The words and sounds of children’s picture books and poetry : a strategy to enhance oral production skills.
This action research study framed in the qualitative paradigm was carried out with 29 second then third grade English learners at Magdalena Ortega de Nariño school. This project emerged after a phase of observation and diagnosis that showed that there was an absence of practice and development of or...
- Autores:
-
Suárez Bautista, Laura Marcela
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2024
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- eng
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/20440
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/20440
- Palabra clave:
- Aprendizaje de vocabulario
Habilidades de producción oral
Libro álbum para niños
Poesía infantil
Pronunciación
Children’s picture books
Children’s poetry
Oral production skills
Vocabulary learning
Pronunciation
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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The words and sounds of children’s picture books and poetry : a strategy to enhance oral production skills. |
| title |
The words and sounds of children’s picture books and poetry : a strategy to enhance oral production skills. |
| spellingShingle |
The words and sounds of children’s picture books and poetry : a strategy to enhance oral production skills. Aprendizaje de vocabulario Habilidades de producción oral Libro álbum para niños Poesía infantil Pronunciación Children’s picture books Children’s poetry Oral production skills Vocabulary learning Pronunciation |
| title_short |
The words and sounds of children’s picture books and poetry : a strategy to enhance oral production skills. |
| title_full |
The words and sounds of children’s picture books and poetry : a strategy to enhance oral production skills. |
| title_fullStr |
The words and sounds of children’s picture books and poetry : a strategy to enhance oral production skills. |
| title_full_unstemmed |
The words and sounds of children’s picture books and poetry : a strategy to enhance oral production skills. |
| title_sort |
The words and sounds of children’s picture books and poetry : a strategy to enhance oral production skills. |
| dc.creator.fl_str_mv |
Suárez Bautista, Laura Marcela |
| dc.contributor.advisor.spa.fl_str_mv |
Sabogal Velásquez, Juan Sebastián |
| dc.contributor.author.spa.fl_str_mv |
Suárez Bautista, Laura Marcela |
| dc.subject.spa.fl_str_mv |
Aprendizaje de vocabulario Habilidades de producción oral Libro álbum para niños Poesía infantil Pronunciación |
| topic |
Aprendizaje de vocabulario Habilidades de producción oral Libro álbum para niños Poesía infantil Pronunciación Children’s picture books Children’s poetry Oral production skills Vocabulary learning Pronunciation |
| dc.subject.keywords.eng.fl_str_mv |
Children’s picture books Children’s poetry Oral production skills Vocabulary learning Pronunciation |
| description |
This action research study framed in the qualitative paradigm was carried out with 29 second then third grade English learners at Magdalena Ortega de Nariño school. This project emerged after a phase of observation and diagnosis that showed that there was an absence of practice and development of oral skills in English. Consequently, it was identified that when the students pronounced the vowels they did so as if they were Spanish sounds, and that they had a lack of vocabulary when trying to speak in the foreign language. Therefore, a pedagogical proposal that included a set of activities based on children’s picture books and poetry was put forward to improve pronunciation and vocabulary in oral production in English. After analyzing the impact of the proposal, it was found that through the various activities the girls had some difficulties speaking in English, but they managed to pronounce new vowel sounds without resorting to their mother tongue and notice the difference between English and Spanish phonemes. In addition, they used new words to transmit short ideas orally in English and showed improvement in the recognition and use of words thanks to practice and the role of images. Likewise, it was discovered that using picture books and poetry can positively impact the English class setting with children. |
| publishDate |
2024 |
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2024-12-12T19:00:58Z |
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2024-12-12T19:00:58Z |
| dc.date.issued.none.fl_str_mv |
2024 |
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Tesis/Trabajo de grado - Monografía - Pregrado |
