INITIAL PROPOSAL – FINAL PROJECT (Master in Teaching English as a Foreign Language) User code ECFPMTFL904229
0. General instructions Documents should be no loner than 4!" #aes. Documents loner or shorter than this $ill not be acce#ted. %ou must &ollo$ these instructions to name the &ile' GroupName’sinitialSurnam GroupName ’sinitialSurnames_InitialProp es_InitialProp
For instance( instance( a stud student ent named Jan Torres Ruiz &rom rou# 20)2!02 $ould i*e the &ollo$in name to his &ile' 2012-02JTorresRuiz_InitialProp
Those #ro#osals $hich do not &ollo$ these instructions $ill not be acce#ted. +nl, a&ter the Initial Proposal recei*es the a##ro*al &rom the teacher - su#er*isor the student $ill be allo$ed
to submit the net document( accordin to the deadlines established in the academic calendar.
). /tud, #roram' Master in Teachin Enlish as a Forein Lanuae
2. Personal and academic in&ormation' Student Name: Reina Maritza Becerra López
Group: 2014-02
Email address:
Date:
[email protected]
30/06/2015
. Final Pro1ect /u#er*isor' anessa 3na,a( PhD
4. Title and to#ic o& the Final Fi nal Pro1ect'
5esearch 5esearc h the le*el o& coll collocat ocationa ionall abil abilit, it, o& the EFL stud students ents at the Catholic Catholic Uni* Uni*ersi ersit, t, o& Cuenca throuh the anal,sis o& their collocation errors.6
78hen choosin a to#ic &or this Pro1ect it is *er, im#ortant that ,ou bear in mind the &ollo$in recommendations' . Carr,in out a Pro1ect o& this :ind is not an eas, tas:( #articularl, $hen conducted throuh distance learnin; moments o& a#ath, and &rustration are &re
s Final Pro1ect( not a PhD thesis( and that the, are di&&erent in sco#e. Usuall,( learners are not a$are o& the amount o& $or: a #ro1ect o& this nature in*ol*es and( led b, their moti*ation and initial enthusiasm( the, tr, to co*er too broad a &ield $hen the, start( instead o& concentratin on one s#eci&ic as#ect. E#erience tells us that this is one o& the main reasons $h, students i*e u#. The, &eel o*ercome b, the hue tas: the, ha*e to accom#lish and cannot :ee# $or:in. The *ast ma1orit, o& students $ho succeed in com#letin their Pro1ect are those $ho ha*e ta:en into consideration all these as#ects &rom the *er, beinnin?.
". T,#e o& Final Pro1ect' 7Choose an o#tion and tic: the corres#ondin bo. The Final Pro1ect can be classroom!oriented or research!oriented. t can also combine both a##roaches( as in 3ction 5esearch Pro1ects?.
5esearch 3ction 5esearch Material 3nal,sis Material Desin Material 3nal,sis and Desin 3ction 5esearch and Material Desin Course Desin /,llabus Desin @. 3ims o& the stud,' Main oal o& the Pro1ect' To research the le*el o& collocational abilit, o& the EFL students at the Catholic Uni*ersit, o& Cuenca throuh the anal,sis o& their collocation errors.6
/#eci&ic ob1ecti*es' ! -
To stud, the abilit, o& the EFL Enlish students at the Catholic Uni*ersit, o& Cuenca about Enlish collocations6. To eamine the #atterns o& collocation utiliAed b, the students6. To e#lain the students> errors about Enlish collocations6.
