Browsing by Author "Zumbado Venegas, Álvaro"

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Interferences of Spanish on students¿ English Production at Experimental-Bilingual High Schools of The Western Region: a study on interlanguage
(2022) Chavarría Madrigal, Carlos Darío; Díaz Sequeira, Limberg; Ramírez Fuentes, Isabel; Salguera Pizarro, María José; Villalobos Fuentes, Mónica; Zumbado Venegas, Álvaro
7 Abstract In the present study, the most relevant Spanish interferences related to grammar were examined and interpreted as well as the implications they had on students` English proficiency. Several studies and two theories were considered to explain interference on SLA, the Complexity Theory and Interlanguage. Our research addressed the following question: What are some of the most common errors as mother tongue interferences shown by tenth- graders from The Western Region when they speak English? In this case study, teachers and students partook in oral interviews; data was collected and results were thoroughly examined. That data collected demonstrated how the target language affected the acquisition of a second language. Main findings pointed out at the perception of three recurring types of mistakes: Misuse of third person singular, incorrect syntax, and negative word transfer. Consequently, these mistakes came to be related to translation of structures, lack of exposure to English, and negative transfer. Some of the authors that theoretically backed up this study on interference focused their arguments mainly on studies made with adult populations, but the population studied in this instance were teenagers so there is a chance for the results to vary.
The use of music-based activities to Foster stress and rhythm in virtual EFL learning
(2023) Ellis Rodríguez, Abraham Ricardo; Jiménez Varela, Nicolás; Moya Mora, Yoselyn; Pacheco Salas, Lorely; Zumbado Venegas, Álvaro
In Costa Rican EFL classrooms, music has always been part of the learning process. Even when students enter kindergarten, they are in contact with music, which is used as a didactic tool. In this project, we examine the use of music-based activities to foster stress and rhythm in second language learning (L2) in virtual settings. We took into consideration music-based activities and English learning, and the possibility of these two being interconnected by rhythm and stress. This inquiry followed an exploratory-sequential design to, first, search for opinions, thoughts, and skills developed on a small sample and then, to determine whether the findings could be observed in a similar group. The students that formed the sample took part in oral interviews and music-based activities where data was collected from ninth-grade students at Bilingual Highschool of Palmares and the Bilingual Highschool of Grecia. In the quantitative phase, a pre and posttest was applied to measure the changes that the students had after carrying out musical activities, where stress and rhythm were taken into account; in the qualitative part, oral interviews and surveys were developed. Data showed that using music-based activities helps foster stress and rhythm in L2 in virtual learning settings. Through this study, we aimed to make a significant contribution for teachers and students implementing new learning methodologies where music might help learners improve their vocabulary, listening, and pronunciation skills while developing stress and rhythm in their L2 process. On the last chapter conclusions, limitations, and recommendations were offered. In regards of limitations, the most relevant are the fact that there is a scarce amount of local research, and the points of view addressed were just the students´. Then concerning the recommendations