Licenciatura en Lenguas Extranjeras Inglés-Francés

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Analyse d’erreurs des apprenants de la licence en langues étrangeres de l’université Santiago de Cali aux niveaux élémentaire et intermédiaire de français : Les adjectifs possessifs
(Universidad Santiago de Cali, 2019) Cortez Loaiza, Hanny Natalia; Montenegro Palacios, Hector Lubian; Espinosa González, Lina María
This research presents an error analysis of Colombian students who study French as Foreign Language (FLE). The error analysis focuses on possessive adjectives. The main objective is to determinate the most frequent errors related to possessive adjectives in written production made by Bachelor’s Degree in Foreign Languages students from Santiago de Cali University at basic and intermediary levels of French. The theoretical framework develops mainly the following concepts: Applied Linguistics (Santos Gargallo, 1999), Contrastive Linguistics (Lado, 1957), Contrastive Analysis (Fries, 1945), Error Analysis (Corder, 1967), Interlanguage (Selinker, 1972) and Contrastive Grammar (Ciesielkiewicz, 2010/2011). This research follows the methodology proposed by Corder (1967) in order to describe and explain the errors found. This work seeks to bring awareness to the aspects that favour the emergence of errors and to consider contrastive linguistics as a tool for improving the foreign language learning.
Aspects qui influencent le développement de la production orale en monologue suivi, niveau b1, des étudiants en 7ème semestre de la licence en langues étrangères de l'université Santiago de Cali
(Universidad Santiago de Cali, 2019) Alvarado Herrera, Brigitte; Ospina Díaz, Erick Fernando; Hurtado Cabezas, Néstor Dario; Pedroza Mazuera, Andrés Felipe
Four objectives will guide this research. These aim to fulfill the main objective of the work, which is to identify the aspects that influence the development of oral production in monologue level b1, of the 7th semester students of the degree in foreign languages of Santiago University from Cali. It is also important to take account with this research, we will find the difficulties in the field of oral expression (monologue followed, level B1) among the pupils in seventh semester. In order to achieve our goals, we followed three data collection instruments. First, non-participatory observations on a sample. These observations will allow us to identify the course flow and the activities carried out and to know the use of the target language and the mother tongue. Second, surveys will be completed by the students in the sample. They aim to extract factors that influence their learning of French either positively or negatively. Finally, we will make a diagnosis (DELF B1), which will allow us to know the real level of the students considering the descriptors proposed by the CEFR. Every student dream of speaking a foreign language well. In the seventh semester, they must have level B1 according to the Common European Framework of Reference (CEFR).
Creation and use of an english language primer for transition level students
(Universidad Santiago de Cali, 2019) Lucumí Lucumí, Leidy Joana; Sánchez García, Luz Elena; Murillo Rodríguez, Luis Alberto; Rojas Miranda, Juan Sebastián
The present study focuses in the methodology implemented by teachers to strengthen the five to six years old student's reading skills at the Santiaguitos kindergarten located in the Santiago de Cali University. For this purpose, a diagnostic observation was set up and implemented for students while an interview with structured questions was conducted with the teacher and administrative staff, seeking to obtain relevant and significant information regarding the English proficiency level of each student selected for the study. The methodology implemented by the teacher in order to teach English language was also revised, as the methodology implemented by the teachers to strengthen the Santiaguitos kindergarten student's reading skills. The main goal was to test a new didactic material, (a primer) in English language, that was designed previously in order to improve the student's reading skills by using images (animals, colors, family members, numbers) and simple puzzles based upon the constructivist paradigm. After exposing the children to the new Primer and its associated activities, new testing and interviews allowed the assessment of the Primer´s advantages and challenges.
