ESPECIALIDAD INGLÉS Número de plazas ofertadas: 117

MÁSTER UNIVERSITARIO EN FORMACIÓN DEL PROFESORADO DE EDUCACIÓN
SECUNDARIA OBLIGATORIA Y BACHILLERATO, FORMACIÓN PROFESIONAL,
ENSEÑANZAS DE IDIOMAS Y ENSEÑANZAS ARTÍSTICAS.
ESPECIALIDAD INGLÉS
Número de plazas ofertadas: 117
Modalidad 1: Trabajos de investigación de naturaleza básica o aplicada relacionados con la
enseñanza
Líneas de trabajo propuestas
Posibles tutores
Máximo número posible de
tutelas por línea de trabajo
5
Mar Vilar
• Analyzing classroom
Purificación Sánchez
activities (learning and
Aquilino Sánchez
motivational issues)
Raquel Criado
This research line comprehends TFMs related to the analysis of activities designed and implemented by
Secondary teachers of English interested in presenting important or problematic aspects of the language
components (grammar, vocabulary and pronunciation) or the receptive (listening / reading) or productive
skills (speaking / writing) from a communicative humanistic approach. In order to do so, the students will
carry out quantitative research procedures via classroom observation to collect and analyse videoed,
written and/or interview data to explore some research questions related the nature and role of these
activities in the development of some learning processes and intrinsic motivation. Some necessary
pedagogical implications of the results obtained from the students’ studies will be accounted for.
Julio Roca de Larios
2
• Strategies in integrated
reading-writing tasks
We will explore the strategies used by ESO and Bachillerato students to integrate source texts into their
own writing. Questions to be formulated may include (i) the role played by copying and paraphrasing in
the completion of different integrated reading-writing tasks (argumentative versus summary writing, for
example) by students at different proficiency levels; (ii) the different uses of paraphrasing in L1 and L2
summary writing; or (iii) the analysis of the relationship between the reading strategies activated by the
students and their resulting texts.
Rosa M. Manchón
2
• Learning and teaching
writing in the EFL
classroom: L2 learning via
writing
The students will explore the language learning potential or writing tasks and activities, including the
analysis of modality effects (i.e. outcome of task performance in speaking and writing).
•
Analyzing the use of ICTs
in the FL classroom
•
Analyzing the reliability of
Lourdes Cerezo
3
Juan Solís
Teresa Marqués
We will learn to use different needs analysis techniques to identify students' learning difficulties with a
view to improving the EFL teaching and learning process bearing in mind students’ individual needs.
Mar Vilar
8
• Analyzing/designing
Flor Mena
teaching materials
Purificación Sánchez
Moisés Almela
Aquilino Sánchez
Raquel Criado
The TFMs of this research line should provide a critical evaluation of the current nature and/or roles of
EFL textbooks and materials in Secondary-level classrooms. Among the main issues that could be arisen
in these research works, we could include textbook analysis and design, text authencity, potential and
limitations of materials for guiding students through the practice of the language components (grammar,
vocabulary and pronunciation) and the four communicative skills along the pre-, while- and post- stages,
analysis of methods of presentation and practice of activities, etc. In order to do so, the students will put
their research questions to the test by means of providing some thorough analysis and interpretation of
data (from questionnaires and other observation tools) and clear explanation of the pedagogical
implications extracted from the research results.
Lourdes Cerezo
1
MÁSTER UNIVERSITARIO EN FORMACIÓN DEL PROFESORADO DE EDUCACIÓN
SECUNDARIA OBLIGATORIA Y BACHILLERATO, FORMACIÓN PROFESIONAL,
ENSEÑANZAS DE IDIOMAS Y ENSEÑANZAS ARTÍSTICAS.
testing procedures in the
secondary FL classroom
In this type of paper, the candidate will have to choose a language assessment procedure (a test, a
portfolio entry or set of entries, an oral presentation, etc.) that is used by the secondary EFL teacher to
measure the progress or achievement of the students and decide whether it is or not a reliable instrument,
and why. Previously, the candidate will have to provide a working definition of the concept of reliability
as it relates to second/foreign language assessment.
