Clown theatrical games : fostering oral interaction skills through cooperative learning.
La presente propuesta de investigación tiene un paradigma cualitativo que apunta a fomentar habilidades orales y de interacción a través de Juegos Teatrales Clown como una estrategia pedagógica en estudiantes de quinto grado en el colegio Prado Veraniego. Mediante la implementación de algunos instru...
- Autores:
-
Yaya Caro, Paula Nathalia
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2020
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- eng
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/12668
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/12668
- Palabra clave:
- Habilidades orales y de interacción
Juegos Teatrales Clown
Aprendizaje cooperativo
Oral interaction skills
Clown theatrical games
Cooperative learning
- Rights
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Clown theatrical games : fostering oral interaction skills through cooperative learning. |
| title |
Clown theatrical games : fostering oral interaction skills through cooperative learning. |
| spellingShingle |
Clown theatrical games : fostering oral interaction skills through cooperative learning. Habilidades orales y de interacción Juegos Teatrales Clown Aprendizaje cooperativo Oral interaction skills Clown theatrical games Cooperative learning |
| title_short |
Clown theatrical games : fostering oral interaction skills through cooperative learning. |
| title_full |
Clown theatrical games : fostering oral interaction skills through cooperative learning. |
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Clown theatrical games : fostering oral interaction skills through cooperative learning. |
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Clown theatrical games : fostering oral interaction skills through cooperative learning. |
| title_sort |
Clown theatrical games : fostering oral interaction skills through cooperative learning. |
| dc.creator.fl_str_mv |
Yaya Caro, Paula Nathalia |
| dc.contributor.advisor.spa.fl_str_mv |
Montaño Moreno, Johanna |
| dc.contributor.author.spa.fl_str_mv |
Yaya Caro, Paula Nathalia |
| dc.subject.spa.fl_str_mv |
Habilidades orales y de interacción Juegos Teatrales Clown Aprendizaje cooperativo |
| topic |
Habilidades orales y de interacción Juegos Teatrales Clown Aprendizaje cooperativo Oral interaction skills Clown theatrical games Cooperative learning |
| dc.subject.keywords.eng.fl_str_mv |
Oral interaction skills Clown theatrical games Cooperative learning |
| description |
La presente propuesta de investigación tiene un paradigma cualitativo que apunta a fomentar habilidades orales y de interacción a través de Juegos Teatrales Clown como una estrategia pedagógica en estudiantes de quinto grado en el colegio Prado Veraniego. Mediante la implementación de algunos instrumentos de recolección de datos, se encontró que los estudiantes no hacen actividades orales en la clase de inglés. Como consecuencia, ellos no interactúan en inglés en ningún momento. Sin embargo, este grupo era muy extrovertido. Los estudiantes tenían una buena actitud frente a lo que la profesora proponía, lo que fue un hecho importante a considerar en esta propuesta. Al final de esta propuesta, se espera que los estudiantes fomenten principalmente su desempeño oral y de interacción dentro de un ambiente de aprendizaje cooperativo. Sin embargo, es importante mencionar que debido a la situación actual de pandemia por la que estamos atravesando mundialmente, no fue posible implementar el estudio obteniendo como resultado una propuesta de innovación pedagógica en vez de un proyecto de investigación. |
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2020 |
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2020-12-18T02:32:04Z |
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2020-12-18T02:32:04Z |
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2020 |
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Tesis/Trabajo de grado - Monografía – Pregrado |
