Implementing sociocultural interactive strategies to foster negotiation of meaning in oral tasks

113 Páginas.

Autores:: Hernández Riaño, Julie Milena
Gallego Espinosa, Víctor Manuel

Tipo de recurso:

Fecha de publicación:: 2017

Institución:: Universidad de la Sabana

Repositorio:: Repositorio Universidad de la Sabana

Idioma:: spa

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network_name_str	Repositorio Universidad de la Sabana
repository_id_str
dc.title.es_CO.fl_str_mv	Implementing sociocultural interactive strategies to foster negotiation of meaning in oral tasks
title	Implementing sociocultural interactive strategies to foster negotiation of meaning in oral tasks
spellingShingle	Implementing sociocultural interactive strategies to foster negotiation of meaning in oral tasks Magister en Didáctica del Inglés para el Aprendizaje Autodirigido
title_short	Implementing sociocultural interactive strategies to foster negotiation of meaning in oral tasks
title_full	Implementing sociocultural interactive strategies to foster negotiation of meaning in oral tasks
title_fullStr	Implementing sociocultural interactive strategies to foster negotiation of meaning in oral tasks
title_full_unstemmed	Implementing sociocultural interactive strategies to foster negotiation of meaning in oral tasks
title_sort	Implementing sociocultural interactive strategies to foster negotiation of meaning in oral tasks
dc.creator.fl_str_mv	Hernández Riaño, Julie Milena Gallego Espinosa, Víctor Manuel
author	Magister en Didáctica del Inglés para el Aprendizaje Autodirigido
author_facet	Magister en Didáctica del Inglés para el Aprendizaje Autodirigido
author_role	author
dc.contributor.advisor.none.fl_str_mv	Rodríguez Bonces, Mónica Alisandra
dc.contributor.author.none.fl_str_mv	Hernández Riaño, Julie Milena Gallego Espinosa, Víctor Manuel
dc.contributor.author.fl_str_mv	Magister en Didáctica del Inglés para el Aprendizaje Autodirigido
description	113 Páginas.
publishDate	2017
dc.date.accessioned.none.fl_str_mv	2017-03-13T23:33:27Z
dc.date.available.none.fl_str_mv	2017-03-13T23:33:27Z
dc.date.created.none.fl_str_mv	2017
dc.date.issued.none.fl_str_mv	2017-03-13
dc.type.es_CO.fl_str_mv	masterThesis
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dc.type.coar.fl_str_mv	http://purl.org/coar/resource_type/c_bdcc
dc.type.local.none.fl_str_mv	Tesis de maestría
dc.type.hasVersion.es_CO.fl_str_mv	publishedVersion
dc.identifier.citation.none.fl_str_mv	Al Hosni, S. S. R. (2014). EFL Learners’ Negotiation of Meaning. International Journal of Applied Linguistics and English Literature, 3(1), 215-223. Allwright, D. (1998). Negotiation of Meaning. In K. Johnson & H. Johnson (Eds), Encyclopaedic Dictionary of Applied Linguistics. Oxford: Blackwell. Angelo, T.A. (1993). A Teacher's Dozen: Fourteen General, Research-based Principles for Improving Higher Learning in Our Classrooms. AAHE Bulletin, 45(8). Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall Bogdan, R., & Biklen, S. K. (1982). Qualitative research for education: an introduction to theory and methods. Boston, Allyn and Bacon. Blake, R. (2000). Computer Mediated Communication. A Window on L2 Spanish Interlanguage. Language Learning & Technology, 4(1), 120-136 Burns, A. (2010). Doing Action Research in English Language Teaching. A Guide for Practitioners. New York: Routledge Burns, A. (2003). Collaborative action research for English language teachers. Cambridge, England: Cambridge University Press Cárdenas, D., & Robayo, M. (2001). Improving speaking through role plays and dramatization. Profile Journal, 2, 12-15. Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112-130. http://doi.org/dq5mts Cheng, T. (2007). Taiwanese students' perceived English oral proficiency in relation to communication strategies (Order No. 3291873). Available from ProQuest Dissertations & Theses A&I. (304807644). Retrieved from http://search.proquest.com/docview/304807644?accountid=45375 Cohen, A.D., 2003. The learner’s side of foreign language learning: where do styles, strategies, and tasks meet? IRAL 41 (4), 279e291 Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in Education (6th Ed.). New York, NY: Routledge Francis & Taylor Group. Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, U.K: Press Syndicate of the University of Cambridge. Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications Díaz, C. (2011). Exploring knowledge of English speaking strategies in 8th and 12th graders. Profile Journal, 13, 85-98. Díaz, J. (2014). Implementing Social Strategies to Improve Speaking in Interaction Activities (Unpublished master's thesis). Universidad de La Sabana, Chía, Colombia. Dick, B. (2002) Convergent interviewing. Session 8 of Areol - action research and evaluation online. Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. Mahwah, NJ: Lawrence Erlbaum Associates. Doughty, C. J. & Long, M. H. (Eds.). (2003). The handbook of second language acquisition (pp. 224-255). Oxford: Blackwell Ellis, R. (1988). The Study of Second Language Acquisition. Oxford: Oxford University Press. Ellis, R. (1999). Learning a second language through interaction. Amsterdam: John Benjamin. Ellis, R. (2003). Task-based language learning and teaching. Oxford, U.K.: Oxford University Press. Ellis, R. (2012). Language teaching research and language pedagogy. John Wiley & Sons Fernández-García, M., & Martinez-Arbelaiz, A. (2002). Negotiation of meaning in nonnative speaker - non-native speaker synchronous discussions. Calico Journal, 19(2): 279-284 Gass, S. (1997). Input, Interaction, and the Second Language Learner. Mahwah NJ: Lawrence Erlbaum Associate. Gass, S., Mackey, A., & Ross‐Feldman, L. (2005). Task‐based interactions in classroom and laboratory settings. Language Learning, 55(4): 575-611 Ghazali Y., Parilah M. Shahb & Wan H. W. (2013) Cognitive and metacognitive learning strategies among Arabic language students. Interactive Learning Environments, MARA, Malaysia Gomez, J. (2011). Peer Interaction: A social perspective towards the development of foreign language learning. Profile Journal, 13, 189-204 González Humanez, L. E., & Arias, N. (2009). Enhancing oral interaction in English as a foreign language through task-based learning activities. Latin American Journal of Content and Language Integrated Learning, 2(2), 1-9. Gutiérrez Gutiérrez, D. (2005). Developing oral skills through communicative and interactive tasks. profile Issues in Teachers’ Professional Development, 6(1), 83-96 Harmer, J. (2001). Mistakes and Feedback? The Practice of English Language Teaching. Essex, UK: Pearson Education Limited Hymes, D. (1972). On Communicative competence, JP Pride & J. Holmes (Eds.) In Sociolinguistics: Selected readings. Jamshidnejad, A. (2011, May). Developing Accuracy by Using Oral Communication Strategies in EFL Interactions. Journal of Language Teaching and Research, 2(3), 530-536. doi:10.4304/jltr.2.3.530-536 Johnson, D. (1992). Approaches to research in second language learning. White plains, NY: Longman. Kemmis, S. & McTaggart, R. (1988). The Action Research Planner. Victoria, Australia: The Deakin University Press Kurt L. (1997). Resolving social conflicts and field theory in social science. (pp. 301-336). Washington, DC, US: American Psychological Association, v, 422 pp. Lightbown, P. M., Spada, N. (2006). How languages are learned (3rd ed.). Oxford: Oxford University Press. Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). New York: Academic Press Lyster, R. & Ranta, L. (1997). Corrective Feedback and Learner Uptake: Negotiation of Form in Communicative Classrooms. Studies in Second Language Acquisition. 19, 37-66. Masrizal, M. (2014). The Role of Negotiation of Meaning in L2 Interactions: An Analysis from the Perspective of Long’s Interaction Hypothesis. Studies in English Language and Education, 1(2)107-116 Ministerio de Educación Nacional, MEN (1999). Lineamientos Curriculares: Idiomas Extranjeros. Retrieved from http://www.mineducacion.gov.co/1621/articles89869_archivo_pdf4.pdf Ministerio de Educación Nacional, MEN (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer. Revolución Educativa. Colombia aprende. Bogotá. Ministerio de Educación Nacional, MEN (2016). Derechos Básicos de Aprendizaje: inglés grados 6º a 11º. Todos por un nuevo país. Bogotá. Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), pp. 409-429. Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press Nunan D. (1992) Research methods in language learning. Cambridge University Press. Nunan, D. (1993). Task-based syllabus design: selecting, grading and sequencing tasks. In G. Crookes and S. Gass (eds) Task and language learning: Integrating theory and practice. Clevedon: Multilingual Matters Nunan, D., & Bailey, K. M. (2009). Exploring second language classroom research: A comprehensive guide. Boston, MA: Heinle, Cengage Learning. O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press. Onatra, A., & Peña, M. (2009). Promoting Oral Production through the Task-Based Learning Approach: A Study in a Public Secondary School in Colombia (2nd ed., Vol. 11). Bogotá, Colombia: Profile. Osada, N. (2004). Listening comprehension research: A brief review of the past thirty years. Dialogue, 3, 53-66. Retrieved from www.talkwaseda. net/dialogue/no03_2004/2004dialogue03_k4.pdf Oxford, R. L. (1990). Language Learning Strategies. New York: Newbury House Publishers Oxford, R. L. (2011b). Teaching and researching language learning strategies. Harlow, England: Pearson/Longman Pallawa, B. A. (2014). Conversation Strategies Used By Students Of The English Department Of Tadulako University. Jurnal Pendidikan Humaniora (JPH), 1(2), 159-168. Patterson, P., & Trabaldo, S. (2006). Negotiating for meaning across borders with CMC. Teaching English with Technology 6(2). Pellettieri, J. (1999). Negotiation in cyberspace. In M.Warschauer, M. & K. Kern (eds), Network Based Language Teaching: Concepts and Practice. Cambridge: Cambridge University Press Pica, T., Kanagy, R., Falodun, J. (1993). Choosing and using communication tasks for second language teaching and research. In G. Crookes & S. Gass (Eds.), Tasks in language learning: Integrating theory and practice. Clevedon, Avon: Multilingual Matters. Pica, T. (1994), Research on Negotiation: What Does It Reveal About Second-Language Learning Conditions, Processes, and Outcomes? Language Learning, 44: 493–527. doi:10.1111/j.1467-1770.1994.tb01115.x Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). San Diego, CA: Academic Press. Richards, J. C. (2001). Curriculum development in language teaching. Cambridge, UK: Cambridge University Press. Richards, J. C. (2013, April). Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design. RELC Journal, 44(1), 5-33. doi: 10.1177/0033688212473293 Robinson, H. A. (1994). The Ethnography of Empowerment – The Transformative Power of Classroom Interaction. (2nd Ed.). Sage Publications. Newbury Park, U.S.A. Rocha, Y. F. (2006). Promoting oral interaction in large groups through task-based learning. Bogotá, Colombia: Profile 6. Rodríguez-Bonces, M., & Rodríguez-Bonces, J. (2010). Task-Based Language Learning: Old Approach, New Style. A New Lesson to Learn. Profile Issues in Teachers Professional Development, 12(2), 165-178. Samani, E., Nordin, N., Mukundan, J., & Samad, A. (2015). Patterns of Negotiation of Meaning in English as Second Language Learners’ Interactions. Advances in Language and Literary Studies, 6(1), 16-25. Sitko, N. J. (2013). Qualitative methods: Data analysis and validation. Paper presented at Zambia Food Security Research Project in support of the Indaba Agricultural Policy Research Institute, Lusaka, Zambia Skehan, P., & Foster, P. (2001). Cognition and tasks. Cognition and second language instruction, 183-205 Skehan, P., Willis, E. J., & Willis, D. (1996). Second language acquisition research and taskbased instruction. Readings in Methodology, 13. Someren, W. M., & Barnard, F. Y., & Sandberg, A.C. J. (1994). The think aloud method. A practical guide to modeling cognitive process. London: Harcourt Brace & Company Strauss, A., & Corbin, J. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. (3rd ed.). Los Angeles, CA: Sage Stringer, E. T. (2007). Action research. (3rd ed.). Thousand Oaks, CA: Sage. Tuan, L. T., & Nhu, N. T. (2010). Theoretical review on oral interaction in EFL classrooms. Studies in Literature and Language, 1(4), 29-48. Tulung, G. (2013). Oral discourse generated through peer-interaction while completing communicative tasks in an efl classroom (2nd ed., Vol. 24). Bahu Manado, Indonesia: TEFLIN Journal Vygotsky, L. (1978). Mind in society: Development of higher psychological processes. Cambridge, MA: Harvard University Press Willis, D., & Willis, J. (2007). Doing task based teaching. Oxford: Oxford University Press. Willis, J. (1996). A framework for task based Learning, Harlow, London: Longman AddisonWesley. Wong, L., & Nunan, D. (2011). The learning styles and strategies of effective language learne (Vol. System 39, 144 - 163). Retrieved from www.sciencedirect.com Yufrizal, H. (2015). Negotiation of meaning and language acquisition by Indonesia EFL learners. TEFLIN Journal-A publication on the teaching and learning of English, 12(1), 60-87.