1
• Designing instruments to Lourdes Cerezo
measure the face validity
of
criterion-referenced
testing in the secondary
EFL classroom
In this type of paper, the candidate will have to create a language test (or part of a language test) from
scratch which is face valid (i.e. which really appears to measure what it claims to measure). Previously,
the candidate will have to arrive at a working definition of the concepts of validity, which includes face
validity as well as other types of validity, and criterion-referenced testing (as opposed to norm-referenced
testing). The tasks included in the test will have to be explained and justified according to these concepts.
5
• Assessing lexical content Camino Rea
Moisés Almela
in coursebooks
Aquilino Sánchez
The lexical content of a foreign language coursebook can be assessed on a wide range of criteria,
including learnability, size and coverage (for example, the proportion of “survival vocabulary” and lowfrequency words), and relevance to students’ needs, among others. The candidate will be requested to
analyze the lexical content of a coursebook based on these or related criteria (Modalidad 1), or to review
previous research on the topic (Modalidad 2).
3
• Needs
analysis
in Camino Rea
Purificación Sánchez
vocational English
This TFM proposal refers to vocational English (Inglés en ciclos formativos o cursos monográficos en
EOI) as any branch of English for Specific Purposes (ESP) or a chosen field of professional career. In this
study we will complete a number of activities amimed at collecting information that will serve as the
basis for developing a specific teaching programme that will meet the needs of a particular group of
students.
Camino Rea
4
• Analysing/designing
Moisés
Almela
teaching
materials
in
Purificación Sánchez
vocational English
This TFM proposal refers to vocational English (Inglés en ciclos formativos o cursos monográficos en
EOI) as any branch of English for Specific Purposes (ESP) or a chosen field of professional career. The
study is focused on vocabulary and can be approached from two perspectives: i) analyzing the lexical
content of an ESP course book in terms of word frequency bands and terminology, ii) designing an
activity meaningful for ESP learning.
ICT and Technology Enhanced Linda Castañeda
2
Learning in the Secondary
School
(Departamento de Didáctica y
organización Escolar)
Analysis of the impact, posibilities and implementation processes of information and communication
technologies in the secondary school. A number of alternative learning process can be studied including
teenagers informal learning and social development.
Skill development in the FL Raquel Criado
3
classroom (speaking,
Aquilino Sánchez
listening, reading and
writing)
The student should apply and expand his/her knowledge acquired about skill teaching in the module titled
as El Inglés en la Enseñanza Secundaria y Escuelas Oficiales de Idiomas (1). For that purpose he/she will
investigate the treatment of the activities from the point of view of the skills dealt with in several EFL
textbooks. This analysis will be carried out from both from a pedagogical perspective –which
instructional devices are used to develop skill learning/acquisition in such textbooks– and a cognitive
perspective –whether the pedagogical implementation is or not correct as considered within a human skill
learning framework. It is recommendable to choose a single skill and instructional context (Secundaria,
MÁSTER UNIVERSITARIO EN FORMACIÓN DEL PROFESORADO DE EDUCACIÓN
SECUNDARIA OBLIGATORIA Y BACHILLERATO, FORMACIÓN PROFESIONAL,
ENSEÑANZAS DE IDIOMAS Y ENSEÑANZAS ARTÍSTICAS.
Bachillerato or Escuelas Oficiales de Idiomas) per TFM.
Designing activities for the
Raquel Criado
2
teaching of the 4 skills in
Aquilino Sánchez
ESO, Bachillerato and
Escuelas Oficiales de
Idiomas
The learning of each skill can vary depending on the type of students who intend to acquire them (age
and motivation above all). Accordingly, the student must devise suitable activities to teach and learn the
skill on which he/she wants to write the TFM. The activities will be presented as to be used in class while
simultaneously explaining in detail the reason and procedure of what has been devised. It is
recommendable to choose a single skill and instructional context (Secundaria, Bachillerato or Escuelas
Oficiales de Idiomas) per TFM.