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Aliyu, M. M. (2017). Developing Oral Communication Skills through Collaborative Learning: Implications for Nigerian Teachers. International Journal of English Literature and Social Sciences, 2(5), 127-130. doi:10.24001/ijels.2.5.15 Amy, T. B. (1985). Analyzing Input and Interaction in Second Language Classrooms. RELC Journal, 16(1), 8-30. doi:10.1177/003368828501600102 Bygate, M. (1999). Speaking. Oxford University Press. Bernard, H. R. (2006). Field notes: How to take them, code them, manage them. In Research Methods in Anthropology (4th ed., pp. 387-412). Retrieved from http://courses.washington.edu/thesis/chapter_14.pdf Brown, H. D. (2000). Chapter 9: Communicative Competence. In Principles of Language Learning and Teaching (4th ed., pp. 245-265). San Francisco. Burns, A. (2010). Doing Action Research in English Language Teaching. Retrieved from https://www.academia.edu/5011394/Doing_Action_Research_in_English_Language_Tea ching Cámara de comercio (2006). CDR – Biblioteca Digital CCB- Perfil económico y empresarial, localidad de Suba, Bogotá. Retrieved from https://bibliotecadigital.ccb.org.co/bitstream/handle/11520/2880/6223_perfil_economico _usaquen.pdf?sequence=1&isAllowed=y. Cambridge University Press (2013). Introductory Guide to the Common European Framework of Reference (CEFR) for English Language Teachers. Retrieved from https://www.englishprofile.org/images/pdf/GuideToCEFR.pdf. Canals, L. (2017). Instruments for gathering data. In Qualitative approaches to research on plurilingual education (English) (p. 396). Retrieved from https://files.eric.ed.gov/fulltext/ED573582.pdf Case, D., & Wilson, K. (1984). FURTHER OFF-STAGE. London: Heinemann Educational Books Ltd. Castiblanco, L. F., & Cuervo, A. M. (2016). It is time to act: creative drama in the developing of the communicative competence and integrated skills. https://repository.javeriana.edu.co/handle/10554/21949 Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE publications Cruz, K. (2006). Communicative activities to promote communication (Master's thesis, Universidad Pedagógica Nacional, Bogota, Colombia). Retrieved from http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/3227/TE19097.pdf?sequence=1&isAllowed=y Cubides, S. M. (2016). Habilidades psicomotrices en la discapacidad cognitiva, una propuesta didáctica desde el clown teatral. http://repository.pedagogica.edu.co/handle/20.500.12209/1301 Ellis,R. & Barkhuizen, G. (2005), Analyzing Learner Language, Oxford: Oxford University Press. Freeman, D., & Anderson, M. (2011). Techniques and principles in language (3rd ed.). Retrieved https://acasearch.files.wordpress.com/2015/03/techniques-in-language-teaching.pdf Friðriksdóttir, S. E. (2012). Clowning and improvisation in the ESL classroom: Observations and suggestions. Retrieved https://skemman.is/handle/1946/13419?locale=en González, R., Rodríguez, F., (2017). CREACIÓN DE PERSONAJE EN LA TÉCNICA CLOWN DE LA PUESTA EN ESCENA “LOS MEROLICOS” (Master's thesis, UNIVERSIDAD AUTÓNOMA DEL ESTADO DE MÉXICO, TOLUCA, MÉXICO). Retrieved from http://ri.uaemex.mx/bitstream/handle/20.500.11799/67124/Los%20Merolicos%20PDFsplit-merge.pdf?sequence=3&isAllowed=y Hedge, T. (2000). Teaching and learning in the language classroom: A guide to current ideas about the theory and practice of English language teaching. OUP Oxford. Harmer, J. (2001.). The practice of English language teaching (3rd ed.). Longman. Jara, J. (2000). El clown, un navegante de emociones (1st ed.). Sevilla, España: PROEXDRA. Jara, J. (2014). El clown, un navegante de las emociones (2st ed.). Retrieved from https://edicionesmagina.com/appl/botiga/client/img/10142.pdf Kabir, Syed Muhammad. (2016). METHODS OF DATA COLLECTION Kielmann, K., Cataldo, F., & Seeley, J. (2012). Introduction to Qualitative Research Methodology: A training manual. Retrieved from https://www.rbfhealth.org/sites/rbf/files/Introduction%20to%20Qualitative%20Research %20Methodology%20-%20A%20Training%20Manual.pdf Knutson, S. (2003). Experiential learning in second-language classrooms. TESL Canada Journal, 52-64. Macpherson, A. (2007). Cooperative learning group activities for college courses: A guide for instructors. MEN (2015). Estándares Básicos