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dc.identifier.local.none.fl_str_mv	263746 TE09008
identifier_str_mv	Al Hosni, S. S. R. (2014). EFL Learners’ Negotiation of Meaning. International Journal of Applied Linguistics and English Literature, 3(1), 215-223. Allwright, D. (1998). Negotiation of Meaning. In K. Johnson & H. Johnson (Eds), Encyclopaedic Dictionary of Applied Linguistics. Oxford: Blackwell. Angelo, T.A. (1993). A Teacher's Dozen: Fourteen General, Research-based Principles for Improving Higher Learning in Our Classrooms. AAHE Bulletin, 45(8). Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall Bogdan, R., & Biklen, S. K. (1982). Qualitative research for education: an introduction to theory and methods. Boston, Allyn and Bacon. Blake, R. (2000). Computer Mediated Communication. A Window on L2 Spanish Interlanguage. Language Learning & Technology, 4(1), 120-136 Burns, A. (2010). Doing Action Research in English Language Teaching. A Guide for Practitioners. New York: Routledge Burns, A. (2003). Collaborative action research for English language teachers. Cambridge, England: Cambridge University Press Cárdenas, D., & Robayo, M. (2001). Improving speaking through role plays and dramatization. Profile Journal, 2, 12-15. Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112-130. http://doi.org/dq5mts Cheng, T. (2007). Taiwanese students' perceived English oral proficiency in relation to communication strategies (Order No. 3291873). Available from ProQuest Dissertations & Theses A&I. (304807644). Retrieved from http://search.proquest.com/docview/304807644?accountid=45375 Cohen, A.D., 2003. The learner’s side of foreign language learning: where do styles, strategies, and tasks meet? IRAL 41 (4), 279e291 Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in Education (6th Ed.). New York, NY: Routledge Francis & Taylor Group. Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, U.K: Press Syndicate of the University of Cambridge. Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications Díaz, C. (2011). Exploring knowledge of English speaking strategies in 8th and 12th graders. Profile Journal, 13, 85-98. Díaz, J. (2014). Implementing Social Strategies to Improve Speaking in Interaction Activities (Unpublished master's thesis). Universidad de La Sabana, Chía, Colombia. Dick, B. (2002) Convergent interviewing. Session 8 of Areol - action research and evaluation online. Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. Mahwah, NJ: Lawrence Erlbaum Associates. Doughty, C. J. & Long, M. H. (Eds.). (2003). The handbook of second language acquisition (pp. 224-255). Oxford: Blackwell Ellis, R. (1988). The Study of Second Language Acquisition. Oxford: Oxford University Press. Ellis, R. (1999). Learning a second language through interaction. Amsterdam: John Benjamin. Ellis, R. (2003). Task-based language learning and teaching. Oxford, U.K.: Oxford University Press. Ellis, R. (2012). Language teaching research and language pedagogy. John Wiley & Sons Fernández-García, M., & Martinez-Arbelaiz, A. (2002). Negotiation of meaning in nonnative speaker - non-native speaker synchronous discussions. Calico Journal, 19(2): 279-284 Gass, S. (1997). Input, Interaction, and the Second Language Learner. Mahwah NJ: Lawrence Erlbaum Associate. Gass, S., Mackey, A., & Ross‐Feldman, L. (2005). Task‐based interactions in classroom and laboratory settings. Language Learning, 55(4): 575-611 Ghazali Y., Parilah M. Shahb & Wan H. W. (2013) Cognitive and metacognitive learning strategies among Arabic language students. Interactive Learning Environments, MARA, Malaysia Gomez, J. (2011). Peer Interaction: A social perspective towards the development of foreign language learning. Profile Journal, 13, 189-204 González Humanez, L. E., & Arias, N. (2009). Enhancing oral interaction in English as a foreign language through task-based learning activities. Latin American Journal of Content and Language Integrated Learning, 2(2), 1-9. Gutiérrez Gutiérrez, D. (2005). Developing