Enhancing Oral Production through Task-Based Learning in pre-service teachers at a pedagogy school.

Figuras, tablas

Autores:

Tipo de recurso:

Fecha de publicación:: 2024

Institución:: Universidad de Caldas

Repositorio:: Repositorio Institucional U. Caldas

Idioma:: eng
spa

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dc.title.none.fl_str_mv	Enhancing Oral Production through Task-Based Learning in pre-service teachers at a pedagogy school.
title	Enhancing Oral Production through Task-Based Learning in pre-service teachers at a pedagogy school.
spellingShingle	Enhancing Oral Production through Task-Based Learning in pre-service teachers at a pedagogy school. 420 - Inglés e inglés antiguo 6. Humanidades Teaching task-based learning Oral production Pre-service teachers Interaction Pronunciation Inglés
title_short	Enhancing Oral Production through Task-Based Learning in pre-service teachers at a pedagogy school.
title_full	Enhancing Oral Production through Task-Based Learning in pre-service teachers at a pedagogy school.
title_fullStr	Enhancing Oral Production through Task-Based Learning in pre-service teachers at a pedagogy school.
title_full_unstemmed	Enhancing Oral Production through Task-Based Learning in pre-service teachers at a pedagogy school.
title_sort	Enhancing Oral Production through Task-Based Learning in pre-service teachers at a pedagogy school.
dc.contributor.none.fl_str_mv	Gallego Castaño, Liliana del Pilar
dc.subject.none.fl_str_mv	420 - Inglés e inglés antiguo 6. Humanidades Teaching task-based learning Oral production Pre-service teachers Interaction Pronunciation Inglés
topic	420 - Inglés e inglés antiguo 6. Humanidades Teaching task-based learning Oral production Pre-service teachers Interaction Pronunciation Inglés
description	Figuras, tablas
publishDate	2024
dc.date.none.fl_str_mv	2024-10-23T20:06:41Z 2024-10-23T20:06:41Z 2024-10-23
dc.type.none.fl_str_mv	Trabajo de grado - Maestría Text info:eu-repo/semantics/bachelorThesis
dc.type.coar.fl_str_mv	http://purl.org/coar/resource_type/c_7a1f
dc.identifier.none.fl_str_mv	https://repositorio.ucaldas.edu.co/handle/ucaldas/21389 Universidad de Caldas Repositorio Institucional Universidad de Caldas repositorio.ucaldas.edu.co
url	https://repositorio.ucaldas.edu.co/handle/ucaldas/21389
identifier_str_mv	Universidad de Caldas Repositorio Institucional Universidad de Caldas repositorio.ucaldas.edu.co
dc.language.none.fl_str_mv	eng spa
language	eng spa
dc.relation.none.fl_str_mv	Adelman, C. (1993). Kurt Lewin and the origins of action research. Educational action research, 1(1), 7-24. Al-Zayed, N. N. (2017). Non-native pronunciation of English: Problems and solutions. American International Journal of Contemporary Research, 7(3), 34- 52. Baker, J., & Westrup, H. (2003). Essential speaking skills: A Handbook for English Teachers. London: Continuum. Pg. 2. Beck, I. L., McKeown, M. G., & McCaslin, E. S. (1983). Vocabulary development: All contexts are not created equal. The Elementary School Journal, 83(3), 177-181. Brown, A. (1991). Pronunciation models. NUS Press. Brown, H.D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. New Jersey, Regents of Prentice Hall. Brown, G., & Yule, G. (1983). Teaching the spoken language (Vol. 2). Cambridge University Press. Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). New York: longman. Bui, Y. N. (2013). How to write a master's thesis. Sage. Burns, A., & Claire, S. (2003). Clearly speaking. Sydney: AMEP Research Centre Macquarie University. Bygate, M. (2005). Oral second language abilities as expertise. In Expertise in second language learning and teaching (pp. 104-127). London: Palgrave Macmillan UK. Casanave, C., & Li, X. (2008). Learning Graduate School Literacy Practices: Inner Reflections on Academic Enculturation. Ann Arbor, MI: Michigan University Press. Candlin, C. (1987). Towards task-based learning in C. Candlin and D. Murphy (eds.). Language learning tasks. Englewood NJ Cliffs: Prentice Hall. Candlin, C., & Murphy, D. (1987). Language learning tasks (Vol. 7). Prentice Hall. Collins, A., & Greeno, J. G. (2010). Situated view of learning. In E. Baker, B. McGaw, & P. Peterson (Eds.), International Encyclopedia of Education (pp. 335-338). Oxford, UK: Elsevier. Comay, R. (2015). Resistance and Repetition: Freud and Hegel. Research in phenomenology, 45(2), 237-266. Council of Europe. Council for Cultural Co-operation. Education Committee. Modern Languages Division. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press. Crystal, D. (2003). English as a global language. Cambridge university press. Dalton, C., Seidlhofer, B. (1994) Pronunciation (Language Teaching: A Framework for Teacher Education). Oxford: Oxford University Press De Zubiría Samper, J. (2006). Los modelos pedagógicos: hacia una pedagogía dialogante. Coop. Editorial Magisterio.Dieling, H.; U. Hirschfeld . (2000): Teaching and Learning Phonics, Langenscheidt. Del Puerto, F. G., & Lacabex, E. G. (2008). La enseñanza de las vocales inglesas a los hablantes de español. Pulso. Revista de educación, (31), 37-66. Dong, Y. R. (1995). Disciplinary culture and the acquisition of advanced writing skills in English as a second language: Non-native graduate students' writing of their theses/dissertations in the sciences. University of Georgia. Dörnyei, Z., & Scott, M. L. (1997). Communication strategies in a second language: Definitions and taxonomies. Language learning, 47(1), 173-210. Dunlap, J. C. (2006). Using guided reflective journaling activities to capture students' changing perceptions. TechTrends, 50(6), 20-26. Ellis, R. (2003). Task-based language learning and teaching. Oxford university press. Encina, A. (1994): ¿Cómo ser profesor y querer seguir siéndolo? Madrid. Edelsa.Gairns, R. and S. Redman. 1986. Working with Words. Cambridge: Cambridge University Press. Ganta, T. G. (2015). The strengths and weaknesses of task-based learning (TBL) approach. Scholarly Research Journal for Interdisciplinary Studies, 3(16), 2760-2771. Gardner, H. (1995). Reflections on multiple intelligences. Phi Delta Kappan, 77(3), 200-208. Gerbardt, H. P. (1993). Paulo Freire. Perspectives, 23(3-4), 439-458. Giroux, H. A. (2006). Higher education under siege: Implications for public intellectuals. Thought & Action, 22(2), 63-78. Goh, C. C., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge University Press. Hernández Méndez, E., & Reyes Cruz, M. D. R. (2012). Teachers' perceptions about oral corrective feedback and their practice in EFL classrooms. Profile Issues in Teachers Professional Development, 14(2), 63-75. Hobbs, J. (2011) Pracitcal steps towards task-based teaching. HOWARD, Jocelyn; MAJOR, Jae. Guidelines for designing effective English language teaching materials. The TESOLANZ Journal, 2004, vol. 12, no 10, p. 50-58. Hymes, D. (1972). On communicative competence. sociolinguistics, 269293, 269-293. Isaac, S., & Michael, W. B. (1997). Handbook in research and evaluation (p. 191). San Diego, CA: EdITS/Educational and Industrial Testing Services. Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities‐in‐practice. The Modern language journal, 95(2), 236-252. Kemmis, S. (2006). Participatory action research and the public sphere. Educational action research, 14(4), 459- 476. Kemmis, S. (2009). Action research as a practice‐based practice. Educational action research, 17(3), 463-474. Krashen, S. (1981). Second language acquisition. Second Language Learning, 3(7), 19-39. Long, M. H. (1993). Task based language teaching. Blackwell. Luk, J. C., & Lin, A. M. (2017). Classroom interactions as cross-cultural encounters: Native speakers in EFL lessons. Routledge. Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons. Ministry of National Education [MEN]. (1994). Ley General de Educación (Ley 115 del 8 de Febrero de 1994) Retrieved August 30, 2012, from http://www.mineducacion.gov.co/ 1621/articles-85906_archivo_pdf.pdf Ministry of National Education. (2006). Serie Lineamientos Curriculares Idiomas Extranjeros. Colombia Muhammad, H. A., & Othman, D. Y. (2018). Assessing the impact of pronunciation learning strategy on Kurdish EFL learners’ pronunciation accuracy. Koya University Journal of Humanities and Social Sciences, 1(1), 46- 56. Murrieta, G., & Hernández, E. (2012). Current research in teaching and learning a foreign language by graduate students in Mexico. México: La Editorial Manda. Nunan, D., & Lamb, C. (1996). The Self-Directed Teacher. Cambridge: Cambridge University Press. Nunan, D. (2004). Task-based language teaching. Cambridge University Press. Núñez Pardo, A., & Téllez Téllez, M. F. (2018). The