Tesis de Pregrado UnACh

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La percepción de los miembros de la Iglesia Adventista del Séptimo Día, pertenecientes a seis Iglesias de la Provincia de Ñuble, Zonal Chillán, en cuanto a la función pastoral de la visitación
(2013-07)
Parra Belmar, Olivier Enrique
;
Vásquez Zúñiga, Juan Fernando
Lo que se busca en esta investigación es conocer la percepción de los miembros de la iglesia Adventista del Séptimo día, sobre la función visitadora del pastor distrital, y si los miembros de la iglesia piensan que esta labor pastoral está siendo abordada por el pastorado actual. Si se considera que esta función está siendo realizada en su totalidad, parcialmente o de manera deficiente. Se hará una investigación bibliográfica sobre el tema en cuestión, considerando documentos oficiales de la Iglesia Adventista, tales como: Manual de Iglesia, Guía de procedimientos para los Ministros, Manual para los Ministros entre otros. Además, el estudio se centrará en la Iglesia local y lo que ella espera de su pastor local. Es por ello que el estudio será realizado específicamente en seis Iglesias pertenecientes a la zonal Chillán
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The use of metacognitive strategies for reading comprehension through the cognitive academic language learning approach.
(2015-11)
Baeza Aguilera, Soledad Fernanda
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Espinoza Rojas, Gonzalo Ignacio
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Tamarín Tamarín, Nicolás Andrés
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Vilgósola Campos, Marcela Soledad
The vast majority of Chilean students present some difficulties at the moment of reading and understanding a written text. There are some reasons to justify the problem, such as the lack of vocabulary and the lack of essential strategies to accomplish the reading tasks, which seem to have been ignored in the classroom for years. Because of this, this quasi-experimental mixed designed study attempts to discover the effects of the use of metacognitive strategies in the classroom on students’ reading comprehension. The study was carried out through the implementation of the Cognitive Academic Language Learning Approach, also known as CALLA, which was designed to provide academic language development to English Language Learners. The sample was taken from 2 different subsidized schools ―Sidney College‖ and ―Sebastian School‖, at high school level who were assessed on the effective use of these strategies through reading tests and oral interviews based on the approach mentioned before. The findings of our research proved that the hypothesis proposed was true: subjects improved their level of reading comprehension through the use of metacognitive strategies. This made contributions over the teaching-learning process for those, teachers and students, who are interested in working with metacognitive strategies to develop the reading skill or other subject areas.
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Wuthering heights: punishment (emily brontë).
(2007-12)
Cares Avello, Gissela Jasmín
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Hortal Sandoval, Inés
The following Literary Study is based on “Wuthering Heights”, one of the classics novels into the English Literature; it was written by that author Emily Brontë, during the XIX century. This essay presents an important background from different aspects of The Victorian Period, presenting a brief breakdown about History, Culture and Society; Education, Social Classes, Ideologies, Religion, Science, Architecture and Literature of that time. The main idea of this background is having a clear vision about the era or moment in which this novel was inspired. The reason for this study is analyze how “Punishment” is present into Wuthering Heights, mainly through Heathcliff`s life demonstrating how social, financial and cultural aspects can affect and modify people’s behaviors and their attitude to face the life. This avowal is supported by two different stages; the first one presents Heathcliff as a victim of two diverse kind of abuses; Physical and Psychological Punishment. The second one shows the consequences of those abuses, affecting his personality and conduct, besides in this second stage is possible to appreciate how Heathcliff acts as the punisher, using the same kind of mistreatments with people that surrounded him. The course of action to get this analysis was throughout reading the novel Wuthering Heights (British version), and different books about Punishment and its consequences (Spanish versions), in order to understand better the context of this masterwork.
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Contemporary Hamlet.
(2007-12)
Bustos Oyarzo, Marcela Alejandra
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Cisternas Vidal, Sandra Marisol
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Hortal Sandoval, Inés
The following assignment belongs to a study where it will be able to observe three different kinds of movies that were inspired in the original William Shakespeare’s Hamlet. The first movie was made in the year 1948 by Laurence Olivier. The second movie was made in the year 2000 by Michael Almereyda. The last movie recently made in the year 2007 by Alexander Fodor. The reason for the study was to analyze if Shakespeare’s original language in his known soliloquy “To Be or Not To Be” has remained during the four hundred years. Also, to analyze how the contemporary filmmakers were able to change the images of the films, to attract new audiences that belong to their times. Adding to the previous aim, to appreciate how the three main themes: Revenge, Suicide and Procrastination have sustained through different images regardless of the culture in which they were written in. The procedure to attain our research was through reading two books (British and American versions) and viewing the three movies mentioned above. Firstly, the original script from soliloquy “To Be or Not To Be” was compared to each of the other movies, realizing that only Shakespeare Language remained in all of them.
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The effects of focused and unfocused written corrective feedback.
(2014-11)
Canto Sepúlveda, José Javier
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Morales Castro, Sherelynn Cintia
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Rivas Valenzuela, Grace Karim
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Tapia Montanares, Ruth Esther
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Vildósola Campos, Marcela Soledad
The present research is about the effects of written corrective feedback on students’ new pieces of writing, for which focused and unfocused corrective feedback were provided. It is an experimental and quantitative study, whose participants were students of an intermediate level of the English teacher training program of the Adventist University of Chile. They were randomly divided into three different groups, two experimental groups and a control group. One of the experimental groups received focused corrective feedback and the other one received unfocused corrective feedback in order to identify which variable (focused or unfocused corrective feedback) is the one that results in better accuracy at the moment of writing new pieces of texts. The theoretical background for our research is based on studies carried out by different researchers (Bitchener & Knoch, 2009, 2010a, 2010b; Sheen, 2007) who have supported the idea of giving direct written corrective feedback as the most effective method to avoid learners’ future errors. Despite the fact that their studies have been done in other countries, their results are closely related to the ones explained in this report. Now, the claim that focused direct written corrective feedback is the most effective one to improve accuracy in students’ new pieces of writing has been proved.
