Tackling complex listening texts in an esp course for investment experts
Fecha
2023
Tipo
tesis de maestría
Autores
Marín Montero, Claudia Lucia
Mayorga Vargas, Lariza Eugenia
Montero Núñez, Emilio Jesús
Título de la revista
ISSN de la revista
Título del volumen
Editor
Resumen
La comprensión auditiva es un aspecto clave en la comunicación y el contexto del IFE no
es una excepción a esto. En la literatura, los resultados más prominentes son estudios
acerca de estrategias para enseñar comprensión auditiva y sobre la carga cognitiva de los
audios utilizados en clases de escucha, pero muy pocos de ellos están relacionados con
contextos IFE. Este estudio se concentra en las estrategias para enfrentar audios
complejos en un curso de IFE para expertos en inversiones, quienes son usuarios básicos
del inglés. Esta investigación cualitativa tomó en consideración las necesidades de un
grupo de catorce expertos en inversiones para la creación de un curso IFE para ellos, el
estudio de necesidades mostró que la escucha era la habilidad con la que sentían más
aprehensivos y la que tuvo los resultados más bajos. Además, este proyecto presenta el
análisis de los resultados de la aplicación de estrategias de procesamiento ascendentes y
descendentes en la enseñanza de la escucha y la Teoría de Carga Cognitiva para
modificar audios auténticos en las clases que los cinco estudiantes de este grupo
tomaron. Los resultados muestran que bajar la carga cognitiva de los audios y de los
materiales y la combinación de estrategias de procesamiento ascendentes y
descendentes pueden marcar una diferencia en el éxito de las tareas realizadas y en la
manera en la que los estudiantes perciben esta habilidad.
Listening comprehension is a key aspect in communication, and an ESP context is not the exception to it. In the literature, the most prominent results are studies about strategies on how to teach listening comprehension and about the cognitive load of the audio texts used in listening classes, but very few of them are related to ESP settings. This study focuses on strategies for tackling complex listening texts in an ESP course for investment experts who are basic users of English. This qualitative research took into consideration the needs of a group of fourteen investment experts for the creation of an ESP course for them. The needs analysis showed that listening was the skill that they were more apprehensive about and the one that had the lowest results. In addition, this project presents the analysis of the results of the application of bottom-up and top-down strategies for teaching listening and of the Cognitive Load Theory to modify authentic listening texts in the classes the five students of this group took. The results show that lowering the cognitive load of the audio texts and the materials and a combination of bottom-up and top-down strategies can make a difference on the success of the tasks presented and the way students perceive the skill.
Listening comprehension is a key aspect in communication, and an ESP context is not the exception to it. In the literature, the most prominent results are studies about strategies on how to teach listening comprehension and about the cognitive load of the audio texts used in listening classes, but very few of them are related to ESP settings. This study focuses on strategies for tackling complex listening texts in an ESP course for investment experts who are basic users of English. This qualitative research took into consideration the needs of a group of fourteen investment experts for the creation of an ESP course for them. The needs analysis showed that listening was the skill that they were more apprehensive about and the one that had the lowest results. In addition, this project presents the analysis of the results of the application of bottom-up and top-down strategies for teaching listening and of the Cognitive Load Theory to modify authentic listening texts in the classes the five students of this group took. The results show that lowering the cognitive load of the audio texts and the materials and a combination of bottom-up and top-down strategies can make a difference on the success of the tasks presented and the way students perceive the skill.
Descripción
Palabras clave
Comprensión auditiva, IFE, Inversiones, Estrategias de escucha, Textos auténticos, Carga cognitiva, Enseñanza del inglés como lengua extranjera, Listening comprehension, ESP, Investment, Listening strategies, Authentic texts, Cognitive load, Teaching English as a foreign language