Browsing by Author "Grados Fabara, Katya Mercedes"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    El vocabulario para la escritura
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2024-08) Rojas Masabanda, Jefferson Santiago; Tiban Chicaiza, Romel Lenin; Grados Fabara, Katya Mercedes
    Considering that no one speaks badly about what they know well, this research explores how the breadth and vocabulary variety influences the writing quality in different contexts. analyzing the vocabulary for writing through a systematic review of scientific literature was the objective, in order to strengthen the lexicon in basic education students, where the methodology with a qualitative approach was applied, the type of field and bibliographic research with the inductive method taking into account the research design content analysis using the interview technique with its interview guide instrument, applied to three teachers selected based on common characteristics related to the study topic in order to analyze and interpret the information. The obtained results demonstrate: teachers use traditional, ineffective strategies for learning vocabulary, as it reflects words decontextualization, completely isolated from a meaningful understanding, which generates poor development in the creation of texts written by the teachers. students; Likewise, regarding teacher training regarding the strategies development to strengthen vocabulary, its importance in the effective optimization of educational processes is recognized; finally, the disinterest on the teachers is evident when implementing effective activities and evaluations in the vocabulary development on the writing teaching. Based on these findings, the novel active methods implementation is proposed according to the interests and contexts of the students. This project contributes to the linguistic field by demonstrating that specific vocabulary improves the writing clarity. It is concluded that an adequate vocabulary contributes to good quality academic and literary writing.
  • Thumbnail Image
    Item
    Estrategias de desarrollo cultural en las escuelas. La expresión oral de los estudiantes de bachillerato en la Institución Educativa “11 de Marzo” durante el año lectivo 2020 como ámbito etnolingüístico de desarrollo
    (Ecuador : Latacunga: Universidad Técnica de Cotopaxi (UTC), 2020) Velasteguí Angulo, Verónica Marcela; Grados Fabara, Katya Mercedes
    La presente investigación se llevó a cabo en la Institución Educativa Fiscal “11 de Marzo” de la ciudad de Quito, con estudiantes de tercero de bachillerato. Se realizó un análisis de observación que arrojó el diagnóstico acerca de problemas que los estudiantes presentaron al momento de ejecutar el proceso de comunicación, evidenciando una dificultad al momento de expresar sus pensamientos, ideas y puntos de vista, como: escasez de vocabulario, barbarismos y miedo escénico. Esta problemática lleva a plantear las interrogantes: ¿Cómo lograr que la expresión oral vista como habilidad comunicativa pueda contribuir al debate y orientación de estrategias culturales que sustentadas en la etnolingüística faciliten un desarrollo local en el cantón Quito? ¿Qué estrategias se pueden utilizar para erradicar esta problemática en los alumnos y lograr un desarrollo local y personal? Con el objetivo de determinar el modo en que la expresión oral puede contribuir al debate y orientación de estrategias culturales que sustentadas en la etnolingüística facilitan el desarrollo local del cantón Quito con los estudiantes de tercero de bachillerato de la Institución Educativa “11 de Marzo” como actores del proceso de desarrollo local. Los fundamentos epistemológicos tomados para esta investigación están: Speranza, A., Dell Hymes y Coseriu, E. manifiestan su posición ante la importancia que posee la Etnolingüística y el lenguaje como herramienta de comunicación verbal en función a la expresión oral. En base a esto se diseñó una propuesta pedagógica donde incluye herramientas tecnológicas como proceso metodológico en el manejo adecuado de la comunicación, a través de las habilidades orales vinculadas a la etnolingüística. Además, las estrategias planteadas en base a las necesidades que presentaron los estudiantes, para conseguir un aprendizaje significativo, a través de la motivación y un genuino compromiso en el comportamiento de los educandos al momento de llevar a cabo el proceso de expresión oral, apartando de ellos la actitud pasiva que inicialmente se evidenció.
  • Thumbnail Image
    Item
    “Los fonemas y grafemas en el lenguaje escrito y oral”
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2024-08) Chicaiza Toaquiza, Lisbeth Pamela; Quinapallo Quinapallo, Verónica Maribel; Grados Fabara, Katya Mercedes
    The study of “Phonemes and graphemes in written and oral language” was carried out in the General Police Educational Unit “Bolivar Cisneros” during 2023-2024. The phonemes and graphemes development analyzes in the written and oral language from General Basic Education of second grade students was the main objective. For this purpose, was proposed to identify the difficulties in these elements acquisition and to propose strategies that contribute to strengthen their educational formation. The methodology adopted was a mixed approach, combining both qualitative and quantitative techniques. First, an exhaustive theoretical review of the phonemes and graphemes concepts was carried out. Next, an initial diagnosis of students' knowledge was made through standardized tests. In addition, a semi-structured interview was applied to the teacher and observation sheets were used to directly evaluate the students' abilities in the identification and phonemes and graphemes use. This study is based on the sociocultural paradigm, considering that the educational and the students’ social context is a determining factor in their language acquisition process. The obtained results revealed significant difficulties in the identification and use of phonemes and graphemes, which highlights the need to implement more intensive pedagogical interventions. Therefore, the importance of designing an interactive guide, easy-to-implement pedagogical workshops aimed at improving students' reading and writing skills is underscored. These workshops are intended to promote significant progress in key areas such as reading fluency, text comprehension and writing accuracy, with the fostering purpose a more comprehensive development in the written and oral language acquisition.