{"id":78801,"date":"2018-03-09T23:24:31","date_gmt":"2018-03-09T23:24:31","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/e-mail-tandem-y-autonoma-en-al-aprendizaje-del-ingles-en-alumnos-de-diferente-capacidad\/"},"modified":"2018-03-09T23:24:31","modified_gmt":"2018-03-09T23:24:31","slug":"e-mail-tandem-y-autonoma-en-al-aprendizaje-del-ingles-en-alumnos-de-diferente-capacidad","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/ciencias-de-las-artes-y-las-letras\/e-mail-tandem-y-autonoma-en-al-aprendizaje-del-ingles-en-alumnos-de-diferente-capacidad\/","title":{"rendered":"E mail tandem y autonoma en al aprendizaje del ingles en alumnos de diferente capacidad"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Andres Canga Alonso <\/strong><\/h2>\n<p>Este trabajo comienza haciendo un recorrido hist\u00f3rico por las teor\u00edas sobre autonom\u00eda, desde sus or\u00edgenes (holec, 1981), y su posterior desarrollo tanto en europa, (little 1991, 1993, 1996, 1999 y 2000; brammerts 1996 y 2003; lewis 2003; esch 1996 y 1997 y sinclair 1996, 1997 y 2000), como en  estados unidos y asia (benson 1995, 1996, 1997, 2001 y 2002; numar 1992b, 1997 y 1999; littlewood 2002 y pennycook 1997).  para ello, se abordan las definiciones existentes sobre el concepto de autonom\u00eda, teniendo en cuenta su dimensi\u00f3n social, la importancia de la reflexi\u00f3n en el proceso de aprendizaje, as\u00ed como las estrategias que deben ser utilizadas para favorecer dicho proceso. Por \u00faltimo, se intenta establecer relaci\u00f3n entre el marco com\u00fan europeo de referencia, la autonom\u00eda de docentes y discentes en el aula de idiomas y el uso del portfolio europeo de las lenguas (pel) como herramienta para fomentar el aprendizaje aut\u00f3nomo a lo largo de la vida (lefelong learning).  a continuaci\u00f3n se expone la metodolog\u00eda t\u00e1ndem desde sus or\u00edgenes (\u00e1lvarez et al. 1996; brammerts y kleppin 2001; brammerts y calvet 2003 y lewis y stickler 2003), hasta llegar al e-mail t\u00e1ndem, (brammerts y little 1996), base de nuestro estudio emp\u00edrico.  el tercer cap\u00edtulo, profundiza en la metodolog\u00eda experimental utilizada en el estudio llevado a cabo durante los a\u00f1os acad\u00e9micos 2003-2004 y 2004-2005 con alumnos de diferente capacidad de 4\u00c2\u00ba de eso del colegio dulce nombre de jes\u00fas (oviedo) y basado en la investigaci\u00f3n-acci\u00f3n (lewin 1946, kemmis y mctaggat 1988; carr y kemmis 1998, mckniff 1988; p\u00e9rez 1990; wallace 1998; mckernan 1999 y latorre 2003).  los dos \u00faltimos cap\u00edtulos detallan los resultados obtenidos por el alumnado en cada uno de los objetivos, as\u00ed como las conclusiones que se desprenden del trabajo de los informantes teniendo presente cada uno de los indicadores tomados como referencia. Para concluir, se plantea algunas sugerenci<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>E mail tandem y autonoma en al aprendizaje del ingles en alumnos de diferente capacidad<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 E mail tandem y autonoma en al aprendizaje del ingles en alumnos de diferente capacidad <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Andres Canga Alonso <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Oviedo<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 23\/02\/2006<\/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> Valdeon Garc\u00eda Roberto Antonio<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: margarita Blanco hoelscher <\/li>\n<li>Marta Dahlgren thorsell (vocal)<\/li>\n<li>ignacio Palacios mart\u00ednez (vocal)<\/li>\n<li> Prieto arranz Jos\u00e9 igor (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Andres Canga Alonso Este trabajo comienza haciendo un recorrido hist\u00f3rico por las teor\u00edas sobre autonom\u00eda, desde sus [&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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