de Competencias en Lenguas Extranjeras: inglés. Colombia. Retrieved from http://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/Anexo%2017%20Est%C3%A1ndares%20B%C3%A1sicos%20de%20Competencias.pdf Mertler, C. (2009). Overview of the Action Research Process. In Action Research: teachers as researchers in the classroom (2nd ed., pp. 29-41). Retrieved from https://www.corwin.com/sites/default/files/upm-binaries/23146_Chapter_2.pdf Moreira, C. (2016). Técnicas de Clown; una propuesta emancipadora. Retrieved from https://clownplanet.com/tecnicas-de-clown-una-propuesta-emancipadorade-cristinamoreira/ Muñoz, T. A. (2003). Pim, Pam, clown: La guerra de los payasos. Nicoll, A. (1977). El mundo del Arlequín estudio crítico de la commedia dell' arte (1st ed.). Barcelona: Barral Editores. Noble, H., & Mitchell, G. (2016). What is grounded theory? Evidence Based Nursing, 19(2), 34- 35. https://doi.org/10.1136/eb-2016-102306 Odriozola Ondarzabal, M. M. (2015). El teatro como herramienta para el aprendizaje del inglés: una propuesta de intervención (Bachelor's thesis, Universidad Internacional de la Rioja). Retrieved from ProQuest Dissertations and Theses database. Orb, A., Eisenhauer, L., & Wynaden, D. (2000). Ethics in qualitative research. Journal of nursing scholarship, 93-96. Retrieved from http://www.columbia.edu/~mvp19/RMC/M5/QualEthics.pdf Ospina, S. (2004). Qualitative Research. Encyclopedia of leardership. Retrieved from https://ualr.edu/interdisciplinary/files/2010/03/Qualitative_Research.pdf Philip, J., Oliver, R., & Mackey, A. (Eds.). (2008). Second language acquisition and the younger learner: Child's play? (Vol. 23). John Benjamins Publishing. Phillips, D. K., & Carr, K. (2014). Becoming a teacher through action research: Process, context, and self-study. Routledge. Prado, V. (2019). Manual de convivencia 2019-2020, hombre y mujeres de honor. Bogotá. UPN Repository. Richards, J. C., & Rodgers, T. S. (1986). Approaches and Methods in Language Teaching a Description and Analysis. Retrieved from https://www.novaconcursos.com.br/blog/pdf/richardsjack-c.-&-rodgers.pdf Strauss, A., & Corbin, J. (1994). Grounded theory methodology: An overview. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (p. 273–285). Sage Publications, Inc. Stephanou, A. (2009). Experiential language learning: second language learning as cooperative learner education. Cambridge University Press. Suárez (2012). El aprendizaje de una lengua extranjera (inglés) a través del teatro Estudio de caso en el campo del teatro bilingüe: Grupo The E Theater de la Universidad Nacional de Colombia (Bachelor's thesis, Universidad Pedagógica Nacional, Bogotá, Colombia). Retrieved from http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/1215/TE11045.pdf?sequence=1&isAllowed Shin-Mei Kao , Gary Carkin & Liang-Fong Hsu (2011) Questioning techniques for promoting language learning with students of limited L2 oral proficiency in a drama-oriented language classroom, Research in Drama Education: The Journal of Applied Theatre and Performance, 16:4, 489-515, DOI: 10.1080/13569783.2011.616399 To link to this article: https://doi.org/10.1080/13569783.2011.616399 Thornbury, S. (2005). How to teach speaking. Pearson Longman. New York Tudor, I. (2001). Visions of Learning. In The dynamics of language classroom (pp. 77-103). Retrieved from http://virtualpostgrados.unisabana.edu.co/pluginfile.php/434933/mod_resource/content/2/ Visions%20of%20Learning.%20Tudor%2C%20Ian.%20%282001%29.%20The%20dyna mics%20of%20the%20language%20classroom..pdf Tudor, I. (2001). Visions of language. In The dynamics of the language classroom (pp. 57, 62). Retrieved from http://virtualpostgrados.unisabana.edu.co/pluginfile.php/434932/mod_resource/content/1/ Visions%20of%20Language.%20Tudor%2C%20Ian.%20%282001%29.%20The%20dyn amics%20of%20the%20language%20classroom..pdf Vygotsky LS. 1978. Mind in society. Cambridge: Harvard University Press. Walder, A. M. The Concept of Pedagogical Innovation in Higher Education. Education Journal. Vol. 3, No. 3, 2014, pp. 195-202. doi: 10.11648/j.edu.20140303.22 Young, M., Rapp, E., & Murphy, J. (2010). Action research: enhancing classroom practice and fulfilling educational responsibilities. Journal of Instructional Pedagogies . Retrieved from https://www.aabri.com/manuscripts/09377.pdf |