Développement de la perception et de la prononciation de la voyelle nasale /ɛ̃/ dans le niveau B1
(Universidad Santiago de Cali, 2019) Morales Cárdenas, Aura Cristina; Murillo Ocoró, Edward Fernando; Pedroza Mazuera, Felipe Andrés
This research describes the result of a projective research that aims to develop the phonological competence of the Bachelor’s Degree in Foreign Languages English – French students from Santiago de Cali University (USC). For this purpose, the question of this research is the following: How a pedagogical intervention would allow the development of the perception and the pronunciation of the nasal vowel /ɛ̃/ in Foreign Languages English - French students from USC? This question is answered through the application of a didactic sequence and the results and proposals are put forward to generate spaces about didactic sequences as a pedagogical tool to address an issue.
Didactique avec mèmes de type explicatif pour le développement d’habiletés cognitives en français avec les étudiants de premier semestre de langage et langues étrangères anglais - français à la Université Santiago de Cali
(Universidad Santiago de Cali, 2019) Avirama Muñoz, Gildary Sthefanía; Enciso Ramírez, Yisleth; Rojas Miranda, Juan Sebastián
The University Santiago de Cali offers an English-French Language and Foreign Languages Program, run by a group of teachers highly qualified in the field of language and education and they are the responsible for transmitting knowledge through different teaching strategies and methods. The aim of this research work is to raise awareness of a new teaching strategy that can be used by French teachers and help students develop their cognitive skills through the creation of explanatory memes, which can be considered authentic material motivating the learning of a foreign language. During this work, three stages are presented, each of which is characterized by the primordial development of a cognitive skill (planning, organization, and memorization) in order to obtain as final result an explanatory meme that will be published on the social network (Facebook) and then shared on an educational page.
Efecto del uso de una aplicación móvil, en el desempeño en competencia oral en el aprendizaje de idioma inglés, de un grupo de estudiantes de quinto grado del Liceo Colombia Joven
(Universidad Santiago de Cali, 2020) Salazar Lievano, Ronald Stiven; Sandoval Chicaiza, Jorge Andres; Rojas Miranda, Juan Sebastián
The present investigation addresses as a problem, inquire about the effect of the use of mobile applications, specifically, the Aplication “English Pronunciation”, in the learning of oral skills in English. It was approached from the interpretative paradigm of research, by means of a mixed design to give an answer to the subject of the application with an experimental group and a control group, in the same way qualitative information about the participants experience was analyzed. As a result of the research, it was found that the use of the application had a positive effect to improve the performance level of the participants. When analyzing the qualitative data, it has been found that the reason may be that the students in the control group have not used the APP. They demonstrated a natural way of interacting with applications and ICTs, which allows us to open the discussion around educational practices. The pedagogical practices within the classroom remain traditional and are promoted in the way that ICTs are complementary. The daily use of the application. The way of learning Natural way of access to information and therefore to learning
Failures in EFL Literacy at Higher Education
(Universidad Santiago de Cali, 2019) Castro Pedroza, Castro Pedroza; Sierra Ortiz, Diana Marcela; Braconnier, Anaïs
The next proposal attends to analyze students of English as a second language (ESL), who might be presenting difficulties in literacy skills. In order to recognize those difficulties and know how those are related to a non-completely successful second language (L2) learning of English. To accomplish this study the main focus is literacy, skills, and evaluation as the theoretical framework on which the research will be supported, to get the proper data collection and its later analysis. The Santiago de Cali University (USC) language institute was chosen to develop this study, specifically the first level English students. Considering that in a beginner level it would be easier to recognize the literacy skills failures focus on grammar, presented by the students in the effort to comprehend and try to classify which their possible sources are and why they remain until a high educational level like University. The methodology implemented was the qualitative research through a survey and a written assignment, which allowed us to identify the literacy skills failures. Finally, with this study we would like to contribute to education, in this case to the L2 teaching and learning process. We, as foreign language learners. Have struggled with literacy skills difficulties and we believe that if a teacher realizes about students failures; and delve into their possible causes, it might be easier to attempt to guide the student into a process of learning while correcting mistakes instead of just learning by jumping into gaps.
