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dc.contributor.authorArias Soto, Luz Daryspa
dc.contributor.authorGómez Rodríguez, Luis Fernandospa
dc.contributor.authorVera Rodríguez, Esperanzaspa
dc.coverage.spatialBogotá, Colombiaspa
dc.date.accessioned2019-08-14T00:07:17Z
dc.date.available2019-08-14T00:07:17Z
dc.date.issued2015
dc.identifier.isbnImpreso: 978-958-8908-36-6
dc.identifier.isbnDigital: 978-958-8908-37-3
dc.identifier.urihttp://hdl.handle.net/20.500.12209/10054
dc.description.abstractThe increasingly interconnected and knowledge-driven 21st century world calls for groundbreaking changes in language teaching and learning. To convey this objective, the authors of this book cogently fuse key elements within a sound pedagogical proposal that has been carefully designed to demystify the study of intercultural competence in its traditional settings. Not only does their study ne-tune strategies for the development of critical cultural awareness, but it also unveils paths to authentic interaction, critical thinking, and cooperative, collaborative, and self-regulated learning experiences that evolve in an adaptive learner-centered setting. The scenario chosen to expand students’ communicative boundaries is a hypermedia learning environment that invites learners to travel throughout the United States with a dual focus in mind: the development of listening skills and intercultural competence, as well as nurturing a pluralistic view of the learning of English mediated through the use of technologies. Additionally, the study strives to provide groundwork to less restrictive approaches for the inclusion of eective computer-assisted language learning in the classroom, demonstrating that an interdisciplinary integration of agents and knowledge for ecient design and practice is possible. A unique aspect of this book is that it illustrates a myriad of features underpinning the design of the hypertext, which was entirely created and validated by the authors. All in all, this qualitative case study encompasses a wide range of strategic learning stances in the EFLclassroom, and acts in response to the needs of learners (and instructors) seeking a critical and analytical process of understanding and examining culture. I suggest that this book be used as a reference for language and interdisciplinary courses, as well as professional development programs that combine studies of language skills development and culture.eng
dc.formatapplication/pdfspa
dc.language.isoeng
dc.publisherUniversidad Pedagógica Nacionalspa
dc.relation.ispartofLanguage Teaching, Learning, and Researchspa
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.subjectInnovaciones educativasspa
dc.subjectTecnología educativaspa
dc.subjectInglés - Enseñanza – Aprendizajespa
dc.subjectEducación – Innovaciones tecnológicasspa
dc.subjectFormación profesional de maestrosspa
dc.subjectInglés - Metodologíaspa
dc.subjectEnseñanza con ayuda de computadoresspa
dc.subjectLenguas extranjeras – Enseñanza – Aprendizajespa
dc.subjectTecnologías de la Información y la Comunicación (TIC)spa
dc.titleFostering Listening Skills and Initial Intercultural Communicative Competence in EFL Pre-Service Teachers Through the Use of ICT.spa
dc.typebook
dc.subject.keywordsEducational innovationseng
dc.subject.keywordsEducational technologyeng
dc.subject.keywordsEnglish - Teaching - Learningeng
dc.subject.keywordsEducation - Technological innovationseng
dc.subject.keywordsTeacher professional trainingeng
dc.subject.keywordsEnglish - Methodologyeng
dc.subject.keywordsTeaching with computer aidseng
dc.subject.keywordsForeign languages - Teaching - Learningeng
dc.subject.keywordsInformation and Communication Technologies (ICT)eng
dc.rights.accessrightsinfo:eu-repo/semantics/restrictedAccess
dc.audienceComunidad Universitaria, Comunidad Educativa, Investigadoresspa
dc.relation.referencesAldana, A. (2012). Telecollaboration: A way to explore efl learners’ perceptions of both foreign culture and native culture. (Unpublished Master dissertation). Universidad Pedagógica Nacional, Bogotá.
dc.relation.referencesAmin, I. A.-R.; Amin, M. M.; Aly, M. A.-S. (2011). The effectiveness of using an explicit language learning strategy-based instruction in developing secondary school students’ efl listening comprehension skills. Benha University. Benha, Egypt. Available at http://files.eric.ed.gov/fulltext/ed527447.pdf
dc.relation.referencesAnderson, T. (2003). Getting the mix right: An updated and theoretical rationale for interaction. International Review of Research in Distance and Open Learning, 4, 1–14.
dc.relation.referencesArias, L. D. (2010). Eficiencia de un curso mediado por la web 2.0 en el desarrollo profesional de un grupo de futuros docentes de inglés. Doctoral Advanced Studies Diploma. Madrid. Spain: uned.
dc.relation.referencesArono, In. (2014). Improving students’ listening skills through interactive multimedia in Indonesia. Journal of Language Teaching and Research, 5(1), 63–69.
dc.relation.referencesAtkinson, D. (1999). tesol and Culture. tesol Quarterly, 33(4), 625–654.
dc.relation.referencesAzevedo, R. & Hadwin, A. (2005). Scaffolding self-regulated learning and metacogni- tion: implications for the design of computer-based scaffolds. Instructional Science, 33, 367–379.
dc.relation.printedBookhttps://www.libreriadelau.com/fostering-listening-skills-and-initial-intercultural-communicative-competence-in-efl-preservice-teachers-through-the-use-of-ict-u-pedagogica-nacional-9789588908366-libros-en-ingles/p
dc.type.localLibro
dc.type.driverinfo:eu-repo/semantics/book
dc.type.versioninfo:eu-repo/semantics/publishedVersion


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