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Montaño Moreno, JohannaYaya Caro, Paula Nathalia2020-12-18T02:32:04Z2020-12-18T02:32:04Z2020http://hdl.handle.net/20.500.12209/12668instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/La presente propuesta de investigación tiene un paradigma cualitativo que apunta a fomentar habilidades orales y de interacción a través de Juegos Teatrales Clown como una estrategia pedagógica en estudiantes de quinto grado en el colegio Prado Veraniego. Mediante la implementación de algunos instrumentos de recolección de datos, se encontró que los estudiantes no hacen actividades orales en la clase de inglés. Como consecuencia, ellos no interactúan en inglés en ningún momento. Sin embargo, este grupo era muy extrovertido. Los estudiantes tenían una buena actitud frente a lo que la profesora proponía, lo que fue un hecho importante a considerar en esta propuesta. Al final de esta propuesta, se espera que los estudiantes fomenten principalmente su desempeño oral y de interacción dentro de un ambiente de aprendizaje cooperativo. Sin embargo, es importante mencionar que debido a la situación actual de pandemia por la que estamos atravesando mundialmente, no fue posible implementar el estudio obteniendo como resultado una propuesta de innovación pedagógica en vez de un proyecto de investigación.Submitted by Paula Yaya (del_pnyayac001@pedagogica.edu.co) on 2020-12-10T17:26:29Z No. of bitstreams: 2 CLOWN THEATRICAL GAMES.pdf: 2794871 bytes, checksum: bbe3f98de250d81b0d8eea0e45bd6721 (MD5) LICENCIA.USO.pdf: 998678 bytes, checksum: 695d5c7cd937ffeca5e359f09911744f (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2020-12-12T00:44:25Z (GMT) No. of bitstreams: 2 CLOWN THEATRICAL GAMES.pdf: 2794871 bytes, checksum: bbe3f98de250d81b0d8eea0e45bd6721 (MD5) LICENCIA.USO.pdf: 998678 bytes, checksum: 695d5c7cd937ffeca5e359f09911744f (MD5)Approved for entry into archive by Maria Emilia ROJAS PINZÓN (merojas@pedagogica.edu.co) on 2020-12-18T02:32:04Z (GMT) No. of bitstreams: 2 CLOWN THEATRICAL GAMES.pdf: 2794871 bytes, checksum: bbe3f98de250d81b0d8eea0e45bd6721 (MD5) LICENCIA.USO.pdf: 998678 bytes, checksum: 695d5c7cd937ffeca5e359f09911744f (MD5)Made available in DSpace on 2020-12-18T02:32:04Z (GMT). No. of bitstreams: 2 CLOWN THEATRICAL GAMES.pdf: 2794871 bytes, checksum: bbe3f98de250d81b0d8eea0e45bd6721 (MD5) LICENCIA.USO.pdf: 998678 bytes, checksum: 695d5c7cd937ffeca5e359f09911744f (MD5) Previous issue date: 2020Universida Pedagogica NacionalLicenciado en Español e InglésTesis de pregradoThe present proposal follows a qualitative paradigm and aims at fostering Oral Interaction Skills through the use of Clown Theatrical Games as a didactic and pedagogical strategy in fifth graders at the Prado Veraniego School. Through the implementation of data collection instruments, it was found that the students from 503 did not practice oral activities in English classes. As a consequence, they did not interact in English at any time. However, this group was very outgoing and the students had a great attitude towards the activities that the teacher proposed, a factor which impacted the progression of the study positively. Furthermore this proposal claims to give the participants a motivating and interesting environment using reallife situations with some humor to promote their communicative competence; especially interaction. Finally, it is expected that students mainly improve their Oral Interaction performance together within a cooperative framework. However, it is important to mention that because of the current global pandemic that we are living, it was not possible to implement the study resulting in the creation of a pedagogical innovation proposal instead of a research project.PDFapplication/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/Acceso abiertoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://purl.org/coar/access_right/c_abf2reponame:Repositorio Institucional de la Universidad Pedagógica Nacionalinstname:Universidad Pedagógica NacionalHabilidades orales y de interacciónJuegos Teatrales ClownAprendizaje cooperativoOral interaction skillsClown theatrical gamesCooperative learningClown theatrical games : fostering oral interaction skills through cooperative learning.