Developing phonological self-awareness to improve writing competence.
Tesis de grado en la cual el autor da cuenta de cómo potenciar la competencia escritural en los estudiantes a través del desarrollo de una consciencia fonológica. Este estudio se sustentó principalmente en los planteamientos de Brown (2001), Berhman (2002) y lo estipulado por el ministerio de educac...
- Autores:
-
León Castro, Aura Cristina
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2017
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- spa
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/10009
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/10009
- Palabra clave:
- Aprendizaje por tareas
Escritura
Conciencia fonológica
- Rights
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Developing phonological self-awareness to improve writing competence. |
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Developing phonological self-awareness to improve writing competence. |
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Developing phonological self-awareness to improve writing competence. Aprendizaje por tareas Escritura Conciencia fonológica |
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Developing phonological self-awareness to improve writing competence. |
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Developing phonological self-awareness to improve writing competence. |
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Developing phonological self-awareness to improve writing competence. |
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Developing phonological self-awareness to improve writing competence. |
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Developing phonological self-awareness to improve writing competence. |
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León Castro, Aura Cristina |
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Mellizo Guaqueta, Nelson |
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León Castro, Aura Cristina |
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Aprendizaje por tareas Escritura Conciencia fonológica |
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Aprendizaje por tareas Escritura Conciencia fonológica |
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Tesis de grado en la cual el autor da cuenta de cómo potenciar la competencia escritural en los estudiantes a través del desarrollo de una consciencia fonológica. Este estudio se sustentó principalmente en los planteamientos de Brown (2001), Berhman (2002) y lo estipulado por el ministerio de educación (1998) en los lineamientos curriculares en lengua extranjera sobre la escritura y niveles de competencia escritural. A su vez, en los planteamientos de Adams (1990), Bowen (1998) y Bass (2012) sobre la consciencia fonológica y finalmente, los planteamientos de Richards, Schmidt, y Platt (2003) respecto al uso del aprendizaje por tareas como estrategia metodológica. Siendo una investigación-acción educativa se realizó con un grupo de 25 estudiantes del Centro de Lenguas en el cual se identificó una dificultad, y se diseñó y aplicó una intervención pedagógica que buscó solucionar dicha dificultad. |
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Adams, R., Iwashita, N. &Philp, J. (2014). Peer Interaction and Second Language Learning. New York, USA: Routledge. Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge. Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford (England); New York: Oxford University Press. Behrman, E. H. (2002), Community-based literacy learning. Reading, 36: 26–32. Bowen, T. (2004). Task-based learning. Retrieved April 18th, 2008, from http://www.Onestopenglish.com/section.Asp?Docid=146402. Brown, H. Douglas. (2001). Teaching by Principle and Interactive Approach to language pedagogy. New York: Longman Inc. Burrhus F Skinner (1983) Selection by consequences. Cambridge University Press. Behavioral and brain sciences. Pag 477-481 Christine Brennan, F. C.-L. (2013). Reading Acquisition Reorganizes the Phonological Awareness Network Only in Alphabetic Writing Systems. Human Brain Mapping. Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford:Oxford University Press. Ferrance, E. (2000). Themes in education: Action research. Providence, RI: Northeast and Islands Regional Educational Laboratory at www.lab.brown.edu.Johnson B., &Turner C. (2010) Grounded theory in practice: Is it inherently a mixed method?. Routledge Harmer, J. (2001). The Practice of English Language Teaching. (3rd Ed.). Edinburgh: Pearson Education. Johnson, K. (2001). An Introduction to foreign language learning and teaching. Longman Pearson Education LTD. Juzwik, M. M., Curcic, S., Wolbers, K., Moxley, K. D., Dimling, L. M., & Shankland, R. K. (2006). Writing into the 21st century: An overview of research on writing, 1999 to 2004. Written Communication, (pp. 451-476) Kalmbach, P. D., & Carr, K. (2010). Becoming a Teacher through Action Research: Process, Context, and Self-Study. Kame'enui, E. J. (1990). Designing instructional strategies: The prevention of academic learning problems. Columbus, OH: Merrill Publishing Company. Liberman, 1. Y., Shankweiler, D. Fischer, F. W., & Carter, B. J. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201- 212. Lindamood, C. H., & Lindamood, P. C. (1969). The A.D.D. program: Auditory discrimination in depth. Boston: Teaching Research Corporation. Makhoul, B. (2016). Moving Beyond Phonological Awareness: The Role of Phonological Awareness Skills in Arabic Reading Development. Journal of Psycholinguistic Research. Rivers, W. M. (1981). Teaching Foreign-Language Skills, 2d ed. Chicago: University of Chicago Press. Smith S. B., S. D. (1998). What reading research tells us about children with diverse learning needs: Bases and basics. Mahwah, NJ: Lawrence Erlbaum Associates. Stanovitch, K. E., Cunningham, A, & Cramer, B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 38, 175- 190. Stringer E. T. (2010) Action research: A guide for the teacher researcher (3rd ed.). Upper Saddle River, NJ: Pearson Swain, M. (1995). Three functions of output in second language learning. Pag. 128 Van den Branden, K. (2006) Task-based language education: From theory to practice. Cambridge University Press Tunmer, W. E., & Nesdale, A R (1986). Phonemic segmentation skill and beginning reading. Journal of Educational Psychology, 77,417-427. Williams, J. P. (1980). Teaching decoding with an emphasis on phoneme analysis and phoneme blending. Journal of Educational Psychology, 72, 1-15. Willis, D. & Willis, J. (2001). Task- based language learning. In R. Carter & D. Nunan (Eds.), The Cambridge to teaching ro speakers of other languages (pp. 173-79). Cambridge: Cambridge University Press. Willis, J. (2004). Perspectives on task-based instruction: Understanding our practices, acknowledging different practitioners. In B. L. Leaver & J Willis (Eds.), Task-based instruction in foreign language education: Practices and Programs (pp. 3-44). Washington, D.C.: Georgetown University Press. Zhurova, 1. E. (1963). The development of analysis of words into their sounds by preschool children. Soviet Psychology and Psychiatry, 2,17-27. |
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Mellizo Guaqueta, NelsonLeón Castro, Aura Cristina2019-08-08T16:09:28Z2019-08-08T16:09:28Z2017TE-21503http://hdl.handle.net/20.500.12209/10009instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Tesis de grado en la cual el autor da cuenta de cómo potenciar la competencia escritural en los estudiantes a través del desarrollo de una consciencia fonológica. Este estudio se sustentó principalmente en los planteamientos de Brown (2001), Berhman (2002) y lo estipulado por el ministerio de educación (1998) en los lineamientos curriculares en lengua extranjera sobre la escritura y niveles de competencia escritural. A su vez, en los planteamientos de Adams (1990), Bowen (1998) y Bass (2012) sobre la consciencia fonológica y finalmente, los planteamientos de Richards, Schmidt, y Platt (2003) respecto al uso del aprendizaje por tareas como estrategia metodológica. Siendo una investigación-acción educativa se realizó con un grupo de 25 estudiantes del Centro de Lenguas en el cual se identificó una dificultad, y se diseñó y aplicó una intervención pedagógica que buscó solucionar dicha dificultad.Submitted by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2019-05-22T13:11:13Z No. of bitstreams: 1 TE-21503.pdf: 1599043 bytes, checksum: 70201314313ba67b98f7975e27afe2bf (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2019-08-08T16:09:28Z (GMT) No. of bitstreams: 1 TE-21503.pdf: 1599043 bytes, checksum: 70201314313ba67b98f7975e27afe2bf (MD5)Made available in DSpace on 2019-08-08T16:09:28Z (GMT). No. of bitstreams: 1 TE-21503.pdf: 1599043 bytes, checksum: 70201314313ba67b98f7975e27afe2bf (MD5)Licenciado en Español y Lenguas ExtranjerasTesis de pregradoPDFapplication/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 NacionalAprendizaje por tareasEscrituraConciencia fonológicaDeveloping phonological self-awareness to improve writing competence.