Browsing by Subject "Compétence communicative"

Now showing 1 - 4 of 4
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    Effectiveness of educational intervention on communicative competence in pre-service teachers
    (Universidad de Murcia. Servicio de Publicaciones, 2020) Quijano López, Rocío; Hernández González, Marcela; García Martínez, Inmaculada
    INTRODUCTION. Communicative competence is essential for any teacher. In order to analyze teachers’ rate of knowledge and acquisition, it is necessary to reflect on the components that make it up. The present study is part of an extensive research project that analyzes the training of future Primary Education teachers regarding linguistic and technological competences at three Spanish universities (Granada, Jaén and Oviedo). METHOD. For this purpose, a descriptive and quasi-experimental, pre-test and post-test study with a nonequivalent control group of 380 students is carried out. RESULTS. In the pretest, results show deficiencies in the control and experimental groups concerning students’ training in communicative competence at pre-university levels. Also, it is observed how the experimental group improve thanks to the application of the Affective e-Learning+ program. Students in the experimental group state that the program improved their interaction with students from other universities; that they shared experiences and the online program has made it easier for them to learn about important topics for their training, using times and spaces that did not interrupt their study. DISCUSSION. After the application of the online program “Affective elearning+”, improvements are reported for the different criteria of the Sociolinguistic, Morphosyntactic, Pragmatic and Orthographic sub-competences and linguistic register, which integrate communicative competence.
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    Hábitos lectores y titulación de los padres en la percepción de la competencia comunicativa de futuros maestros
    (Universidad de Murcia. Servicio de Publicaciones, 2020) Sierra-Arizmendiarrieta, Beatriz; Neira-Piñeiro, María del Rosario
    INTRODUCCIÓN. El objetivo principal de este trabajo es determinar en qué medida las variables “afición a la lectura en la familia” y “titulación de los padres” pueden incidir en la percepción de la competencia comunicativa de los estudiantes universitarios participantes en el estudio. MÉTODO. Se parte de una muestra de 361 estudiantes del Grado de Maestro de Educación Primaria de las universidades de Jaén y Oviedo y se realiza un estudio descriptivo-transversal consistente en un análisis de contingencia. Se distinguen tres unidades de competencia, obtenidas por el análisis factorial realizado: comunicación oral efectiva en el aula, adecuación del registro y producción eficaz de textos escritos. RESULTADOS. Los resultados evidencian una clara incidencia de la variable “afición a la lectura en la familia” en las dimensiones de competencia analizadas, no dándose ninguna relación entre éstas y la variable “titulación de los padres”. DISCUSIÓN. El hecho de que esta variable no tenga la misma incidencia puede deberse precisamente a que no es una variable que sirva de modelo en el ejercicio, al no estar directamente relacionada con la práctica de la competencia analizada.
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    La oralidad: propuestas en la LOGSE y la LOE y su enseñanza en el currículo actual de la ESO
    (Universidad de Murcia. Servicio de Publicaciones, 2013) Lozano Jaén, Ginés; Valero Cifuentes, Lucia
    El siguiente trabajo plantea la necesidad de fomentar en clase el interés del uso de la lengua oral, tan olvidado durante décadas. El Marco europeo de referencias para las lenguas: aprendizaje, enseñanza y evaluación, el informe PISA, y el proyecto DeSeCo demandan un cambio considerable en la enseñanza y aprendizaje de la lengua oral. El avance significativo de la expresión oral en la actualidad se comprueba en la comparación de los propios contenidos de la LOGSE y de la LOE que desarrolla esta habilidad para capacitar al alumnado en el aprendizaje de la lengua desde todos los ámbitos posibles. Sin el desarrollo de la competencia comunicativa, hubiera sido imposible que la lengua oral hubiera adquirido la importancia que hoy en día posee.
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    Voice of Trainee Teachers Regarding Their Advances in Communicative and Digital Competences with “Affective E-Learning+”
    (Universidad de Murcia. Servicio de Publicaciones, 2020) Pérez Ferra, Miguel; Ortega Martos, José Manuel; Henríquez Alvear, Luis
    INTRODUCTION. The literature review conducted evidenced a lack of congruence between the expectations of the European Space for Higher Education and the achievements reached. This was as much the case for communicative competence as it was for digital competence and was mostly due to the lack of prior instruction in transversal skills, both in educational centers and online. METHOD. A process of inductive analysis based on forty-six autobiographical narratives of students enrolled on the program, produced two meta-categories: “evaluation of program development” and “achievements of the program”. To achieve these outcomes “grounded theory” and the information software NVivo- 12Plus were used. RESULTS. Results suggest that the program led to interaction among participating students. They highlighted the interest of the experience based on the knowledge they acquired and the interaction in the development of communicative and digital competences. In the same way, results show the transversality of the proposed activities, especially: “design and maintenance of a blog” and “design of a video about privacy online”, which had an impact on, respectively, 7 and 6 of the proposed competence units. Further influences were found on course flexibility and overcoming time and space problems. DISCUSSION. Students rated the course as a “positive experience”, alluding to affective aspects which had enhanced their inclination towards learning and interaction.