How to teach English using general content to third grade students
(Universidad Santiago de Cali, 2019) Bustos Alonso, Juan Camilo; Herrera Ayala, Oscar Eduardo
During the pedagogical practice process lived in three different schools, where I experienced three different analysis stages (Observation, Planning and Interaction), an interesting idea emerged according to the learning process that students were living in these places and the teaching process that teachers were applying with each of the analyzed courses. For some students, the learning process of a new language or a foreign language (FL) might turn too difficult since they have not been involved in a real learning process where the acquisition of a foreign language is not only based on memorizing content but on practicing according to what the environment gives us and how the language is used in real context. The teaching process of English in these schools (Colegio Mayor Almirante Colon, Colegio Mayor Alferez Real and the Institución Educativa Celimo Rueda) was aimed in students to learn grammatical contents based on a book already established by the school and structures that were not related to students’ interests or even to their socioeconomic status, in addition, these classes were presented in a standardized way, not taking into account real students’ needs. Thus, schools must modify traditional practices and implement other procedures which help to develop and reach real students’ needs, like Content and Language Integrated Learning does.
Improving the quality of english teaching and learning in the inclusive classroom with universal design for learning (UDL)
(Universidad Santiago de Cali, 2019) Muñoz Hernández, Eliezer; Mosquera Ramírez, Kayla; Villaquirán Banguero, Brandon Alexis; González Valencia, Heriberto
Many teachers do not know how to teach the English language in an inclusive classroom, therefore, Universal Design for Learning (UDL) has been selected as a good way to improve English teaching and learning in inclusive settings by the decree 1421 (2017). The objective of this research was to implement UDL to improve the English teaching and learning in the fifth grade of “villa de las Palmas” school where there were some children with cognitive disabilities. The methodology used was qualitative, therefore, 3 interviews, 2 surveys, 2 observations and a field diary were done for later design and application of a lesson plan. Also, in the analysis of some questions the quantitative method was used. The interviews were performed with an English teacher, a psychologist, and a graduate in Special Education from the school. The 2 surveys were given to the children of fifth grade, one before the lesson plan and another at the end of the study. The lesson plan was designed with UDL taking into account three styles of learning: visual, auditory and kinesthetic, so activities of these styles were included. The lesson plan was also based on the basic standards of competences in foreign languages: writing, listening, speaking, and reading. The results were positive since the application of lesson plan was successful. The teaching improved because the guidelines of UDL were used in order to give an effective lesson. Children were motivated, and children with learning disabilities were included and learned in a fun way. Finally, it was concluded that the Universal Design for Learning can improve the quality of English teaching and learning in the fifth grade of “villa de las Palmas” school.
Integrating ICT in teaching a foreign language
(Universidad Santiago de Cali, 2019) Melchor Urriago, Shirley Dayanm; Narváez González, Alejandro; Carrillo Ordoñez, Valeria; Fernández Benavides, Alejandro
The research consists on the analysis of the integration of information and communication technologies in language teaching in a teacher formation program in a private university in Cali. It aims to identify the attitudes, uses and perspectives of teachers and students regarding the integration of technology in the teaching of a foreign language, in the Integrated Skills course in English VII of the program of Foreign Languages at Santiago de Cali University. In addition, our theoretical perspective focuses on the active use of technology in education and language teaching. This is a qualitative case study where interviews, surveys, and observations were used for the data collection. The collected information was analyzed by frequency analysis and discourse analysis. The results show that some of the professors of the program of foreign language at Santiago de Cali University use technology for the development of their classes. However, the use of technologies in classes focuses on a passive notion of the apprentice where technology is used mainly to perform limited activities. In addition, the findings suggest that there must be a teacher training in order to use technology in education to develop different activities in order to motivate students during their learning process. Consequently, it is suggested that future studies focus on the students' conception of technology and the impact of particular language skills and their conception of language teaching and learning. Moreover, this research is useful for future researchers in order to analyze the importance of the integration of information and communication technologies in the classroom. Finally, this study opens the door to future research for a greater understanding of the processes of integration of technology in the training of foreign language teachers.
