(Lic.) Educación con mención en Idiomas Extranjeros con especialidad en Inglés - Francés

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Material didáctico impreso "MY CLASSROOM" y su influencia en la comprensión de textos escritos en inglés, en el área de idioma extranjero, de los estudiantes del 3° grado de educación secundaria de la l.E. "Santa Rosa" de la ciudad de Tarapoto, en el año 2008
(Universidad Nacional de San Martín. Fondo Editorial, 2008) Del Aguila Torres, Carol; Cano Flores, Margot; Cunia Garcia, Jacinto Juan
lt is known that in most of the Educational lnstitutions of San Martin County and Region is exactly the teachers use strange methods and they lack authentic educational material to use far the application of the method in English teaching language, even though we live the computer science and the cybernetics current time. Likewise, in the 72 educational centers of high school that they are in San Martin ~ County, they use the active methods to teach this language at the present time whose origin is external to us, where the students build their knowledge up based on their own experiences. Owing to this fact, the students of San Martin County and Region Educational lnstitutions, Tarapoto district, they are harmed, because it is not used a certainly didactic material far English teaching language, for that reason the learning is poorly; on the other hand, the English classes are given by teachers, most of them are discouraging and this is the reason for students don't pass the subject with a low grade. Besides being given the case that students repeat the year, it would be an additional expense, not only far family parents, but also for the state and the small town. With the intention of contributing to solution of this problem, we carried out the research that it had as aim: Demonstrating the influence of the Printed Didactic Material "My Classroom" in order to improve the English written texts comprehension with students of the Third Year at the Educational lnstitution "Santa Rosa" high school of Tarapoto city, by the year 2008. In order to be able to get the proposed aim, it has been guided to validate the following hypothesis: lf the Printed Didactic Material, "My Classroom", is applied, it will increase the learning of the English written texts comprehension then, with students of the Third Year at the Educational lnstitution "Santa Rosa" high school of Tarapoto city, by the year 2008. In order to contrast the hypothesis, we carried out an applied research, with experimental level, with pretest and post test quasi experimental design with control group. The sample was made up by 59 students of the Third Year at the Educational lnstitution "Santa Rosa" high school,_ 29 of which were made up by the experimental group and 30 the control group, who were given an objective test before and after the experiment. The analysis of the data in the post •test with the experimental and control group, by means of the normal distribution in z, it has allowed to check out the hypothesis, such it is the case that Zc equals 10,35 is greater than Zt equals 1,64; then Zc being located in the rejection zone, it shows that ít has allowed to conclude that if the Printed Didactic Material, "My Classroom", is applied, it increases the learning of the English written texts comprehension then, with students of the Third Year at the Educational lnstitution "Santa Rosa" high school of Tarapoto city, by the year 2008.
Factores psicopedagógicos en deserción estudiantil de la asignatura de francés, del V al IX ciclo de la Escuela Académica Profesional de Idiomas, en la Universidad Nacional de San Martín, 2008-I
(Universidad Nacional de San Martín. Fondo Editorial, 2008) Flores Flores, Betty Lucia; Reynafarge Barrera, Nathalie; Cunia Garcia, Jacinto
Our aim was to search for the psycho pedagogic reasons why students were abandoning the course of French language, from the fifth to the ninth semester of the Professional School of Languages of the National University of San Martin, PERU, South America, in 2008 - l. Our hypothesis was: the psycho pedagogy factors, such as, cognitive, emotional and social factor had an important influence over students who left the French language course, from the fifth to the ninth semester, of the Professional School of Languages of the National University of San Martin, in 2008-1. In order to get evidence and demonstrate our hypothesis, we obtained information about the students who abandoned the course at the Coordination and Registration Office (OCRA, for its initials in Spanish) of the National University of San Martin. We also made a survey among the students (48 college students were our sample) who abandoned the French language course during the first half of 2008. So, we obtained a direct testimony of the cognitive, emotional, and the social reasons why they left course. The information process and analysis allowed us to find that more the half of the students, who were learning French, had not only reception and understanding difficulties, but retention and dissonancy problems as well. Then, we found an increasing lack of interest, and students feeling uncomfortable in the classroom, and also, a high percentage of personal fears during the learning sessions. In third place, we notice regular, good, and excellent relationships between students and their parents and teachers of French course, but very few conversation sessions to practice the French language. So, all of these factors had an influence over these students who stopped attending classes and finally, they abandoned the course. We suggest encouraging research about psycho pedagogy factors related to foreign languages learning; and also, more conversation sessions and workshops are needed among students and teachers. And, finally, we suggest making it know the theory of problems and solutions about academic activities of the students.