oral skills through communicative and interactive tasks. profile Issues in Teachers’ Professional Development, 6(1), 83-96 Harmer, J. (2001). Mistakes and Feedback? The Practice of English Language Teaching. Essex, UK: Pearson Education Limited Hymes, D. (1972). On Communicative competence, JP Pride & J. Holmes (Eds.) In Sociolinguistics: Selected readings. Jamshidnejad, A. (2011, May). Developing Accuracy by Using Oral Communication Strategies in EFL Interactions. Journal of Language Teaching and Research, 2(3), 530-536. doi:10.4304/jltr.2.3.530-536 Johnson, D. (1992). Approaches to research in second language learning. White plains, NY: Longman. Kemmis, S. & McTaggart, R. (1988). The Action Research Planner. Victoria, Australia: The Deakin University Press Kurt L. (1997). Resolving social conflicts and field theory in social science. (pp. 301-336). Washington, DC, US: American Psychological Association, v, 422 pp. Lightbown, P. M., Spada, N. (2006). How languages are learned (3rd ed.). Oxford: Oxford University Press. Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). New York: Academic Press Lyster, R. & Ranta, L. (1997). Corrective Feedback and Learner Uptake: Negotiation of Form in Communicative Classrooms. Studies in Second Language Acquisition. 19, 37-66. Masrizal, M. (2014). The Role of Negotiation of Meaning in L2 Interactions: An Analysis from the Perspective of Long’s Interaction Hypothesis. Studies in English Language and Education, 1(2)107-116 Ministerio de Educación Nacional, MEN (1999). Lineamientos Curriculares: Idiomas Extranjeros. Retrieved from http://www.mineducacion.gov.co/1621/articles89869_archivo_pdf4.pdf Ministerio de Educación Nacional, MEN (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer. Revolución Educativa. Colombia aprende. Bogotá. Ministerio de Educación Nacional, MEN (2016). Derechos Básicos de Aprendizaje: inglés grados 6º a 11º. Todos por un nuevo país. Bogotá. Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), pp. 409-429. Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press Nunan D. (1992) Research methods in language learning. Cambridge University Press. Nunan, D. (1993). Task-based syllabus design: selecting, grading and sequencing tasks. In G. Crookes and S. Gass (eds) Task and language learning: Integrating theory and practice. Clevedon: Multilingual Matters Nunan, D., & Bailey, K. M. (2009). Exploring second language classroom research: A comprehensive guide. Boston, MA: Heinle, Cengage Learning. O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press. Onatra, A., & Peña, M. (2009). Promoting Oral Production through the Task-Based Learning Approach: A Study in a Public Secondary School in Colombia (2nd ed., Vol. 11). Bogotá, Colombia: Profile. Osada, N. (2004). Listening comprehension research: A brief review of the past thirty years. Dialogue, 3, 53-66. Retrieved from www.talkwaseda. net/dialogue/no03_2004/2004dialogue03_k4.pdf Oxford, R. L. (1990). Language Learning Strategies. New York: Newbury House Publishers Oxford, R. L. (2011b). Teaching and researching language learning strategies. Harlow, England: Pearson/Longman Pallawa, B. A. (2014). Conversation Strategies Used By Students Of The English Department Of Tadulako University. Jurnal Pendidikan Humaniora (JPH), 1(2), 159-168. Patterson, P., & Trabaldo, S. (2006). Negotiating for meaning across borders with CMC. Teaching English with Technology 6(2). Pellettieri, J. (1999). Negotiation in cyberspace. In M.Warschauer, M. & K. Kern (eds), Network Based Language Teaching: Concepts and Practice. Cambridge: Cambridge University Press Pica, T., Kanagy, R., Falodun, J. (1993). Choosing and using communication tasks for second language teaching and research. In G. Crookes & S. Gass (Eds.), Tasks in language learning: Integrating theory and practice. Clevedon, Avon: Multilingual Matters. Pica, T. (1994), Research on Negotiation: What Does It Reveal About Second-Language Learning Conditions, Processes, and Outcomes? Language Learning, 44: 493–527. doi:10.1111/j.1467-1770.1994.tb01115.x Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). San Diego, CA: Academic Press. Richards, J. C. (2001). Curriculum development in language teaching. Cambridge, UK: Cambridge University Press. Richards, J. C. (2013, April). Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design. RELC Journal, 44(1), 5-33. doi: 10.1177/0033688212473293 Robinson, H. A. (1994). The Ethnography of Empowerment – The Transformative Power of Classroom Interaction. (2nd Ed.). Sage Publications. Newbury Park, U.S.A. Rocha, Y. F. (2006). Promoting oral interaction in large groups through task-based learning. Bogotá, Colombia: Profile 6. Rodríguez-Bonces, M., & Rodríguez-Bonces, J. (2010). Task-Based Language Learning: Old Approach, New Style. A New Lesson to Learn. Profile Issues in Teachers Professional Development, 12(2), 165-178. Samani, E., Nordin, N., Mukundan, J., & Samad, A. (2015). Patterns of Negotiation of Meaning in English as Second Language Learners’ Interactions. Advances in Language and Literary Studies, 6(1), 16-25. Sitko, N. J. (2013). Qualitative methods: Data analysis and validation. Paper presented at Zambia Food Security Research Project in support of the Indaba Agricultural Policy Research Institute, Lusaka, Zambia Skehan, P., & Foster, P. (2001). Cognition and tasks. Cognition and second language instruction, 183-205 Skehan, P., Willis, E. J., & Willis, D. (1996). Second language acquisition research and taskbased instruction. Readings in Methodology, 13. Someren, W. M., & Barnard, F. Y., & Sandberg, A.C. J. (1994). The think aloud method. A practical guide to modeling cognitive process. London: Harcourt Brace & Company Strauss, A., & Corbin, J. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. (3rd ed.). Los Angeles, CA: Sage Stringer, E. T. (2007). Action research. (3rd ed.). Thousand Oaks, CA: Sage. Tuan, L. T., & Nhu, N. T. (2010). Theoretical review on oral interaction in EFL classrooms. Studies in Literature and Language, 1(4), 29-48. Tulung, G. (2013). Oral discourse generated through peer-interaction while completing communicative tasks in an efl classroom (2nd ed., Vol. 24). Bahu Manado, Indonesia: TEFLIN Journal Vygotsky, L. (1978). Mind in society: Development of higher psychological processes. Cambridge, MA: Harvard University Press Willis, D., & Willis, J. (2007). Doing task based teaching. Oxford: Oxford University Press. Willis, J. (1996). A framework for task based Learning, Harlow, London: Longman AddisonWesley. Wong, L., & Nunan, D. (2011). The learning styles and strategies of effective language learne (Vol. System 39, 144 - 163). Retrieved from www.sciencedirect.com Yufrizal, H. (2015). Negotiation of meaning and language acquisition by Indonesia EFL learners. TEFLIN Journal-A publication on the teaching and learning of English, 12(1), 60-87. 263746 TE09008
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spelling	Rodríguez Bonces, Mónica AlisandraHernández Riaño, Julie MilenaGallego Espinosa, Víctor ManuelMagister en Didáctica del Inglés para el Aprendizaje Autodirigido2017-03-13T23:33:27Z2017-03-13T23:33:27Z20172017-03-13Al Hosni, S. S. R. (2014). EFL Learners’ Negotiation of Meaning. International Journal of Applied Linguistics and English Literature, 3(1), 215-223.Allwright, D. (1998). Negotiation of Meaning. In K. Johnson & H. Johnson (Eds), Encyclopaedic Dictionary of Applied Linguistics. Oxford: Blackwell.Angelo, T.A. (1993). A Teacher's Dozen: Fourteen General, Research-based Principles for Improving Higher Learning in Our Classrooms. AAHE Bulletin, 45(8).Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice HallBogdan, R., & Biklen, S. K. (1982). Qualitative research for education: an introduction to theory and methods. 