Oral production Enhancement through the use of Colombian legends.
Trabajo de grado realizado para identificar, analizar y describir el mejoramiento de la producción oral en inglés a través de la utilización de leyendas Colombianas con estudiantes entre 13 y 16 años en el Colegio Rafael Bernal Jiménez en Bogotá. Este proyecto se llevó a cabo a través de una investi...
- Autores:
-
Avila Bohórquez, Mayra Alejandra
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2018
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- spa
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/11203
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/11203
- Palabra clave:
- Oral production
Colombian legends
Literacy as a situated practice
- Rights
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Oral production Enhancement through the use of Colombian legends. |
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Oral production Enhancement through the use of Colombian legends. |
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Oral production Enhancement through the use of Colombian legends. Oral production Colombian legends Literacy as a situated practice |
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Oral production Enhancement through the use of Colombian legends. |
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Oral production Enhancement through the use of Colombian legends. |
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Oral production Enhancement through the use of Colombian legends. |
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Oral production Enhancement through the use of Colombian legends. |
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Oral production Enhancement through the use of Colombian legends. |
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Avila Bohórquez, Mayra Alejandra |
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Martínez Cifuentes, Diana |
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Avila Bohórquez, Mayra Alejandra |
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Oral production Colombian legends Literacy as a situated practice |
| topic |
Oral production Colombian legends Literacy as a situated practice |
| description |
Trabajo de grado realizado para identificar, analizar y describir el mejoramiento de la producción oral en inglés a través de la utilización de leyendas Colombianas con estudiantes entre 13 y 16 años en el Colegio Rafael Bernal Jiménez en Bogotá. Este proyecto se llevó a cabo a través de una investigación acción de tipo cualitativo en la cual por medio de los distintos medios de recolección de datos se logró obtener información de los avances positivos de sus producciones orales, además de esto su disposición y fluidez en la lengua extranjera presentaron un mejoramiento significativo. Gracias al Input dado por medio de las leyendas colombianas los estudiantes demostraron que hacer uso de textos dirigidos a contextos reales les facilita en gran medida expresar sus ideas, compartir pensamientos y experiencias. |
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Ahmed, S. (2017). Authentic ELT Material in the language classroom and Overview.Volume 4. Burns, A., & Joyce, H. (1997). Focus on speaking. Sydney. National Center for English Language. Teaching and Research. Cohen, A. (1996). Developing the ability to perform speech acts: Studies in Second Language Acquisition. Cunningworth, A. (1984). Evaluating and selecting EFL materials. London: Heineman Ellis, R. (2014). Principles of instructed second language learning. In M. Celce- Murcia, D. Brinton and M. Snow (eds.), teaching English as a second or foreign language (4th ed.) (pp. 31–45). Boston, MA: Cengage Learning. Fillmore, C. J. (1979). On fluency. In C. J. Fillmore, D. Kempler, & W. S. Y. Wang (Eds.),Individual differences in language ability and language behavior (pp. 85- 102). New York: Academic Press. Freeman, D. Doing teacher research: from inquiry to understanding. 