Argumentative Competence through In-Class Debates on Social Issues. Teacher-Developed Materials for Language Teaching and Learning. Rao, P. S. (2019). The role of English as a global language. Research Journal of English, 4(1), 65-79. Saville, K. (2011). Strategies for using repetition as a powerful teaching tool. Music Educators Journal, 98(1), 69- 75. Stephen Kemmis, S. K., & Robin McTaggart, R. M. (2014). The action research planner: Doing critical participatory action research. Springer. Thornbury, S. (2005). How to teach speaking. Longman. Wang, C. (2006). Designing communicative tasks for college English courses. Unpublished doctoral thesis]. Chongqing Normal University & Yangtze Normal University, China. Retrieved from https://www. asianefljournal. com/thesis_Wang_Cheng_jun. pdf.
dc.rights.none.fl_str_mv	https://creativecommons.org/licenses/by-nc-nd/4.0/ Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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dc.publisher.none.fl_str_mv	Facultad de Artes y Humanidades Colombia Maestría en Didáctica del Inglés - Manizales
publisher.none.fl_str_mv	Facultad de Artes y Humanidades Colombia Maestría en Didáctica del Inglés - Manizales
institution	Universidad de Caldas
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spelling	Enhancing Oral Production through Task-Based Learning in pre-service teachers at a pedagogy school.420 - Inglés e inglés antiguo6. HumanidadesTeaching task-based learningOral productionPre-service teachersInteractionPronunciationInglésFiguras, tablasThis qualitative-action-research study assesses the role of the Task-Based Learning Approach and its impact on the oral production in English of nine pre-service teachers at a Pedagogy Superior in Jericó, Antioquia. These participants attended two semesters of English classes as envisioned in the Secondary School Complementary Cycle Program. The lack of oral production and interaction in English of the students was evidenced as the greatest concern of the teachers in training in the diagnostic stage. As a result, six worksheets consisting of two lessons with a duration of 3 hours each, focusing on primary school topics and learners' needs and interests, were developed and applied throughout the action stage. Subsequently, for the analysis of the information collected, the data collection instruments used in the evaluation stage were pre-test, student transcripts, surveys, checklists of non-participating observers, and a post-test. The findings indicate that although the workshops as a whole do not manage to improve the oral skills that pre-service teachers should have, each of the workshops contributed to a specific aspect of speaking related to pronunciation and interaction. Conclusively, TBL is identified as a very useful strategy for the process of improving the oral skills of future teachers.Este estudio cualitativo-investigación-acción valora el papel del Enfoque de Aprendizaje Basado en Tareas y su impacto en la producción oral en inglés de nueve docentes en formación de la Normal Superior de Jericó, Antioquia. Estos participantes asistieron a dos semestres de clases de inglés tal como se concibieron en el Programa de Formación Complementaria de la Escuela Secundaria. La falta de producción e interacción oral en lengua inglesa de los estudiantes se evidenció como la mayor preocupación de los docentes en formación en la etapa diagnóstica. En consecuencia, se elaboraron seis hojas de trabajo compuestas por dos lecciones con una duración de 3 horas cada una, centradas en temas de la escuela primaria y en las necesidades e intereses de los educandos, que se aplicaron a lo largo de la etapa de acción. Sucesivamente, para el análisis de la información recolectada, los instrumentos de recolección de datos utilizados en la etapa de evaluación fueron pretest, transcripciones de estudiantes, encuestas, listas de verificación de observadores no participantes y un post-test. Los hallazgos indican que si bien los talleres en conjunto no logran mejorar todas las capacidades orales que deben poseer los docentes en formación, lo cierto es que cada uno de los talleres llega a aportar a una categoría de trabajo específica. De manera concluyente se identifica que el TBL es una estrategia bastante útil para el proceso de mejoramiento