Prosody instruction : soft skills and effective communication development through drama techniques.

Due to the rapid globalization, the increase in the use of technology, and the role the English language has taken in this process of connectivity by becoming a lingua franca, more stress is laid on interpersonal and intrapersonal skills for an individual to participate in the globalized world and t...

Full description

Autores:
Uñate Cuevas, Natalia
Vega Romero, Andrés Felipe
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2021
Institución:
Universidad Pedagógica Nacional
Repositorio:
Repositorio Institucional UPN
Idioma:
eng
OAI Identifier:
oai:repository.pedagogica.edu.co:20.500.12209/16653
Acceso en línea:
http://hdl.handle.net/20.500.12209/16653
Palabra clave:
Comunicación efectiva
Habilidades blandas
Habilidades intrapersonales
Habilidades interpersonales
Prosodia
Prosody
Soft skills
Effective communication
Interpersonal skills
Intrapersonal skills
Rights
openAccess
License
https://creativecommons.org/licenses/by-nc-nd/4.0/
id RPEDAGO2_4b21ccdf2f26753b8444d33e669949b7
oai_identifier_str oai:repository.pedagogica.edu.co:20.500.12209/16653
network_acronym_str RPEDAGO2
network_name_str Repositorio Institucional UPN
repository_id_str
dc.title.spa.fl_str_mv Prosody instruction : soft skills and effective communication development through drama techniques.
title Prosody instruction : soft skills and effective communication development through drama techniques.
spellingShingle Prosody instruction : soft skills and effective communication development through drama techniques.
Comunicación efectiva
Habilidades blandas
Habilidades intrapersonales
Habilidades interpersonales
Prosodia
Prosody
Soft skills
Effective communication
Interpersonal skills
Intrapersonal skills
title_short Prosody instruction : soft skills and effective communication development through drama techniques.
title_full Prosody instruction : soft skills and effective communication development through drama techniques.
title_fullStr Prosody instruction : soft skills and effective communication development through drama techniques.
title_full_unstemmed Prosody instruction : soft skills and effective communication development through drama techniques.
title_sort Prosody instruction : soft skills and effective communication development through drama techniques.
dc.creator.fl_str_mv Uñate Cuevas, Natalia
Vega Romero, Andrés Felipe
dc.contributor.advisor.none.fl_str_mv Montaño Moreno, Johanna
dc.contributor.author.none.fl_str_mv Uñate Cuevas, Natalia
Vega Romero, Andrés Felipe
dc.subject.spa.fl_str_mv Comunicación efectiva
Habilidades blandas
Habilidades intrapersonales
Habilidades interpersonales
Prosodia
topic Comunicación efectiva
Habilidades blandas
Habilidades intrapersonales
Habilidades interpersonales
Prosodia
Prosody
Soft skills
Effective communication
Interpersonal skills
Intrapersonal skills
dc.subject.keywords.spa.fl_str_mv Prosody
Soft skills
Effective communication
Interpersonal skills
Intrapersonal skills
description Due to the rapid globalization, the increase in the use of technology, and the role the English language has taken in this process of connectivity by becoming a lingua franca, more stress is laid on interpersonal and intrapersonal skills for an individual to participate in the globalized world and to communicate effectively. Consequently, soft skills have become a paramount quality that students, teachers, and other professionals need to possess to communicate with people. Nevertheless, university curriculums and EFL programs focus primarily on technical and linguistic knowledge learning such as grammar, speaking, listening, vocabulary learning, and pronunciation; overlooking suprasegmental aspects of language that will enhance effective communication and soft skills for either students or teachers. Therefore, prosodic training appears to boost intrapersonal and interpersonal communication in the pursuit of a strategy that might contribute to the situation described above. These factors will lead to communicating effectively with native and non-native speakers of the English language. Thus, this pedagogical proposal aims at training pre-service teachers from the Universidad Pedagógica Nacional in the use of Prosody through drama techniques to strengthen their soft skills to become effective communicators.
publishDate 2021
dc.date.accessioned.none.fl_str_mv 2021-12-14T16:41:30Z
dc.date.available.none.fl_str_mv 2021-12-14T16:41:30Z
dc.date.issued.none.fl_str_mv 2021
dc.type.local.spa.fl_str_mv Tesis/Trabajo de grado - Monografía - Pregrado
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dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/20.500.12209/16653
dc.identifier.instname.spa.fl_str_mv instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv reponame: Repositorio Institucional UPN
dc.identifier.repourl.none.fl_str_mv repourl: http://repositorio.pedagogica.edu.co/
url http://hdl.handle.net/20.500.12209/16653
identifier_str_mv instname:Universidad Pedagógica Nacional
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dc.language.iso.spa.fl_str_mv eng
language eng
dc.relation.references.spa.fl_str_mv Agray, N. (2010). La construcción de currículo desde perspectivas críticas: una producción cultural. Signo y Pensamiento 56: Puntos de vista. Vol. 29, pp. 420-427.
