{"id":107133,"date":"2011-02-03T00:00:00","date_gmt":"2011-02-03T00:00:00","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/ahozkotasunaren-ikaskuntza-irakaskuntza-dbhko-ikasle-etorkinetan-deskripzioa-esperimentazioa-eta-emaitzen-azterketa\/"},"modified":"2011-02-03T00:00:00","modified_gmt":"2011-02-03T00:00:00","slug":"ahozkotasunaren-ikaskuntza-irakaskuntza-dbhko-ikasle-etorkinetan-deskripzioa-esperimentazioa-eta-emaitzen-azterketa","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/ensenanza-de-lenguas\/ahozkotasunaren-ikaskuntza-irakaskuntza-dbhko-ikasle-etorkinetan-deskripzioa-esperimentazioa-eta-emaitzen-azterketa\/","title":{"rendered":"Ahozkotasunaren ikaskuntza &#8211; irakaskuntza dbhko ikasle etorkinetan. deskripzioa, esperimentazioa eta emaitzen azterketa"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Urtza Garay Ruiz <\/strong><\/h2>\n<p>Ikerketa honek dbhko ikasle etorkinetan bigarren hizkuntzen ahozkotasuna praktikatzeko web 2.0k eskaintzen dituen tresnez baliatuz bide bat proposatzen du.  ikerketa hiru atal nagusietan banatzen da: lehen atala oinarri teorikoen garapena da. Bertan ikerlana gaur egungo ikerketaren barne kokatzeaz gain esku-hartzea aurrera eramateko eta hipotesien baieztapenerako edo ezeztapenerako ikerlanean jasoko diren datuen azterketarako datuak jasotzen dira. Horretarako kapitulu hauetan orokorrenetik hasiz (etorkin mugimenduaren garapenetik legedietara eta etorkin kontzeptuaren definiziora) aspektu zehatzenetara (hizkuntzen irakaskuntza, etorkinei zuzendutako bigarren hizkuntzen ikaskuntza-irakaskuntza dbhn, ahozkotasunaren ikaskuntza-irakaskuntza eta interneten erabilera hezkuntzan) joaz. Horrela, oinarri teorikoen ondorioekin bukatzeko.  bigarren atala esku-hartzearen garapena eta jasotako datuen azterketa da. Oinarri teorikoetatik abiatuz eta ikasle etorkinek dbhn azaltzen dituzten beharrizanak kontuan izanik, eduvlogak sortzean oinarri duen esku-hartzea egiten da. Esku-hartzea bizkaiko bi ikastetxeetan aurrera eraman ondoren, bertatik jasotzen diren emaitzak bi azterketa motaren bidez aztertzen dira: metodolog\u00eda kuantitatiboa eta kualitatiboa. Azterketa bakoitzetik ateratako emaitzak era desberdinduan aurkezten dira lehenik eta behin, eta hipotesiak kontuan izanik era bateratuan gero. bukatzeko oinarri teorikoen eta esku-hartzetik jasotako datuen azterketa kualitatiboko eta kuantitatiboko emaitzak eta ondorioaz bateratuz azken ondorioak agertzen dira, baita ikerlan honek zabaltzen dituen ikerketarako bide berriak ere.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Ahozkotasunaren ikaskuntza &#8211; irakaskuntza dbhko ikasle etorkinetan. deskripzioa, esperimentazioa eta emaitzen azterketa<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Ahozkotasunaren ikaskuntza &#8211; irakaskuntza dbhko ikasle etorkinetan. deskripzioa, esperimentazioa eta emaitzen azterketa <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Urtza Garay Ruiz <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Pa\u00eds vasco\/euskal herriko unibertsitatea<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 02\/03\/2011<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Carlos Casta\u00f1o Garrido<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: julio Cabero almenara <\/li>\n<li>orreaga Ibarra murillo (vocal)<\/li>\n<li>ignasi Vila mendiburu (vocal)<\/li>\n<li>gorka j. Palazio arko (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Urtza Garay Ruiz Ikerketa honek dbhko ikasle etorkinetan bigarren hizkuntzen ahozkotasuna praktikatzeko web 2.0k eskaintzen dituen tresnez [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"footnotes":""},"categories":[1891,12909,4953],"tags":[38207,215171,11067,38206,13297,215314],"class_list":["post-107133","post","type-post","status-publish","format-standard","hentry","category-ensenanza-de-lenguas","category-pais-vasco-euskal-herriko-unibertsitatea","category-psicolinguistica","tag-carlos-castano-garrido","tag-gorka-j-palazio-arko","tag-ignasi-vila-mendiburu","tag-julio-cabero-almenara","tag-orreaga-ibarra-murillo","tag-urtza-garay-ruiz"],"_links":{"self":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/107133","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/comments?post=107133"}],"version-history":[{"count":0,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/107133\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/media?parent=107133"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/categories?post=107133"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/tags?post=107133"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}