Delayed oral practice approach in listening and social skills.

Trabajo de grado en el que se intervino en los procesos pedagógicos de niños de segundo grado del Colegio Prado Veraniego IED en el aprendizaje de inglés como lengua extranjera, a partir de un diagnóstico en el que se hallaron dificultades en la escucha, bajo nivel de inglés y problemas de convivenc...

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Autores:: Acosta Gómez, Paola Alejandra

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2018

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: spa

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repository_id_str
dc.title.spa.fl_str_mv	Delayed oral practice approach in listening and social skills.
title	Delayed oral practice approach in listening and social skills.
spellingShingle	Delayed oral practice approach in listening and social skills. Práctica oral retrasada Escucha Habilidades sociales Multimodales Diversidad
title_short	Delayed oral practice approach in listening and social skills.
title_full	Delayed oral practice approach in listening and social skills.
title_fullStr	Delayed oral practice approach in listening and social skills.
title_full_unstemmed	Delayed oral practice approach in listening and social skills.
title_sort	Delayed oral practice approach in listening and social skills.
dc.creator.fl_str_mv	Acosta Gómez, Paola Alejandra
dc.contributor.advisor.spa.fl_str_mv	Mellizo Guaqueta, Nelson
dc.contributor.author.spa.fl_str_mv	Acosta Gómez, Paola Alejandra
dc.subject.spa.fl_str_mv	Práctica oral retrasada Escucha Habilidades sociales Multimodales Diversidad
topic	Práctica oral retrasada Escucha Habilidades sociales Multimodales Diversidad
description	Trabajo de grado en el que se intervino en los procesos pedagógicos de niños de segundo grado del Colegio Prado Veraniego IED en el aprendizaje de inglés como lengua extranjera, a partir de un diagnóstico en el que se hallaron dificultades en la escucha, bajo nivel de inglés y problemas de convivencia. De esta manera se aplicó el enfoque de práctica oral retrasada alrededor de cuatro tipos de textos multimodales con el tema común de la diversidad humana con el fin de realizar actividades de emparejamiento y desarrollar tanto la habilidad de escucha en inglés como otras habilidades sociales. Se encontró que los estudiantes desarrollaron tres habilidades sociales, mejoraron en la escucha para identificar ideas secundarias y potenciaron sus habilidades de escritura, habla y lectura en inglés. De esta manera ahora son capaces de escuchar a la profesora y actuar conforme a ello, hacer preguntas con confianza, reconocer y respetar las emociones ajenas, e identificar algunas palabras e ideas en videos y películas en inglés. Así mismo, los estudiantes mejoraron en todas las habilidades de la lengua inglesa, en disciplina y convivencia en el aula.
publishDate	2018
dc.date.issued.none.fl_str_mv	2018
dc.date.accessioned.none.fl_str_mv	2019-12-12T23:25:57Z
dc.date.available.none.fl_str_mv	2019-12-12T23:25:57Z
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dc.relation.references.none.fl_str_mv	Al-Yami, S. A. (2008). The Effectiveness of Scaffolding Interactive Activities in Developing the English Listening Comprehension Skills of the Sixth Grade Elementary Schoolgirls in Jeddah (Master Thesis). King Abdulaziz University, Saudi Arabia. Aponte, N., Cipamocha, L., and Loaiza, S. (2016). El TPR – Total Physical Response- como dispositivo metodológico para fortalecer la escucha comprensiva del inglés en estudiantes del ciclo II de jornada nocturna del Colegio República de Costa Rica (Degree Thesis). Universidad Libre, Colombia. Asher, J. (1968). The Total Physical Response Method for Second Language Learning. Psychology Department. California, USA. Banks, J. (2004). Teaching for Social Justice, Diversity, and Citizenship in a Global World. The Educational Forum. 