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dc.contributor.advisorBazo Martínez, Plácido Enrique 
dc.contributor.advisorFrancisco Déniz, Sergio David 
dc.contributor.authorHernández Castañeda, Alba
dc.contributor.otherMáster Univ. en Formación del Profes. en E.S.O., Bachillerato, F.P. y E.Ii.
dc.date.accessioned2021-05-21T12:35:31Z
dc.date.available2021-05-21T12:35:31Z
dc.date.issued2021
dc.identifier.urihttp://riull.ull.es/xmlui/handle/915/23430
dc.description.abstractThis paper focuses on the analysis and application of J. Michael O’Malley’s and Anna Uhl Chamot’s three groups of learning strategies—cognitive, metacognitive and socialaffective—classified in their book, “Learning Strategies in Second Language Acquisition” (1990). These learning strategies have been applied in a theoretical learning situation, due to the particular discontinuation in this 2019-2020 academic year. This theoretical learning situation takes place in a high school located in the northern area of Tenerife, and presents a practical approach to the learning process of a second language using the three groups of strategies mentioned above. Following the decree promulgated by the Department of Education and Universities of the Canary Islands Autonomous Government, and with a previous analysis of the theoretical proposals of diverse authors on learning strategies, I have elaborated a learning situation based on some cultural traditions in the Canary Islands, which become a useful and engaging topic for students. This research’s ultimate goal is to show the effectiveness that the continuous use of the learning strategies would have on the students of a second language, in this case English, for both the practice of the communicative function of language and key competences.es_ES
dc.description.abstractAbstract. In this Master’s Degree Project it is proposed a sequence of activities for the preparation of a social task for Compulsory Secondary Education. This proposal is focused on a context that requires a completely online teaching-learning motivated by the situation we have been living nowadays because of the covid-19 pandemic. Since the alarm statement in our country, lessons have been cancelled and a confinement has been established. For the successful development of this proposal, a bibliographical review will be made to analyse the importance of the Key Competences in depth, their emergence in the European Union and its recommendations for the country members, and also the Common European Framework of Reference for Languages. Thus, it can be demonstrated the appearance and evolution of the Key Competences in Spain, also investigating their application when teaching English as a Foreign Language according to the Secondary Education and Bachillerato curriculum of the Autonomous Community of the Canary Islands. Regarding the theoretical framework previously developed, a social task design will be presented. It covers 6 sessions directed to the last Secondary Education school year and it will be focused on a competence-based learning. In this social task, students must develop a poster to advertise an online cultural event organised by the town hall with the main objective of helping the citizens to live a more pleasant confinement. In this way, the main aim is to continue developing the students’ knowledge, abilities and attitudes despite of the fact of lacking face to face interaction.en
dc.format.mimetypeapplication/pdf
dc.language.isoes
dc.rightsLicencia Creative Commons (Reconocimiento-No comercial-Sin obras derivadas 4.0 Internacional)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es_ES
dc.titleEducación y competencias clave: propuesta de intervención para la enseñanza del inglés basada en una tarea social.es_ES
dc.typeinfo:eu-repo/semantics/masterThesis


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Licencia Creative Commons (Reconocimiento-No comercial-Sin obras derivadas 4.0 Internacional)
Except where otherwise noted, this item's license is described as Licencia Creative Commons (Reconocimiento-No comercial-Sin obras derivadas 4.0 Internacional)