Integrating the virtual platform memrise as a teaching tool for english vocabulary in foreign language students of second semester at Santiago de Cali university
(Universidad Santiago de Cali, 2019) Rodríguez Villaquiran, Michelle; Idarraga Medina, Mayra Alexandra; Gónzalez Valencia, Heriberto
L'importance de l'inclusion de l'interculturalité dans l'apprentissage d'une langue étrangère
(2021) Cabrera Gutierrez, Stephany Maria; Grisales Tobar, Angela Maria; Ruiz Guerrero, Dayana Carolina
Vivre dans un monde globalisé a fait que l'éducation s'améliore ou se réinvente pour améliorer les processus d'enseignement-apprentissage dans différents domaines. Pour le domaine des langues, ces processus ne sont plus travaillés de manière traditionnelle, et, c'est pour cette raison qu'actuellement, une grande importance est accordée à l'inclusion de la composante interculturelle dans l'apprentissage d'un LE. Compte tenu de cela, il permet à l'étudiant une approche de la réalité de la langue qu'il étudie, encourage le respect et la tolérance de la diversité culturelle, et encourage l'étudiant à apprendre plus de langues et à enrichir ses expériences culturelles
“Le long mètrage Francophone comme outil pour ameliorer la production orale chez les étudiants de Français IV”
(Universidad Santiago de Cali, 2020) Torres Díaz, Diego Andrés; Braconnier, Anais
Cette recherche vise à montrer l'importance de l'utilisation des longs métrages dans les cours de langue étrangère comme ressource didactique pour améliorer la production orale des étudiants du semestre IV à l'Université de Santiago de Cali. Aussi, le cinéma francophone a été utilisé comme un moyen de promouvoir un esprit critique chez les étudiants, car il offre une véritable vision du monde montrant comment la vie est vécue dans les pays francophones à travers des images et des dialogues. Au cours du processus de collecte de données par les chercheurs, des outils tels que des enquêtes, des observations en classe et des débats ont été utilisés pour les enseignants et les élèves. Des interventions ont été faites pour appliquer cette proposition didactique dans les salles de classe et finalement les informations collectées ont été analysées
Puppets on Stage C, a methodology for oral production abilities
(Universidad Santiago de Cali, 2020) Ospina Sánchez, Daniela; Mejía Henao, Natalia; Bravo Baeza, Rodrigo
English level data in Latin America, obtained from some tests and statistics in the last few years, show that the continent is below among the world´s average, and this includes Colombia. As a consequence, in this country, projects have been developed along with the implementation of several academicals proposals in order to improve the comprehension and production of English as a foreign language in students from preschool grade up to the highest (11 grade), The main purpose of this investigation is to identify how the methodology proposed on the book Puppets on Stage C, would improve the oral production ability among preschool students. This project seeks to be relevant when it comes to implement plans of action for the educational institutions that are in the search of new strategies for easy learning of the English language. The subjects for this research are Preschool students from La Presentacion El Paraiso school located in Santiago de Cali city, where kids will be exposed to a methodological process under a qualitative approach, which includes: An English assessment pre-test, an academic intervention, and an English assessment post-test, all of them made as lesson plans due to the age of the participant subjects. This data was systematized and analyzed, taking into account an evaluation rubric based on the Derechos Básicos del Aprendizaje DBA; after this, researchers found out that the processes carried out through the interventions and the respective tests were framed into a meaningful progress, at the same time the guide text helped to improve some aspects of oral production related to understanding and following commands, participation in games and rounds, and asking or answering greetings, while other aspects such as the use of non-verbal language should be analyzed from a broader perspective. In conclusion, it was evidenced that the methodology proposed by the text provides the necessary activities for the improvement of oral production in preschool students, significantly increasing their capacity to respond to the requirements of the Ministerio de Educación for this school stage.
