Enhancing oral skills focused on adjacency pairs at the classroom
Trabajo de grado que se propone describir cómo los estudiantes de tercer grado de primaria del colegio público Prado Veraniego I.E.D., construyen sus habilidades orales al nivel de pares adyacentes a través del desarrollo diario de la comunicación en el salón de clase y actividades basadas en la con...
- Autores:
-
Arevalo Chisco, Wilson Eduardo
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2020
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- spa
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/12120
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/12120
- Palabra clave:
- Pares adyacentes
Habilidades orales
Investigación acción
Comunicación
Conciencia intercultural
Adjacency pairs
Oral skills
Action research
Communication
Crosscultural awareness
- Rights
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Enhancing oral skills focused on adjacency pairs at the classroom |
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Enhancing oral skills focused on adjacency pairs at the classroom |
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Enhancing oral skills focused on adjacency pairs at the classroom |
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Enhancing oral skills focused on adjacency pairs at the classroom Pares adyacentes Habilidades orales Investigación acción Comunicación Conciencia intercultural Adjacency pairs Oral skills Action research Communication Crosscultural awareness |
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Enhancing oral skills focused on adjacency pairs at the classroom |
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Enhancing oral skills focused on adjacency pairs at the classroom |
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Enhancing oral skills focused on adjacency pairs at the classroom |
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Enhancing oral skills focused on adjacency pairs at the classroom |
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Enhancing oral skills focused on adjacency pairs at the classroom |
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Arevalo Chisco, Wilson Eduardo |
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Pérez Gómez, Francisco Antonio - director |
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Arevalo Chisco, Wilson Eduardo |
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Pares adyacentes Habilidades orales Investigación acción Comunicación Conciencia intercultural |
| topic |
Pares adyacentes Habilidades orales Investigación acción Comunicación Conciencia intercultural Adjacency pairs Oral skills Action research Communication Crosscultural awareness |
| dc.subject.keywords.spa.fl_str_mv |
Adjacency pairs Oral skills Action research Communication Crosscultural awareness |
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Trabajo de grado que se propone describir cómo los estudiantes de tercer grado de primaria del colegio público Prado Veraniego I.E.D., construyen sus habilidades orales al nivel de pares adyacentes a través del desarrollo diario de la comunicación en el salón de clase y actividades basadas en la conciencia intercultural. Todo para permitir la comunicación en el aula. Los pares adyacentes permitieron la transacción de información entre individuos en el salón de clases, impulsados por las actividades basadas en la conciencia intercultural, las cuales permitieron despertar el interés de los estudiantes por los temas propuestos por el maestro en formación, como también la necesidad de aprender a formular preguntas y saber cómo responderlas para poder satisfacer dicho interés. |
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Alcaldía de Mayor de Bogotá (2013). Barrio Prado Veraniego Reseña Básica Barrial. https://docplayer.es/46438610-Barrio-prado-veraniego-resena-basica-barrial.html Beltrán, P.H. (2016). Impact of Communicative Activities supported by Technological Resources on Listening and Speaking Processes in an EFL Classroom [Tésis de grado, Universidad Pedagógica Nacional de Colombia]. Repositorio UPN. http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/3230/TE-19481.pdf?sequence=1&isAllowed=y . Bogotá. Burns, A. (1998). Teaching speaking. Annual Review of Applied Linguistics. Brown, H.D. (1994). Teaching by principles: An interactive approach to language pedagogy. Prentice Hall Regents. Brown, H.D. & Yule, G. (1983). Discourse analysis. Cambridge: Cambridge University Press. Celce, M. & Olshtain, E. (2000. Discourse and Context in Language Teaching, Cambridge University Press. Chen, G.M. & Starosta, W. (1999) A review of the concept of intercultural awareness. Human Communication, vol. 2. pp. 27-54. https://files.eric.ed.gov/fulltext/ED408634.pdf Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing Ethnographic Field Notes. University of Chicago Press. Freeman, D. (1998). Doing Teacher-Research: From Inquiry to Understanding. Canada. Fulcher, G. (2003). Testing Second Language Speaking. Great Britain: Pearson Education Gerlach, J. M. (1994). Is this Collaboration? In Collaborative Learning: Underlying Processes and Effective Techniques, edited by Kris Bosworth and Sharon J. Hamilton. New Directions for Teaching and