1998 Fraser, H 2001. Teaching pronunciation: A handbook for teachers and trainers. Canberra: Department of Education Training and Youth Affairs. Frye, N (1964).The educated imagination. Indiana, Indiana University Press. Linguistic input in formal second language learning: The issue of syntactic gra'dationand read ability in ESL materials. TESOL Quarterly. Garcia, E. Gil, J. y Rodriguez, G. (1994). Análisis de datos cualitativos en la investigación sobre la diferenciación educativa , Revista de Investigación Educativa, Volumen (1), pp. 183-195. Gutierrez, D. (2005). Developing oral skills through communicative and interactive tasks Huberman, A.M. (1994). Qualitative Data Analysis, 2nd Ed., p.10-12 Newbury Park, CA: Sage. Hall, J.K., Walsh, M., 2002. “Teacher-student interaction and language learning”. Annual Review of Applied Linguistics, 22, 186–203. Halliday, M.A.K. (1975). Learning how to mean: Explorations in the development of language. London: Edward Arnold. (New York: Elsevier, 1977). Hilgard, .R., Atkinson, R.C. and Atkinson, R.L. (1979). Introduction to psychology (7th ed.). New York: Harcour. Harmer, J. (1994). How to teach English: An introduction to the practice of English language teaching. Harlow: Longman. John B . Carroll .(1968). Development of Native Language skins beyond the early years. Gillard J. (2009) Minister for Education Teaching and Learning Languages: A Guide was funded by the Australian Government Department of Education, Employment and Workplace Relations. Krashen, S., & Terrell, T. (1983). The Natural Approach: Language Acquisition in the Classroom. New York: Press. Malinowski, Bronislaw, 1923. The Problem of Meaning in Primitive Languages. Supplement I in C.K. Ogden and I.A. Ministerio de educación nacional.(2006). Estándares Básicos de competencias en lenguas Extranjeras: Ingles. Colombia: Imprenta Nacional. Mercer, N. & Dawes, L. (2008). The value of exploratory talk. In Mercer, N. & Hodgkinson, S. (Eds.). Exploring talk in schools. Los Angeles, London, New Delhi: SAGE, 55-72. Morley, J 1994. Pronunciation pedagogy and theory: New views, new directions.Alexandria, VA: TESOL. Nunan, D. (1991). Language Teaching Methodology, New Jersey: Prentice Hall International. Povey, J. 1972.Literature in TESL programs: The language and the culture. Teaching English as a second language. New York. Richards, J. C., Platt, J., & Weber, H. (1985). Longman dictionary of applied linguistics. London: Longman. Rodríguez , G.; GIL, J. y GARCÍA, E. (1996). Métodos de investí- gación cualitativa, Málaga, Aljibe. Straus, A. Corbin, J. (1990). Basics of Qualitative Research. Grounded Theory Procedures and Techniques, Newbury Park, Sage. Van, T. (2009). The relevance of literary analysis to teaching literature in the EFL Classroom. English Teaching Forum 2-9 (3). |
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Martínez Cifuentes, DianaAvila Bohórquez, Mayra Alejandra2019-12-12T23:22:19Z2019-12-12T23:22:19Z2018TE-22607http://hdl.handle.net/20.500.12209/11203instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Trabajo de grado realizado para identificar, analizar y describir el mejoramiento de la producción oral en inglés a través de la utilización de leyendas Colombianas con estudiantes entre 13 y 16 años en el Colegio Rafael Bernal Jiménez en Bogotá. Este proyecto se llevó a cabo a través de una investigación acción de tipo cualitativo en la cual por medio de los distintos medios de recolección de datos se logró obtener información de los avances positivos de sus producciones orales, además de esto su disposición y fluidez en la lengua extranjera presentaron un mejoramiento significativo. Gracias al Input dado por medio de las leyendas colombianas los estudiantes demostraron que hacer uso de textos dirigidos a contextos reales les facilita en gran medida expresar sus ideas, compartir pensamientos y experiencias.Submitted by Sonia Lorena Gil Rios (slgilr@upn.edu.co) on 2019-12-03T15:56:00Z No. of bitstreams: 1 TE-22607.pdf: 2779291 bytes, checksum: c49afc72e1be1c0f156790fa0c51aa09 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2019-12-12T23:22:19Z (GMT) No. of bitstreams: 1 TE-22607.pdf: 2779291 bytes, checksum: c49afc72e1be1c0f156790fa0c51aa09 (MD5)Made available in DSpace on 2019-12-12T23:22:19Z (GMT). No. of bitstreams: 1 TE-22607.pdf: 2779291 bytes, checksum: c49afc72e1be1c0f156790fa0c51aa09 (MD5)Licenciado en Español y Lenguas ExtranjerasTesis de pregradoThe purpose of this research is to evidence the oral production enhancement through the use of Colombian legends whiting a Framework of literacy as a situated practice. This Project describes an action research experience carried out at Rafael Bernal Jimenez School that was developed with 40 students of ninth grade, which ages range in between 13 and 16 years old. This study intended to show how students can improve their oral production focusing on the advantages of using