A critical analysis of the
Raquel Criado
2
application of Task-Based
Aquilino Sánchez
Language Teaching (TBLT)
to the teaching of English in
secondary education
Students will undertake a critical analysis of “Task-Based Language Teaching” (TBLT), a very popular
approach in the specialized literature for teaching and learning foreign languages. The analysis should
include the clear and reasoned statement of the advantages and disadvantages of this approach in relation
to its potential for the learning and teaching of grammar, vocabulary, pronunciation and the four skills,
both from pedagogical and cognitive angles. Afterwards, students will exemplify the conclusions
reached at in the previous analysis with real-life teaching materials.
Mercedes Ferrando
2
• High abilities
• Emotional intelligence
(Departmento de Psicología
• Multiple intelligences
Evolutiva y de la Educación)
• Creativity
•
Programmes for the
improvement
of
intelligence
Alta habilidad (superdotación y talento). En el grupo de investigación de Altas habilidades de la
universidad de Murcia hemos venido trabajando la identificación de los alumnos con alta habilidad
(superdotación o talento) desde distintos modelos. Así como el tipo de respuesta educativa diseñada para
este tipo de alumnos.
Modalidad 2. Revisiones bibliográficas que conduzcan a un análisis crítico sobre
aspectos disciplinares relevantes a la práctica docente.
Líneas de trabajo propuestas
•
Exploiting the textbook/
teaching materials
Posibles tutores
Purificación Sánchez
Aquilino Sánchez
Raquel Criado
Máximo número posible de
tutelas por línea de trabajo
3
We will analyze differents sorts of materials with the ultimate aim of switching the emphasis from
‘teaching’ materials to ‘learning’ materials.
Pascual Pérez Paredes
9
• Focus on form in the FL
Moisés Almela
classroom (theoretical
Aquilino Sánchez
principles and/or
Mar Vilar
applications to the
Raquel Criado
teaching of grammar,
vocabulary and
pronunciation).
Critical analysis of theoretical and/or empirical studies, dealing with the teaching of grammar, vocabulary
and pronunciation of English as a foreign language, especially in ESO, Bachillerato and EOI.
Lourdes Cerezo
1
• Testing and assessment
issues in the FL
classroom
In this paper, the candidate will do a literature review on an issue of his/her interest in the field of second
language assessment (e.g. portfolio assessment, computer-based assessment, washback, etc.). The
MÁSTER UNIVERSITARIO EN FORMACIÓN DEL PROFESORADO DE EDUCACIÓN
SECUNDARIA OBLIGATORIA Y BACHILLERATO, FORMACIÓN PROFESIONAL,
ENSEÑANZAS DE IDIOMAS Y ENSEÑANZAS ARTÍSTICAS.
specific guidelines for the completion of this particular type of paper will be provided in due time.
Pascual Pérez Paredes
11
• Learning and teaching
Mar Vilar
vocabulary, grammar
Flor MENA
and pronunciation in the
Purificación Sánchez
FL classroom
Laura Esteban
Teresa Marqués
Aquilino Sánchez
Raquel Criado
This type of TFM refers to the study of any aspect which concerns the process of learning and teaching
vocabulary, grammar or pronunciation in the FL classroom by means of a literature search and analysis.
The student needs to search suitable and interesting bibliography about any of these aspects and compare
and contrast what the authors have found out about them to reach relevant conclusions. This means, for
instance, finding articles, chapters, books, etc. written by different researchers about the effects that the
vocabulary, grammar or pronunciation activities have in the learning process and analyse certain aspects
mentioned in the studies. Similarly, this research line also includes all the works about the methodology
used to teach vocabulary, grammar or pronunciation in the classroom (which activities are selected, how
they are sequenced, which criteria are taken into account to teach these aspects, etc.). Again, the student
has to find interesting literature about the topic, and once the aims and the questions of the student’s
research have been clearly established, to analyse the studies, reach conclusions and offer didactic
implications.
