MasterMind I book included many sociolinguistic and sociocultural elements, but lacked local cultural context and cross-cultural connections. Despite these shortcomings, the online collaborative tasks included in the material helped students overcome these gaps. Overall, it was concluded that the textbook fostered students' sociolinguistic competence, although there was still room for improvement. 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