Colombian Legends as an interesting and meaningful input that let them to relate the information given to their own life experiences. During the pedagogical intervention data was collected from the students’ opinions and class work as well as from the researchers’ observations field notes, voice recordings and surveys. Student’s progress is analyzed in order to arrive at the conclusion of the effectiveness of Colombian Legends.PDFapplication/pdfspaUniversidad Pedagógica NacionalLicenciatura en Español y Lenguas ExtranjerasFacultad 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 NacionalOral productionColombian legendsLiteracy as a situated practiceOral production Enhancement through the use of Colombian legends.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAhmed, S. (2017). Authentic ELT Material in the language classroom and Overview.Volume 4.Burns, A., & Joyce, H. (1997). Focus on speaking. Sydney. National Center for English Language. Teaching and Research.Cohen, A. (1996). Developing the ability to perform speech acts: Studies in Second Language Acquisition.Cunningworth, A. (1984). Evaluating and selecting EFL materials. London: Heineman Ellis, R. (2014). Principles of instructed second language learning. In M.Celce- Murcia, D. Brinton and M. Snow (eds.), teaching English as a second or foreign language (4th ed.) (pp. 31–45). Boston, MA: Cengage Learning.Fillmore, C. J. (1979). On fluency. In C. J. Fillmore, D. Kempler, & W. S. Y. Wang (Eds.),Individual differences in language ability and language behavior (pp. 85- 102). New York: Academic Press.Freeman, D. Doing teacher research: from inquiry to understanding. 1998Fraser, H 2001. Teaching pronunciation: A handbook for teachers and trainers. Canberra: Department of Education Training and Youth Affairs.Frye, N (1964).The educated imagination. Indiana, Indiana University Press. Linguistic input in formal second language learning: The issue of syntactic gra'dationand read ability in ESL materials. TESOL Quarterly.Garcia, E. Gil, J. y Rodriguez, G. (1994). Análisis de datos cualitativos en la investigación sobre la diferenciación educativa , Revista de Investigación Educativa, Volumen (1), pp. 183-195.Gutierrez, D. (2005). Developing oral skills through communicative and interactive tasksHuberman, A.M. (1994). Qualitative Data Analysis, 2nd Ed., p.10-12 Newbury Park, CA: Sage.Hall, J.K., Walsh, M., 2002. “Teacher-student interaction and language learning”. Annual Review of Applied Linguistics, 22, 186–203.Halliday, M.A.K. (1975). Learning how to mean: Explorations in the development of language. London: Edward Arnold. (New York: Elsevier, 1977).Hilgard, .R., Atkinson, R.C. and Atkinson, R.L. (1979). Introduction to psychology (7th ed.). New York: Harcour.Harmer, J. (1994). How to teach English: An introduction to the practice of English language teaching. Harlow: Longman.John B . Carroll .(1968). Development of Native Language skins beyond the early years.Gillard J. (2009) Minister for Education Teaching and Learning Languages: A Guide was funded by the Australian Government Department of Education, Employment and Workplace Relations.Krashen, S., & Terrell, T. (1983). The Natural Approach: Language Acquisition in the Classroom. New York: Press.Malinowski, Bronislaw, 1923. The Problem of Meaning in Primitive Languages. Supplement I in C.K. Ogden and I.A.Ministerio de educación nacional.(2006). Estándares Básicos de competencias en lenguas Extranjeras: Ingles. Colombia: Imprenta Nacional.Mercer, N. & Dawes, L. (2008). The value of exploratory talk. In Mercer, N. & Hodgkinson, S. (Eds.). Exploring talk in schools. Los Angeles, London, New Delhi: SAGE, 55-72.Morley, J 1994. Pronunciation pedagogy and theory: New views, new directions.Alexandria, VA: TESOL.Nunan, D. (1991). Language Teaching Methodology, New Jersey: Prentice Hall International.Povey, J. 1972.Literature in TESL programs: The language and the culture. Teaching English as a second language. New York.Richards, J. C., Platt, J., & Weber, H. (1985). Longman dictionary of applied linguistics. London: Longman.Rodríguez , G.; GIL, J. y GARCÍA, E. (1996). Métodos de investí- gación cualitativa, Málaga, Aljibe.Straus, A. Corbin, J. (1990). Basics of Qualitative Research. Grounded Theory Procedures and Techniques, Newbury Park, Sage.Van, T. (2009). The relevance of literary analysis to teaching literature in the EFL Classroom. 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