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http://purl.org/coar/resource_type/c_7a1f |
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info:eu-repo/semantics/bachelorThesis |
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http://purl.org/coar/resource_type/c_7a1f |
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http://hdl.handle.net/20.500.12209/20440 |
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instname:Universidad Pedagógica Nacional |
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reponame: Repositorio Institucional UPN |
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eng |
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eng |
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Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3 (3), 21 – 34. DOI: 10.20472/TE.2015.3.3.002 Arnaiz, P. (1999). Curriculum y atención a la diversidad. Universidad de Murcia. Barreras, A. (1998). La didáctica de la literatura inglesa con textos poéticos. Contextos Educativos 1, 225 – 235. https://doi.org/10.18172/con.379 Booth, D. and Moore, B. (2003). Poems Please! Sharing Poetry with Children. Pembroke Publishers, Canada. Burns, A. (2009). Doing Action Research in English Language Teaching. A Guide for Practitioners. Routledge education, ESL & Applied Linguistics Professional Series. Cámara de Comercio de Bogotá. (2007). Perfil económico y empresarial. Localidad de Engativá. https://bibliotecadigital.ccb.org.co/server/api/core/bitstreams/2138fc05-9b06-4dce-85cf2ccf5b4a60ce/content Castillo, C., Insuasty, E., and Jaime, M. (2017). The Impact of Authentic Materials and Tasks on Students' Communicative Competence at a Colombian Language School. PROFILE Issues in Teachers' Professional Development, 19 (1), 89-104. Corbin, J. and Strauss, A. (2015). Basics of Qualitative Research. Techniques and Procedures for Developing Grounded Theory. Costello, P. (2003). Action Research. Continuum Research Methods. Dakhi, S. and Fitria, T. (2019). The Principles and the Teaching of English Vocabulary: A review. Journal of English Teaching, 5 (1), 15 – 25. Denzin, N. and Lincoln, Y. (2006). The SAGE Handbook of Qualitative Research. United States of America, SAGE Publications. Disha, P. (2018). Importance of Pronunciation in English Language Communication. Edo, N. (2014). Pronunciation and Comprehension of Oral English in the English as a Foreign Language Class: Key Aspects, Students’ Perceptions and Proposals. Journal of Language Teaching and Research, 5 (2), 262 – 273. https://repositori.uji.es/xmlui/bitstream/handle/10234/113760/edo_marza1.pdf?sequence =1 Fang, Z. (1996). Illustrations, Text, and the Child Reader: What are Pictures in Children's Storybooks for?. Reading Horizons: A Journal of Literacy and Language Arts, 37 (2), 130 – 142. https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1280&context=reading_horiz ons Fleta, T. (2017). The Sounds of Picturebooks for English Language Learning. Children’s Literature in English Language Education, 5 (1), 21 – 43. Fleta, T. (2019). Picturebooks: an effective tool to encourage children’s English L2 oral production. TEANGA Special Issue, 10, 243 – 261. Ghazal, L. (2007). Learning vocabulary in EFL contexts through vocabulary learning strategies. Novitas Royal: Research on Youth and Language, 1 (2), 84 – 91. https://dergipark.org.tr/en/download/article-file/111894 Gómez, M.A. and Sánchez, A. (2016). English Pronunciation for Speakers of Spanish. From Theory to Practice. Grundy, S. (1994). Producto o praxis del curriculum. Ediciones Morata. Hashemifardnia, A., Namaziandost, E., and Esfahani, F. (2018). The Effect of Teaching Picture books on Elementary EFL Learners’ Vocabulary Learning. Journal of English Language Teaching and Linguistics 3 (3), 247 – 258. Hernández-Sampieri, R. and Mendoza, C. (2018). Metodología de la investigación. Las rutas cuantitativa, cualitativa y mixta. Hiebert, E. and Kamil, M. (2005). Teaching and Learning Vocabulary. Bringing Research to Practice. Lawrence Erlbaum Associates, New Jersey. Holmes, A. (2023). The Design and Use of Questionnaires in Educational Research: A New (Student) Researcher Guide. Innovare Journal of Education, 11 (3), 1 – 5. DOI:10.22159/ijoe.2023v11i3.47599 Hussain, S. and Karim, H. (2022). The Role of Images in the Teaching and Learning of English: Practices, Issues, and Possibilities. Pakistan Languages and Humanities Review, 6 (4), 338 – 346. Iglesias, M. and Rodríguez, M. (2007). Diágnostico e intervención didáctica del lenguaje escolar. Universidade da Coruña, Netbiblo. Kelly, G. (2000). How to Teach Pronunciation. Pearson Education