Tesis para optar al grado de Magíster en Marketing / Autor no autoriza el acceso a texto completo de su documento / Proyecto bienvenido extranjero quiere entregar un servicio horizontal a las personas extranjeras del Reino Unido y Chile. Su fin principal es reunir producto o servicios existentes en el mercado ocrreealos si no existen, con el proposito de proporcionarlos a personas extranjeras.

Memoria para optar al Título de Periodista / Un informe de la ONU, publicado a fines de 2013, determinó que Chile es el país de Sudamérica en que más creció el número de inmigrantes entre 1990 y 2013. Durante esos 23 años, los extranjeros residentes en nuestro país pasaron de ser 107 mil a poco más de 441 mil. La tendencia al alza se mantiene hasta el día de hoy, pero no solo eso, sino que además de ir en aumento la cifra de inmigrantes, también se ha ampliado el abanico de sus países de procedencia, el propósito por el que vienen y el tiempo que se quedan. Según datos del Departamento de Extranjería y Migración (DEM), en 2012 se solicitaron 55 mil visas de trabajo, un 35% más que el año anterior, y cerca de 100 mil personas solicitaron visa de residencia temporal, un 31% más que el año 2011. Caminar por Chile y, sobre todo, por las calles de Santiago, ya no es lo mismo que hace una década. Actualmente, nos encontramos con migrantes en la panadería de en frente y en la plaza. En ciertos lugares de la capital existen barrios que estos nuevos santiaguinos han hecho suyos a lo largo de estos años. La bienvenida migración ha ido transformando el espacio público y también, a veces sin que nos demos cuenta, nuestra forma de vivir y convivir.

Memoria (licenciado en ciencias jurídicas y sociales) / No autorizada por el autor para ser publicada a texto completo / El esquema de trabajo puede dividirse en cuatro grandes secciones. La primera de ellas trata el fenómeno de la inmigración laboral y la realidad chilena en materia de ingreso de extranjeros. La segunda sección se refiere a la definición del concepto de extranjero y a las normas sobre esta materia que, históricamente, ha contemplado nuestro ordenamiento jurídico. En la tercera sección se analizan las normas sobre extranjería relativas al ingreso de extranjeros a Chile y a la posibilidad de que éstos desarrollen actividades remuneradas en nuestro país. Por último, en la cuarta sección, nos referiremos al régimen previsional y al tratamiento tributario aplicable al trabajador extranjero, materias no contempladas en nuestras normas de extranjería, con el objeto de lograr una visión general de la materia.

Facultad de Filosofía y Humanidades / Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa / The present study is intended to research into intermediate TEFL students’ development of their ability to use some of the basic argumentative writing resources that they are expected to develop as part of their academic studies and EFL teacher training. In their future professional role as, mainly, secondary school English teachers, and due to the fact that one of their tasks will be to help their students develop their critical and argumentative abilities (de Zubiria Samper, 2006), EFL teacher trainees need to develop their own critical argumentative discourse abilities in order to meet the needs of their prospective students. On account of its nature and main objective, this study may eventually offer some proposals that might be implemented for the development of TEFL students’ abilities to write argumentative texts.

Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa / This investigation reports on a study of the validation of a rubric for oral exams in a context of standardised evaluation at university level in Chile regarding three aspects of validity: construct validity, face validity and reliability. The study examined the rubric applied in an across the curriculum English programme at USACH. The data was collected from three different formation programmes: Ingeniería en informática, Pedagogía en Lenguaje, Enfermería. The focus of the investigation relies on understanding the elements that contribute to the three aspects of the rubric’s validity. This is a mixed-method study that collected self-reports by relevant stakeholders (students and raters) by applying a survey focused on their perception of the three aspects of the rubric’s validity. Additionally, the actual rubric and associated documents (course programmes, student scores, etc.) were also analysed by applying a matrix of aspects of the three aspects of validity. The self-reports and the rubric were analysed in search for evidence that the rubric reflected adequately the correct functioning of the theoretical constructs of the instrument (construct validity, face validity and reliability). By making preliminary observations, it was expected that perceptions of stakeholders regarding the aspects of validity of the common rubric would reveal low levels of construct validity and reliability, and consequently, of face validity. The results showed that the rubric, indeed, presented problems regarding construct validity and reliability, but surprisingly, not regarding face validity, exposing the positive appreciation of the rubric of both stakeholders. Further research suggests for this issue to be addressed explicitly by considering the observation of variables that could explain this positive evaluation.

