{"id":79018,"date":"2006-10-03T00:00:00","date_gmt":"2006-10-03T00:00:00","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/gaitasun-komunikatiboa-eta-hizkuntzen-arteko-elkar-eragina-eae-ko-hezkuntza-eleanitzean\/"},"modified":"2006-10-03T00:00:00","modified_gmt":"2006-10-03T00:00:00","slug":"gaitasun-komunikatiboa-eta-hizkuntzen-arteko-elkar-eragina-eae-ko-hezkuntza-eleanitzean","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/pedagogia-experimental\/gaitasun-komunikatiboa-eta-hizkuntzen-arteko-elkar-eragina-eae-ko-hezkuntza-eleanitzean\/","title":{"rendered":"Gaitasun komunikatiboa eta hizkuntzen arteko elkar eragina eae-ko hezkuntza eleanitzean"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Miren Nekane Goikoetxea Agirre <\/strong><\/h2>\n<p>Esta tesis doctoral tiene como principal objeto analizar la competencia comunicativa de los j\u00f3venes de la comunidad aut\u00f3noma vasca. Partiendo de los modelos te\u00f3ricos sobre competencia comunicativa, hemos desarrollado un modo de an\u00e1lisis de \u00e9sta adecuado a nuestro contexto educativo. Concretamente, tomando como base la propuesta de celce-murica, d\u00ed\u00b6rnyei y thurrell (1995), hemos otorgado una centralidad a la competencia discursiva. hemos procedido a analizar la competencia accional, la competencia sociocultural, la competencia discursiva, la competencia ling\u00ed\u00bc\u00edstica y la competencia estrat\u00e9gica que los j\u00f3venes muestran en euskera, castellano e ingl\u00e9s.     por otra parte, la competencia comunicativa de los pluriling\u00ed\u00bces ha sido objeto de an\u00e1lisis por medio de estudio de la influencia entre la diferentes lenguas. La influencia interling\u00ed\u00bc\u00edstica entre el euskera, castellano e ingl\u00e9s de los sujetos analizados es tambi\u00e9n objeto de estudio en esta tesis.     ambas \u00e1reas de inter\u00e9s han sido analizadas teniendo en cuenta el programa que siguen los alumnos en el sistema educativo. Concretamente, nos interesa conocer la diferencia entre la introducci\u00f3n precoz del ingl\u00e9s tanto en sujetos que siguen un programa de inmersi\u00f3n ling\u00ed\u00bc\u00edstica al euskera, como en sujetos que siguen un programa biling\u00ed\u00bce de mantenimiento de su propia lengua materna minorizada.     en el sistema escolar de la c.A.V., Cada vez se generaliza m\u00e1s la introducci\u00f3n precoz del ingl\u00e9s. Sin embargo, en muchos de los estudios realizados al respecto, no suele tenerse en cuenta ni la incidencia de esta introducci\u00f3n en el resto de lenguas que hablan los ni\u00f1os, ni en la competencia comunicativa resultante del proceso de adquisici\u00f3n ling\u00ed\u00bc\u00edstica de \u00e9stos. Esta tesis doctoral tiene vocaci\u00f3n de clarificar los procesos que se dan en las citadas \u00e1reas de manera integral.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Gaitasun komunikatiboa eta hizkuntzen arteko elkar eragina eae-ko hezkuntza eleanitzean<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Gaitasun komunikatiboa eta hizkuntzen arteko elkar eragina eae-ko hezkuntza eleanitzean <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Miren Nekane Goikoetxea Agirre <\/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 10\/03\/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> Cenoz Iragui Miren Jasone<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: alfredo Go\u00f1i grandmontagne <\/li>\n<li>rosa Mar\u00eda Jim\u00e9nez catal\u00e1n (vocal)<\/li>\n<li>pablo Sot\u00e9s ruiz (vocal)<\/li>\n<li> Sagasta eerrasti Mar\u00eda pilar (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Miren Nekane Goikoetxea Agirre Esta tesis doctoral tiene como principal objeto analizar la competencia comunicativa de los 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