La participación de los alumnos en la investigación educativa

These are the most important language leaming theories: -The Cognitive Cede theory is based on the ¡dea that the rules of the language are leamt consciously. -The Natural Approach believes that the mother tongue and a second language are leamt in the same way. -The Audiolingual theory claims that la...

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Detalhes bibliográficos
Autor: Castrillo Vega, José Manuel
Formato: artículo
Fecha de publicación:1993
País:España
Recursos:Universidad de Alcalá (UAH)
Repositorio:e_Buah Biblioteca Digital Universidad de Alcalá
Idioma:español
OAI Identifier:oai:ebuah.uah.es:10017/880
Acesso em linha:http://hdl.handle.net/10017/880
Access Level:acceso abierto
Palavra-chave:Humanidades
Humanities
Filología hispánica
Spanish philology
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spelling La participación de los alumnos en la investigación educativaCastrillo Vega, José ManuelHumanidadesHumanitiesFilología hispánicaSpanish philologyThese are the most important language leaming theories: -The Cognitive Cede theory is based on the ¡dea that the rules of the language are leamt consciously. -The Natural Approach believes that the mother tongue and a second language are leamt in the same way. -The Audiolingual theory claims that language is nothing but a set of habits. -The Communicative leaming theory claims that the most effective way of leaming a new language is by using it to communicate. -The Humanistic theory is based on the idea that language is used to develop human beings. As research about second language leaming confirms the complexity of the process, we should not rely exclusively on only one of these theories. We have to look for a new theory that includes the best aspects of all of them. In order to look for this new theory, this paper describes some of the techniques teachers can use with their students to gather data for research. Advantages and disadvantages of each one of these techniques are discussed.Universidad de Alcalá. Servicio de Publicaciones19931993-01-01journal articlehttp://purl.org/coar/resource_type/c_6501NAhttp://purl.org/coar/version/c_be7fb7dd8ff6fe43info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10017/880reponame:e_Buah Biblioteca Digital Universidad de Alcaláinstname:Universidad de Alcalá (UAH)Españolspaopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:ebuah.uah.es:10017/8802026-06-18T11:13:07Z
dc.title.none.fl_str_mv La participación de los alumnos en la investigación educativa
title La participación de los alumnos en la investigación educativa
spellingShingle La participación de los alumnos en la investigación educativa
Castrillo Vega, José Manuel
Humanidades
Humanities
Filología hispánica
Spanish philology
title_short La participación de los alumnos en la investigación educativa
title_full La participación de los alumnos en la investigación educativa
title_fullStr La participación de los alumnos en la investigación educativa
title_full_unstemmed La participación de los alumnos en la investigación educativa
title_sort La participación de los alumnos en la investigación educativa
dc.creator.none.fl_str_mv Castrillo Vega, José Manuel
author Castrillo Vega, José Manuel
author_facet Castrillo Vega, José Manuel
author_role author
dc.subject.none.fl_str_mv Humanidades
Humanities
Filología hispánica
Spanish philology
topic Humanidades
Humanities
Filología hispánica
Spanish philology
description These are the most important language leaming theories: -The Cognitive Cede theory is based on the ¡dea that the rules of the language are leamt consciously. -The Natural Approach believes that the mother tongue and a second language are leamt in the same way. -The Audiolingual theory claims that language is nothing but a set of habits. -The Communicative leaming theory claims that the most effective way of leaming a new language is by using it to communicate. -The Humanistic theory is based on the idea that language is used to develop human beings. As research about second language leaming confirms the complexity of the process, we should not rely exclusively on only one of these theories. We have to look for a new theory that includes the best aspects of all of them. In order to look for this new theory, this paper describes some of the techniques teachers can use with their students to gather data for research. Advantages and disadvantages of each one of these techniques are discussed.
publishDate 1993
dc.date.none.fl_str_mv 1993
1993-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
NA
http://purl.org/coar/version/c_be7fb7dd8ff6fe43
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10017/880
url http://hdl.handle.net/10017/880
dc.language.none.fl_str_mv Español
spa
language_invalid_str_mv Español
language spa
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad de Alcalá. Servicio de Publicaciones
publisher.none.fl_str_mv Universidad de Alcalá. Servicio de Publicaciones
dc.source.none.fl_str_mv reponame:e_Buah Biblioteca Digital Universidad de Alcalá
instname:Universidad de Alcalá (UAH)
instname_str Universidad de Alcalá (UAH)
reponame_str e_Buah Biblioteca Digital Universidad de Alcalá
collection e_Buah Biblioteca Digital Universidad de Alcalá
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