Racist discourse in social media: Facebook, a case analysis of Roberto Lozano’s “SOLDADO MICOLTA”
(Universidad Santiago de Cali, 2019) Ruíz Hurtado, Kenya; Gaviria Espitia, Álvaro Andrés; Najeeb Salem, Troy
This research project seeks to bring to light the problem of racism on social media in Colombia by means of the propagation of inappropriate language. This language has been used to denigrate the Afro-Colombian community in the most offensive way imaginable. The primary focus of this investigation was to analyze the discourse that emerged from social networks, in particular on Facebook, concerning the Soldado Micolta show´s censorship; and, to determine which discourse may be considered racist based on the categorization of the different types of racism, and organized by identifying key patterns present in the comments published by the users of that social network. It was found that a significant number of negative and derisive comments were found within the corpus of discourse pertaining to the show’s censorship, which was due to the different racist manifestations contained in it.The results obtained in this study indicated a significant presence of racist material on the social media platform Facebook, from which discourses were taken and analyzed. These discourses were analyzed for racism, taking into account the views of activist groups, such as the Ray Charrupi Foundation and a considerable number of Colombian Afro-descendents, and their assessment of the comedian and actor, Roberto Lozano, in his comedy, and the way he imitated the way of speaking and acting as a person of Afro-descendant. Thus, this investigation presents a clarification and classification of these discourses published on the days immediately following the news of the Soldado Micolta show´s ban, in order to address and to understand the types of racist discourses published by Facebook users in the face of censorship of the show.
Reflections of the 11th Graders at técnico industrial multipropósito school About the perceptions of the Anglophone culture
(Universidad Santiago de Cali, 2020) Bolaños Buitrago, Leidy Lorena; Muñoz Caicedo, Ángela María; Viveros Rivera, Geraldine; Teneche Sánchez, María Fernanda
Focused on a qualitative study, this research describes, analyzes and interprets the 11th graders‘ perceptions at Técnico Industrial Multipropósito School in Cali about the Anglophone culture; taking as a reference some aspects of the United States‘ and Great Britain‘s cultures, such as: typical food, clothing, music and lifestyle; as well as some aspects about the Colombian culture, through a didactic sequence addressing interculturality in the English as a foreign language classroom. First, the context in which this research is carried out is presented. Subsequently, the methodological process to address interculturality in the classroom is explained, taking as a starting point the students‘ perceptions related to the Anglophone culture collected in the diagnostic survey; in order to analyze what could happen with those perceptions after the researchers‘ intervention and the application of the final survey, which showed that their perceptions had already become stereotypes. Finally, results and conclusions are presented, an English as a foreign language classroom where the integration of aspects about the Anglophone culture in the classroom with linguistic topics developed in class is not observed; and thus, students‘ perceptions about that culture are not related to the whole reality of the same one. Furthermore, some recommendations are tackled concerning the implementation of longer activities in the institution, based on an intercultural vision of language teaching
Séquence phonétique pour le développement de la perception et de la prononciation du e muet [ə] dans le présent de l’indicatif
(2019) Ariza Gironza, Diana Marcela; Pedroza Mazuera, Felipe Andrés
Teaching and learning the pronunciation of a foreign language can be a difficult task, even more if there are no phonemes in the student's phonological system. The purpose of this research is to develop the perception and pronunciation of the silent “e” of French, which absence in the Spanish vowel inventory causes complications for Spanish speakers. In order to achieve this objective, a diagnostic evaluation was carried out in order to identify the level of perception and pronunciation of the phoneme. Additionally, a phonetic sequence was implemented, and its activities were evaluated by means of scales and rubrics. The bibliographic review was established through three constructs which are the phonetic characteristics of the vowel system of French and Spanish, the teaching pronunciation’s methods and approaches in French as a foreign language and the Common European Framework of Reference associated with pronunciation. Furthermore, in the analysis of the results, multiple improvements were found in the performance of the sample, which is a group of beginner students of the French Alliance from Cali enrolled in module A1.2. In this way, it was possible to verify that the phonetic sequence allowed the development in a great degree the perception and the accurate pronunciation of the silent “e” of French in the inflectional morphemes of the verbs of the first group conjugated to the indicative present.
