Examinando por Autor "Fernández Benavides, Alejandro"

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  • Miniatura
    PublicaciónAcceso abierto
    Diseño de tres unidades didácticas para la enseñanza del inglés en el nivel A1 de básica primaria para un colegio público de Cali.
    (2016-09-06) Fernández Benavides, Alejandro; Ospina Chica, Joaquín Fernando; Chaves Varón, Orlando
    La presente monografía tuvo por objetivo el diseño, aplicación y evaluación de tres unidades didácticas para la enseñanza de inglés como lengua extranjera en el grado primero de una escuela pública de Cali. Este estudio siguió un modelo de investigación-acción. Se exponen las carencias y particularidades del contexto, las razones que apoyaron el estudio, el soporte teórico, la metodología seguida y los resultados obtenidos. Los hallazgos sugieren que la propuesta didáctica fue de fácil uso para la docente, comprensible para los estudiantes, y acorde con el nivel del proficiencia de los estudiantes. De ahí se pudo concluir que el material didáctico para a enseñanza de inglés debe ir a la par del trabajo académico de los docentes de área y estar ligado a la realidad de docentes y estudiantes.
  • Miniatura
    PublicaciónAcceso abierto
    Intercultural communicative competence in a social networking site for language learning
    (Universidad del Valle, 2019-08-21) Fernández Benavides, Alejandro; Alvarez Valencia, José Aldemar
    Based on the intercultural view of language teaching and the tenets of multimodal social semiotics, I analyze the semiotic design of Livemocha and the students¿ voices, perceptions and experiences with this SNSLL. This is a qualitative case study. The data was gathered during a semester through surveys, learning logs, focus groups, observations and screen recordings of the participants¿ activities on Livemocha. The data consisted of the site¿s documental information and the participants¿ voices. The semiotic design of Livemocha was analyzed by following the principles of multimodal social semiotics. And the students¿ commentaries were analyzed through discourse analysis in order to find indicators of Intercultural Communicative Competence (ICC). The results suggest that Livemocha is a SNSLL that has the potential to promote ICC components such as attitudes, knowledge and skills of interpreting and relating and discovery and interaction. Both, the students¿ voices and the semiotic analysis of some learning units indicated that users could experience contact with other cultures through the contents of the site 16 and the possibilities to interact with members of other cultures. The findings of this study report pedagogical implications regarding the need of spaces for intercultural communication, development of critical skills and overcoming the current linguistic imperialism on language teaching practices.
  • Miniatura
    PublicaciónAcceso abierto
    Students’ perceptions of the role of the nonverbal dimension in intercultural communication : a mixed study in foreign language programs across various universities of Colombia
    (Universidad del Valle, 2023) Quiroz Mejía, Ángela Johana; Ruíz Rodríguez, Valentina; Fernández Benavides, Alejandro
    ABSTRACT: Foreign language programs tend to leave aside nonverbal communication (NVC) which could cause intercultural conflict or misunderstanding in interaction. It has been agreed that communication is multimodal (Kress, 2010; Álvarez Valencia, 2016) and that the nonverbal dimension has been absent from teacher education (Poyatos, 1994, 2002). From an intercultural perspective, a lack of awareness of NVC (gesture, proxemics, paralanguage) may lead to conflict or misunderstanding (Matsumoto et al., 2013). This study aims to establish the role of the nonverbal dimension in the comprehension of conflict or misunderstanding in intercultural communication of pre-service language teachers in Colombia. This explanatory study adopted a mixed method design and drew on data collected through a survey (n=204), and interviews with 10 pre-service teachers. The results indicate that, although the pre-service teachers report a limited presence of nonverbal elements of communication in their major, they consider this aspect important in (intercultural) communication, Besides, participants report NVC as an important aspect in order to avoid communication brakdows. The results point at the pressing need to actively integrate the nonverbal dimension at the pedagogical and curricular levels in teacher education programs in order to avoid misunderstanding or conflict.