B. Theoretical bac:round'
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De&initions o& Collocation Characteristics and Classi&ication o& Collocation o$ to teach Collocations o$ to be a$are o& Collocations Problems that learners #resent $hen stud,in Collocations
. usti&,in academic and #ersonal interest o& the to#ic' +ne o& the main #roblems in the realm o& Teachin Enlish as a Forein Lanuae to Ecuadorian students is collocation. Le$is )99 coined the $or: into the leical a##roach. e claimed that *ocabular, should be the outstandin as#ect in teachin Enlish. o$e*er( the students are not conscious about this issue( and e*en the, are una$are about it. nstead( the, #a, more attention to rammar and thus( to the rammar translation a##roach and its lon sta, in the teachin Enlish in Ecuador. n addition( the indiscriminate use o& online translators and L) inter&erence concern a hue #roblem in the students> communicati*e com#etence and collocation errors ma:e $orse the situation. /tudents $ho $ant to become com#etent Enlish s#ea:ers or to be nati*e!s#ea:er li:e( should :no$ about Enlish collocations. That is the reason $h, EFL=E/L uni*ersit, students should be a$are o& collocations since #rimar, school. Collocations ma, ha*e been assimilated because some chun:s suddenl, a##ear( such as &all in lo*e6 or run a ris:6. There&ore( it is necessar, to research the le*el o& collocational abilit, o& the H) Enlish students at the Catholic Uni*ersit, o& Cuenca throuh the anal,sis o& their collocation errors. Hesides( it consists in an im#ortant strate, to encourae uni*ersit, students and &uture researchers to realiAe the eistence o& collocations and its use. Finishin this #ro1ect $ould be sel&!ins#irin because the action o& teachin Enlish $ould ha*e a base to$ards im#ro*ement. 3lso( other teachers ma, do their #lannin considerin the &indins and students( in the end( com#rehend ho$ Enlish $or:s.
9. Contet &or the Pro1ect and methodolo, to be a##lied' The Catholic Uni*ersit, o& Cuenca UC3CUE has a branch in Morona. t is a location $ith a #o#ulation o& 4"000( $here the 4I re#resents to indienous #eo#le &rom the /huar ethnic rou#( $hich im#lies t$o L) into the class' /#anish and /huar. n relation to the 3cademic 5eulations o& the UC3CUE students must &ul&ill &i*e Enlish le*els be&ore the, ma1or. /ubse
5e*ie$ o& Literature' 3u( rd - )4th( 20)" /tudents> trainin in $ritin essa,s' 3u( )Bth - 2)st( 20)" /tudents> #resentation' /e# 4th( 20)"
4. ". @. B. . 9.
denti&ication o& collocation errors and success&ul collocations in the students> essa,s' /e#( Bth - )th( 20)" CateoriAation and classi&ication o& students> collocation errors' /e#( 2)st - 0th( 20)" nter#retati*e anal,sis o& students> collocation errors' +ct( )st - 9th( 20)" E#lanation o& the students> collocation errors' +ct( )2th - )@th( 20)" Correction o& collocation errors' +ct( )9th - 2rd( 20)" Dra$in conclusions' +ct( 2@th - 0th( 20)"
)2. Hibliora#h, Hon:( 8. . 2000. Testin E/L LearnersJ Kno$lede o& Collocations. Corder( /. P.( Corder( /. P. )9). Error anal,sis and interlanuae ol. ))2. +&ord' +&ord Uni*ersit, Press. Gardner( D. 200B. alidatin the construct o& $ord in a##lied cor#us!based *ocabular, research' 3 critical sur*e,. 3##lied Linuistics( 22( 24)!2@". anssen( 5. F. 200). 5adar inter&erometr,' data inter#retation and error anal,sis ol. 2. /#riner /cience Husiness Media. Le$is( M. )99. The leical a##roach. o*e( Enland' Lanuae Teachin Publications. Le$is( M. Ed.. 2000. Teachin collocation' Further de*elo#ment in the leical a##roach. +&ord' +&ord Uni*ersit, Press. )2. /tudent com#liance' 5eina MaritAa Hecerra L#eA( enrolled in the academic #roram Master in Teachin Enlish as a Forein Lanuae( arees $ith the #ro#osal $hich has been detailed to com#lete the Final Pro1ect and is committed to carr,in out a #ersonal( oriinal $or:. n Ecuador( une 0th( 20)"
