Learners' and teachers' beliefs regarding the learning difficulty of complex grammar structures in students of an english language teaching undergraduate programme [Percepciones de alumnos y profesores acerca de la dificultad de aprendizaje de estructuras gramaticales complejas en estudiantes de pedagogía en inglés]

dc.contributor.author	Orrego R.
dc.contributor.author	Singer N.
dc.contributor.author	Úbeda R.
dc.contributor.author	Yáñez S.
dc.date.accessioned	2020-09-02T22:24:36Z
dc.date.available	2020-09-02T22:24:36Z
dc.date.issued	2017
dc.identifier.issn	07165811
dc.identifier.uri	https://hdl.handle.net/20.500.12728/5572
dc.description	This study aims to explore the social representations held by the learners and teachers of the undergraduate English language teaching programme at the Universidad de Santiago de Chile, specifically the grammar structures taught during the first semester of the first year. For this research, a survey to collect the data from students and teachers was carried out. It is thought that complexity is associated to the verb phrase. Later, it was confirmed that these structures do have an innate charge of complexity for learners. This study concludes with some guidelines for the design of materials and future possible research.
dc.language.iso	es
dc.publisher	Universidad Catolica Silva Henriquez
dc.subject	Complexity
dc.subject	Grammar structures
dc.subject	Social representations
dc.subject	Teaching English as a foreign language.
dc.title	Learners' and teachers' beliefs regarding the learning difficulty of complex grammar structures in students of an english language teaching undergraduate programme [Percepciones de alumnos y profesores acerca de la dificultad de aprendizaje de estructuras gramaticales complejas en estudiantes de pedagogía en inglés]
dc.type	Article

Repositorio Académico