Learning No. 59. San Francisco: Jossey-Baggs. Heinle & Heinle Publishers. Glaser, B. & Strauss, A. (1967). The discovery of grounded theory: strategies for qualitative research. New York: Aldine Publishing Company. Gordillo, L. M. (2011). Desarrollo de la comunicación oral en la clase de inglés [Development of oral communication in the English class]. Revista Digital Innovación y Experiencias Educativas, 38, 1-9. Kumaravadivelu, B. (1994). The Postmethod Condition: (E)merging Strategies for Second/Foreign Language Teaching. TESOL, 28, 27-48. Kramsch, C. (1993). Content and culture in language teaching. Oxford: Oxford University Littlewood, W. (1981). Communicative Language Teaching. Cambridge University Press. Marshall, C., & Rossman, G. B. (1999). Designing qualitative research (3rd ed.). Thousand Oaks, CA, US: Sage Publications, Inc. Mills, G.E. (2003). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Merrill/Prentice Hall. Ministerio de Educación Nacional de Colombia. (2006). Formar en Lenguas Extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer. https://www.mineducacion.gov.co/1621/articles-115174_archivo_pdf.pdf. Nordquist, R. (2020). Adjacency Pair (Conversation Analysis)." ThoughtCo. https://www.thoughtco.com/adjacency-pair-conversation-analysis-1688970 Papadopoulos, I. (2017). Crossing Cultural Bridges in the ‘neighbourhood’: A project of developing intercultural. Romania: Proceedings of the IX Conference Intercultural Communication. Patton, M. (1990). Qualitative evaluation and research methods. Beverly Hills, CA: Sage. Perez, S. V. (2017). Audiovisual resources to enhance listening comprehension of EFL third graders [Tésis de grado, Universidad Pedagógica Nacional de Colombia]. Repositorio UPN. http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/7748/TE-21329.pdf?sequence=1&isAllowed=y. Bogotá. Richards, J. (2008). Teaching Listening and Speaking: From Theory to Practice. Stanford University. Rost, M. (1994). Online summaries as representations of lecture understanding. In Flowerdew, J. (ed.) Academic listening: Research perspectives. Cambridge: Cambridge University Press. 93–127. Google Scholar. Strauss, A. & Corbin J. (2008). Basics of Qualitative Research (3rd ed.): Techniques and Procedures for Developing Grounded Theory. https://dx.doi.org/10.4135/9781452230153 Trespalacios, S. B. (2018). Fostering Intercultural Awareness Through Vocabulary [Tésis de grado, Universidad Pedagógica Nacional de Colombia]. Repositorio UPN. http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/9210/TE-22081.pdf?sequence=1&isAllowed=y . Bogotá. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Yule, George. (1996). Pragmatics. New york: Oxford University press. |
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Pérez Gómez, Francisco Antonio - directorArevalo Chisco, Wilson EduardoBogotá2018 a 20202020-08-05T21:57:31Z2020-08-05T21:57:31Z2020http://hdl.handle.net/20.500.12209/12120instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Trabajo de grado que se propone describir cómo los estudiantes de tercer grado de primaria del colegio público Prado Veraniego I.E.D., construyen sus habilidades orales al nivel de pares adyacentes a través del desarrollo diario de la comunicación en el salón de clase y actividades basadas en la conciencia intercultural. Todo para permitir la comunicación en el aula. Los pares adyacentes permitieron la transacción de información entre individuos en el salón de clases, impulsados por las actividades basadas en la conciencia intercultural, las cuales permitieron despertar el interés de los estudiantes por los temas propuestos por el maestro en formación, como también la necesidad de aprender a formular preguntas y saber cómo responderlas para poder satisfacer dicho interés.Submitted by Wilson Eduardo Arévalo Chisco (del_wearevaloc149@pedagogica.edu.co) on 2020-08-03T16:25:29Z No. of bitstreams: 2 Enhancing oral skills focused on adjacency pairs at the classroom.pdf: 904208 bytes, checksum: fa79c7f60bb86758324d56a4b8d0cbb8 (MD5) Arevalo Wilson Licencia de uso.pdf: 570168 bytes, checksum: ed013d2a9bb8dc95d8a3a9824586fff8 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2020-08-03T22:30:46Z (GMT) No. of bitstreams: 2 Enhancing oral skills focused on adjacency pairs at the classroom.pdf: 904208 bytes, checksum: fa79c7f60bb86758324d56a4b8d0cbb8 (MD5) Arevalo Wilson Licencia de uso.pdf: 570168 bytes, checksum: ed013d2a9bb8dc95d8a3a9824586fff8 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2020-08-05T21:57:31Z (GMT) No. of bitstreams: 2 Enhancing oral skills focused on adjacency pairs at the classroom.pdf: 904208 bytes, checksum: fa79c7f60bb86758324d56a4b8d0cbb8 (MD5) Arevalo Wilson Licencia de uso.pdf: 570168 bytes, checksum: ed013d2a9bb8dc95d8a3a9824586fff8 (MD5)Made available in DSpace on 2020-08-05T21:57:31Z (GMT). No. of bitstreams: 2 Enhancing oral skills focused on adjacency pairs at the classroom.pdf: 904208 bytes, checksum: fa79c7f60bb86758324d56a4b8d0cbb8 (MD5) Arevalo Wilson Licencia de uso.pdf: 570168 bytes, checksum: ed013d2a9bb8dc95d8a3a9824586fff8 (MD5) Previous issue date: 2020-07-20Universidad Pedagógica Nacional de ColombiaColegio Prado Veraniego I.E.D.Licenciado en Español y Lenguas ExtranjerasTesis de pregradoResearch that proposes to describe how may third grade students of Prado Veraniego School, build their oral skills at the level of adjacency pairs through the development of daily communication in the classroom and Cross-cultural activities. All focused on communication in the classroom. The adjacency pairs allowed the transaction of information among classmates, motivated by the activities based on the Crosscultural Awareness, which allowed to develop students' interest on the proposed themes by the teacher, and the necessity for learning to ask questions and to know how answer them for satisfying such interest.