Facultad de Filosofía y Humanidades / Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa / Much of the research work concerning vocabulary learning strategies use confirms the usefulness these strategies have for learners. Relatively recent work on educational psychology has pointed out the influence of learners’ self-regulatory capacity on their performance. The present cross sectional research examines first year undergraduate students’ vocabulary proficiency; identifies their use of strategies and their level of self-regulation. It also seeks to respond if first year students use vocabulary learning strategies, and if there is any relationship among the use of strategies, self-regulation and success in vocabulary acquisition. Results suggest that, in fact, there is a connection in the use of strategies and the level of success. They also indicate that self-regulation enhances the use of learning strategies.

Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa / This thesis presents an analysis of the relation among motivation, aptitude, and academic achievement in foreign language learning. The main focus of the study is on identifying how these individual differences relate to achievement employing a well-recognized battery AMTB, that measures motivation to learn a language, and a more recent battery like LLAMA, that measures language aptitude. The results of the study indicate that motivation is the individual difference that correlates more closely to achievement. On the other hand, aptitude, as measured by LLAMA, seems to be weakly related to achievement in foreign language learning. Finally, although aptitude and achievement seem to be relatively independent from each other, some of the components of aptitude are partially related to the different areas in foreign language learning achievement such as listening or reading comprehension. These results suggest that the extent to which the individual achievement of L2 learners influenced by certain specific motivation and aptitude traits that are measured by the test batteries employed in this study.

Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa / The present study focuses on the cognitive process implemented by learners of English when they encounter unknown lexical items in the course of reading comprehension tasks. Lexical inferencing has been defined as ―the connections that people make when they try to interpret texts‖ (Brown and Yule 1983, Qian 2004). L2 lexical inferencing has been extensively studied by accounting for its different dimensions. Some studies have investigated into the students‘ use of knowledge sources, such as word and sentence knowledge within linguistic sources and world knowledge within non-linguistic sources (Haastrup 2008). Other studies have dealt with the inferential processes whereby students arrive at their conclusions for word meaning, and also with the degree of success of the lexical inferencing process (Haastrup 2008). In general terms, most research studies account for one or two of these dimensions (e.g. Haastrup 1991). In the present study, the following two dimensions are investigated into: learners‘ cognitive processes involved in lexical meaning interpretation, and the lexical inferencing success of their guesses. Thus, the main purpose of this research study is, firstly, to identify the lexical inferencing strategies used by 6 university students of English as a foreign language in the course of a reading comprehension task. These participants form two different proficiency level groups: three of them are intermediate EFL learners and the other three make up a group of advanced EFL learners. Secondly, the study intends to establish a relationship between the type of lexical inferencing strategies used and L2 learners‘ depth of vocabulary knowledge. Thirdly, it also attempts to relate L2 learners‘ use of lexical inferencing strategies and their success in lexical inferencing strategy use.

Tesis para optar al grado de Magíster en Lingüística, mención Lengua Inglesa / The main purpose of the present study is to account for the oral narratives of personal experience in the interlanguage of Chilean Spanish speaking male and female learners of English. More specifically, the study intends to describe gender differences and similarities in the use of structure elements, the use of extra thematic details, and types of outcomes. The analyzed corpus consists of 30 narratives of personal experience in English. These narratives are made of 502 clauses, 289 of which were produced by male learners, and 213 were produced by female learners. The eliciting technique was a structured interview, where the informants were asked to narrate about an experience of fear of death, their happiest or saddest experience, and the most embarrassing situation they had experienced. The results confirm the presence of gender differences in the interlanguage of the Spanish speaking learners of English, which are consistent with the literature about gender differences in monolingual studies. Also, even though gendered patterns were detected, the results suggest that there is a need to account for the intragroup differences, as indications of an important internal variation was also present.

Informe de Seminario para optar al grado de Licenciado(a) en Lengua y Literatura Inglesa / This research report presents a study on vocabulary use in the L2 writing performance of a group of students from the program of English Linguistics and Literature at the Universidad de Chile. The data for the study correspond to ten tests used in a previous study (Aranda et al, 2013) and categorized in Top and Bottom groups by four teachers in relation to the quality of their performance. In addition, the study used data from four interviews to the same four teachers in order to know the specific aspects they consider when assessing vocabulary use in L2 writing performance. The tests were analyzed qualitatively in search for lexical diversity and lexical sophistication features that could account for the difference in perceived quality between the two groups. Such features included the Lexical Frequency Profile for each test, the computation of MTLD, the presence of words related to the topic of the tests and the presence of lexical errors. The interviews were transcribed and a list of the most important aspects of assessment of L2 writing according to the teachers was elaborated. The aspects identified include lexical sophistication, lexical diversity, lexical error and topic appropriateness. The results of the tests’ analyses and the interviews were contrasted, looking for the degree of coherence between them. Results show that, even when there is some degree of coherence between the tests’ analyses and what the teachers say they evaluate, lexical error is the most meaningful aspect when comparing Top and Bottom tests. This is so even when teachers considered lexical sophistication as the most important aspect for them when assessing L2 written vocabulary.