El Clima familiar y su correlación con el aprendizaje del idioma ingles de los estudiantes del quinto grado de secundaria de la Institución Educativa Ofelia Velásquez del año 2008
(Universidad Nacional de San Martín. Fondo Editorial, 2009) Macedo Tuesta, Catherine; Pezo Saavedra, Iris; Leon Montalvo, Juan Julio
The following research has had the aim to know the correlation between family environment and English language learning among high school students of 5thyear from Ofelia Velasquez High School in Tarapoto city, 2008. Far this descriptive-correlative non-experimental study, a population of 264 students of 5th year from Ofelia Velasquez High School, who were registered in 2008 academic year, have been used and the Family Environment Scale (FES) has been applied to a sample of 157 students. The results of this study show us that there isn't any meaningful correlation between Relationship dimension and System Maintenance dimension of the family environment and English language learning; also we could find that there is a highly meaningful correlation in Personal Growth dimension and English language leaarning.
Influencia del método GRAMMAR TRANSLATION en el aprendizaje cognitivo del idioma ingles en estudiantes del 3º "C" nivel secundaria, de la I.E. "Tarapoto", en el año 2010
(Universidad Nacional de San Martín. Fondo Editorial, 2010) Garcia Pinchi, Luis Enrique; Rengifo Guerra, Edwin; Espinoza Aguilar, Carlo
This research focuses on the study of the influence of the GRAMMAR TRANSLATION method in the cognitive English learning. lt realized a review of the relevant literature for points to research they were cognitive information processing, learning, cognitive learning, method, GRAMMAR TRANSLA TION method, technique, and the research "Método Didáctico CLAFEL IV y sus influencias en el aprendizaje del idioma inglés en educandos del tercer grado de educación secundaria." Each of the themes was detailed, to obtain a clear understanding of the points and to achieve the goals set. We applied a PRE TEST and a POST TEST of 20 questions each one, with the purpose to measure the influence of the GRAMMAR TRANSLATION method in the cognitive English learning, it was taken into account three dimensions of cognitive learning: memory, analysis and synthesis; it developed six learning sessions, it applied an evaluation for researchers to know if students are satisfied with the work performed, the evaluation had three components: methodology, materials, evaluation. Thanks to the analysis of the results, we can observe that the GRAMMAR TRANSLATION method influence in the cognitive English learning, we made tables and charts where we can observe with the naked eye the results of the evaluation and learning sessions and which allowed to realize the conclusions that support or refute the hypothesis established. This research present as studio it can provide a guideline to realize another researches related with the theme, suggest sorne points which can improve the teaching of English.
Rendimiento académico en el área de inglés en estudiantes del 4° grado de secundaria de las Instituciones Educativas Santa Rosa de la ciudad de Tarapoto y Juan Guerra del distrito del mismo nombre. 2010
(Universidad Nacional de San Martín. Fondo Editorial, 2011) Celiz Angulo, Norita del Pilar; Waldo Saldaña, Maria Josefina; Cunia Garcia, Jacinto
The following study is a descriptive comparative research in education, because it was researched the academic performance in the English Subject in students of 4th grade of Santa Rosa High School from Tarapoto city and Juan Guerra High School from the district of the same name. For that reason this test was designed and valued with multiple choice items. Moreover, the averages of the qualifications were registered in the annual reports of 2010. Subsequently, the instrument test was applied to 109 students of both high schools. The corresponding measurement was done, and the results were evaluated depending on the variable: "Academic Performance in the English Subject". The results of the test showed an average of 8.99 for students of Santa Rosa High School, and 9.9 for students of Juan Guerra High School; which means that both high schools are in a deficient level, showing major deficiency in Santa Rosa High School in comparison with the students of the Juan Guerra High School; as for the annual average extracted from the annual reports, the students of the Santa Rosa High School showed a result of 12,48 and those of the Juan Guerra High School of 12,53; that lad us to know that in both high schools the academic performance is similar. Being perceived this way, a best Academic Performance in the students of Juan Guerra high school, determined in the statistical test of difference of averages through the t-student with a significant result of 2.68, when they were evaluated through the test. In this way we fulfill our goal to know the Academic Performance in the English subject in the high schools mentioned.