68: 289-298. Beck and Mitroff (1972). The Rationale and Design of a Primary Grades Reading System for an Individualized Classroom. Pittsburgh University, PA. Learning Research and Development Center. Brown, G, and Edmonson, R. (1984) Asking questions. Chapter of the book Classroom teaching skills. Brown, H. (2006). Teaching by Principle and Interactive Approach to language pedagogy. New York, USA: Longman. Cameron, L. (2001). Teaching Language to Young Learner. Cambridge University Press. Castro, A. (2015). Possible implications of using Theme-based instruction in and EFL setting such as Colombia (Degree Thesis). Universidad de Nariño, Colombia. Coghlan D. and Brannick, T. (2014). Doing Action Research in Your Own Organization. SAGE. Cohen, L.; Manion, L; and Morrison, K. (2007) Research methods in education. Sixth edition. Companion web site. London, England: Routledge. Cruz, E. (2014). The video as a technological resource that allows the design of adequate material to initiate learning processes in EFL for first grade students at Prado Veraniego School (Degree Thesis) Universidad Pedagógica Nacional, Colombia. Donald, A. and Howard, E. (2015) The right to freedom of religion or belief and its intersection with other rights. A research paper for ILGA-Europe. Driscoll, M. (2000). Psychology of Learning for Instruction. Needham Heights, USA: Allyn & Bacon. Ezzy, D. (2002) Qualitative Analysis: Practice and Innovation. London, England: Routledge. González, D. and Mesa, D. (2017). What are students’ responses when TV shows and videogames are presented by teachers in EFL classes? (Degree Thesis) Universidad Distrital Francisco José de Caldas, Colombia. Hasanah, Y; Rahman, R.; and Halim, M. (2017). The Effects Of Animation Movie Viewing on Listening Skill Of Junior High School Students (Research article). University of Makassar, Indonesia. Hogan, T.; Adlof, S.; and Alonzo, C. (2014). On the importance of listening comprehension, International Journal of Speech-Language Pathology, 16:3, 199-207, DOI: 103109/17549507.2014.904441. Honey, P., and Mumford, A. (2000). The learning styles helper's guide. Maidenhead, England: Peter Honey Publications. Hopkins, D. (1985) A Teacher’s Guide to Classroom Research. Milton Keynes: Open University Press. Jewitt, C. (ed.) (2009). The Routledge handbook of multimodal analysis. London, England: Routledge. Kemmis, S. and McTaggart, R. (eds.) (1988). The action research planner. Victoria, Australia: Deakin University Press. Kucer, S. (1991). A position paper: Why themes? Los Angeles, USA: Center for Language, literacy, and learning specialization, University of Southern California. Kvale, S. (1996) Interviews. London, England: Sage. Lapan S.; Quartaroli M.; and Riemer, F. (2011). Qualitative Research: An Introduction to Methods and Designs. San Francisco, USA: John Wiley & Sons. Lau, C. (2014). The inter-relationship between core language skills and social competence in preschool children. University of Western Ontario - Electronic Thesis and Dissertation Repository. Paper 2175. Leavy, P. (2014). The Oxford Handbook of Qualitative Research. New York, USA: Oxford University Press. Lodico, M.; Spaulding, D.; and Voegtle, K. (2010). Methods in Educational Research: From Theory to Practice. San Francisco, USA: Jossey-Bass. Lugo, N. (2017). Digital storytelling and top down strategies for enhancing listening comprehension skills (Degree Thesis) Universidad Pedagógica Nacional, Colombia. MEN (2006). Estándares Básicos de Competencias en Lenguaje, Matemáticas, Ciencias y Ciudadanas. Bogotá, Colombia: Imprenta Nacional de Colombia. Mendelsohn, D. (1994). Learning to listen: A strategy-based approach for the second-language learner. San Diego, USA: Dominie Press. Morales, A. and Beltrán, A. (2006). Developing Listening through the Use of Authentic Material (Degree Thesis). Corporación Universitaria UNITEC, Colombia. Morris, M.; Leung, K.; Ames, D.; and Lickel, B. (1999) Views from inside and outside: integrating emic and etic insights about culture and justice judgment. Academy of Management Review Vol. 24. p. 781-796. Nallaya, S. (2010). The impact of multimodal texts on the development of English Language proficiency (Degree Thesis). The University of Adelaide, Australia. Nambi, R. (2016). Negotiating the Incorporation of