Lenguas Modernas
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Item The implementation of linguistic pedagogical activities using L1 reference background to foster L2 oral communicative competence among adult learners at CINDEA Judas, 2020: La implementación de actividades lingüísticas pedagógicas usando como referencia el conocimiento de la lengua materna para el desarrollo de la competencia oral comunicativa en un segundo idioma en estudiantes adultos en CINDEA Judas, 2020(2021) Brenes Méndez, Vivian María; González Hernández, Diego Emmanuel; Rojas Rojas, Lilieth Viviana; Solórzano Madrigal, Karol Daniela; Chacón Prado, Mónica de JesúsThe use of the mother tongue in the English class has been a controversial topic in the education field. Therefore, this study is aimed to analyze the implementation of linguistic pedagogical activities using L1 reference background to foster L2 oral communicative competence among adult learners at CINDEA Judas, 2020. For carrying out this objective, there was selected one control and one experimental group, considering a sample of six and ten participants, respectively. Moreover, five linguistic pedagogical activities were applied to foster learners¿ oral communication in the target language: English. Thereby, five instruments were designed to collect the information. First, a diagnostic test was applied to gather students¿ starting English level; referencing their scores to the CEFRL parameters. Second, a Likert scale to evaluate participants¿ performance during the activities. Third, a post-test presented the effectiveness of the activities. Fourth, one survey was done to the participating students and one interview to the collaborating teacher to gather their opinion regarding the activities. Lastly, the results were analyzed in a triangulation chart; the outcomes were supported by findings of other researchers and the English Study Program proposed by MEP (2016.) Consequently, the findings from the current research showed that participants¿ English level increased; specifically, they got an upgrade on their scores. In the diagnostic test, most learners obtained a Beginner level, whereas in the post-test they all improved their grades, reaching an Elementary English level. In conclusion, the activities were implemented concerning a balance between English and Spanish; in fact, participants took advantage of this balance to increase their oral competence.Item Effects of implementing the ECRIF framework on oral production participation in communicative English courses(2022) Chavarría Nájera, Nazareth; Chavarría Piñeiro, Jorge Andrés; Cubero Carranza, Katherine; Mora León, Tiary Yulissa; Rossi Flood, Amanda LynnThis thesis project analyzes the ECRIF Framework and its effects in oral production participation when utilized in Costa Rican English communicative lessons. Ten 12- to 14-year-old students participated in an ECRIF-based conversational online course to learn the target language. During the language learning process, researchers applied questionnaires, observations worksheets, and self-assessment checklists to identify and measure factors that affect oral production in ECRIF- based lessons such as participation, motivation, safety, and communicative skills. Data was collected, triangulated, and analyzed under a QUAL-quan mixed-method approach to measure the effectiveness of the framework to promote oral production. Results suggest that ECRIF- based lessons can increase students¿ oral production and participation. However, insufficient data and unpredictable factors when developing virtual lessons did not allowed to established definitive results. Adaptations and enhancements are necessary to ensure the effectiveness of the ECRIF-based lessons in an online setting.Item 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, Álvaro7 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.