Influencia del taller "ENGLISH ADVENTURE" en el desarrollo de la habilidad del speaking del idioma ingles en los estudiantes del 1° grado "A" del nivel secundaria de la I.E. José María Arguedas - distrito de Cacatachi - 2013
(Universidad Nacional de San Martín. Fondo Editorial, 2013) Flores Gonzales, Rosa Isabel; Lozano Hidalgo, Bety; Navarro Macedo, Ronald
The present research propose the educational strategy ENGLISH ADVENTURE, that contains a set of interactive oral activities for developing the speaking skill of the English language in the students from 1st grade "A' of the secondary level of the Jose Maria Arguedas School- Cacatachi. In this sense, is presented an applied research with experimental level. In theoretical basis of the research is taken as a starting point the Guided discovery learning theory of Bruner, Jerome (1970), as well as theories about strategies and techniques for developing this skill. The design of the research is preexperimental with two measurements: Pre-and Post-test with just one group. The population is constituted on 66 students from 1st grade "A" and "B" of the secondary level of the Jose Maria Arguedas School- Cacatachi taking as sample the 1st grade "A", which is constituted for 15 male and 18 female making 33 students as a total. With this research work is tried to offer a new way to know, improve and optimize the speaking skill of the English language in students, having a positive effect on their academic performance in the new language.
Influencia de la estrategia .didáctica "MORE SPEAKING" en el desarrollo de la habilidad oral del idioma inglés en estudiantes del sexto grado "B" nivel primaria de la l.E. 0620 - Aplicación del distrito de Tarapoto - 2011
(Universidad Nacional de San Martín. Fondo Editorial, 2013) Rios Ramirez, Teresa Estela; Ushiñahua Güivin, Milagros Natividad; Sanchez Vargas, Milagros Del Pilar
The didactic strategy MORE SPEAKING arises as an altemative because of the absence of motivating strategies from teachers, where it is observed that the motivation is untied of the learning activities; according to that this strategy allows the development of the speaking skill of the English language through the connection of the motivation with the learning activities, achieving this way a significant learning. The problem, hypothesis and general objective have been structured by means of the relationship between the variables strategy MORE SPEAKING and the development of the speaking skill of the English language. The theoretical body of the didactic strategy MORE SPEAKING was systematized endowing it with a purpose, didactic processes and a theoretical support based on the philosophical, psychological and pedagogic foundation. The studied population was formed by 88 students and the sample by 25 students who were evaluated by means of a pre and post-test to determine the significant influence or not of the didactic strategy MORE SPEAKING in the development of the speaking skill of the English language. To measure the students of the six grade B didactic strategy, a pre-test was applied at the beginning and a post test at the end of the six strategy pedagogic workshops; the tests were made up of 30 items divided into four components. The investigation design was pre-experimental with a pre and post-test; with an experimental group, those groups were intact not equivalent. According to the statistical results in the chart Nº01 where a great progress is demonstrated between the Pre-test and the Post-test. For this reason in the results of the hypothesis test according to the chart Nº 6 reject the null hypothesis and the investigation hypothesis is accepted. That is to say that the application of the didactic strategy MORE SPEAKING incremented significantly the development of the speaking skill of the English language in the students of the six grade B primary level of the Educational lnstitution Nº 0620-Aplication of Tarapoto district.
La influencia del taller LA MAISON DE LA FRANCE en la producción escrita del idioma francés de los estudiantes de francés II de la Carrera Profesional de Idiomas de la Universidad Nacional de San Martin-Tarapoto, 2010- I
(Universidad Nacional de San Martín. Fondo Editorial, 2013) Saavedra Castillo, Shirley; Medina Tello, Marco Antonio; Palacios Paredes, Wendy Lilly
This research deals with a methodological proposal in the teaching of the French language through a workshop named LA MAISON DE LA FRANCE, responding to the students • needs that look for acquiring competence in the second language (French). This research has a constructivist approach, in which the students produce their own learning through the discovering; besides of using the Communicative Approach that pretends the second language acquisition in real situations. The workshop LA MAISON DE LA FRANCE, get together active lessons and an appropriate environment, building fun situations in which students are exposed to the language consciously and unconsciously. This workshop wants the students to feel comfortable and glad in the process of their own learning. At the end of the research, we test that we improve Written Production considerably through the workshop LA MAISON DE FRANCE; when we adopt didactical learning strategies in a comfortable study environment.