Multimodal Materials in Literacy Learning: Some Observations in One Secondary School in Uganda. Cambridge Open-Review Educational Research e-Journal, Vol. 3, 78-97. Petersen, D., and Hayden, V. (1961). Teaching and learning in the elementary school. New York, USA: Appleton-Century-Crofts. Poveda, I. (2016). Developing communicative activities for fostering listening and social skills in an inclusive EFL classroom (Degree Thesis) Universidad Pedagógica Nacional, Colombia. Piaget, J. (1964). Cognitive Development in Children: Development and Learning, Journal of research in science teaching, 2: 176-186. Postovsky, V. (1974). Effects of Delay in Oral Practice at the Beginning of Second Language Learning. The Modern Language Journal, 58: 5/6, 229-239. Richards, J. (1983). Listening Comprehension: Approach, Design, Procedure. TESOL quarterly, 17: 2, 219-240. Richards, J.; and Renandya, W (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge University Press. Richards, J., and Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge, England: Cambridge University Press. Richburg, M., and Fletcher, T. (2002). Emotional intelligence: Directing a child’s emotional education. Child Study Journal, 32, 31-38. Rivers, W (1981) Teaching Foreign-Language Skills, 2ed. Chicago: University OF Chicago Press. Rothstein, D. and Santana, L. (2011) Teaching Students to Ask Their Own Questions One small change can yield big results. Harvard Education Letter, 27:5. Saldana, J. (2011). Fundamentals of qualitative research. Oxford University Press. Scott, W., and Ytrberg, L. (1990). Teaching English to Children. New York, USA: Longman. Spencer-Oatey, H. (2012). What is culture? A compilation of quotations. GlobalPAD Core Concepts. Strauss, A. and Corbin, J. (1994) Grounded theory methodology: an overview. In Denzin and Lincoln (Eds) Handbook of Qualitative Research. Thousand Oaks, USA: Sage, 273–85. Takahashi, T. (1981). An empirical study on listening skill- building. Neurolinguistic Approach. (Master Thesis) Hyogo University of teacher education, Japan. Vandergrift, (2004). Listening to learn of learning to listen. Annual Review of Applied Linguistics, 24, 3-25. doi:10.1017/S0267190504000017 Wilson, N. and McLean, S. (1994) Questionnaire Design: A Practical Introduction. Antrim, Northern Ireland: University of Ulster Press. Winter, G. (2000) A comparative discussion of quantitative research. The Qualitative Report, 4 (3–4), March. Retrieved on March 26th, 2017 in: www.nova.edu/sss/QR/QR4– 3/winter.html.
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spelling	Mellizo Guaqueta, NelsonAcosta Gómez, Paola Alejandra2019-12-12T23:25:57Z2019-12-12T23:25:57Z2018TE-22608http://hdl.handle.net/20.500.12209/11204instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Trabajo de grado en el que se intervino en los procesos pedagógicos de niños de segundo grado del Colegio Prado Veraniego IED en el aprendizaje de inglés como lengua extranjera, a partir de un diagnóstico en el que se hallaron dificultades en la escucha, bajo nivel de inglés y problemas de convivencia. De esta manera se aplicó el enfoque de práctica oral retrasada alrededor de cuatro tipos de textos multimodales con el tema común de la diversidad humana con el fin de realizar actividades de emparejamiento y desarrollar tanto la habilidad de escucha en inglés como otras habilidades sociales. Se encontró que los estudiantes desarrollaron tres habilidades sociales, mejoraron en la escucha para identificar ideas secundarias y potenciaron sus habilidades de escritura, habla y lectura en inglés. De esta manera ahora son capaces de escuchar a la profesora y actuar conforme a ello, hacer preguntas con confianza, reconocer y respetar las emociones ajenas, e identificar algunas palabras e ideas en videos y películas en inglés. Así mismo, los estudiantes mejoraron en todas las habilidades de la lengua inglesa, en disciplina y convivencia en el aula.Submitted by Sonia Lorena Gil Rios (slgilr@upn.edu.co) on 2019-12-03T16:09:44Z No. of bitstreams: 1 TE-22608.pdf: 1759635 bytes, checksum: 050620b72601261a9d6ed02c637e3960 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2019-12-12T23:25:57Z (GMT) No. of bitstreams: 1 TE-22608.pdf: 1759635 bytes, checksum: 050620b72601261a9d6ed02c637e3960 (MD5)Made available in DSpace on 2019-12-12T23:25:57Z (GMT). No. of bitstreams: 1 TE-22608.pdf: 1759635 bytes, checksum: 050620b72601261a9d6ed02c637e3960 (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 NacionalPráctica oral retrasadaEscuchaHabilidades socialesMultimodalesDiversidadDelayed oral practice approach in listening and social skills.