FRVM – Licenciaturas

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Start date: 2023Subject: search.filters.subject.Lengua inglesa

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    Raymond Reddington, a romanticised criminal on the NBC series The Blacklist
    (2024-05-22) Algranati, Gala; Ferretti, Juan
    In literature and visual arts, the characterisation of criminals has long been a controversial subject. The romanticisation of villains in fiction has woven itself into the fabric of artistic expression. The concept of “willing suspension of disbelief,” famously coined by Samuel Taylor Coleridge in 1817 can be said to invite the reader/viewer to temporarily immerse themselves in the work of fiction crafted by a given author. In addition, this suspension of judgement can be considered to allow for a more profound engagement with fictional narratives, enabling readers to empathise with characters who defy societal norms and, in some cases, embrace a life of crime. The present work purports to discuss some key elements that contribute to the romanticisation of the villain in a publicly acclaimed TV series —The Blacklist—, and to explore the extent to which such elements turned a notorious and wanted criminal, Raymond Reddington, into a romanticised hero. An exploration of the TV series and the mentioned character against the backdrop of audience response and other theories made it possible to conclude that there are some key elements that helped create the romanticisation of Raymond Reddington, the main character in the TV show: (a) the character’s mysterious past which is partially uncovered throughout the seasons; (b) Reddington’s physical description and clothes, manners, and language use, which seem central to his characterisation and appeal; (c) the character’s intelligence and his solid knowledge of criminal operations on a worldwide basis; (d) the impact of postmodernity helping ‘the bad guys’ take over. Raymond exhibits a sense of loyalty to certain individuals while remaining ruthless towards others. He defies conventional morality, fostering in the viewers’ feelings of identification, empathy, allegiance, and alignment, among others., and (e) a powerful finale which cannot be ignored as a clinching element. The treatment of willing suspension of disbelief is, to some extent, beyond the scope of this dissertation because there are some elements that belong to the field of psychology and which therefore call for a vast background in its experimental procedures. Therefore, neither the results nor the final conclusions will make any claim to any universal validity. It is interesting to point out, too, that the study presents some interesting areas that beg much further research.
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    Engaging children in writing activities : working with paintings to make course book writing tasks more effective
    (2023-08-04) Castro, Elena Carolina; Destefanis, Natalia Marinés; Reguera, Alejandra
    This descriptive study aimed to improve the writing skills of young EFL learners by incorporating works of art, especially paintings, as a visual aid to supplement writing activities in coursebooks. We, as teachers, found that students were having difficulty completing the writing tasks and lacked engagement in the activity. Therefore, we implemented a strategy that involved presenting and discussing a painting to encourage students to express their own ideas and thoughts in their writing. The study analyzed the texts created by our learners before and after the presentation and discussion about the painting. The results revealed that the use of paintings as a visual input and the exchange of ideas through discussion allowed students to improve their writing skills and express their own ideas more effectively. This study highlights the importance of incorporating visual aids and discussion in language learning activities to enhance students’ engagement and learning outcomes. It also suggests that the use of works of art, such as paintings, can be an effective way to supplement language learning activities and improve students' writing skills.
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    English as a foreign language at secondary school : changing the traditional class format into the workshop format
    (2023-05-15) Castellano, Marina Gabriela; Raccone, Valeria Soledad; Stroppiano, Lorena
    En 2011 se emitió un documento ministerial que describe nueve formatos pedagógicos diferentes para asignaturas de secundaria para actualizar y mejorar el proceso de enseñanza-aprendizaje en toda la provincia de Córdoba, en Argentina. A pesar de esta recomendación, la enseñanza del inglés como lengua extranjera (EFL) se ha llevado a cabo principalmente siguiendo el formato denominado Asignatura (de ahora en adelante, Traditional Class Format) que se asemeja a las metodologías EFL orientadas a la gramática. Este estudio, entonces, propone el Formato Taller, que comparte características con Task-Based Teaching (Enseñanza por Tareas), como una alternativa innovadora y tiene como objetivo comparar y contrastar el desempeño y la percepción de los estudiantes sobre su proceso de aprendizaje cuando se exponen a ambos formatos. Los sujetos de investigación fueron estudiantes de segundo año divididos en dos grupos y cada grupo fue impartido siguiendo el diseño metodológico para uno de los formatos. El estudio siguió un enfoque de investigación mixto ya que se recopilaron datos tanto cualitativos como cuantitativos por medio de tres instrumentos: observación, cuestionarios y resultados de pruebas. Los hallazgos sugieren que la percepción, el interés y la participación de los estudiantes en el proceso de aprendizaje parecen ser un poco más favorables cuando están expuestos al formato de taller en lugar del formato de clase tradicional. De manera similar, el desempeño de los estudiantes en las pruebas llevadas a cabo en el Formato Taller fue consistentemente mejor que en las pruebas realizadas en el formato Asignatura.