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OER in University Language Courses
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In: World Languages and Literatures Faculty Publications and Presentations (2022)
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Decoding the 1920s: Teaching Advanced Russian in a Literature Class
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In: World Languages and Literatures Faculty Publications and Presentations (2022)
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Error Analysis of Preservice Secondary Mathematics Teachers’ Proof Writing
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In: Georgia Southern University Research Symposium (2022)
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Preparing for multiculturalism: An analysis of the perceived preparedness of pre-service teachers for teaching in diverse classrooms
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In: Honors College Theses (2022)
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“I Kind of Pushed Back”: Efficiency and Urgency in a No-Excuses Writing Curriculum
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In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
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Silver Girls: A Modern Retelling of Little Women
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In: Honors Program Theses and Projects (2021)
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| 8 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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Teachers’ Experiences of Educating EAL Students in Mainstream Primary and Secondary Classrooms
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In: Australian Journal of Teacher Education (2021)
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CITOYEN.NE.S: Conversation en Français
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In: PDXOpen: Open Educational Resources (2021)
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| 11 |
Fulfilling a Wish List: Creating an OER Beginning Spanish Textbook and Curriculum
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In: World Languages and Literatures Faculty Publications and Presentations (2021)
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| 12 |
Decoding the 1920s: A Reader for Advanced Learners of Russian
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In: PDXOpen: Open Educational Resources (2021)
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| 13 |
EFFECTS OF STUDENT-LED PROGRESS TRACKING OF ENGLISH PROFICIENCY ON NEWCOMERS’ SELF-EFFICACY ...
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Assessing Cognitive Flexibility, Other Executive Functions and Learning in Adolescents ...
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| 15 |
Impact of Teachers’ Classroom Manners, Teaching Strategies, and Parents’ Socioeconomic Status on Students’ Performance
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In: Health Policy and Community Health Faculty Publications (2021)
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A Phenomenological Study of Teachers' Perceptions and Interactions of English Language Learners ...
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| 17 |
Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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| 18 |
Leading schooling in Aotearoa New Zealand: Understanding and supporting the weight of culture for Māori teachers
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| 19 |
Gamification and motivational videos to foster students' motivation in SLA
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| 20 |
Morfología, sintaxis y motivación: una propuesta para mejorar la motivación en 3º de ESO mediante el uso de secuencias didácticas para aprender gramática
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Abstract:
Màster Universitari de Formació del Professorat de Secundària Obligatòria i Batxillerat, Facultat d'Educació, Universitat de Barcelona, Curs: 2020-2021, Tutor: Jordi González Batlle ; [spa] ¿Por qué la morfología y la sintaxis siguen siendo la oveja negra en las clases de lengua? ¿No existe forma alguna de mejorar la motivación de nuestros alumnos al trabajar estos conceptos? Y, de ser así, ¿Qué base teórica existe para ello? El presente trabajo permite enlazar el temido Contenido clave de morfología y sintaxis y aquello que los expertos proponen en cuanto a motivación en el aula se refiere. Para conseguir este propósito, MORFOLOGÍA, SINTAXIS Y MOTIVACIÓN: Una propuesta para mejorar la motivación en 3º de ESO mediante el uso de Secuencias didácticas para aprender gramática, describe qué variables son necesarias para motivar a los alumnos, qué tipo de motivación debemos fomentar en el aula y, sobre todo, cómo encajamos esta teoría en una propuesta de curso. De este modo, este TFM ofrece una propuesta de trabajo para 3º de ESO. Lo hace gracias a unas directrices generales y tres Secuencias didácticas para aprender gramática (SDG) que promueven la gramática de base semántica, el trabajo en grupo, la investigación y las instrucciones para convertir una secuencia de trabajo en algo realmente motivador. ; [eng] Why are morphology and syntax still the black sheep in language classes? Is there no way to improve the motivation of our students when working on these concepts? And, if so, what theoretical basis is there for it? The present work allows to link the feared morphology and syntax Contenido clave and the experts’ proposal in terms of motivation in the classroom. To achieve this purpose, MORFOLOGÍA, SINTAXIS Y MOTIVACIÓN: Una propuesta para mejorar la motivación en 3º de ESO mediante el uso de Secuencias didácticas para aprender gramática, describes what variables are necessary to motivate students, what type of motivation should be promoted in the classroom and, above all, how this theory should be fitted into a work proposal. In this way, this TFM suggests a course proposal for 3rd ESO. It does so, thanks to both general guidelines and three Didactic sequences for learning gramar (SDG) that encourage semantic-based grammar, group work, research, and instructions to turn a work sequence into something truly motivating.
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Keyword:
Comparative and general; Ensenyament de l'escriptura (Educació secundària); Gramàtica; Grammar; Master's thesis; Motivació en l'educació; Motivation in education; Recursos educatius; Secondary); Teaching--Aids and devices; Treballs de fi de màster; Writing (Education
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URL: http://hdl.handle.net/2445/179324
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