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAliyu, M. M. (2017). Developing Oral Communication Skills through Collaborative Learning: Implications for Nigerian Teachers. International Journal of English Literature and Social Sciences, 2(5), 127-130. doi:10.24001/ijels.2.5.15Amy, T. B. (1985). Analyzing Input and Interaction in Second Language Classrooms. RELC Journal, 16(1), 8-30. doi:10.1177/003368828501600102Bygate, M. (1999). Speaking. Oxford University Press.Bernard, H. R. (2006). Field notes: How to take them, code them, manage them. In Research Methods in Anthropology (4th ed., pp. 387-412). Retrieved from http://courses.washington.edu/thesis/chapter_14.pdfBrown, H. D. (2000). Chapter 9: Communicative Competence. In Principles of Language Learning and Teaching (4th ed., pp. 245-265). San Francisco.Burns, A. (2010). Doing Action Research in English Language Teaching. Retrieved from https://www.academia.edu/5011394/Doing_Action_Research_in_English_Language_Tea chingCámara de comercio (2006). CDR – Biblioteca Digital CCB- Perfil económico y empresarial, localidad de Suba, Bogotá. Retrieved from https://bibliotecadigital.ccb.org.co/bitstream/handle/11520/2880/6223_perfil_economico _usaquen.pdf?sequence=1&isAllowed=y.Cambridge University Press (2013). Introductory Guide to the Common European Framework of Reference (CEFR) for English Language Teachers. Retrieved from https://www.englishprofile.org/images/pdf/GuideToCEFR.pdf.Canals, L. (2017). Instruments for gathering data. In Qualitative approaches to research on plurilingual education (English) (p. 396). Retrieved from https://files.eric.ed.gov/fulltext/ED573582.pdfCase, D., & Wilson, K. (1984). FURTHER OFF-STAGE. London: Heinemann Educational Books Ltd.Castiblanco, L. F., & Cuervo, A. M. (2016). It is time to act: creative drama in the developing of the communicative competence and integrated skills. https://repository.javeriana.edu.co/handle/10554/21949Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE publicationsCruz, K. (2006). Communicative activities to promote communication (Master's thesis, Universidad Pedagógica Nacional, Bogota, Colombia). Retrieved from http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/3227/TE19097.pdf?sequence=1&isAllowed=yCubides, S. M. (2016). Habilidades psicomotrices en la discapacidad cognitiva, una propuesta didáctica desde el clown teatral. http://repository.pedagogica.edu.co/handle/20.500.12209/1301Ellis,R. & Barkhuizen, G. (2005), Analyzing Learner Language, Oxford: Oxford University Press.Freeman, D., & Anderson, M. (2011). Techniques and principles in language (3rd ed.). Retrieved https://acasearch.files.wordpress.com/2015/03/techniques-in-language-teaching.pdfFriðriksdóttir, S. E. (2012). Clowning and improvisation in the ESL classroom: Observations and suggestions. Retrieved https://skemman.is/handle/1946/13419?locale=enGonzález, R., Rodríguez, F., (2017). CREACIÓN DE PERSONAJE EN LA TÉCNICA CLOWN DE LA PUESTA EN ESCENA “LOS MEROLICOS” (Master's thesis, UNIVERSIDAD AUTÓNOMA DEL ESTADO DE MÉXICO, TOLUCA, MÉXICO). Retrieved from http://ri.uaemex.mx/bitstream/handle/20.500.11799/67124/Los%20Merolicos%20PDFsplit-merge.pdf?sequence=3&isAllowed=yHedge, T. (2000). Teaching and learning in the language classroom: A guide to current ideas about the theory and practice of English language teaching. OUP Oxford.Harmer, J. (2001.). The practice of English language teaching (3rd ed.). Longman.Jara, J. (2000). El clown, un navegante de emociones (1st ed.). Sevilla, España: PROEXDRA.Jara, J. (2014). El clown, un navegante de las emociones (2st ed.). Retrieved from https://edicionesmagina.com/appl/botiga/client/img/10142.pdfKabir, Syed Muhammad. (2016). METHODS OF DATA COLLECTIONKielmann, K., Cataldo, F., & Seeley, J. (2012). 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