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  2. Tesis
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  4. CUCSH
Por favor, use este identificador para citar o enlazar este ítem: https://hdl.handle.net/20.500.12104/80281
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Campo DCValorLengua/Idioma
dc.contributor.advisorQuintero Ramírez, Sara
dc.contributor.advisorRamos Godínez, Margarita
dc.contributor.advisorMélendez Vizcarra, Dora
dc.contributor.advisorDíaz Pérez, Olivia Concepción
dc.contributor.authorEsparza Plascencia, Carlos
dc.date.accessioned2020-01-02T18:28:20Z-
dc.date.available2020-01-02T18:28:20Z-
dc.date.issued2017-06-02
dc.identifier.urihttps://hdl.handle.net/20.500.12104/80281-
dc.identifier.urihttps://wdg.biblio.udg.mx
dc.description.abstractA study carried out at a private language center in Guadalajara, Mexico shows the relation between Grammar Learning Strategies (GLS) used by English as a Foreign Language (EFL) learners and their subject-operator inversion awareness. GLS are considered an important factor that affects Second Language (L2) acquisition. The identification of such relationship was by means of three different instruments: a self-report of GLS, a survey of frequency and usefulness of the different types of strategies, and a grammar test. The results revealed that learners need to exploit more the use of strategies, and that the most frequent strategies were cognitive. To show the relation between GLS and subject-operator awareness, the frequency use mean and the results obtained in the grammar test were correlated.
dc.description.tableofcontentsAcknowledgements Abstract Key words List of figures List of tables Chapter 1 Introduction Objective and justification Significance of the study Research questions Hypotheses Conclusion Chapter 2 Literature review Introduction Factors that affect L2 acquisition Learning styles vs learning strategies Language Learning Strategies LLS Factors that determine the use of LLS (language learning strategies) Previous research on LLS Grammar Learning Strategies (GLS) Subject-operator inversion Conclusion Chapter 3 Methodology Introduction Research questions Participants Context Instruments Procedure and data analysis Role of the researcher Research limitations Ethics Conclusion Chapter 4 Data analysis Introduction 1st instrument results 2nd instrument results 3rd instrument results More results Conclusion Chapter 5 Conclusions Introduction Addressing the questions How aware are students about the strategies they use when learning grammar? What GLS do learners use the most? Which strategies do students consider are more useful/useless? Does the use of certain GLS have an effect on the learners’ test scores? What is the relationship between the use of Grammar Learning Strategies and the EFL learner’s subject-operator inversion awareness? Conclusion Implications for teaching Further research Bibliography Appendix List of figures Figure 1. Direct strategies (Oxford, 1990) Figure 2. Indirect strategies (Oxford, 1990) Figure 3: Features of Language Learning Strategies (Oxford, 1990) Figure 4: Learning strategies classification and examples (O’Malley et al., 1985) Figure 5: Strategy types (Gurata, 2008) List of tables Table 1: Learners’ strategy awareness Table 2: Identified GLS mean by gender Table 3: Overall frequency and usefulness mean Table 4: Frequency mean of the 4 types of strategies Table 5: Overall frequency mean of GLS used by men and women Table 6: Usefulness mean for each type of GLS Table 7: Strategy usefulness mean by men and women Table 8: Results of instrument 2: Percentages of correct answers for each activity Table 9: Average percentages of correct answers Table 10: Frequency mean, usefulness perception mean, and the score on test by fe-males Table 11: Frequency mean, usefulness perception mean, and the score on test by males Table 12: Highest scores 70 to 100 Table 13: Lowest scores 4 to 33
dc.formatapplication/PDF
dc.language.isoeng
dc.publisherBiblioteca Digital wdg.biblio
dc.publisherUniversidad de Guadalajara
dc.rights.urihttps://www.riudg.udg.mx/info/politicas.jsp
dc.subjectL2 Acquisition
dc.subjectL2 Second Language
dc.subjectTarget Language
dc.subjectLearning Strategies
dc.subjectLanguage Learning Strategies
dc.subjectGrammar Learning Strategies
dc.subjectEfl English As A Language
dc.titleSeeking a relationship between the employmentof Grammar learning strategies and the L2 learners subject-operator inversion awareness
dc.typeTesis de Maestría
dc.rights.holderUniversidad de Guadalajara
dc.rights.holderEsparza Plascencia, Carlos
dc.coverageGUADALAJARA, JALISCO
dc.type.conacytmasterThesis-
dc.degree.nameMaestría en Estudios de las Lenguas y Culturas Inglesas-
dc.degree.departmentCUCSH-
dc.degree.grantorUniversidad de Guadalajara-
dc.degree.creatorMaestro en Estudios de las Lenguas y Culturas Inglesas-
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