Applications of CALL
Pascual Pérez Paredes
3
approaches to the FL context
El alumno revisará estudios teóricos o empíricos relacionados con los enfoques más importantes en el
campo de la enseñanza de lengua inglesa asistida por ordenador (ELAO). Esta revisión tendrá como fin
que el estudiante profundice de manera crítica en aquellos enfoques para la ELAO más sustantivos dentro
de la literatura científica actual en el campo de la lingüística aplicada.
Purificación Sánchez
4
• CLIL approaches in
Camino Rea
instructed SLA
Rosa Manchón
(secondary education)
Julio Roca de Larios
Content and Language Integrated Learning (CLIL) is a dual-focused educational approach that in the last
years has gained increasing recognition in this multilingual world. CLIL aims to introduce students to
new ideas and concepts in traditional curriculum subjects, using the foreign language as the medium of
communication. The content subject should always be the primary focus of any materials used in the
CLIL classroom.
Laura Esteban
• Translation in the EFL
classroom
Revision of theoretical and/or empirical studies relating to the usage of translation/translation
strategies/translation techniques in the classroom (applying L1 knowledge to L2 learning, for instance)
for the teaching and/or learning of English as a foreign language, especially in ESO, Bachillerato and
EOI.
5
• Assessing lexical content Camino Rea
Moisés Almela
in coursebooks
Aquilino Sánchez
3
• Needs
analysis
in Camino Rea
Purificación Sánchez
vocational English
This TFM proposal refers to vocational English (Inglés en ciclos formativos o cursos monográficos en
EOI) as any branch of English for Specific Purposes (ESP) or a chosen field of professional career. The
study will consists in performing a literature review on the subject of needs analysis (the activities that
are involved in collecting information that will serve as the basis for developing a curriculum that will
meet the needs of a particular group of students) for the teaching and learning of a particular specialized
language, or/and the development of the concept and its implications to meet our current society’s
demands.
Camino Rea
4
• Analysing/designing
Moisés
Almela
teaching
materials
in
Purificación Sánchez
vocational English
This TFM proposal refers to vocational English (Inglés en ciclos formativos o cursos monográficos en
MÁSTER UNIVERSITARIO EN FORMACIÓN DEL PROFESORADO DE EDUCACIÓN
SECUNDARIA OBLIGATORIA Y BACHILLERATO, FORMACIÓN PROFESIONAL,
ENSEÑANZAS DE IDIOMAS Y ENSEÑANZAS ARTÍSTICAS.
EOI) as any branch of English for Specific Purposes (ESP) or a chosen field of professional career. The
study is focused on vocabulary and can be approached from two perspectives: i) analyzing the lexical
content of an ESP course book in terms of word frequency bands and terminology, ii) designing an
activity meaningful for ESP learning.
Analyzing the use of ICTs in the Juan Solís
2
classroom
Teresa Marqués
Modalidad 3: Diseño reflexivo y crítico de actividades de innovación vinculada a la materia
prácticas de enseñanza (práctica docente).
Purificación Sánchez
1
• Developing motivational
strategies in the FL
classroom
Regarding the subject of motivation in the foreign language classroom, there are a wide variety of
techniques, strategies and macrostrategies which teachers can employ in order to motivate their students.
As Dornyei (2001: 116) notes, "teacher skills in motivating learners should be seen as central to teaching
effectiveness". We will focus our study on the use of techniques and strategies for motivating foreign
language students.
Julio Roca de Larios
2
• Exploiting the learning
potential of feedback
approaches (written
language)
We may explore the impact of different types of corrective feedback on students’ writing: (i) direct
versus indirect (the teacher provides the student with the correct form or only indicates that an error
exists), (ii) explicit versus implicit (the teacher provides metalinguistic explanations or s/he does not),
and (iii) focused versus unfocused (the teacher corrects all errors or only some error types). We may also
look at what students do with the corrections they are given.
