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dc.contributor.advisorMizuno Haydar, Jorge
dc.contributor.authorGuerra Lyons, Jesús David
dc.date.accessioned2021-10-27T22:15:03Z
dc.date.available2021-10-27T22:15:03Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/10584/9773
dc.description.abstractThis case study explores the construction of intersubjectivity, defined as the creation of shared mental spaces, inside an undergraduate EFL writing class. To this end, four activities within the writing unit of a skills-based undergraduate EFL course were observed and subsequently transcribed. Preliminary findings were triangulated with the teacher and the group of participants, whose interaction was observed, using interviews, focal group discussions and stimulated recall techniques. Regarding the achievement of shared understanding, learners were found to focus especially on the joint comprehension of task procedures and target concepts, whereas the teacher emphasized procedures in her instruction, giving little emphasis to conceptualization. In regard to the engagement of teacher and learner perspectives throughout the unit, mismatches were observed between each other’s conceptions of the task goal, the problems encountered and the satisfactors sought the ongoing rules of the task and roles in interaction; all of which were hypothesized to constrain the achievement of intersubjectivity. Finally, concerning supportive intersubjectivity, differences in the provision of cognitive, strategic and evaluative support were found between learners and the teacher, with learners being more aware of their peers’ mental states at the moment of supporting each other. The findings in this study support the claims that, on the whole, teachers and learners construct intersubjectivity in different ways, and that it is important for teachers to position themselves in such a way that their culturally assigned higher status in interaction with learners does not thwart the construction of intersubjectivity.
dc.formatapplication/pdfes_ES
dc.format.extent160 páginases_ES
dc.language.isoenges_ES
dc.publisherUniversidad del Nortees_ES
dc.titleThe Construction of Intersubjectivity in Undergraduate EFL Class Activitieses_ES
dc.typeTrabajo de grado - Maestríaes_ES
dc.publisher.programMaestría en la Enseñanza del Ingleses_ES
dc.publisher.departmentDepartamento de lenguases_ES
dc.description.degreelevelMaestríaes_ES
dc.publisher.placeBarranquilla, Colombiaes_ES
dc.rights.creativecommonshttps://creativecommons.org/licenses/by/4.0/es_ES
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcces_ES
dc.type.driverinfo:eu-repo/semantics/masterThesises_ES
dc.type.contentTextes_ES
dc.type.versioninfo:eu-repo/semantics/updatedVersiones_ES
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaes_ES
dc.description.degreenameMagister en la Enseñanza del Ingleses_ES
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2es_ES
dcterms.audience.educationalcontextEstudianteses_ES
dc.subject.lembInglés -- Enseñanza -- Estudiantes extranjeros
dcterms.audience.professionaldevelopmentMaestríaes_ES
dc.rights.accessrightsinfo:eu-repo/semantics/openAccesses_ES


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