Por favor, use este identificador para citar o enlazar este ítem: https://hdl.handle.net/20.500.12104/80890
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Campo DCValorLengua/Idioma
dc.contributor.advisorSandoval Pineda, Angélica
dc.contributor.authorEscamilla Becerra, Ricardo
dc.date.accessioned2020-04-19T19:46:34Z-
dc.date.available2020-04-19T19:46:34Z-
dc.date.issued1969-12-31
dc.identifier.urihttps://hdl.handle.net/20.500.12104/80890-
dc.identifier.urihttps://wdg.biblio.udg.mx
dc.description.abstractSpeaking a second language has been really important in a globalized world. Speaking English has, in the same path, become a pillar in the world of communications. The continuous growth of non-native speakers travelling and studying around the world has raisedthe need to communicate more naturally and effectively. In addition, the flexibility of the English language has enriched its vocabulary with words that native speakers use inreal world.English from England or the United States has added a wide variety of words and expressions to the language. The increment of thesenew words has added color to the language with plentyof idiomsas a part of the language itself. Idioms arethe main focus of this paper. Richards (1999) defines an idiom as “an expression which functions as a single unit and whose meaning cannot be worked out from its separate parts” (p. 172). Idioms are important for non-native speakers since they are frequentlyused for many daily life situations among native speakers. Idioms’ core of understanding is the figurative language, so learners must be aware of a vast group of words that supports the understanding of any idiomplus culturally specific knowledge.
dc.description.tableofcontentsIntroduction Statement of the Problem Conceptual Framework HypoTesis de Maestría Justification Literature Review Sociolinguistic vs. Communicative Competence Idioms Theoretical Framework State of the Art Research design Participants and sample size Data collection techniques Data analysis techniques Results Week 1 Video 1 Week 2 Video 2 Week 3 Video 3 The Diary Discussion Participants’ feelings Participants’ improvement in the use of idioms First week Second week Third week Conclusions References Appendix 1: General Questionnaire Appendix 2:Second Questionnaire:Idioms Appendix 3: List of Idioms in the videos Appendix 4: Exercises for video 1 Appendix 5: Exercises for video 2 6: Exercises for video 3 Appendix 7: The Diary Appendix 8: The Diary 2 Appendix 9: Final Questionnaire List of Figuresand DescriptionFigure 1: Age of participants Figure 2: TV programs watch by participants Figure 3: Time participants have been studying English Figure 4: Reasons for studying English Figure 5: Participants’ most difficult skill Figure 6: The most important content for participants in class Figure 7: How often participants talk with native speakers Figure 8: How much participants understand native speakers Figure 9: How much participants know about idioms Figure 10: How often teacher uses idioms in class Figure 11: How interested participants are in learning idioms List of Tables and Description Table 1: Answers to the second questionnaire Table 2: Video 1 Week 1: The Job Table 3: Teacher’s perception on using idioms from video 1 Table 4: Results of exercises 1 and 2 from video 1: The Job Table 5: Video 2 Week 2: The Blitz Table 6: Teacher’s perception on using idioms from video 2 Table 7: Results of exercises 1 and 2 from video 2: The Blitz Table 8: Video 3 Week 3: At the Gym Table 9: Teacher’s perception on using idioms from video 3 Table 10: Results of exercise 1 from video 3: At the Gym Table 11: Use of idioms inside and outside the classroom
dc.formatapplication/PDF
dc.language.isoeng
dc.publisherBiblioteca Digital wdg.biblio
dc.publisherUniversidad de Guadalajara
dc.rights.urihttps://www.riudg.udg.mx/info/politicas.jsp
dc.subjectIdioms Nonnative
dc.subjectSociolinguistic
dc.subjectCommunicative Competence
dc.subjectNative Speakers
dc.subjectLearning English
dc.subjectImprovement In The Use Of Idioms
dc.titleAdding Idioms from a TV Series to Improve Communicative Competence in EFL Adults
dc.typeTesis de Maestría
dc.rights.holderUniversidad de Guadalajara
dc.rights.holderEscamilla Becerra, Ricardo
dc.type.conacytmasterThesis-
dc.degree.nameMaestría en Enseñanza del Inglés como Lengua Extranjera-
dc.degree.departmentCUCSH-
dc.degree.grantorUniversidad de Guadalajara-
dc.degree.creatorMaestro en Enseñanza del Inglés como Lengua Extranjera-
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