Learning strategies and language teaching
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Date
2020-04-07
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo fundamental de este trabajo de investigación es dar a conocer que según el sistema educativo peruano basado en el desarrollo de competencias y capacidades en el idioma inglés, el aprendizaje es mejor cuando los docentes motivan constantemente a los estudiantes a ser más activos que pasivos. La mayoría de los docentes peruanos utilizan el enfoque comunicativo que permite competencias comunicativas entre los estudiantes que trabajan en conjunto; socializan y usan el idioma de destino durante la clase para comunicar sus ideas, opiniones y emociones.
El enfoque por tareas tiene características similares al enfoque comunicativo, con un agregado muy importante, que permite desarrollar actividades de evaluación formativa con el estudiante en su proceso de aprendizaje. La evaluación formativa permitirá a los estudiantes y al docente tomar conciencia de las debilidades y fortalezas del aprendizaje.
Los docentes deben velar por que el alumno se involucre con sus compañeros como una sola persona con sus propias características. Además, la motivación es un factor crucial en la clase porque permite un cambio inmediato en los comportamientos y una actitud positiva durante el proceso de aprendizaje, haciendo una experiencia creativa, comunicativa y amena. Por lo tanto, el maestro tiene que captar la motivación y la atención de los estudiantes continuamente.
Esta monografía se basa en compartir información y conocimientos sobre estrategias de aprendizaje y enseñanza del idioma inglés en el sistema educativo de la región Loreto.
En cuanto a las estrategias de aprendizaje, la monografía trata algunas de ellas, que se practican en las clases enseñando al alumno para que las lleve a practicar dentro y fuera de las clases para luego adaptarlas a sus necesidades y desarrollar sus propias estrategias de aprendizaje de idiomas.
The fundamental objective of this research work is to make known that according to the Peruvian educational system based on the development of skills and abilities in the English language, learning is better when teachers constantly motivate students to be more active than passive. Most Peruvian teachers use the communicative approach that allows communicative skills among students working together; they socialize and use the target language during class to communicate their ideas, opinions and emotions. The task-based approach has characteristics similar to the communicative approach, with a very important addition, which allows the development of formative evaluation activities with the student in their learning process. The formative evaluation will allow the students and the teacher to become aware of the weaknesses and strengths of learning. Teachers must ensure that the student engages with her classmates as a single person with their own characteristics. In addition, motivation is a crucial factor in the class because it allows an immediate change in behavior and a positive attitude during the learning process, making the experience creative, communicative and enjoyable. Therefore, the teacher has to capture the motivation and attention of the students continuously. This monograph is based on sharing information and knowledge about strategies for learning and teaching the English language in the educational system of the Loreto region. Regarding learning strategies, the monograph deals with some of them, which are practiced in the classes, teaching the student to take them to practice inside and outside the classes and then adapt them to their needs and develop their own learning strategies. Languages.
The fundamental objective of this research work is to make known that according to the Peruvian educational system based on the development of skills and abilities in the English language, learning is better when teachers constantly motivate students to be more active than passive. Most Peruvian teachers use the communicative approach that allows communicative skills among students working together; they socialize and use the target language during class to communicate their ideas, opinions and emotions. The task-based approach has characteristics similar to the communicative approach, with a very important addition, which allows the development of formative evaluation activities with the student in their learning process. The formative evaluation will allow the students and the teacher to become aware of the weaknesses and strengths of learning. Teachers must ensure that the student engages with her classmates as a single person with their own characteristics. In addition, motivation is a crucial factor in the class because it allows an immediate change in behavior and a positive attitude during the learning process, making the experience creative, communicative and enjoyable. Therefore, the teacher has to capture the motivation and attention of the students continuously. This monograph is based on sharing information and knowledge about strategies for learning and teaching the English language in the educational system of the Loreto region. Regarding learning strategies, the monograph deals with some of them, which are practiced in the classes, teaching the student to take them to practice inside and outside the classes and then adapt them to their needs and develop their own learning strategies. Languages.
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Rojas Tamani, C. (2020). Learning strategies and language teaching (Monografía de pregrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.