Teacher educators and Evaluation: Considerations upon the relation with pre-service teachers’ performance
(Universidad Santiago de Cali, 2019) Herrera Alarcón, Ana Luizet; Restrepo Badel, Juan Sebastián; Sánchez Salgado, Juan David; Arenas Reyes, Julio César
This is a mixed type research since it contains statistical data, interpretations, narrative descriptions, and other quantitative and qualitative characteristics. It was conducted to find out and understand the influence, importance and uses of evaluation in the Teaching English as a Foreign Language process at Universidad Santiago de Cali (USC) with students from first and second semester English classes in the Foreign languages English-French program. The main objective is to analyze the most frequently evaluation methods that six English professors use with first and second semester students at Universidad Santiago de Cali. This research was carried out by reading papers by authors such as Scriven, Dornei and Barnes, interviewing professors to find out their perspective and training on evaluation, conducting surveys to students and observations to classes to obtain a better picture of the context. Data was analyzed to be shown in both quantitative and qualitative ways through graphics, narrative descriptions, statistics and opinions. Finally, this project led to the conclusion that when used correctly, evaluation can be a beneficial tool for both professors and especially students. Thus, some suggestions are provided at the end to the foreign languages English-French program to improve the use evaluation in the Teaching English as a Foreign Language process.
Teaching strategies to motivate 11th-grade students of “Santa Maria Goretty” school in the learning process of english as a foreign language
(Universidad Santiago de Cali, 2019) Vargas Cosme, Natally; Lozano Rosero, Pablo Cesar
The current investigation project aims to propose a set of strategies that motivate students in the process of learning a new language. Both teachers and students need to apply adequate ways of motivating themselves in order to make the learning and teaching process of a foreign language will be successful. The investigation was developed around the lack of students’ motivation towards learning English as a foreign language and its objectives were to analyze types of topics that high school students find interesting. In addition, the investigation was developed to propose a set of practical strategies to increase their motivation in foreign language learning. The methodology was applied using the qualitative and quantitative investigation methods, having a sample of 15 students of the 11th grade from “Santa Maria Goretty” school. In order to collect the data, tools such as an interview and a focus group were applied. After applying the data collection method, the researcher could establish that the most important conclusion of this investigation was that by using audiovisual aids like short videos and others that deal with the updated topics of students’ everyday life, significantly increase high school students’ motivation and allow them to improve their knowledge of a foreign language.
The stimulation of the reading skills, among a2 level high school students from the empresarial moderno school, through the implementation of the context-based learning approach regarding false cognates activities
(Universidad Santiago de Cali, 2019) Bejarano Ojeda, Alejandra; Losada Solarte, Carolina; Quirama Tascón, Estephani; Bravo Baeza, Rodrigo
English in this case as L2 and Spanish as L1 share a set of words that shape some morphological similarities that constitute a group of words normally known as Cognates; although they are almost written in the same way in both languages, it does not mean they always share the same meaning; so that, they can be True or False Cognates. Due to this, students can either achieve or not an effective interpretation of a reading material. Therefore, the problem that can emerge from this is the possible misinterpretation of some English messages read by Spanish speakers, since they tend to decode them based on morphology and not on the knowledge of the L2 language; then it is important the stimulation of the reading skills among A2 level high school students, through the implementation of, by means of this study, the Context-Based Learning (CBL) approach, regarding false cognates activities, in a research that might help develop better decoding skills of the L2 messages. To carry it out, a pre-test, an intervention class, and a post-test, all based on the CBL approach, were designed in order to apply them to 50 students from an educational institution located in Cali, Colombia. The analysis allowed to recognize the existence of a continuous confusion represented by the incorrect lexical decoding of words that share the same orthography/spelling but differ in meaning. In conclusion, the implementation of the CBL in the class and the integration of False Cognates inside written dialogues, allowed students to stimulate their reading comprehension skills while they were acquiring new vocabulary and realizing the importance of the context inside texts or real-life situations.

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