Promoting communicative interaction in the EFL classroom through visual stories. The role of visual stories to promote students’ communicative interaction in the EFL classroom.

Trabajo de grado realizado en el Instituto pedagógico Nacional con un grupo de segundo grado. Este es un trabajo enmarcado bajo los preceptos de la investigación-acción y propone el uso de historias visuales como una herramienta para fomentar la comunicación durante la realización de actividades int...

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Autores:: Chaparro Prieto, José Leonardo

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2016

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: spa

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dc.title.spa.fl_str_mv	Promoting communicative interaction in the EFL classroom through visual stories. The role of visual stories to promote students’ communicative interaction in the EFL classroom.
title	Promoting communicative interaction in the EFL classroom through visual stories. The role of visual stories to promote students’ communicative interaction in the EFL classroom.
spellingShingle	Promoting communicative interaction in the EFL classroom through visual stories. The role of visual stories to promote students’ communicative interaction in the EFL classroom. Interacción Comunicación Historias visuales Inglés como lengua extranjera
title_short	Promoting communicative interaction in the EFL classroom through visual stories. The role of visual stories to promote students’ communicative interaction in the EFL classroom.
title_full	Promoting communicative interaction in the EFL classroom through visual stories. The role of visual stories to promote students’ communicative interaction in the EFL classroom.
title_fullStr	Promoting communicative interaction in the EFL classroom through visual stories. The role of visual stories to promote students’ communicative interaction in the EFL classroom.
title_full_unstemmed	Promoting communicative interaction in the EFL classroom through visual stories. The role of visual stories to promote students’ communicative interaction in the EFL classroom.
title_sort	Promoting communicative interaction in the EFL classroom through visual stories. The role of visual stories to promote students’ communicative interaction in the EFL classroom.
dc.creator.fl_str_mv	Chaparro Prieto, José Leonardo
dc.contributor.advisor.spa.fl_str_mv	Montaño Moreno, Johanna
dc.contributor.author.spa.fl_str_mv	Chaparro Prieto, José Leonardo
dc.subject.spa.fl_str_mv	Interacción Comunicación Historias visuales Inglés como lengua extranjera
topic	Interacción Comunicación Historias visuales Inglés como lengua extranjera
description	Trabajo de grado realizado en el Instituto pedagógico Nacional con un grupo de segundo grado. Este es un trabajo enmarcado bajo los preceptos de la investigación-acción y propone el uso de historias visuales como una herramienta para fomentar la comunicación durante la realización de actividades interactivas en el salón de clase de inglés como lengua extranjera. El proyecto se basó en dos preguntas de investigación que se centraban en el papel de las historias visuales en el fomento de la interacción comunicativa, además de los factores que afectan el correcto desarrollo de ésta. La confianza, la negociación de significado, la lengua materna, las actividades interactivas y los materiales basados en las historias visuales fueron los principales elementos que demostraron afectar la competencia comunicativa de los estudiantes y el correcto desarrollo de su proceso de alfabetización.
publishDate	2016
dc.date.issued.none.fl_str_mv	2016
dc.date.accessioned.none.fl_str_mv	2019-04-08T17:12:07Z
dc.date.available.none.fl_str_mv	2019-04-08T17:12:07Z
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dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía – Pregrado