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The learning styles and strategies of effective language learne (Vol. System 39, 144 - 163). Retrieved from www.sciencedirect.comYufrizal, H. (2015). Negotiation of meaning and language acquisition by Indonesia EFL learners. TEFLIN Journal-A publication on the teaching and learning of English, 12(1), 60-87.http://hdl.handle.net/10818/30024263746TE09008113 Páginas.Este documento presenta una investigación-acción cuyo objetivo fue analizar los efectos de las estrategias socioculturales e interactivas (Oxford, 2011), en la negociación de significado y a examinar las tácticas para negociar significado al implementar dichas estrategias. Los participantes fueron un grupo de 18 jóvenes de noveno grado de un colegio público ubicado al sur de Bogotá, Colombia. La implementación pedagógica propuesta adaptó el enfoque Basado en Tareas e integró las estrategias socioculturales e interactivas en el desarrollo de interacción oral. Los instrumentos de recolección de datos incluyeron notas de campo, un cuestionario semiestructurado y un registro de pensamiento en voz alta. Se usaron procedimientos de codificación abierta, axial y descriptivos para analizar los datos. Los resultados revelaron que el uso de estrategias socioculturales e interactivas en tareas de interacción oral fomentaron la negociación de significado. Los aprendices ganaron confianza para interactuar de manera oral en el idioma extranjero y las tácticas sirvieron como estímulo para que los estudiantes negociaran significado. Finalmente, mientras los estudiantes usaban diversas tácticas para negociar significado, el uso del español, como una de ellas, disminuyó.application/pdfspaUniversidad de La SabanaMaestría en Didáctica del Inglés para el Aprendizaje AutodirigidoDepartamento de Lenguas y Culturas Extranjeras.Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2Universidad de La SabanaIntellectum Repositorio Universidad de La SabanaImplementing sociocultural interactive strategies to foster negotiation of meaning in oral tasksmasterThesisTesis de maestríapublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_bdccORIGINALJulie Milena Hernández Riaño (Tesis).pdfJulie Milena Hernández Riaño (Tesis).pdfVer documento en PDFapplication/pdf1556919https://intellectum.unisabana.edu.co/bitstream/10818/30024/1/Julie%20Milena%20Hern%c3%a1ndez%20Ria%c3%b1o%20%28Tesis%29.pdfc6e8e1d0845641117690816ccf68d070MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-81223https://intellectum.unisabana.edu.co/bitstream/10818/30024/2/license_rdf7c9ab7f006165862d8ce9ac5eac01552MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8498https://intellectum.unisabana.edu.co/bitstream/10818/30024/3/license.txtf52a2cfd4df262e08e9b300d62c85cabMD53Julie Milena Hernández Riaño (Carta).pdfJulie Milena Hernández Riaño (Carta).pdfapplication/pdf633913https://intellectum.unisabana.edu.co/bitstream/10818/30024/4/Julie%20Milena%20Hern%c3%a1ndez%20Ria%c3%b1o%20%28Carta%29.pdfc86d330feec01f97bb332ea00f8e1666MD54TEXTJulie Milena Hernández Riaño (Tesis).pdf.txtJulie Milena Hernández Riaño (Tesis).pdf.txtExtracted Texttext/plain182965https://intellectum.unisabana.edu.co/bitstream/10818/30024/5/Julie%20Milena%20Hern%c3%a1ndez%20Ria%c3%b1o%20%28Tesis%29.pdf.txte46d97769f844665315e0077d0a038c9MD5510818/30024oai:intellectum.unisabana.edu.co:10818/300242019-09-13 15:48:08.775Intellectum Universidad de la Sabanacontactointellectum@unisabana.edu.coPGEgcmVsPSJsaWNlbnNlIiBocmVmPSJodHRwOi8vY3JlYXRpdmVjb21tb25zLm9yZy9saWNlbnNlcy9ieS1uYy1uZC8zLjAvIj48aW1nIGFsdD0iTGljZW5jaWEgQ3JlYXRpdmUgQ29tbW9ucyIgc3R5bGU9ImJvcmRlci13aWR0aDowIiBzcmM9Imh0dHA6Ly9pLmNyZWF0aXZlY29tbW9ucy5vcmcvbC9ieS1uYy1uZC8zLjAvODh4MzEucG5nIiAvPjwvYT48YnIgLz5Fc3RlIDxzcGFuIHhtbG5zOmRjdD0iaHR0cDovL3B1cmwub3JnL2RjL3Rlcm1zLyIgaHJlZj0iaHR0cDovL3B1cmwub3JnL2RjL2RjbWl0eXBlL1RleHQiIHJlbD0iZGN0OnR5cGUiPm9icmE8L3NwYW4+IGVzdMOhIGJham8gdW5hIDxhIHJlbD0ibGljZW5zZSIgaHJlZj0iaHR0cDovL2NyZWF0aXZlY29tbW9ucy5vcmcvbGljZW5zZXMvYnktbmMtbmQvMy4wLyI+bGljZW5jaWEgQ3JlYXRpdmUgQ29tbW9ucyBSZWNvbm9jaW1pZW50by1Ob0NvbWVyY2lhbC1TaW5PYnJhRGVyaXZhZGEgMy4wIFVucG9ydGVkPC9hPi4K

Implementing sociocultural interactive strategies to foster negotiation of meaning in oral tasks

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