Limited. León, Y. and Guarín, L. (2020). Storytelling as a strategy to shape children’s early oral production. [Degree thesis, Universidad Pedagógica Nacional]. Liu, J. (2023). Picture-vocabulary Mnemonics: An Approach to Teach Vocabularies to Second Language Learners. Medina, M., Melo, G., and Palacios, M. (2013). La importancia del aprendizaje del idioma inglés a temprana edad. Revista Científica YACHANA, 2 (2), 191 – 195. http://revistas.ulvr.edu.ec/index.php/yachana/article/view/46 Mendivelso, Y. (2020). Explicit and Systematic Phonics Instruction: An adventure with English Vowel Sounds. [Degree thesis, Universidad Pedagógica Nacional]. Merriam, S. and Tisdell, E. (2016). Qualitative Research. A Guide to Design and Implementation. Ministerio de Educación Nacional. (2006). Estándares Básicos de Competencias del Lenguaje: Inglés. Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer. Monsalve, S., & Correal, A. (2006). Children's Oral Communication in English Class Activities: An Exploratory Study. Profile: Issues in Teachers' Professional Development, (7), 131- 146. https://www.redalyc.org/pdf/1692/169213802010.pdf Noble, C., Cameron-Faulkner, C., Jessop, A., Coates, A., Sawyer, H., Taylor-Ims, R., and Rowland, C. (2020). The Impact of Interactive Shared Book Reading on Children’s Language Skills: A Randomized Controlled Trial. Journal of Speech, Language, and Hearing Research, 63, 1878 – 1897. Northrup, M. (2012). Picture Books for Children. Fiction, Folktales, and Poetry. American Library Association, Chicago. Piquer, I. (2006). Aprender inglés en la escuela desde los tres años. Porta Linguarum, 6, 115 – 128. Pourhosein, A. (2016). English Pronunciation Instruction: A Literature Review. International Journal of Research in English Education, 1 (1), 1 – 6. Pulimeno, M., Piscitelli, P., and Colazzo, S. (2010). Children’s literature to promote students’ global development and wellbeing. Health Promotion Perspectives, 10(1), 13-23. Pullinger, D. (2017). From Tongue to Text: A New Reading of Children’s Poetry. Bloomsbury Academic, London. Ramírez, S. and Sanabria, T. (2018). Children poetry and art, a way to encourage oral interaction in the efl classroom. [Degree thesis, Universidad Pedagógica Nacional]. Rodríguez, Y. and Velásquez, L. (2019). Artefactos pedagógicos: una experiencia innovadora. Centro Sur, 3 (2), 54 – 66. Srinivas, P. (2018). The role of teachers in developing Speaking skills in English language classrooms. Academicia An International Multidisciplinary Research Journal, 8 (12), 5 – 14. Sterling, A. (2007). Oral language development. Early Child Development and Care, 177 (6 – 7), 581 – 613. DOI: 10.1080/03004430701377482 Taherdoost, H. (2022). How to Conduct an Effective Interview; A Guide to Interview Design in Research Study. International Journal of Academic Research in Management (IJARM), 11 (1), 39 – 51. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4178687 Too, W. K. (2007). Language-based approach. Tudor, I. (2001). The Dynamics of the Language Classroom. Cambridge Language Teaching Library. Vardell, S. (2006). Poetry Aloud Here! Sharing Poetry with Children in the Library. American Library Association, Chicago. Vargas, A. and Zamora, C. (2016). Improving The Speaking Skill Through The Use Of Fables In Third Grade Students From Liceo Femenino Mercedes Nariño. [Degree thesis, Universidad Pedagógica Nacional]. Whitehurst, G. and Zevenbergen, A. (2000). A Shared Picture Book Reading Intervention for Preschoolers. |
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Sabogal Velásquez, Juan SebastiánSuárez Bautista, Laura Marcela2024-12-12T19:00:58Z2024-12-12T19:00:58Z2024http://hdl.handle.net/20.500.12209/20440instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/This action research study framed in the qualitative paradigm was carried out with 29 second then third grade English learners at Magdalena Ortega de Nariño school. This project emerged after a phase of observation and diagnosis that showed that there was an absence of practice and development of oral skills in English. Consequently, it was identified that when the students pronounced the vowels they did so as if they were Spanish sounds, and that they had a lack of vocabulary when trying to speak in the foreign language. Therefore, a pedagogical proposal that included a set of activities based on children’s picture books and poetry was put forward to improve pronunciation and vocabulary in oral production in English. After analyzing the impact of the proposal, it was found that through the various activities the girls had some difficulties speaking in English, but