El método cooperativo en el Aprendizaje Cognitivo y Procedimental del idioma inglés de los estudiantes del 3er grado del nivel primario de la Institución Educativa Nº 0005 - Morales - 2011
(Universidad Nacional de San Martín. Fondo Editorial, 2013) Reyes Culqui, Juan Miguel; Vela Del Castillo, Rafael; Navarro Macedo, Ronald
The title of the following research Cooperative Method in Cognitive and Procedural Leaming of English Language for Students of the 3th Grade Elementary Level of Educational lnstitution Nº 0005 - from Morales district. To develop this investigation the following objective was considerad: to demonstrate the cooperative method in the students of third grade of elementary level of the educational institution Nº 0005 - Morales to improve the cognitive and procedural leaming of the English language, in 2011 . With the purpose to achieve our hypothesis is as it follows; The cooperative method has a significant influence in the cognitiva and procedurat learning of the English uages of the students of the third grade of the etementary tevet of the educational institution N° 0005 - Morales. In order to demonstrate the hypothesis, an experimental with quasi-experimental design research was developed and apptied, having a Pre-Test and a Post-Test as instruments of control. Twenty two (22) students, from the third grade · of the . etementary level, of the educational institution Nº 0005 - Morales, were the sample, which twenty two (22) students of third grade were "the experimental group". This group of students had a test before and after the experiment. The data analysis of the Pre-Test anda Post-Test of the experimental group attowed us demonstrate our hypothesis (H¡). There is a significant difference between the average of the seores of the pre and post- test of the experimental group from seven (7) to seventeen (17). The analysis and the interpretation of the resutts have been gotten to establish that the experimentation of the cooperativa method have been improved significantly in the cognitive and procedural learning of the English Language, in the students of the third grade of mentary level, of the educationat institution Nº 0005 - Morales, in 2011 .
Influencia del taller "MEMIPO" en la producción oral del idioma inglés en el tercer grado "B" del nivel secundaria de la l.E. Túpac Amaru – Tarapoto 2011
(Universidad Nacional de San Martín. Fondo Editorial, 2013) Delgado Segura, Jose Yonell; Tapia Isuiza, Meily Mavel; Linares Garcia, Jhon Martin
The title of this present investigation "INFLUENCE OF THE WORKSHOP "MEMIPO" IN ORAL ENGLISH LANGUAGE PRODUCTION IN THE THIRD GRADE "B" SECONDARY LEVEL l. E. TÚPAC AMARU TARAPOTO 2011 ", the objective was to experience the workshop MEMIPO oral production in English Language to students of the third grade "B" secondary level educational institution above the purpose of improving the development of language learning abroad. The research hypothesis (Hi) that we consider is the following: The workshop "MEMIPO" significantly influences English language learning in third grade "B" secondary level l. E. Tupac Amaru Tarapoto 2011. To test the hypothesis we proceeded to develop a type of experimental research, correlate level, and pre - experimental design of Pre-Test and Post-Test with experimental group. The sample consisted of 25 third grade "B" students, who were given an evaluation before and after application "MEMIPO" workshop. The data analysis of Pre-Test and Post-Test of the experimental group, has revealed the research hypothesis (Hi), such is the case that there is a significant difference of 3 and 16 between the average Pre notes Post Test and experimental group. The analysis and interpretation of results have established that MEMIPO workshop experimentation has significantly influenced Language Learning English in the third grade "B" secondary level l. E. Tupac Amaru Tarapoto 2011.
Influencia de la estrategia didáctica "Figuricanto" en el desarrollo de la habilidad de Speaking del idioma Inglés en estudiantes del 5to grado "B" nivel primaria de la Institución Educativa José Enrique Celis Bardales, Tarapoto. San Martín-2011.