Allen, L. (1958). Management and Organisation. McGraw Hill: New York.
Adler, Rodman, & du Pré. (2017). Understanding human communication. Oxford University Press.
Bainbridge, S.B., & O'Shea, P. (2010). An Integrated Approach: Techniques for Teaching Pronunciation Skills and Communicating in the ESL Classroom. Higher colleges of technology: United Arab Emirates.
Béchard, J. (2000). Apprendre à enseigner au supérieur: l’exemple des innovateurs pédagogiques. HEC Montréal. Recuperado de http://neumann.hec.ca/oipg/fichiers/2000-001_-_Apprendre_a_enseigner_au_superieur....pdf
Bailly, F., & Léné, A. (2012). The personification of the service labour process and the rise of soft skills: a French case study. Employee Relations, 35(1), 79–97. doi:10.1108/01425451311279429
Bergsmann, Lüftenegger, Jöstl, Schober & Spiel. (2013). The role of classroom structure in fostering students' school functioning: A comprehensive and application-oriented approach. Learning and Individual Differences 26 (2013), 131 – 138.
Bo, C. (2015). Social Constructivism of Language and Meaning. Croatian Journal of Philosophy. Vol. 15, N°. 43.
Bhatnagar, N. & Bhatnagar, M. (2011). Effective communication and soft skills. Pearson India.
Brungardt, C. (2011). The intersection between soft skills development and leadership education. Journal of Leadership Education, 10(1), 1-21. doi:10.12806/v10/i1/rf1
Council of Europe, (1996). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.
Elam, K. (1980). The Semiotics of Theatre and Drama. London: Methuen & Co. Ltd.
Espinosa-Vargas, J. A. (2019). ¿El habla nativo en un contexto bilingüe Colombiano?. Quaestiones Disputatae: Temas En Debate, 12(24), 97-111. Recuperado a partir de http://revistas.ustatunja.edu.co/index.php/qdisputatae/article/view/1814
Fabbri, L. & Romano, A. (2018). Didactic innovation and professionalization of knowledge. The case of the Teaching & Learning Center of University of Siena. Education Sciences & Society. Vol. 9, No. 2, pp. 8-19.
Gilbert, J. (2008). Teaching pronunciation: Using the prosody pyramid. Cambridge University Press: New York.
Gray, M. (2015). Using Drama Activities in an Oral Expression Class. Revue de linguistique et de didactique des langues, 83-106.
Grundy, S. (1991). Producto o praxis del currículum. Ediciones Morata, S.L: Madrid, España.
Kalidas, C. (2013). Drama: A Tool for Learning. Procedia - Social and Behavioral Sciences, 123 (2014), 444-449.
Loughran (2008). En Cuenca, A. (2010). Self-Study Research: Surfacing the Art of Pedagogy in Teacher Education. Journal of Inquiry & Action in Education. Vol. 3, No. 2, pp. 15-29.
Mai, A. (2014). The Concept of Pedagogical Innovation in Higher Education. Education Journal. Vol. 3, No. 3, 2014, pp. 195-202.
Marius-Costel, E. (2010). The didactic principles and their applications in the didactic activity. Sino-US English Teaching. Vol. 7, No. 9, pp. 24-34.
Mendieta, J. (2012). Blended learning and the language teacher: a literature review. Colombian Applied Linguistics Journal. Vol. 14, No. 2, pp. 163-180.
Ministerio de Educación. (2017, 15 de septiembre). Resolución 18583. Por el cual se ajustan las características específicas de calidad de los programas de Licenciatura para la obtención, renovación o modificación del registro calificado, y se deroga la Resolución 2041 de 2016. República de Colombia.
McAndrews, M. (2020). Prosody Instruction for ESL Listening Comprehension. ProQuest Dissertations Publishing.
McAndrews, M. (2021). The effects of prosody instruction on listening comprehension in an EAP classroom context. SAGE journals. https://doi.org/10.1177/1362168821990346
Ngang, T., Mohd, H. y Hashim, N. (2014). Soft Skills Integration in Teaching Professional Training: Novice Teachers' Perspectives. Procedia - Social and Behavioral Sciences, 186, 835-840.
Ros García, I. (2014). Introducing prosody in the language classroom. Universidad Jaime I, España.
Susani, N, (2017). The importance of classroom interaction in the teaching of reading in junior high school. Recuperado de https://core.ac.uk/download/pdf/267023845.pdf
Stein, J. & Graham, C. (2015). Essentials for Blended Learning: A Standards-Based Guide. Routledge: New York, EE.UU.
