Por favor, use este identificador para citar o enlazar este ítem: https://repositorio.pucese.edu.ec/handle/123456789/2264
Título : A DIDACTIC STRATEGY TO TEACH ENGLISH TO SLOW LEARNERS
Otros títulos : Estrategia para enseñar a estudiantes de lento aprendizaje
Autor : Tenorio Merchán, Carla Yasnaia
Palabras clave : - SLOW LEARNER, AVERAGE STUDENT, SPEAKING ABILITY, DISABLED, INTELLIGENCE QUOTIENT LEVEL
Fecha de publicación : 18-nov-2020
Editorial : Ecuador - PUCESE – Maestría en Pedagogía del Inglés como Lengua Extranjera
Citación : POS.481;
Resumen : Slow learner is a term that is used to define students with low average Intelligence Quotient level. These students are not disabled but, learn in a different way and most of the time the learning process takes longer than an average student. The purpose of this investigation was to determine the slow learners’ main needs of improving the English-speaking ability at Luis Vargas Torres University Esmeraldas. A descriptive, qualitative-quantitative investigation was carried out with the use of the methods of Analysis and Synthesis, Hermeneutics, using the techniques of observation and survey, which were applied to 120 students and 10 teachers of English. The data obtained from the observations were analyzed to determine what strategies students and teachers use to develop the ability of speaking in the English classes at Luis Vargas Torres University. After the observation process, it was identified that students do not consider themselves competent in the ability of speaking. The results also revealed an agreement between students and teachers about the need for pair work for practicing speaking, since students do not like to work by themselves. Both students and teachers stated that working with somebody else the speaking ability gives them confidence and security of a better performance. This coincides with the results of previous studies about the characteristics of slow learners like demotivation, shyness, strong lack of vocabulary and a low self-esteem. It is concluded that teachers need to be more patient with slow learners; they should also keep in mind that slow learners do learn, just in a different fashion. For that reason, a variety of strategies should be used to achieve the goal.
Descripción : Tesis previa obtención del título de Magister en Pedagogía del Inglés como Lengua Extranjera
URI : https://repositorio.pucese.edu.ec/handle/123456789/2264
Aparece en las colecciones: Tesis de Maestría en Pedagogía del Inglés como Lengua Extranjera

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