(Universidad Nacional de San Martín. Fondo Editorial, 2013) Muñoz Jimenez, Leydi Margoth; Gastelo Bardales, Julio Cesar; Liza Santa Cruz, Paula Clotilde
The present investigation work entitled: "lnfluence of the didactic strategy Figuricanto in the development of the speaking skill of the English language in students of the srn grade "B" primary level of the School José Enrique Celis Bardales Tarapoto-2011". lt is observad that inadequacy exists in the development of the skills of the English Language in the students. Sorne of the fundamental causes of this situation are a low writing and speaking level, insufficient and ineffective methodological didactic treatment of the audition of the English ianguage, low academic performance in the classroom and indifference to listen an interactiva class. The present study has as an objective to offer a didactic strategy which is guided to the developmept of the skill of the oral expression. The aleatory sampling was applied which is formed by 13 male and 17 female students, the type of the investigation is correlationaldescriptive. The following problem is proposed: How does the didactic strategy Figuricanto influence on the development of the Speaking skill of the English language? And the hypothesis the Didactic Strategy Flguricanto influences on the development of the Speaking skill of the English language in the students of the srn grade Bprimary level of the School José Enrique Celis Bardales Tarapoto-2011. It was determined that significant influence exists in the application of the didactic strategy Flgurlcanto in the development of the speaking skill of the English language with significance level of 5% and high correlation of 94.32%. Significant difference exists in the pre and a post test in the application of the Didactic Strategy Flguricanto at the significance level of 5% was determinad. In the post test, the average is 14.79 points and the percentage of students that are above this average is 51.92%. This average overcame the pre test in 126.1%; in this pre test, high variability exists and in the post test diminishes the variability where the seores spread to be homogeneous. The development of speaking skill of the English language the students is frequently carried out, 33% always and 7% almost always.
Mejora en la producción oral de los alumnos del nivel básico 05 del idioma Inglés del CPAT El Cultural de la ciudad de Tarapoto a través de la utilización del Método ECRIF en el año 2013
(Universidad Nacional de San Martín. Fondo Editorial, 2013) Paredes Gonzales, Tony Hanz; Grandez Vela, Rosario; Egusquiza Pezo, Juan Cavero
This thesis makes the study on improving the oral production of forty-two EFL students of Basic 05 level of The CPAT El Cultural through the application of the ECRIF method that is based on the psychological foundations of constructivism and collaborative learning in the teaching of foreign languages. To reach this goal, we developed 12 learning sessions using the ECRIF Method, collecting the results of its application through the evaluation sheets of oral production, divided into five indicators (fluency, comprehension, pronunciation, grammar and vocabulary). The learning sessions were performed with activities that exploited the expression of lite experiences of each participant through movement, games, discussions and drawings. The results showed an increase in each of the 5 criteria of oral production, improving the linguistic and communicative competence of students. According to the conducted statistical analysis, it was verified the research hypothesis, revealing that t value was considered statistically significant. Through this study, it was possible to draw conclusions that are intended to contribute to the area of teaching and learning of English as a foreign language it was proved the effectiveness of the ECRIF method. it is proposed, therefore, that in the design of learning sessions for English language classes, it is integrated and implemented this method because it is very conducive to learning English as a foreign language.
El Karaoke como recurso didáctico para mejorar la producción oral del idioma Inglés de los estudiantes del V ciclo de la escuela académico profesional de idiomas de la UNSM Tarapoto - 2013
(Universidad Nacional de San Martín. Fondo Editorial, 2013) Leon Suarez, Ana Ruth; Egusquiza Pezo, Juan Cavero
The present work gives a new alternative in the teaching-learning of the English language with the purpose of improving the oral production of the students of the National University of San Martin - Tarapoto, Professional Academic School of Languages. The research had as a principal objective to develop the oral production of the English language through the methodological proposal Let's Sing and Learn English Together that used as a main strategy the KARAOKE, as an educational resource that was carried out in 8 lesson plans. Each class has 4 stages: Music to my ears, All ears, Face the music and a toast. We could appreciate the achievement of the students in each class making use of observation sheets that were checked and organized correctly. In order to achieve the goals, the methodological proposal Let's Sing and Learn English Together was applied, then a data tabulation, the description and the corresponding analysis were performed, we compared the data obtained before and after performing the proposal, which assessed four components: fluency, coherence, intonation and vocabulary. The results show that the methodological proposal Let's Sing and Learn English Together influenced significantly in the development of oral production in the students of the V cycle of the Professional Academic School of Languages-UNSM. So it is clear that the methodology, content and materials used in the application of the methodological proposal Let's Sing and Learn English Together influenced significantly in the oral production of the English language students of the V cycle of the Professional Academic School of Languages of the National University of San Martin.