Schrader, D. E. (2015). Constructivism and Learning in the Age of Social Media: Changing Minds and Learning Communities. New Directions for Teaching and Learning, 144, 23 - 35. https://doi.org/10.1002/tl.20160
Spirovska, E. (2015). Integrating soft skills in higher education and the EFL classroom: knowledge beyond language learning. SEEU Review, Vol 11, pp. 95 - 106.
TAI. (2019, November 21). Interpersonal vs. Intrapersonal Skills: Why You Need Both to Succeed. Retrieved from Matter: https://matterapp.com/blog/interpersonal-vs-intrapersonal-skills-why-you-need-both-to-succeed
Torrico, F. (2015). Drama techniques to enhance speaking skills and motivation in the EFL secondary classroom. Universidad Complutense, España.
Via, R. (1981). Language Learning Via Drama. En Cameron, J., Clarke, M. & Schachter, J., Building Bridges: Research and Practice in Teaching English as a Second Language (pp. 206 - 213). Washington, D.C.: TESOL International Association.
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spelling Montaño Moreno, JohannaUñate Cuevas, NataliaVega Romero, Andrés FelipeBogotá2021-12-14T16:41:30Z2021-12-14T16:41:30Z2021http://hdl.handle.net/20.500.12209/16653instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Due to the rapid globalization, the increase in the use of technology, and the role the English language has taken in this process of connectivity by becoming a lingua franca, more stress is laid on interpersonal and intrapersonal skills for an individual to participate in the globalized world and to communicate effectively. Consequently, soft skills have become a paramount quality that students, teachers, and other professionals need to possess to communicate with people. Nevertheless, university curriculums and EFL programs focus primarily on technical and linguistic knowledge learning such as grammar, speaking, listening, vocabulary learning, and pronunciation; overlooking suprasegmental aspects of language that will enhance effective communication and soft skills for either students or teachers. Therefore, prosodic training appears to boost intrapersonal and interpersonal communication in the pursuit of a strategy that might contribute to the situation described above. These factors will lead to communicating effectively with native and non-native speakers of the English language. Thus, this pedagogical proposal aims at training pre-service teachers from the Universidad Pedagógica Nacional in the use of Prosody through drama techniques to strengthen their soft skills to become effective communicators.Submitted by Andrés Felipe Vega Romero (afvegar@upn.edu.co) on 2021-12-03T18:08:58Z No. of bitstreams: 2 Prosody instruction soft skills.pdf: 3426152 bytes, checksum: 3fc5aea6218b9d98681d19070e43c7f8 (MD5) licencia de uso.pdf: 772117 bytes, checksum: c41c2d71200ff1b404b8a057463cb16c (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2021-12-06T02:34:47Z (GMT) No. of bitstreams: 2 Prosody instruction soft skills.pdf: 3426152 bytes, checksum: 3fc5aea6218b9d98681d19070e43c7f8 (MD5) licencia de uso.pdf: 772117 bytes, checksum: c41c2d71200ff1b404b8a057463cb16c (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2021-12-14T16:41:30Z (GMT) No. of bitstreams: 2 Prosody instruction soft skills.pdf: 3426152 bytes, checksum: 3fc5aea6218b9d98681d19070e43c7f8 (MD5) licencia de uso.pdf: 772117 bytes, checksum: c41c2d71200ff1b404b8a057463cb16c (MD5)Made available in DSpace on 2021-12-14T16:41:30Z (GMT). No. of bitstreams: 2 Prosody instruction soft skills.pdf: 3426152 bytes, checksum: 3fc5aea6218b9d98681d19070e43c7f8 (MD5) licencia de uso.pdf: 772117 bytes, checksum: c41c2d71200ff1b404b8a057463cb16c (MD5) Previous issue date: 2021Licenciado en Español e InglésPregradoapplication/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalComunicación efectivaHabilidades blandasHabilidades intrapersonalesHabilidades interpersonalesProsodiaProsodySoft skillsEffective communicationInterpersonal skillsIntrapersonal skillsProsody instruction : soft skills and effective communication development through drama techniques.