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAl-Yami, S. A. (2008). The Effectiveness of Scaffolding Interactive Activities in Developing the English Listening Comprehension Skills of the Sixth Grade Elementary Schoolgirls in Jeddah (Master Thesis). King Abdulaziz University, Saudi Arabia.Aponte, N., Cipamocha, L., and Loaiza, S. (2016). El TPR – Total Physical Response- como dispositivo metodológico para fortalecer la escucha comprensiva del inglés en estudiantes del ciclo II de jornada nocturna del Colegio República de Costa Rica (Degree Thesis). Universidad Libre, Colombia.Asher, J. (1968). The Total Physical Response Method for Second Language Learning. Psychology Department. California, USA.Banks, J. (2004). Teaching for Social Justice, Diversity, and Citizenship in a Global World. The Educational Forum. 68: 289-298.Beck and Mitroff (1972). The Rationale and Design of a Primary Grades Reading System for an Individualized Classroom. Pittsburgh University, PA. Learning Research and Development Center.Brown, G, and Edmonson, R. (1984) Asking questions. Chapter of the book Classroom teaching skills.Brown, H. (2006). Teaching by Principle and Interactive Approach to language pedagogy. New York, USA: Longman.Cameron, L. (2001). Teaching Language to Young Learner. Cambridge University Press. Castro, A. (2015). Possible implications of using Theme-based instruction in and EFL setting such as Colombia (Degree Thesis). Universidad de Nariño, Colombia.Coghlan D. and Brannick, T. (2014). Doing Action Research in Your Own Organization. SAGE.Cohen, L.; Manion, L; and Morrison, K. (2007) Research methods in education. Sixth edition. Companion web site. London, England: Routledge.Cruz, E. (2014). The video as a technological resource that allows the design of adequate material to initiate learning processes in EFL for first grade students at Prado Veraniego School (Degree Thesis) Universidad Pedagógica Nacional, Colombia.Donald, A. and Howard, E. (2015) The right to freedom of religion or belief and its intersection with other rights. A research paper for ILGA-Europe.Driscoll, M. (2000). Psychology of Learning for Instruction. Needham Heights, USA: Allyn & Bacon.Ezzy, D. (2002) Qualitative Analysis: Practice and Innovation. London, England: Routledge.González, D. and Mesa, D. (2017). What are students’ responses when TV shows and videogames are presented by teachers in EFL classes? (Degree Thesis) Universidad Distrital Francisco José de Caldas, Colombia.Hasanah, Y; Rahman, R.; and Halim, M. (2017). The Effects Of Animation Movie Viewing on Listening Skill Of Junior High School Students (Research article). University of Makassar, Indonesia.Hogan, T.; Adlof, S.; and Alonzo, C. (2014). On the importance of listening comprehension, International Journal of Speech-Language Pathology, 16:3, 199-207, DOI: 103109/17549507.2014.904441.Honey, P., and Mumford, A. (2000). The learning styles helper's guide. Maidenhead, England: Peter Honey Publications.Hopkins, D. (1985) A Teacher’s Guide to Classroom Research. Milton Keynes: Open University Press.Jewitt, C. (ed.) (2009). The Routledge handbook of multimodal analysis. London, England: Routledge.Kemmis, S. and McTaggart, R. (eds.) (1988). The action research planner. Victoria, Australia: Deakin University Press.Kucer, S. (1991). A position paper: Why themes? Los Angeles, USA: Center for Language, literacy, and learning specialization, University of Southern California.Kvale, S. (1996) Interviews. London, England: Sage.Lapan S.; Quartaroli M.; and Riemer, F. (2011). Qualitative Research: An Introduction