Trabajos Finales de Graduación
URI permanente para esta colecciónhttp://10.0.96.45:4000/handle/11056/14767
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Examinando Trabajos Finales de Graduación por Materia "ACTITUDES"
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Ítem La dimensión religiosa en la simbología utilizada por las barras de fútbol costarricense(Escuela de Literatura y Ciencias del Lenguaje, 2008) Quirós Moya, José EfraínInvestiga el fenómeno de la simbología religiosa en las barras de aficionados a tres equipos del futbol costarricense (La Ultra Morada, La Doce Alajuelense y La Garra Herediana). Para la recolección de datos se utilizó la técnica de la observación participante (activa y pasiva) con el fin de conocer de cerca usanzas, intereses y simpatías de dichas barras.Ítem EFL students’ learning of grammar structures from poems through the implementation of focus on form and focus on forms activities(Universidad Nacional, Costa Rica, 2024-11-18) Chacón Arias, Amanda Guadalupe; Fallas Escobar, ChristianThis study explores the integration of poetry as a contextual framework for teaching grammar through two instructional approaches: form-focused instruction and forms-focused instruction, in English as a foreign language (EFL) learners. Adopting a mixed methods design, this research involves a sample of 26 advanced college students participating in form and form-focused instructional interventions incorporating poetry. A pretest assesses participants' initial knowledge of inverted sentence structures, followed by immediate posttests after each intervention to measure improvements in written production. A delayed post-test, administered after a planned interval following the last form-based instructional intervention, assesses retention of the target structure. Semi-structured interviews are conducted with 30% of the participants to provide information on their perceptions and attitudes toward grammar and poetry instruction before and after the interventions. Quantitative data analyze using paired t-tests, while qualitative data are subjected to open-ended, axial, and focused coding. Results indicate that while both form-focused instruction and forms contextualized with poetry effectively improved students' grammar skills, form-focused instruction demonstrated a stronger effect on long-term retention. Qualitative analysis reveals a preference for incidental grammar learning and highlighted positive changes in participants' attitudes toward poetry as a medium of language instruction.