de capacidades orales de los futuros docentes.Acknowledgments / Abstract / Resumen / Table of Contents / Introduction / Research Problem / Rationale / Research context, setting, and problem statement / Description of the context / Description of the problem / Research question / General Objective / Specific Objectives / Literature Review / Theoretical framework /Task-based learning approach / Speaking/ Related studies / Methodological design /ORAL PRODUCTION FROM TASK-BASED LEARNING /Type of study /Participants/ Research Stages / Diagnostic Stage / Action and evaluation Stages / Workshop Analysis / Analysis of Workshop 1 and 2 /Analysis Workshops 3 & 4/ Analysis Workshop 5 & 6 / Findings / Conclusions and Pedagogical Implications, and Limitations / Discussion and Conclusions / Pedagogical implications / Limitations of the study / References / AppendicesMaestríaMagister en Didáctica del Inglés - ManizalesFacultad de Artes y HumanidadesColombiaMaestría en Didáctica del Inglés - ManizalesGallego Castaño, Liliana del PilarArriaga Machado, Mario Onnhy2024-10-23T20:06:41Z2024-10-23T20:06:41Z2024-10-23Trabajo de grado - MaestríaTextinfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1f111 páginasapplication/pdfapplication/pdfapplication/pdfapplication/pdfhttps://repositorio.ucaldas.edu.co/handle/ucaldas/21389Universidad de CaldasRepositorio Institucional Universidad de Caldasrepositorio.ucaldas.edu.coengspaAdelman, C. (1993). Kurt Lewin and the origins of action research. Educational action research, 1(1), 7-24.Al-Zayed, N. N. (2017). Non-native pronunciation of English: Problems and solutions. American International Journal of Contemporary Research, 7(3), 34- 52.Baker, J., & Westrup, H. (2003). Essential speaking skills: A Handbook for English Teachers. London: Continuum. Pg. 2.Beck, I. L., McKeown, M. G., & McCaslin, E. S. (1983). Vocabulary development: All contexts are not created equal. The Elementary School Journal, 83(3), 177-181.Brown, A. (1991). Pronunciation models. NUS Press. Brown, H.D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. New Jersey, Regents of Prentice Hall.Brown, G., & Yule, G. (1983). Teaching the spoken language (Vol. 2). Cambridge University Press.Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). New York: longman.Bui, Y. N. (2013). How to write a master's thesis. Sage.Burns, A., & Claire, S. (2003). Clearly speaking. Sydney: AMEP Research Centre Macquarie University.Bygate, M. (2005). Oral second language abilities as expertise. In Expertise in second language learning and teaching (pp. 104-127). London: Palgrave Macmillan UK.Casanave, C., & Li, X. (2008). Learning Graduate School Literacy Practices: Inner Reflections on Academic Enculturation. Ann Arbor, MI: Michigan University Press.Candlin, C. (1987). Towards task-based learning in C. Candlin and D. Murphy (eds.). Language learning tasks. Englewood NJ Cliffs: Prentice Hall.Candlin, C., & Murphy, D. (1987). Language learning tasks (Vol. 7). Prentice Hall.Collins, A., & Greeno, J. G. (2010). Situated view of learning. In E. Baker, B. McGaw, & P. Peterson (Eds.),International Encyclopedia of Education (pp. 335-338). Oxford, UK: Elsevier.Comay, R. (2015). Resistance and Repetition: Freud and Hegel. Research in phenomenology, 45(2), 237-266.Council of Europe. Council for Cultural Co-operation. Education Committee. Modern Languages Division. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.Crystal, D. (2003). English as a global language. Cambridge university press.Dalton, C., Seidlhofer, B. (1994) Pronunciation (Language Teaching: A Framework for Teacher Education). Oxford: Oxford University PressDe Zubiría Samper, J. (2006). Los modelos pedagógicos: hacia una pedagogía dialogante. Coop. Editorial Magisterio.Dieling, H.; U. Hirschfeld . (2000): Teaching and Learning Phonics, Langenscheidt.Del Puerto, F. G., & Lacabex, E. G. (2008). La enseñanza de las vocales inglesas a los hablantes de español. Pulso. Revista de educación, (31), 37-66.Dong, Y. R. (1995). Disciplinary culture and the acquisition of advanced writing skills in English as a second language: Non-native graduate students' writing of their theses/dissertations in the sciences. University of Georgia.Dörnyei, Z., & Scott, M. L. (1997). Communication strategies in a second language: Definitions and taxonomies. Language learning, 47(1), 173-210.Dunlap, J. C. (2006). Using guided reflective journaling activities to capture students' changing perceptions. TechTrends, 50(6), 20-26.Ellis, R. (2003). Task-based language learning and teaching. Oxford university press.Encina, A. (1994): ¿Cómo ser profesor y querer seguir siéndolo? Madrid.Edelsa.Gairns, R. and S. Redman. 