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dc.contributor.advisorQuintero Ramírez, Sara
dc.contributor.authorFlores Ruiz, Sandra Fabiola
dc.description.abstractTo-infinitives and gerunds are difficult for English learners due to factors such as language transference, a lack of a generalpattern, the syllabus design,and the use of decontextualized listsof verbs. Therefore, the purpose of this study is toexamine the impact that meaningful learning has on to-infinitives and gerunds as verb complements by comparing the effectiveness of a traditional list of verbs to a general pattern (developed in this study) supported with noticing tasks. The participants are teenagers and adults currently studying in an English school. This quantitative research not only evaluates the learners’performance througha tradition fill in the blank pre and posttest butwith a pre and post freewritingpractice to measure the ability of the participants to transfer the target grammar to more communicativeactivities. Asa result, the evaluation takes into consideration the frequency of use, number of errors,and the variety of complements used in the experiment. The results show that the experimental group’s intervention hada positive impact on the freewritingactivity, especially in the reduction of errors, whereas there were no significant changes in the traditional tests. On the other hand, the control group had significant improvements in the traditional test, but made more mistakes and used fewer complementsand verbs in the free writingtask. Themost significantimplication of the study is to implement a pattern that facilitates the learners’understandingand useof to-infinitives and gerunds as verb complements.
dc.description.tableofcontentsList of Tables List of Figures Chapter 1: Introduction to the Study Statement of the Problem Backgroundof the Study Purpose of the Study Research Questionsand Hypotheses Research Questions Hypotheses Theoretical Framework Nature of the Study ignificance of the Study Summary and organization of the Tesis de Maestría Chapter 2: Literature Review Linguistic description of to-infinitives and gerunds The Traditional Way of Teaching To-infinitives and Gerunds Meaningful Learning Requirements The Subsumption Process Progressive Differentiation Constraints Defining a pattern Noticing tasks Chapter 3: Methodology Research design Scope and delimitations Participants Sampling and Sampling Procedures Data Collectionplan Instruments The pretest and posttest The pre and post-writing Materials List of verbs Noticing tasks The blog task The conversation The hobbie chart The grammar point General category (condition) Forward-looking category (time) Judgement category (opinion) Transition category (action) Subject category (person) Find the mistake Pilot study Procedures Data Analysis Plan Threats to Validity Chapter 4: Results Pre and Posttest results Pre-writing and Post-writing results Chapter 5: Discussion and Conclusions Summary oftheFindings Interpretation of Findings Limitations of the Study Implications Suggestions for further research iiiFinal reflections References Appendix A: Infinitives and Gerunds Pretest Appendix B: Infinitives and Gerunds Posttest Appendix C: Blog Task Appendix D: Conversation Task Appendix E: The Hobby Chart Appendix F: Grammar Point Appendix G: Find the mistake Appendix H: List of verbs Appendix I: Prekahoot Appendix J: Post kahoot
dc.publisherBiblioteca Digital wdg.biblio
dc.publisherUniversidad de Guadalajara
dc.subjectMeaningful Learning
dc.subjectNoticing Tasks
dc.titleTo-Infinitives and Gerunds: Meaningful Learning as an Alternative to Rote Learninig
dc.typeTesis de Maestría
dc.rights.holderUniversidad de Guadalajara
dc.rights.holderFlores Ruiz, Sandra Fabiola
dc.type.conacytmasterThesis-ía en Enseñanza del Inglés como Lengua Extranjera- de Guadalajara- en Enseñanza del Inglés como Lengua Extranjera-
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