Influencia del cuaderno de trabajo “I love San Martín” en el aprendizaje cognitivo del idioma inglés en las dimensiones: análisis, memoria y síntesis; en alumnos del 5º “g” del nivel secundaria de la Institución Educativa “Ofelia Velásquez”, Tarapoto – 2011
(Universidad Nacional de San Martín. Fondo Editorial, 2013) Vily Chumbe, Victor Hugo; Bardalez Paima, Jheidy Vanessa; Egusquiza Pezo, Juan Cavero
El presente trabajo de investigación tiene como tema una propuesta metodológica en la enseñanza del idioma a través del cuaderno de trabajo I love San Martin, el cual cuenta con 8 etapas y novedosas estrategias como son: preguntas y respuestas, llenar los espacios en blanco, comprensión de textos, crucigramas. Ésta investigación cuenta con un enfoque metodológico conocido como método comunicativo, para lograr un aprendizaje más significativo en los estudiantes, con la intensión de mejorar la producción escrita del idioma ingles en los estudiantes del 5 “G” del nivel secundaria de la Institución Educativa “Ofelia Velásquez” Tarapoto –2011. La propuesta presentada se basa en la importancia del uso de materiales didácticos, cuadernos de trabajo, videos, realia; con actividades motivadoras para nuestros estudiantes. Además, creando un ambiente libre de stress que es de suma importancia para la adquisición de nuevos conocimientos. Para cumplir este propósito se aplicó el cuadernos de trabajo I Love San Martín y luego se realizó la tabulación de datos, la descripción y análisis correspondientes, se comparó los puntajes antes y después de aplicar el cuaderno de trabajo, evaluando 3 dimensiones: análisis, memoria y síntesis. Los resultados mostraron que el cuaderno de trabajo I Love San Martín influyó de modo significativo y positivo en la producción escrita del idioma ingles en los estudiantes del 5 año “G” del nivel secundaria de la Institución Educativa “Ofelia Velásquez” Tarapoto – 2011
Taller PRACTICE READING y su influencia en la comprensión lectora en los estudiantes de la asignatura de Historia de la Literatura de la lengua inglesa siglo XIX y XX de la Escuela Académico Profesional de Idiomas de la Universidad Nacional de San Martin - Tarapoto 2012
(Universidad Nacional de San Martín. Fondo Editorial, 2013) Jimenez Flores, Juana Josefa; Vasquez Vasquez, Mack Harvertt; Navarro Macedo, Ronald
In the learning process, to understand what it is read turns out to be fundamental, because the person tends to learn, in the most cases, through reading; therefore, the conduction of the teaching learning process should give him/her suitable capacities to understand a written text. The reading comprehension however, is a latent problem, since the students don't know how to understand a minimum of fluency what they read. This research named: PRACTICE READING WORKSHOP ANO ITS INFLUENCE IN THE READING COMPREHENSION IN THE STUDENTS OF HISTORY OF ENGLISH LANGUAGE LITERATURE ASIGNATURE OF XIX ANO XX CENTURY OF THE PROFESIONAL ACADEMIC LANGUAGE SCHOOL OF THE NATIONAL UNIVERSITY OF SAN MARTIN - TARAPOT0-2012 was aimed to measure the influence of PRACTICE READING workshop in the reading comprehension of students in the literal and inferential components. The field data collection was applied at San Martin National University, Faculty of Education and Humanities in the professional academic language school, obtaining as sample 27 students of 7th cycle of History of the English Language Literature nineteenth and twentieth century subject. To measure the students' reading comprehension was applied an exam of pre-test at the beginning and a post-test at the end of the eight pedagogical workshops, based on 40 questions, divided in two components, literal and inferential. As for the results obtained of the research indicate that the PRACTICE READING workshop has significantly influenced in the reading comprehension of the students of History of English Literature nineteenth and twentieth Century subject of the Professional Academic Language School of the San Martín National University - Tarapoto - 2012 , according to the chart Nº 01 which shows a great improvement between the pre-test and post-test. For this reason, in the results of the hypothesis test according to the chart Nº 6 rejects the null hypothesis and accepts the research hypothesis.
