Escuela de Literatura y Ciencias del Lenguaje

URI permanente para esta comunidadhttp://10.0.96.45:4000/handle/11056/14453

La Escuela de Literatura y Ciencias del Lenguaje cuenta con un Programa de Educación Continua (PEC) que tiene como propósito actualizar conocimientos, adquirir nuevas destrezas, habilidades y actitudes en el área pedagógica y disciplinar de sus egresados y la sociedad en general para que éstos logren una mejor adaptación al cambio y desempeño eficiente en competencias profesionales.

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Mostrando 1 - 3 de 3

La dimensión religiosa en la simbología utilizada por las barras de fútbol costarricense
(Escuela de Literatura y Ciencias del Lenguaje, 2008) Quirós Moya, José Efraín
Investiga 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.
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, Christian
This 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.
Re-imagining the classroom through social justice projects: portraying students’ attitudes.
(Universidad Nacional, Costa Rica, 2015) Villalobos Ulate, Nuria; Chaves Carballo, Olga
This paper analyses Costa Rican college EFL learners’ attitudes and challenges when conducting social awareness projects as an initiative in an English course. The Think, Share and Act (TSA) project was initi-ated in January, 2009 with 57 students from different majors at Univer-sidad Nacional-Heredia. The students worked for about three months in planning and conducting the project in different settings. Students DUH JLYHQ WKH RSSRUWXQLW\ WR OHDUQ DERXW GLIIHUHQW JOREDO LVVXHV UHÁHFW on and discuss them, share their knowledge and experiences related to these concerns and even come up with possible action plans for social problems. The research concludes that these projects heighten interest in researching social issues, enhance social and linguistic skills and improve problem solving and leadership skills which grow levels of motivation to carry out humanitarian projects

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Examinando Escuela de Literatura y Ciencias del Lenguaje por Materia "ACTITUDES"