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Code-switching y sus implicancias en la práctica pedagógica de la enseñanza del inglés.
(2011-03)
Gallardo Palma, Damaris
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Villalobos Moyano, Romina Alejandra
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Bastías Herrera, Hayleen Pamela
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Peña Ferrada, María José
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Ibacache Ríos, Javier Alexis
La presente investigación es de tipo cualitativa puesto que pretende describir la percepción que tanto profesores como alumnos tienen del fenómeno lingüístico llamado code-switching (CS), su uso y sus implicancias en el proceso de enseñanza-aprendizaje del inglés como lengua extranjera. Este estudio se centra en las variables motivación y comprensión del idioma inglés por parte de los alumnos en el contexto del aula. La técnica de investigación utilizada es la encuesta. Con este propósito se diseñaron dos encuestas, una para ser aplicada a una muestra de 5 profesores de inglés, de una población total de 8 docentes, de los Colegios Adventistas de la octava región del Bío-Bío, y otra para ser respondida por una muestra de 15 alumnos por nivel, (240 alumnos como muestra total, de primero a cuarto medio) de los Colegios Adventistas de la misma región, de una población total de 2187 alumnos. Los resultados arrojados por las encuestas aplicadas en dichos colegios permiten conocer si la percepción de alumnos y profesores con respecto al uso de code-switching en el aula es positiva o negativa para el proceso enseñanza-aprendizaje del inglés. También permitirá conocer si su uso en el aula es frecuente, si incide en la motivación, y si resulta ser de una herramienta útil para la comprensión de contenidos.
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Use of strategies in extensive readings in language learners from the english teacher training program of the Adventist University of Chile.
(2013-11)
Herrera Marín, Carolina Ximena
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Urbina Cerda, Katheryn Alexandra
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Thomann López, Steffi Rossana
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Vildósola Campos, Marcela
The present investigation deals with reading strategies and how they can be useful in reading comprehension tasks, especially extensive readings. Our research was done with the help of four subjects as our sample, who are students from the English Teacher Training Program of the Adventist University of Chile. The aim of our research was to discover whether the use of reading strategies had an effect on the comprehension of extensive readings. To fulfill our goals, a number of reading strategies was selected and presented to the participants in various interventions to their English Literature II course. To accomplish our objective, we decided to measure the final results obtained by the participants in two different reading tests, one, to evaluate the reading of the book Jane Eyre and the other to assess the reading of the book Pride and Prejudice. We compared them to the results attained by students of previous years, when answering the same tests. This gave us interesting information on how strategies can affect the reading process.
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Comparative study between japanese and Chilean english teaching program.
(2007-11)
Kawano, Isako
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Hortal Sandoval, Inés
Study programs given by the education ministry is the base of English teaching in many countries. The program consists in the way of teaching, general objectives, minimum contents, according to their society background. This work is divided into five sections. First of all an introduction to the studies and the second is an overview of education in Japan and Chile. It reviews the broad vision of Education in general, including the English study program of both countries. The third is the main part of this work; it is the chart which gives an idea about differences between the Japanese and the Chilean English teaching program. And the next part is the development of the charts. Finally, there is a conclusion about the differences of both countries’ English teaching program in which it be noticed that all of the content differences in the teaching programs are because of distinct cultural backgrounds, ethnicity, lifestyle, and way of thinking as well as learning and teaching differences. There are remarkable facts that through out the teaching program, that show how the program and English education change according to the society. Throughout English teaching program, people could recognize characteristics of every nation.
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Implementation of a web platform to aid writing and its impact on students from the english teaching programme.
(2016-06-01)
Meza Pando, Andrés Antonio
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Rojas Luan, Fernando Patricio
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Durán Barrenechea, Matías Alejandro
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Fernández Lara, Alexis Alejandro
This qualitative-exploratory research investigated the potential role of an ESL website (web 2.0) as a way to compliment writing activities for first year students of the English Teaching Programme, UNACH. It assessed two activities in which twelve students were divided into two groups, accomplishing a common task through different means. One group completed the activity on an online platform and the other completed it on paper.
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The use of videos for improving listening comprehension
(2016-12)
Lagos Jara, Teresa Liliana
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Rodríguez Chávez, Syndia Fabiola
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Sepúlveda Navarrete, Lorena Yoselin
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Venegas Zurita, Karla Susana
The focus of this experimental and quantitative research was to find out whether the use of videos improves listening comprehension skills in students. The research was carried out through the implementation of strategies and techniques to improve listening comprehension skills. The sample was taken from two different subsidized schools “Colegio Hispano Americano Rio Viejo” and “Colegio Evangélico Betania”, at high school level. The procedure involved an estimated time of five weeks; during the first week the pre-test was applied to both groups, then during the second until the fourth week, students who belong to the experimental group were trained on activities to improve listening comprehension; and then in the fifth week the post- test was applied to both groups of students.

Tesis de Pregrado UnACh

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