Pascual Pérez Paredes
8
• Implementing
Mar Vilar
innovative techniques
Flor MENA
in/approaches to the
Purificación Sánchez
teaching of vocabulary,
Juan Solís
grammar and
Laura Esteban
pronunciation.
This line of research includes all types of TFMs related to the design of innovative strategies to teach
voc., gram., or pronunciation and its implementation. Consequently, the students need to be familiar with
the latest teaching methods and techniques. They are expected to design any activity, technique or
approach to teach one or more of the previously mentioned language components using sound
foundations, and once they have implemented the technique, approach, activity etc. in the classroom,
expecting to get specific results, to analyse its effects and to study whether the expected results have been
obtained. Finally, the TFM must include interesting pedagogical implications derived from the research
carried out.
•
Lourdes Cerezo
1
Implementing
alternative assessment
procedures in the FL
classroom
In this paper, the candidate will describe an alternative assessment procedure (e.g. portfolio assessment,
interviews, questionnaires, etc.) that he or she has implemented in the language classroom during his/her
Practicum, as well as the actual implementation. The description must be based on the theory that
supports the use of such assessment procedures in the secondary foreign language classroom.
Pedagogical implications of the use of such instrument must also be drawn and presented.
Lourdes Cerezo
2
• Implementing self- and
Fernando Gea
peer-assessment in the
secondary FL classroom
We will analyze different tools aimed to develop autonomous processes of assessment by students in the
EFL classroom. We will also explore how and when to use those tools, the difficulties faced by teachers
and students when trying to use them and how these problems may be approached.
Lourdes Cerezo
2
• Developing and
Fernando Gea
implementing portfolio
assessment in the
MÁSTER UNIVERSITARIO EN FORMACIÓN DEL PROFESORADO DE EDUCACIÓN
SECUNDARIA OBLIGATORIA Y BACHILLERATO, FORMACIÓN PROFESIONAL,
ENSEÑANZAS DE IDIOMAS Y ENSEÑANZAS ARTÍSTICAS.
secondary EFL
classroom
We will study the different elements that the European Language Portfolio offers to students and how to
use them in the assessment process. We may design and implement activities to introduce EFL students
in the use of this tool to develop a sense of autonomy and self-control in the learning process.
6
Lourdes Cerezo
• Exploiting ICTs in the
Pascual Pérez Paredes
FL classroom
Juan Solís
Teresa Marqués
En este trabajo el estudiante contestará unas preguntas relacionadas con la enseñanza de lengua inglesa
asistida por ordenador (ELAO) mediante la implementación de una acción de innovación educativa que
el propio alumno debe diseñar e implementar en el propio centro donde realice las prácticas.
1
• Exploiting translation in Laura Esteban
the EFL classroom
The work relating to “Exploiting translation in the EFL classroom” will focus on the use and subsequent
application of various translation approaches and techniques available to promote the knowledge of the
L2 on the part of the EFL learner regarding both receptive and productive skills. Some cases in point may
be loan words, cultural concepts and differences, grammar or vocabulary.
Camino Rea
2
• Analysing/designing
teaching
materials
in Purificación Sánchez
vocational English
This TFM proposal refers to vocational English (Inglés en ciclos formativos o cursos monográficos en
EOI) as any branch of English for Specific Purposes (ESP) or a chosen field of professional career. The
study is focused on vocabulary and can be approached from two perspectives: i) analyzing the lexical
content of an ESP course book in terms of word frequency bands and terminology, ii) designing an
activity meaningful for ESP learning.
2
• Literature in the EFL class Pedro Férez
Purificación Sánchez
Literature in TEFL aims to analyse the use of literature in the teaching of English as a foreign language.
Literature will be looked at as a powerful and flexible tool to implement a holistic approach towards the
teaching of all the skills involved in the acquisition of a language. Special attention will be paid to
literature and poetry for adolescents..
ICTs and Technology Enhanced Linda Castañeda
1
Learning in the Secondary
School
(Departamento de Didáctica y
organización Escolar)
Within this line we will be exploring the possibilities and realities around the use and implementation of
ICT in new ways of learning at secondary schools.