Factores psicopedagógicos en deserción estudiantil de la asignatura de francés, del V al IX ciclo de la Escuela Académica Profesional de Idiomas, en la Universidad Nacional de San Martín, 2008-I

• Autores: Flores Flores, Betty Lucia, Reynafarge Barrera, Nathalie
• Formato: tesis de grado
• Fecha de Publicación: 2008
• Institución: Universidad Nacional de San Martin - Tarapoto
• Repositorio: UNSM-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.unsm.edu.pe:11458/2100
• Enlace del recurso: http://hdl.handle.net/11458/2100
• Nivel de acceso: acceso abierto
• Materia: Factores Psicopedagógicos; Deserción estudiantil; Interés; Afecto; https://purl.org/pe-repo/ocde/ford#6.02.02

Our aim was to search for the psycho pedagogic reasons why students were abandoning the course of French language, from the fifth to the ninth semester of the Professional School of Languages of the National University of San Martin, PERU, South America, in 2008 - l. Our hypothesis was: the psycho pedagogy factors, such as, cognitive, emotional and social factor had an important influence over students who left the French language course, from the fifth to the ninth semester, of the Professional School of Languages of the National University of San Martin, in 2008-1. In order to get evidence and demonstrate our hypothesis, we obtained information about the students who abandoned the course at the Coordination and Registration Office (OCRA, for its initials in Spanish) of the National University of San Martin. We also made a survey among the students (48 college students were our sample) who abandoned the French language course during the first half of 2008. So, we obtained a direct testimony of the cognitive, emotional, and the social reasons why they left course. The information process and analysis allowed us to find that more the half of the students, who were learning French, had not only reception and understanding difficulties, but retention and dissonancy problems as well. Then, we found an increasing lack of interest, and students feeling uncomfortable in the classroom, and also, a high percentage of personal fears during the learning sessions. In third place, we notice regular, good, and excellent relationships between students and their parents and teachers of French course, but very few conversation sessions to practice the French language. So, all of these factors had an influence over these students who stopped attending classes and finally, they abandoned the course. We suggest encouraging research about psycho pedagogy factors related to foreign languages learning; and also, more conversation sessions and workshops are needed among students and teachers. And, finally, we suggest making it know the theory of problems and solutions about academic activities of the students.