Influencia del material didáctico EXPLOSIÓN BOX en la comprensión lectora (niveles: literal, inferencial y crítico) de los estudiantes del 3er grado a nivel secundaria de la I.E. Tarapoto - 2013
(Universidad Nacional de San Martín. Fondo Editorial, 2014) Rimay Flores, Sara Erlita; Ruiz Arevalo, Karol Vanessa; Navarro Macedo, Ronald
The present research does not try to be a magical formula to salve learning problems that are presented in the classroom or to rule out other teaching strategies, but it is a novel and practical option to develop topics with greater difficulty in the learning of second language. The good managing of the didactic material EXPLOSION BOX is a way of motivating student to develop the reading comprehension of a second language, leaving behind the rote learning and allowing to the student of achievement of a significant knowledge, which can apply in his/her daily life by which can be of great help in the process of teaching - learning. This research was developed under the Kantiano approach and it is an experimental type with the purpose of verifying the influencia del material didáctico EXPLOSION BOX en el desarrollo de la comprensión lectora (niveles: literal, inferencia! y crítico) de los estudiantes del 3er grado "A" nivel secundaria de la l.E. "Tarapoto" Tarapoto - 2013. The population was shaped by 29 students of Tarapoto high school. To 29 students we apply to the students a pre - test of 52 items with respect to the levels of reading comprehension in the levels: literal, inferential and criticall. Where corroborate the difficulties that the student presents in reading comprehension. Fact this the worksheet Explosion box carried out, which consisted of 8 workshops that they had as objective to improve the reading comprehension in the levels above mentioned. At the end of the 8 workshops we applied a post - test to be contrasted with pre - test and perform the tabulation, description and corresponding data analysis. The respective comparison of scores gave like result a maximum difference of 20 and the minimum of 14 as shows the table N° 01 of the results. In this same table shows that the students of 3er grade "A" of the Tarapoto high school have improved significantly his/her reading comprehension.
Efecto del taller "DON'T PUT STUDENTS ON THE FEAR" basado en el método cooperativo para el desarrollo de la producción oral del idioma inglés en los estudiantes del 5to "A" y "C" del nivel secundario de la I.E. Nº 0004 - "Túpac Amaru
(Universidad Nacional de San Martín. Fondo Editorial, 2014) Vilca Linares, Ornela Jackeline; Sifuentes Valles, Erika Viviana; Navarro Macedo, Ronald
In the learning process, production in a second language is essential, because it demonstrates and highlights the level of oral production in most students in the English language. Learning should empower you to produce the best capabilities. However, the oral production in a second language is a potential problem, because students do not have vocabulary to do so, besides having stage fright when speaking. This research named: WORKSHOP "DON'T PUT STUDENTS ON THE FEAR" based in the cooperative method for development of the ORAL ENGLISH LANGUAGE PRODUCTION STUDENTS IN THE 5TH "A" and "C" SECONDARY LEVEL IE N º 0004 "Tupac Amaru”, was aimed to measure the influence in the oral production of the students. The field data collection was realized at l.E N º 0004 Tupac Amaru, obtaining as shown that 25 students from 5th grade section "A" as the experimental group and the 5th grade section "C" as a control group. To measure the students' oral production they placed a test: pre test at the beginning and a post test at the end of the eight educational workshops, which consisted of 12 items divided into 4 components fluency, coherence, cohesion and grammar. As for the results obtained from the research indicate that the DON'T PUT STUDENTS ON FEAR workshop has significantly influenced in the oral production of the students of 5TH "A" SECONDARY LEVEL IE N º 0004 "Tupac Amaru, according to the chart Nº 01 which shows a great improvement between the pre-test and post-test for this reason, in the results of the hypothesis test according to chart Nº 1 rejects the null hypothesis and accepts the researched hypothesis.
