English (United Kingdom)

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The following research article derives from a personal interest on understanding meaningfully the believes of some English teachers from a private university in Bucaramanga city. The main objective is to understand which are the believes of some English teachers about the role vocabulary teaching have on reading comprehension process within a university context. To reach the research goal a qualitative study was designed based on a phenomenological approach. Which pretention was to capture the way the phenomena was perceived by the participants. It means that vocabulary teaching role have on reading comprehension process. The population is composed by four professors from a private university and the data was taken from a semi structured interview (designed for that purpose) and the syllabi, which is the format that any English teacher, subscribed to the language department, has. To analyze the information, Creswell model (2014) was proposed and suggested a lineal and hierarchical construction composed by different and interrelated stages. Three categories stood up: Vocabulary as communication tool, teacher’s role on vocabulary teaching, and relationship between reading and vocabulary. Each category implies other analysis subcategories where

Comprensión de lectura desde la percepción de los docentes de inglés - lengua extranjera