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 NacionalPares adyacentesHabilidades oralesInvestigación acciónComunicaciónConciencia interculturalAdjacency pairsOral skillsAction researchCommunicationCrosscultural awarenessEnhancing oral skills focused on adjacency pairs at the classroomEnhancing oral skills focused on adjacency pairs at the classroominfo:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAlcaldía de Mayor de Bogotá (2013). Barrio Prado Veraniego Reseña Básica Barrial. https://docplayer.es/46438610-Barrio-prado-veraniego-resena-basica-barrial.htmlBeltrán, P.H. (2016). Impact of Communicative Activities supported by Technological Resources on Listening and Speaking Processes in an EFL Classroom [Tésis de grado, Universidad Pedagógica Nacional de Colombia]. Repositorio UPN. http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/3230/TE-19481.pdf?sequence=1&isAllowed=y . Bogotá.Burns, A. (1998). Teaching speaking. Annual Review of Applied Linguistics.Brown, H.D. (1994). Teaching by principles: An interactive approach to language pedagogy. Prentice Hall Regents.Brown, H.D. & Yule, G. (1983). Discourse analysis. Cambridge: Cambridge University Press.Celce, M. & Olshtain, E. (2000. Discourse and Context in Language Teaching, Cambridge University Press.Chen, G.M. & Starosta, W. (1999) A review of the concept of intercultural awareness. Human Communication, vol. 2. pp. 27-54. https://files.eric.ed.gov/fulltext/ED408634.pdfEmerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing Ethnographic Field Notes. University of Chicago Press.Freeman, D. (1998). Doing Teacher-Research: From Inquiry to Understanding. Canada.Fulcher, G. (2003). Testing Second Language Speaking. Great Britain: Pearson EducationGerlach, J. M. (1994). Is this Collaboration? In Collaborative Learning: Underlying Processes and Effective Techniques, edited by Kris Bosworth and Sharon J. Hamilton. New Directions for Teaching and Learning No. 59. San Francisco: Jossey-Baggs. Heinle & Heinle Publishers.Glaser, B. & Strauss, A. (1967). The discovery of grounded theory: strategies for qualitative research. New York: Aldine Publishing Company.Gordillo, L. M. (2011). Desarrollo de la comunicación oral en la clase de inglés [Development of oral communication in the English class]. Revista Digital Innovación y Experiencias Educativas, 38, 1-9.Kumaravadivelu, B. (1994). The Postmethod Condition: (E)merging Strategies for Second/Foreign Language Teaching. TESOL, 28, 27-48.Kramsch, C. (1993). Content and culture in language teaching. Oxford: Oxford UniversityLittlewood, W. (1981). Communicative Language Teaching. Cambridge University Press.Marshall, C., & Rossman, G. B. (1999). Designing qualitative research (3rd ed.). Thousand Oaks, CA, US: Sage Publications, Inc.Mills, G.E. (2003). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Merrill/Prentice Hall.Ministerio de Educación Nacional de Colombia. (2006). Formar en Lenguas Extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer. https://www.mineducacion.gov.co/1621/articles-115174_archivo_pdf.pdf.Nordquist, R. (2020). Adjacency Pair (Conversation Analysis)." ThoughtCo. https://www.thoughtco.com/adjacency-pair-conversation-analysis-1688970Papadopoulos, I. (2017). Crossing Cultural Bridges in the ‘neighbourhood’: A project of developing intercultural. Romania: Proceedings of the IX Conference Intercultural Communication.Patton, M. (1990). Qualitative evaluation and research methods. Beverly Hills, CA: Sage.Perez, S. V. (2017). Audiovisual resources to enhance listening comprehension of EFL third graders [Tésis de grado, Universidad Pedagógica Nacional de Colombia]. Repositorio UPN. http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/7748/TE-21329.pdf?sequence=1&isAllowed=y. Bogotá.Richards, J. (2008). Teaching Listening and Speaking: From Theory to Practice. Stanford University.Rost, M. (1994). Online summaries as representations of lecture understanding. In Flowerdew, J. (ed.) Academic listening: Research perspectives. Cambridge: Cambridge University Press. 93–127. Google Scholar.Strauss, A. & Corbin J. (2008). Basics of Qualitative Research (3rd ed.): Techniques and Procedures for Developing Grounded Theory. https://dx.doi.org/10.4135/9781452230153Trespalacios, S. B. (2018). Fostering Intercultural Awareness Through Vocabulary [Tésis de grado, Universidad Pedagógica Nacional de Colombia]. Repositorio UPN. http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/9210/TE-22081.pdf?sequence=1&isAllowed=y . Bogotá.Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Yule, George. (1996). Pragmatics. 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