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dc.creatorUgarte Oteiza, Susanaes_ES
dc.date.accessioned2015-01-15T07:32:42Z
dc.date.available2015-08-11T09:35:19Z
dc.date.issued2013
dc.identifier.urihttps://hdl.handle.net/2454/15383
dc.description.abstractThe present study was conducted to investigate the existence of a possible relation between multiple intelligences (MI) and language learning strategies (LLSs), and to find out whether explicit instruction in LLSs was beneficial for students. The instruments used to gather results were a MI test and the SILL (Strategy Inventory for Language Learning. Version for Speakers of Other Languages Learning English) to analyze the relation between MI and LLSs, and a pre test, two immediate post tests and a delayed post test to study the effectiveness of strategy use. The results revealed a correlation between MI and LLSs, and benefits in the explicit instruction of LLSs for vocabulary learningen
dc.format.mimetypeapplication/pdfen
dc.language.isoengen
dc.subjectInteligencias múltipleses_ES
dc.subjectEnseñanza de lenguases_ES
dc.subjectAdquisición de vocabularioes_ES
dc.subjectMultiple intelligencesen
dc.subjectLanguage learningen
dc.subjectVocabulary acquisitionen
dc.titleThe multiple intelligences theory and language learning strategies: relation and the effect of instructionen
dc.typeTrabajo Fin de Máster/Master Amaierako Lanaes
dc.typeinfo:eu-repo/semantics/masterThesisen
dc.date.updated2015-01-14T14:15:59Z
dc.contributor.affiliationFacultad de Ciencias Humanas y Socialeses_ES
dc.contributor.affiliationGiza eta Gizarte Zientzien Fakultateaeu
dc.description.degreeMáster Universitario en Profesorado de Educación Secundaria por la Universidad Pública de Navarraes_ES
dc.description.degreeBigarren Hezkuntzako Irakasletzako Unibertsitate Masterra Nafarroako Unibertsitate Publikoaneu
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessen
dc.rights.accessRightsAcceso abierto / Sarbide irekiaes
dc.embargo.terms2015-08-01es_ES
dc.contributor.advisorTFEBueno-Alastuey, María Caminoes_ES


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