1986. Working with Words. Cambridge: Cambridge University Press.Ganta, T. G. (2015). The strengths and weaknesses of task-based learning (TBL) approach. Scholarly Research Journal for Interdisciplinary Studies, 3(16), 2760-2771.Gardner, H. (1995). Reflections on multiple intelligences. Phi Delta Kappan, 77(3), 200-208.Gerbardt, H. P. (1993). Paulo Freire. Perspectives, 23(3-4), 439-458.Giroux, H. A. (2006). Higher education under siege: Implications for public intellectuals. Thought & Action, 22(2), 63-78.Goh, C. C., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge University Press.Hernández Méndez, E., & Reyes Cruz, M. D. R. (2012). Teachers' perceptions about oral corrective feedback and their practice in EFL classrooms. Profile Issues in Teachers Professional Development, 14(2), 63-75.Hobbs, J. (2011) Pracitcal steps towards task-based teaching.HOWARD, Jocelyn; MAJOR, Jae. Guidelines for designing effective English language teaching materials. The TESOLANZ Journal, 2004, vol. 12, no 10, p. 50-58.Hymes, D. (1972). On communicative competence. sociolinguistics, 269293, 269-293.Isaac, S., & Michael, W. B. (1997). Handbook in research and evaluation (p. 191). San Diego, CA: EdITS/Educational and Industrial Testing Services.Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities‐in‐practice. The Modern language journal, 95(2), 236-252.Kemmis, S. (2006). Participatory action research and the public sphere. Educational action research, 14(4), 459- 476.Kemmis, S. (2009). Action research as a practice‐based practice. Educational action research, 17(3), 463-474.Krashen, S. (1981). Second language acquisition. Second Language Learning, 3(7), 19-39.Long, M. H. (1993). Task based language teaching. Blackwell.Luk, J. C., & Lin, A. M. (2017). Classroom interactions as cross-cultural encounters: Native speakers in EFL lessons. Routledge.Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.Ministry of National Education [MEN]. (1994). Ley General de Educación (Ley 115 del 8 de Febrero de 1994)Retrieved August 30, 2012, from http://www.mineducacion.gov.co/ 1621/articles-85906_archivo_pdf.pdfMinistry of National Education. (2006). Serie Lineamientos Curriculares Idiomas Extranjeros. ColombiaMuhammad, H. A., & Othman, D. Y. (2018). Assessing the impact of pronunciation learning strategy on Kurdish EFL learners’ pronunciation accuracy. Koya University Journal of Humanities and Social Sciences, 1(1), 46- 56.Murrieta, G., & Hernández, E. (2012). Current research in teaching and learning a foreign language by graduate students in Mexico. México: La Editorial Manda.Nunan, D., & Lamb, C. (1996). The Self-Directed Teacher. Cambridge: Cambridge University Press.Nunan, D. (2004). Task-based language teaching. Cambridge University Press.Núñez Pardo, A., & Téllez Téllez, M. F. (2018). The Argumentative Competence through In-Class Debates on Social Issues. Teacher-Developed Materials for Language Teaching and Learning.Rao, P. S. (2019). The role of English as a global language. Research Journal of English, 4(1), 65-79.Saville, K. (2011). Strategies for using repetition as a powerful teaching tool. Music Educators Journal, 98(1), 69- 75.Stephen Kemmis, S. K., & Robin McTaggart, R. M. (2014). The action research planner: Doing critical participatory action research. Springer.Thornbury, S. (2005). How to teach speaking. Longman.Wang, C. (2006). Designing communicative tasks for college English courses. Unpublished doctoral thesis]. Chongqing Normal University & Yangtze Normal University, China. Retrieved from https://www. asianefljournal. com/thesis_Wang_Cheng_jun. pdf.https://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)http://purl.org/coar/access_right/c_abf2oai:repositorio.ucaldas.edu.co:ucaldas/213892024-10-24T08:01:30Z

Enhancing Oral Production through Task-Based Learning in pre-service teachers at a pedagogy school.

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