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAgray, N. (2010). La construcción de currículo desde perspectivas críticas: una producción cultural. Signo y Pensamiento 56: Puntos de vista. Vol. 29, pp. 420-427.Allen, L. (1958). Management and Organisation. McGraw Hill: New York.Adler, Rodman, & du Pré. (2017). Understanding human communication. Oxford University Press.Bainbridge, S.B., & O'Shea, P. (2010). An Integrated Approach: Techniques for Teaching Pronunciation Skills and Communicating in the ESL Classroom. Higher colleges of technology: United Arab Emirates.Béchard, J. (2000). Apprendre à enseigner au supérieur: l’exemple des innovateurs pédagogiques. HEC Montréal. Recuperado de http://neumann.hec.ca/oipg/fichiers/2000-001_-_Apprendre_a_enseigner_au_superieur....pdfBailly, F., & Léné, A. (2012). The personification of the service labour process and the rise of soft skills: a French case study. Employee Relations, 35(1), 79–97. doi:10.1108/01425451311279429Bergsmann, Lüftenegger, Jöstl, Schober & Spiel. (2013). The role of classroom structure in fostering students' school functioning: A comprehensive and application-oriented approach. Learning and Individual Differences 26 (2013), 131 – 138.Bo, C. (2015). Social Constructivism of Language and Meaning. Croatian Journal of Philosophy. Vol. 15, N°. 43.Bhatnagar, N. & Bhatnagar, M. (2011). Effective communication and soft skills. Pearson India.Brungardt, C. (2011). The intersection between soft skills development and leadership education. Journal of Leadership Education, 10(1), 1-21. doi:10.12806/v10/i1/rf1Council of Europe, (1996). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.Elam, K. (1980). The Semiotics of Theatre and Drama. London: Methuen & Co. Ltd.Espinosa-Vargas, J. A. (2019). ¿El habla nativo en un contexto bilingüe Colombiano?. Quaestiones Disputatae: Temas En Debate, 12(24), 97-111. Recuperado a partir de http://revistas.ustatunja.edu.co/index.php/qdisputatae/article/view/1814Fabbri, L. & Romano, A. (2018). Didactic innovation and professionalization of knowledge. The case of the Teaching & Learning Center of University of Siena. Education Sciences & Society. Vol. 9, No. 2, pp. 8-19.Gilbert, J. (2008). Teaching pronunciation: Using the prosody pyramid. Cambridge University Press: New York.Gray, M. (2015). Using Drama Activities in an Oral Expression Class. Revue de linguistique et de didactique des langues, 83-106.Grundy, S. (1991). Producto o praxis del currículum. Ediciones Morata, S.L: Madrid, España.Kalidas, C. (2013). Drama: A Tool for Learning. Procedia - Social and Behavioral Sciences, 123 (2014), 444-449.Loughran (2008). En Cuenca, A. (2010). Self-Study Research: Surfacing the Art of Pedagogy in Teacher Education. Journal of Inquiry & Action in Education. Vol. 3, No. 2, pp. 15-29.Mai, A. (2014). The Concept of Pedagogical Innovation in Higher Education. Education Journal. Vol. 3, No. 3, 2014, pp. 195-202.Marius-Costel, E. (2010). The didactic principles and their applications in the didactic activity. Sino-US English Teaching. Vol. 7, No. 9, pp. 24-34.Mendieta, J. (2012). Blended learning and the language teacher: a literature review. Colombian Applied Linguistics Journal. Vol. 14, No. 2, pp. 163-180.Ministerio de Educación. (2017, 15 de septiembre). Resolución 18583. Por el cual se ajustan las características específicas de calidad de los programas de Licenciatura para la obtención, renovación o modificación del registro calificado, y se deroga la Resolución 2041 de 2016. República de Colombia.McAndrews, M. (2020). Prosody Instruction for ESL Listening Comprehension. ProQuest Dissertations Publishing.McAndrews, M. (2021). The effects of prosody instruction on listening comprehension in an EAP classroom context. SAGE journals. https://doi.org/10.1177/1362168821990346Ngang, T., Mohd, H. y Hashim, N. (2014). Soft Skills Integration in Teaching Professional Training: Novice Teachers' Perspectives. Procedia - Social and Behavioral Sciences, 186, 835-840.Ros García, I. (2014). Introducing prosody in the language classroom. Universidad Jaime I, España.Susani, N, (2017). The importance of classroom interaction in the teaching of reading in junior high school. Recuperado de https://core.ac.uk/download/pdf/267023845.pdfStein, J. & Graham, C. (2015). Essentials for Blended Learning: A Standards-Based Guide. Routledge: New York, EE.UU.Schrader, D. E. (2015). Constructivism and Learning in the Age of Social Media: Changing Minds and Learning Communities. New Directions for Teaching and Learning, 144, 23 - 35. https://doi.org/10.1002/tl.20160Spirovska, E. (2015). Integrating soft skills in higher education and the EFL classroom: knowledge beyond language learning. SEEU Review, Vol 11, pp. 95 - 106.TAI. (2019, November 21). Interpersonal vs. Intrapersonal Skills: Why You Need Both to Succeed. Retrieved from Matter: https://matterapp.com/blog/interpersonal-vs-intrapersonal-skills-why-you-need-both-to-succeedTorrico, F. (2015). Drama techniques to enhance speaking skills and motivation in the EFL secondary classroom. Universidad Complutense, España.Via, R. (1981). Language Learning Via Drama. En Cameron, J., Clarke, M. & Schachter, J., Building Bridges: Research and Practice in Teaching English as a Second Language (pp. 206 - 213). 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