La técnica LINGUISTIC MIMICRY y su influencia en la producción oral del idioma inglés, componente: ritmo, entonación y stress en los estudiantes del curso de fonética del VI ciclo de la Escuela Académico Profesional de Idiomas de la UNSM-2013
(Universidad Nacional de San Martín. Fondo Editorial, 2015) Solorzano De La Cruz, Kity Keren; Navarro Macedo, Ronald
This research work was carried out in the UNSM-T Professional Academic Language School in 2013 in which the VI cycle phonetics course students participated. Thus, the purpose of this investigation was to determine the influence of LINGUISTIC MIMICRY for improving oral production of English, component; rhythm, intonation and stress in the VI cycle phonetics course students of the UNSM-T Professional Academic Language School 2013, being that a deficiency was observed in the students not being able to express themselves orally in a natural way and as a native speaker, for which the technique LINGUISTIC MIMICRY was used and the main teaching methodology. For this, it was necessary to first design the technique, then carries it out and finally, establishes the influence that the technique had. The research is based in a constructivist approach, the same that manifests the existence and prevalence of active processes in new knowledge construction. Methodologically, this research work is approached from the experimental study perspective; being as only one experimental group was tested, and a pre-experimental level with a design that incorporates the application of a pre and post test to this group. In which the population consisted of the UNSM-T Professional Academic Language School students taking the VI cycle phonetics course students as the sample, made up of 17 females and 8 males; making a total of 25 students. The observation technique was used in which a validated evaluation sheet containing a series of items that assessed the student's progress in the development of the learning activities; and the students were also given the opportunity to assess the activity itself by means of a survey. The data processing made it possible to determine that the students scored low in terms of oral production in the component: rhythm, intonation and stress before applying the technique LINGUISTIC MIMICRY, and scored higher at the end of the application. Upon completion of this research, it was concluded that the technique LINGUISTIC mimicry has influenced significantly in terms of improving the oral production of the English language component: rhythm, intonation and stress in the VI cycle phonetics course students; this is shown in the pre and post test tables and in the consolidated grades of the 8 Learning Activities. This was such, thanks to the coordinately designed methodology for teaching and learning a second language.
Influencia del taller "LEARNING BY ACTING" en la producción oral del idioma inglés de los estudiantes del 5° "a" del nivel primario de la l.E.P. San Lucas, Tarapoto - 2014
(Universidad Nacional de San Martín. Fondo Editorial, 2015) Slater Ipushima, Josue; Ventura Lopez, Elias; Egusquiza Pezo, Juan Cavero
The present work of research carne out of the need for improving the oral production of the English language of the students of the 5° grade "A" of the primary level of the P.E.I San Lucas-Tarapoto 2014, since we observed deficiency upon the students to express orally in the English Language. The research had as a main objective to develop the oral production of the English Language by means of the methodological proposition "LEARNING BY ACTING" which used as a main strategy the THEATER as a didactic resource, which took place in eight workshops. Our research was based upon a constructivist approach, which manifested itself the existence and enduring of the active processes in the construction of new insights. The workshop "LEARNING BY ACTING" was specifically designed with the purpose of improving the oral production of the students of the 5° grade "A" of the primary level of the P.E.I San Lucas- Tarapoto 2014, this workshop had three stages which were: WARMING-UP, INTERACTING ANO PERFORMANCE and therefore the THEATER was used achieving that the student would keep their attention all the time. At the end of the 8 workshops, significance was observed regarding the improvement of the oral production of the students, since they showed to be able to express their ideas and emotions according to the different topics given; then the computing tab of data was done, the description and the respective analysis. We compared the obtained data before and after of the application and the result of grades of the 8 workshops. We evaluated four components in the oral production: fluency, coherence, cohesion and intonation. The results showed that the methodological proposition "LEARNING BY ACTING" affected meaningfully upon the development of the oral production. This achievement was due to the methodology designed under coordination towards the teaching-learning of the second language.
Influencia del taller “Easy English” en la producción oral del Idioma Ingles de los estudiantes del 1° grado “b” nivel secundario del colegio particular “Simón Bolívar” Tarapoto– 2015
(Universidad Nacional de San Martín. Fondo Editorial, 2015) Garcia Flores, Marie Lisa; Navarro Macedo, Ronald
The following study was aimed to determine the influence 'EASY ENGLISH" workshop to improve the oral production of English language. The group was integrated from SIMON BOLIVAR high school students of the first year section “B”. The EASY ENGLISH workshop’s objective is that the student reaches a proper verbal communication. The variable being evaluated during the research was the oral production, which is divided in: fluency, coherence, concordance and grammar as the dependent variable, and the independent variable which is the EASY ENGLISH workshop also divided in: methodology, contents, materials and evaluation. The pretest results have shown that the SIMON BOLIVAR private school students scored low grades before the EASY ENGLISH workshop was applied. Nevertheless, the post test results have shown the students’ grades had a tremendous improvement after the workshop was applied. One of the main causes for the workshop “EASY ENGLISH “significantly influence in the oral production of English is the design of pre-test and post-test and the constructivist theory used for processing, because this considers the use of the communicative approach , using oral activities in situations simulated and contextualized. Consequently, it is shown that EASY ENGLISH workshop had a significant influence during the students schooling

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