1. Repositorio Institucional de la Universidad de Guanajuato
  2. Tesis
  3. Tesis de Licenciatura
  4. CGU - Campus Guanajuato. Tesis de Licenciatura
  5. DCSH - División de Ciencias Sociales y Humanidades. Tesis de Licenciatura
  6. Enseñanza del Inglés (CGU)
Please use this identifier to cite or link to this item: http://repositorio.ugto.mx/handle/20.500.12059/5287
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dc.rights.licensehttp://creativecommons.org/licenses/by-nc-nd/4.0es_MX
dc.contributorKRISZTINA ZIMANYIes_MX
dc.creatorJessica Esmeralda Contreras Lópezes_MX
dc.date.accessioned2021-10-22T20:02:07Z-
dc.date.available2021-10-22T20:02:07Z-
dc.date.issued2018-08-
dc.identifier.urihttp://repositorio.ugto.mx/handle/20.500.12059/5287-
dc.language.isoengen
dc.publisherUniversidad de Guanajuatoes_MX
dc.rightsinfo:eu-repo/semantics/openAccesses_MX
dc.titleThe effects of translation tasks for learning difficult grammar structures on intermediate and upper-intermediate learnersen
dc.typeinfo:eu-repo/semantics/bachelorThesises_MX
dc.subject.ctiinfo:eu-repo/classification/cti/4es_MX
dc.subject.ctiinfo:eu-repo/classification/cti/57es_MX
dc.subject.ctiinfo:eu-repo/classification/cti/5701es_MX
dc.subject.ctiCGU- Licenciatura en la Enseñanza del Ingléses_MX
dc.subject.keywordsEnglish - Study and Teachingen
dc.subject.keywordsEnglish - Grammar - Difficultiesen
dc.subject.keywordsPedagogical translationen
dc.subject.keywordsEnglish learnersen
dc.contributor.idinfo:eu-repo/dai/mx/cvu/668975es_MX
dc.contributor.roledirectores_MX
dc.type.versioninfo:eu-repo/semantics/publishedVersiones_MX
dc.description.abstractEnglishThe current thesis discusses the effects brought about by translation tasks on English learners in their efforts to acquire reported speech or indirect speech structures (Collins, Trofimovich, White, Cardoso & Horst, 2009). Working within a mixed quantitative qualitative approach, an action research project was carried out with the participation of 14 intermediate, and 7 upper-intermediate learners. The data was collected from pre- and post-activity tests on reported speech as well as four translation tasks completed by the students, where the emphasis is on translation as a, mostly collaborative, process, rather than a product, as suggested by D’Amore’s (2015) pedagogical translation concept. In addition, video recordings of the classes and researcher diaries complemented the material. The findings indicate that, somewhat predictably, upper-intermediate learners fared better and displayed a lesser variety of errors than their intermediate counterparts. Nevertheless, the intermediate class also showed progress, for instance, with a decrease in the number of no completions and incomplete sentences from the pre- to the post-activity tests, which seems to corroborate a number of hypotheses posed by scholars (Ellis, 2003; Piaget, 1954; Sweller, 2016). In particular reference to the types of errors both groups of the students made, they were related to tense agreement. Finally, it is important to mention that the use of translation seemed to have helped participants in their learning and also increased their motivation.en
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