{"id":48030,"date":"2020-07-29T15:18:32","date_gmt":"2020-07-29T15:18:32","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/aproximacion-a-un-modelo-para-el-analisis-de-metodos-de-ensenanza-de-un-idioma-moderno\/"},"modified":"2020-07-29T15:18:32","modified_gmt":"2020-07-29T15:18:32","slug":"aproximacion-a-un-modelo-para-el-analisis-de-metodos-de-ensenanza-de-un-idioma-moderno","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/pedagogia\/aproximacion-a-un-modelo-para-el-analisis-de-metodos-de-ensenanza-de-un-idioma-moderno\/","title":{"rendered":"Aproximacion a un modelo para el analisis de metodos de ense\u00f1anza de un idioma moderno"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Francisca Martin Molero <\/strong><\/h2>\n<p>El estudio tiene por objeto clarificar la actual situacion de la ense\u00f1anza-aprendizaje de las lenguas modernas en espa\u00f1a. Y asi  mediante un analisis por doble via deductiva e inductiva pretende aproximarse a un paradigma que permita abordar un analisis de los metodos de ense\u00f1ar-aprender idiomas. Se divide en tres partes bien diferenciadas: 1 fundamentacion teorica  2 analisis de la panoramica metodologica y de las caracteristicas esenciales del metodo de ense\u00f1ar-aprender lenguas modernas  3 aplicacion al analisis de los dos metodos que para 6 de egb del idioma ingles  parecen gozar de mayor difusion en nuestro pais. El trabajo presenta un apendice de relevancia al tema y en el apartado de conclusiones se aborda una discusion en la que se plantean aspectos que escapando a esta investigacion requeririan urgente examen en posteriores estudios de este complejo tema.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Aproximacion a un modelo para el analisis de metodos de ense\u00f1anza de un idioma moderno<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Aproximacion a un modelo para el analisis de metodos de ense\u00f1anza de un idioma moderno <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Francisca Martin Molero <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Complutense de Madrid<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 01\/01\/1981<\/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>Victor Garcia Hoz<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: Isabel Gutierrez Zuluaga <\/li>\n<li>Arsenio Pacios Lopez (vocal)<\/li>\n<li>Victor Garcia Hoz (vocal)<\/li>\n<li>Arturo Orden Hoz (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Francisca Martin Molero El estudio tiene por objeto clarificar la actual situacion de la ense\u00f1anza-aprendizaje de las [&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 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