they managed to pronounce new vowel sounds without resorting to their mother tongue and notice the difference between English and Spanish phonemes. In addition, they used new words to transmit short ideas orally in English and showed improvement in the recognition and use of words thanks to practice and the role of images. Likewise, it was discovered that using picture books and poetry can positively impact the English class setting with children.Submitted by Laura Marcela Suárez Bautista (lmsuarezb@upn.edu.co) on 2024-11-29T20:35:57Z No. of bitstreams: 2 Word sound.pdf: 2400189 bytes, checksum: f8b203d56ad8fc3160259e0c1fad1e39 (MD5) Licencia.pdf: 429751 bytes, checksum: a1ed942a0be4c50cc9e430576d6455f7 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2024-11-30T14:24:06Z (GMT) No. of bitstreams: 2 Word sound.pdf: 2400189 bytes, checksum: f8b203d56ad8fc3160259e0c1fad1e39 (MD5) Licencia.pdf: 429751 bytes, checksum: a1ed942a0be4c50cc9e430576d6455f7 (MD5)Approved for entry into archive by Luz Aida Quijano Celeita (laquijanoc@upn.edu.co) on 2024-12-12T19:00:58Z (GMT) No. of bitstreams: 2 Word sound.pdf: 2400189 bytes, checksum: f8b203d56ad8fc3160259e0c1fad1e39 (MD5) Licencia.pdf: 429751 bytes, checksum: a1ed942a0be4c50cc9e430576d6455f7 (MD5)Made available in DSpace on 2024-12-12T19:00:58Z (GMT). No. of bitstreams: 2 Word sound.pdf: 2400189 bytes, checksum: f8b203d56ad8fc3160259e0c1fad1e39 (MD5) Licencia.pdf: 429751 bytes, checksum: a1ed942a0be4c50cc9e430576d6455f7 (MD5) Previous issue date: 2024Licenciado en Español e InglésPregradoEste estudio de investigación-acción enmarcado en el paradigma cualitativo se realizó con 29 estudiantes de segundo y luego tercer grado de inglés del colegio Magdalena Ortega de Nariño. Este proyecto surgió luego de una fase de observación y diagnóstico que evidenció que existía una ausencia de práctica y desarrollo de las habilidades orales en inglés. En consecuencia, se identificó que cuando las estudiantes pronunciaban las vocales lo hacían como si fueran sonidos del español y que presentaban una carencia de vocabulario al intentar hablar en lengua extranjera. Por ello, se planteó una propuesta pedagógica que incluyó un conjunto de actividades basadas en libros álbum y poesía infantil para mejorar la pronunciación y el vocabulario en la producción oral en inglés. Luego de analizar el impacto de la propuesta, se encontró que a través de las diversas actividades las niñas tuvieron algunas dificultades para hablar en inglés, pero lograron pronunciar nuevos sonidos vocálicos sin recurrir a su lengua materna y notar la diferencia entre los fonemas del inglés y el español. Además, utilizaron palabras nuevas para transmitir ideas cortas de forma oral en inglés y mostraron una mejora en el reconocimiento y uso de palabras gracias a la práctica y el rol de las imágenes. Asimismo, se descubrió que el uso de libros ilustrados y poesía puede impactar positivamente en el ambiente de la clase de inglés con niños.application/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 InternationalAprendizaje de vocabularioHabilidades de producción oralLibro álbum para niñosPoesía infantilPronunciaciónChildren’s picture booksChildren’s poetryOral production skillsVocabulary learningPronunciationThe words and sounds of children’s picture books and poetry : a strategy to enhance oral production skills.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAlqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3 (3), 21 – 34. DOI: 10.20472/TE.2015.3.3.002Arnaiz, P. (1999). Curriculum y atención a la diversidad. Universidad de Murcia.Barreras, A. (1998). La didáctica de la literatura inglesa con textos poéticos. Contextos Educativos 1, 225 – 235. https://doi.org/10.18172/con.379Booth, D. and Moore, B. (2003). Poems Please! Sharing Poetry with Children. Pembroke Publishers, Canada.Burns, A. (2009). Doing Action Research in English Language Teaching. A Guide for Practitioners. Routledge education, ESL & Applied Linguistics Professional Series.Cámara de Comercio de Bogotá. (2007). Perfil económico y empresarial. Localidad de Engativá. https://bibliotecadigital.ccb.org.co/server/api/core/bitstreams/2138fc05-9b06-4dce-85cf2ccf5b4a60ce/contentCastillo, C., Insuasty, E., and Jaime, M. (2017). The Impact of Authentic Materials and Tasks on Students' Communicative Competence at a Colombian Language School. PROFILE Issues in Teachers' Professional Development, 19 (1), 89-104.Corbin, J. and Strauss, A. (2015). Basics of Qualitative Research. Techniques and Procedures for Developing Grounded Theory.Costello, P. (2003). Action Research. Continuum Research