to Methods and Designs. San Francisco, USA: John Wiley & Sons.Lau, C. (2014). The inter-relationship between core language skills and social competence in preschool children. University of Western Ontario - Electronic Thesis and Dissertation Repository. Paper 2175.Leavy, P. (2014). The Oxford Handbook of Qualitative Research. New York, USA: Oxford University Press.Lodico, M.; Spaulding, D.; and Voegtle, K. (2010). Methods in Educational Research: From Theory to Practice. San Francisco, USA: Jossey-Bass.Lugo, N. (2017). Digital storytelling and top down strategies for enhancing listening comprehension skills (Degree Thesis) Universidad Pedagógica Nacional, Colombia.MEN (2006). Estándares Básicos de Competencias en Lenguaje, Matemáticas, Ciencias y Ciudadanas. Bogotá, Colombia: Imprenta Nacional de Colombia.Mendelsohn, D. (1994). Learning to listen: A strategy-based approach for the second-language learner. San Diego, USA: Dominie Press.Morales, A. and Beltrán, A. (2006). Developing Listening through the Use of Authentic Material (Degree Thesis). Corporación Universitaria UNITEC, Colombia.Morris, M.; Leung, K.; Ames, D.; and Lickel, B. (1999) Views from inside and outside: integrating emic and etic insights about culture and justice judgment. Academy of Management Review Vol. 24. p. 781-796.Nallaya, S. (2010). The impact of multimodal texts on the development of English Language proficiency (Degree Thesis). The University of Adelaide, Australia.Nambi, R. (2016). Negotiating the Incorporation of Multimodal Materials in Literacy Learning: Some Observations in One Secondary School in Uganda. Cambridge Open-Review Educational Research e-Journal, Vol. 3, 78-97.Petersen, D., and Hayden, V. (1961). Teaching and learning in the elementary school. New York, USA: Appleton-Century-Crofts.Poveda, I. (2016). Developing communicative activities for fostering listening and social skills in an inclusive EFL classroom (Degree Thesis) Universidad Pedagógica Nacional, Colombia.Piaget, J. (1964). Cognitive Development in Children: Development and Learning, Journal of research in science teaching, 2: 176-186.Postovsky, V. (1974). Effects of Delay in Oral Practice at the Beginning of Second Language Learning. The Modern Language Journal, 58: 5/6, 229-239.Richards, J. (1983). Listening Comprehension: Approach, Design, Procedure. TESOL quarterly, 17: 2, 219-240.Richards, J.; and Renandya, W (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge University Press.Richards, J., and Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge, England: Cambridge University Press.Richburg, M., and Fletcher, T. (2002). Emotional intelligence: Directing a child’s emotional education. Child Study Journal, 32, 31-38.Rivers, W (1981) Teaching Foreign-Language Skills, 2ed. Chicago: University OF Chicago Press.Rothstein, D. and Santana, L. (2011) Teaching Students to Ask Their Own Questions One small change can yield big results. Harvard Education Letter, 27:5.Saldana, J. (2011). Fundamentals of qualitative research. Oxford University Press.Scott, W., and Ytrberg, L. (1990). Teaching English to Children. New York, USA: Longman.Spencer-Oatey, H. (2012). What is culture? A compilation of quotations. GlobalPAD Core Concepts.Strauss, A. and Corbin, J. (1994) Grounded theory methodology: an overview. In Denzin and Lincoln (Eds) Handbook of Qualitative Research. Thousand Oaks, USA: Sage, 273–85.Takahashi, T. (1981). An empirical study on listening skill- building. Neurolinguistic Approach. (Master Thesis) Hyogo University of teacher education, Japan.Vandergrift, (2004). Listening to learn of learning to listen. Annual Review of Applied Linguistics, 24, 3-25. doi:10.1017/S0267190504000017Wilson, N. and McLean, S. (1994) Questionnaire Design: A Practical Introduction. Antrim, Northern Ireland: University of Ulster Press.Winter, G. (2000) A comparative discussion of quantitative research. The Qualitative Report, 4 (3–4), March. 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Delayed oral practice approach in listening and social skills.

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