Eleaniztasuna eta Hezkuntza Unibertsitate Masterra;;Máster Universitario en Multilingüismo y Educación
http://hdl.handle.net/10810/19964
2024-03-19T13:04:23ZExperiences of University Students Learning Languages at Academies
http://hdl.handle.net/10810/60810
Experiences of University Students Learning Languages at Academies
Casal Gómez, Mónica
[EN]The purpose of this study is to analyse the experience of university students who have been learning or currently learn a language in an academy. In order to do so, I will conduct face-to-face interviews with the participants.
The method of qualitative research used throughout this project will be Grounded Theory. Through this method, the theory will be induced from the data once the interviews are conducted. By this, I intended to get to know the current reality regarding this topic, as well as discovering how the university students function when they want to learn a foreign language.
The conclusions from this study are clear: firstly, students do not consider any other options but attending language classes at an academy when they think about learning a language; secondly, academies are important for the students, but they are not the key factor of their language learning process; and finally, the longer students attend classes, the better they feel their competence in that language is.; [EU]Lan honen helburua akademia batean hizkuntzaren bat ikasten ari diren (edota ikasi izan duten) unibertsitate ikasleen esperientziak aztertzea da. Horretarako, parte-hartzaileei aurrez aurreko elkarrizketak egingo dizkiet.
Proiektu honetan zehar erabilitako metodo kualitatiboa laginketa teorikoa delakoa izan da. Metodo honen bitartez, teoria jasotako laginagatik induzituko da, behin elkarrizketak egin eta gero. Honen bitartez, auzi honen inguruko errealitatea eta hizkuntza bat ikasterako orduan unibertsitate ikasleen jokamoldeak ezagutu nahi izan dira.
Ikerketa honetan atera diren ondorioak honakoak izan dira: lehenik, ikasleek akademia batera jotzea besterik ez dute pentsatzen hizkuntza bat ikasi nahi dutenean; bigarrenik, akademiak garrantzitsuak dira ikasleentzat baina ez dira beraien hizkuntza ikaskuntza-prozesuaren gakoa; azkenik, zenbat eta denbora gehiago pasa klaseetara joaten, ordun eta hizkuntza konpetentzia altuagoa dutela diote.
2023-04-20T00:00:00ZLearning Latin in Late Anglo-Saxon England: Evidence from the Colloquies
http://hdl.handle.net/10810/58366
Learning Latin in Late Anglo-Saxon England: Evidence from the Colloquies
Palomares Martín, Nagore
[EN] Ælfric of Eynsham was a Benedictine monk who lived and taught Latin in tenth- and eleventh-century England. He wrote his Colloquy in order for his pupils to practise their oral skills while acquiring specific vocabulary, and he is often regarded as one of the most innovative pedagogues of his time. Ælfric Bata, a pupil of his, also produced his own colloquies and enlarged much of his master’s work. This dissertation draws a comparison between the colloquies written by these two authors, especially focusing on the fact that Bata’s eccentric language radically deviates from the stylistic dogma that characterised Ælfric’s text, which goes to show that these authors had different views of how Latin had to be taught and of the knowledge that had to be transmitted in the classroom. Based on the synchronic and diachronic implications of the colloquies, this paper emphasises that they posed a novelty not only considering that they opened a window into monastic life, but also owing to their usage as context-specific language learning tools, which makes it possible to suggest analogies between these texts and contemporary methods of foreign language teaching such as English for Specific Purposes.; [ES] Ælfric de Eynsham fue un monje benedictino que vivió y enseñó latín en Inglaterra entre los siglos X y XI. Escribió su Coloquio con la intención de que sus alumnos practicaran la expresión oral a la vez que adquirían vocabulario específico, y a menudo se le considera uno de los pedagogos más innovadores de su época. Ælfric Bata, discípulo suyo, escribió sus propios coloquios y amplió buena parte de la obra de su maestro. En este trabajo se comparan los coloquios de ambos autores, haciendo hincapié en que el lenguaje excéntrico de los textos de Bata se aleja radicalmente del dogma estilístico que caracterizaba la obra de Ælfric, lo que demuestra que estos autores tenían distintas visiones de cómo debía enseñarse el latín y de los conocimientos que debían transmitirse en el aula. Teniendo en cuenta las implicaciones sincrónicas y diacrónicas de los coloquios, podemos afirmar que fueron textos novedosos por la forma en que nos permiten adentrarnos en la vida monástica y por su utilización como herramientas de aprendizaje que fueron adaptadas a su contexto pedagógico, lo que nos permite trazar
similitudes entre los coloquios y otros métodos contemporáneos de enseñanza de lenguas extranjeras como el English for Specific Purposes.
2022-11-16T00:00:00ZThe Languages at Home and at School in Irun
http://hdl.handle.net/10810/19963
The Languages at Home and at School in Irun
Irastorza Dorronsoro, Miren Pilar
It is survey about the diversity of languages spoken at school & at home in Irun.
2016-12-26T00:00:00Z