Methods.Dakhi, S. and Fitria, T. (2019). The Principles and the Teaching of English Vocabulary: A review. Journal of English Teaching, 5 (1), 15 – 25.Denzin, N. and Lincoln, Y. (2006). The SAGE Handbook of Qualitative Research. United States of America, SAGE Publications.Disha, P. (2018). Importance of Pronunciation in English Language Communication.Edo, N. (2014). Pronunciation and Comprehension of Oral English in the English as a Foreign Language Class: Key Aspects, Students’ Perceptions and Proposals. Journal of Language Teaching and Research, 5 (2), 262 – 273. https://repositori.uji.es/xmlui/bitstream/handle/10234/113760/edo_marza1.pdf?sequence =1Fang, Z. (1996). Illustrations, Text, and the Child Reader: What are Pictures in Children's Storybooks for?. Reading Horizons: A Journal of Literacy and Language Arts, 37 (2), 130 – 142. https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1280&context=reading_horiz onsFleta, T. (2017). The Sounds of Picturebooks for English Language Learning. Children’s Literature in English Language Education, 5 (1), 21 – 43.Fleta, T. (2019). Picturebooks: an effective tool to encourage children’s English L2 oral production. TEANGA Special Issue, 10, 243 – 261.Ghazal, L. (2007). Learning vocabulary in EFL contexts through vocabulary learning strategies. Novitas Royal: Research on Youth and Language, 1 (2), 84 – 91. https://dergipark.org.tr/en/download/article-file/111894Gómez, M.A. and Sánchez, A. (2016). English Pronunciation for Speakers of Spanish. From Theory to Practice.Grundy, S. (1994). Producto o praxis del curriculum. Ediciones Morata.Hashemifardnia, A., Namaziandost, E., and Esfahani, F. (2018). The Effect of Teaching Picture books on Elementary EFL Learners’ Vocabulary Learning. Journal of English Language Teaching and Linguistics 3 (3), 247 – 258.Hernández-Sampieri, R. and Mendoza, C. (2018). Metodología de la investigación. Las rutas cuantitativa, cualitativa y mixta.Hiebert, E. and Kamil, M. (2005). Teaching and Learning Vocabulary. Bringing Research to Practice. Lawrence Erlbaum Associates, New Jersey.Holmes, A. (2023). The Design and Use of Questionnaires in Educational Research: A New (Student) Researcher Guide. Innovare Journal of Education, 11 (3), 1 – 5. DOI:10.22159/ijoe.2023v11i3.47599Hussain, S. and Karim, H. (2022). The Role of Images in the Teaching and Learning of English: Practices, Issues, and Possibilities. Pakistan Languages and Humanities Review, 6 (4), 338 – 346.Iglesias, M. and Rodríguez, M. (2007). Diágnostico e intervención didáctica del lenguaje escolar. Universidade da Coruña, Netbiblo.Kelly, G. (2000). How to Teach Pronunciation. Pearson Education Limited.León, Y. and Guarín, L. (2020). Storytelling as a strategy to shape children’s early oral production. [Degree thesis, Universidad Pedagógica Nacional].Liu, J. (2023). Picture-vocabulary Mnemonics: An Approach to Teach Vocabularies to Second Language Learners.Medina, M., Melo, G., and Palacios, M. (2013). La importancia del aprendizaje del idioma inglés a temprana edad. Revista Científica YACHANA, 2 (2), 191 – 195. http://revistas.ulvr.edu.ec/index.php/yachana/article/view/46Mendivelso, Y. (2020). Explicit and Systematic Phonics Instruction: An adventure with English Vowel Sounds. [Degree thesis, Universidad Pedagógica Nacional].Merriam, S. and Tisdell, E. (2016). Qualitative Research. A Guide to Design and Implementation.Ministerio de Educación Nacional. (2006). Estándares Básicos de Competencias del Lenguaje: Inglés. Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer.Monsalve, S., & Correal, A. (2006). Children's Oral Communication in English Class Activities: An Exploratory Study. Profile: Issues in Teachers' Professional Development, (7), 131- 146. https://www.redalyc.org/pdf/1692/169213802010.pdfNoble, C., Cameron-Faulkner, C., Jessop, A., Coates, A., Sawyer, H., Taylor-Ims, R., and Rowland, C. (2020). The Impact of Interactive Shared Book Reading on Children’s Language Skills: A Randomized Controlled Trial. Journal of Speech, Language, and Hearing Research, 63, 1878 – 1897.Northrup, M. (2012). Picture Books for Children. Fiction, Folktales, and Poetry. American Library Association, Chicago.Piquer, I. (2006). Aprender inglés en la escuela desde los tres años. Porta Linguarum, 6, 115 – 128.Pourhosein, A. (2016). English Pronunciation Instruction: A Literature Review. International Journal of Research in English Education, 1 (1), 1 – 6.Pulimeno, M., Piscitelli, P., and Colazzo, S. (2010). Children’s literature to promote students’ global development and wellbeing. 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