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAdams, R., Iwashita, N. &Philp, J. (2014). Peer Interaction and Second Language Learning. New York, USA: Routledge.Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge.Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford (England); New York: Oxford University Press.Behrman, E. H. (2002), Community-based literacy learning. Reading, 36: 26–32.Bowen, T. (2004). Task-based learning. Retrieved April 18th, 2008, from http://www.Onestopenglish.com/section.Asp?Docid=146402.Brown, H. Douglas. (2001). Teaching by Principle and Interactive Approach to language pedagogy. New York: Longman Inc.Burrhus F Skinner (1983) Selection by consequences. Cambridge University Press. Behavioral and brain sciences. Pag 477-481Christine Brennan, F. C.-L. (2013). Reading Acquisition Reorganizes the Phonological Awareness Network Only in Alphabetic Writing Systems. Human Brain Mapping.Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford:Oxford University Press.Ferrance, E. (2000). Themes in education: Action research. Providence, RI: Northeast and Islands Regional Educational Laboratory at www.lab.brown.edu.Johnson B., &Turner C. (2010) Grounded theory in practice: Is it inherently a mixed method?. RoutledgeHarmer, J. (2001). The Practice of English Language Teaching. (3rd Ed.). Edinburgh: Pearson Education.Johnson, K. (2001). An Introduction to foreign language learning and teaching. Longman Pearson Education LTD.Juzwik, M. M., Curcic, S., Wolbers, K., Moxley, K. D., Dimling, L. M., & Shankland, R. K. (2006). Writing into the 21st century: An overview of research on writing, 1999 to 2004. Written Communication, (pp. 451-476)Kalmbach, P. D., & Carr, K. (2010). Becoming a Teacher through Action Research: Process, Context, and Self-Study.Kame'enui, E. J. (1990). Designing instructional strategies: The prevention of academic learning problems. Columbus, OH: Merrill Publishing Company.Liberman, 1. Y., Shankweiler, D. Fischer, F. W., & Carter, B. J. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201- 212.Lindamood, C. H., & Lindamood, P. C. (1969). The A.D.D. program: Auditory discrimination in depth. Boston: Teaching Research Corporation.Makhoul, B. (2016). Moving Beyond Phonological Awareness: The Role of Phonological Awareness Skills in Arabic Reading Development. Journal of Psycholinguistic Research.Rivers, W. M. (1981). Teaching Foreign-Language Skills, 2d ed. Chicago: University of Chicago Press.Smith S. B., S. D. (1998). What reading research tells us about children with diverse learning needs: Bases and basics. Mahwah, NJ: Lawrence Erlbaum Associates.Stanovitch, K. E., Cunningham, A, & Cramer, B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 38, 175- 190.Stringer E. T. (2010) Action research: A guide for the teacher researcher (3rd ed.). Upper Saddle River, NJ: PearsonSwain, M. (1995). Three functions of output in second language learning. Pag. 128Van den Branden, K. (2006) Task-based language education: From theory to practice. Cambridge University PressTunmer, W. E., & Nesdale, A R (1986). Phonemic segmentation skill and beginning reading. Journal of Educational Psychology, 77,417-427.Williams, J. P. (1980). Teaching decoding with an emphasis on phoneme analysis and phoneme blending. Journal of Educational Psychology, 72, 1-15.Willis, D. & Willis, J. (2001). Task- based language learning. In R. Carter & D. Nunan (Eds.), The Cambridge to teaching ro speakers of other languages (pp. 173-79). Cambridge: Cambridge University Press.Willis, J. (2004). Perspectives on task-based instruction: Understanding our practices, acknowledging different practitioners. In B. L. Leaver & J Willis (Eds.), Task-based instruction in foreign language education: Practices and Programs (pp. 3-44). Washington, D.C.: Georgetown University Press.Zhurova, 1. E. (1963). The development of analysis of words into their sounds by preschool children. 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