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dc.relation.references.spa.fl_str_mv	Bagarić, V. & Mihaljević, J. (2007). Defining communicative competence. Metodika, 8(1), 94- 103. Berger, P.L., Luckmann, T., (1966) The Social Construction of Reality: A treatise in the sociology of knowledge, Garden City, NY, Anchor Books. Betlem, S., Villacañas de Castro, L. and Pich, E. (2013, septiembre, 3). Creating and Implementing a Didactic Sequence as an Educational Strategy for Foreign Language Teaching. Íkala, revista de lenguaje y cultura. 18 (3), 31-43. Brill, J., Kim, D., and Maribe, R. (2007). Visual Literacy Defined – The results of a Delphi study: Can IVLA (Operationally) define visual literacy? Journal of Visual Literacy, volume 27 (1), 47-60. Brown, H. (2001). Teaching by principles An interactive approach to language pedagogy. Longman. Burns, A. (1999). Collaborative action research for English language teachers. Cambridge. Cambridge University Press. Burns, A.C. (2014). Classroom action research and teacher professional development. In Recent issues in language teacher education: Challenges and directions (pp.89-98). Surakarta. UNS Press. Castañeda, G. and Correa, M. (2011). Using audiovisual aids to increase the communicative competence in second and third grade al Prado Veraniego. (Undergraduate thesis). Universidad Pedagógica Nacional. Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge. The M.I.T. Press. Clark, H. & Clark, E. (1977) Psychology and Language: An Introduction to Psycholinguistics. New York: Harcourt, Brace & Jovanovich. Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, U.K: Press Syndicate of the University of Cambridge. Flashcard of the clothes. Image 3 adapted from: Gogo’s Adventures with English Foster, P. and Snyder, A. (2005). Negotiation for Meaning and Peer Assistance in Second Language Classrooms. doi: 10.1093/applin/ami014 Frank, C. (1999). Ethnographic eyes. A teacher’s guide to classroom observation. Portsmouth. Heinemann. George, N. & Hammoud, A. (2013). A study on the usefulness of Audio-Visual aids in EFL classroom: implications for effective instruction. International Journal of Higher Education. 2(2), 86-92. Gillian, R. (2007). Visual methodologies: an introduction to the interpretation of visual materials. Sage publications. London. Gogo’s Adventures with English. Image 1 retrieved from: http://3.bp.blogspot.com/- YO4TkXVx4ok/TlVYo8toUhI/AAAAAAAAAHs/2BKEZTBAgOg/s200/gogo.jpg Gogo’s video. Image 4 retrieved from: http://www.youtube.com/ Gogo. Image 5 retrieved from: https://i.ytimg.com/vi/qeRshSaCw4o/hqdefault.jpg Grauberg, W., (1997). The Elements of Foreign Language Teaching. New York, Multilingual Matters Ltd. Hamilton, M. (2010). The social context of literacy. In N. Huges, I. Schwab. (Ed.), Teaching Adult Literacy: principles and practice (pp. 7-27). Recovered from: https://www.mheducation.co.uk/ Having Fun in English. Image 2 retrieved from: http://segundoipn.jimdo.com/ Hendrickson, J. (1992). Storytelling for foreign language learners. Lexington, Eric. Herazo, J. (2010). Authentic Oral Interaction in the EFL Class: What It Means, What It Does not. PROFILE. 12(1), 47-61. Hine, G. S. C. & Lavery, S. D. (2014). The importance of action research in teacher education programs: Three testimonies. In Transformative, innovative and engaging. Proceedings of the 23rd Annual Teaching Learning Forum, 30-31 January 2014. The University of Western Australia. Retrieved from: http://ctl.curtin.edu.au/professional_development/conferences/tlf/tlf2014/refereed/hine.pdf Hymes, D. H. (1972). On Communicative Competence. In Pride, J. B., & Holmes, J. (Eds.), Sociolinguistics, 269-293. Baltimore, USA: Penguin Education, Penguin Books Ltd. Kern, R. (2000). Literacy and Language Teaching. Hong Kong. Oxford University Press. Lankshear, C. & Knobel, M. (2011). New literacies. New York. Open University Press. May, W. (1993). "Teachers-as-Researchers" or Action Research: What Is It, and What Good Is It for Art Education? Studies in Art Education, 34(2), 114-126. Methold, K. (2001). Gogo’s Adventures with English [Video recording]. Recovered from: https://www.youtube.com/channel/UCqNUpEsP_qlRnWqidpwWcsA Ministerio de Educación Nacional (2006). Programa Nacional de Bilingüismo (2004 – 2019). Recuperado de: http://www.mineducacion.gov.co/1621/articles132560_recurso_pdf_programa_nacional_bilinguismo.pdf Ministerio de Educación Nacional (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Recuperado de: http://www.mineducacion.gov.co/cvn/1665/articles115174_archivo_pdf.pdf Nunan, D. (2004). Task Based Language Teaching. Cambridge. Cambridge University Press. Rivers, W. (1987). Interaction as the key to teaching languages for communication. In W. Rivers (Ed.). Interactive Language Teaching (pp.3-16). Recuperado de http://www.udel.edu/eli/ Rosa, M., Orey, D. (2012). The field of research in ethnomodeling: emic, ethic and dialectical approaches. Educ. Persqui. 38 (04), 865-879. Sagor, R. (2000). Guiding school improvement with action research. Alexandria, USA: Association for Supervision and Curriculum Development. Sarmiento, M. A Guided Reading of Images: A Strategy to Develop Critical Thinking and Communicative Skills. Colombian Applied Linguistics Journal. 12(2), 72-86. Savignon, S. (2002). Communicative Language Teaching: Linguistic Theory and Classroom Practice. In S. Savignon (Ed.). Interpreting Communicative Language Teaching: Contexts and Concerns in Teacher Education (pp.1-28). Recuperado de: http://videa.ca/ Sharma, B. (2006). Mother tongue use in English classroom. Journal of NELTA. 11(1-2), 80-87. UNESCO. (2006). Education for all global monitoring report. Recuperado de: http://www.unesco.org/education/GMR2006/full/chapt6_eng.pdf Verdugo, D. and Belmonte, I. (2007). Using digital stories to improve listening comprehension with Spanish young learners of English. Language Learning & Technology. 11(1), 87-101. Yin, R. K., (2011) Qualitative research from start to finish, New York, The Guilford Press. Yates, L. and Chisari, M. (2003). Series: building confidence in the classroom and beyond. Commonwealth of Australia. Macquarie Universite. Webster's Third New International Dictionary of the English Language. Phillip Babcock Gave, editor-in-chief, G. & C.Merriam Company Publishers, Springfield, MA, 1961.
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spelling	Montaño Moreno, JohannaChaparro Prieto, José Leonardo2019-04-08T17:12:07Z2019-04-08T17:12:07Z2016TE-19844http://hdl.handle.net/20.500.12209/9455instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Trabajo de grado realizado en el Instituto pedagógico Nacional con un grupo de segundo grado. Este es un trabajo enmarcado bajo los preceptos de la investigación-acción y propone el uso de historias visuales como una herramienta para fomentar la comunicación durante la realización de actividades interactivas en el salón de clase de inglés como lengua extranjera. El proyecto se basó en dos preguntas de investigación que se centraban en el papel de las historias visuales en el fomento de la interacción comunicativa, además de los factores que afectan el correcto desarrollo de ésta. La confianza, la negociación de significado, la lengua materna, las actividades interactivas y los materiales basados en las historias visuales fueron los principales elementos que demostraron afectar la competencia comunicativa de los estudiantes y el correcto desarrollo de su proceso de alfabetización.Submitted by Manuel Lorenzo Contreras Pachón (mlcontrerasp@pedagogica.edu.co) on 2019-04-03T21:59:41Z No. of bitstreams: 1 TE-19844.pdf: 1318527 bytes, checksum: d01f6555d6769699dc285c93ae93afbc (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2019-04-08T17:12:07Z (GMT) No. of bitstreams: 1 TE-19844.pdf: 1318527 bytes, checksum: d01f6555d6769699dc285c93ae93afbc (MD5)Made available in DSpace on 2019-04-08T17:12:07Z (GMT). No. of bitstreams: 1 TE-19844.pdf: 1318527 bytes, checksum: d01f6555d6769699dc285c93ae93afbc (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 NacionalInteracciónComunicaciónHistorias visualesInglés como lengua extranjeraPromoting communicative interaction in the EFL classroom through visual stories. The role of visual stories to promote students’ communicative interaction in the EFL classroom.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionBagarić, V. & Mihaljević, J. (2007). Defining communicative competence. Metodika, 8(1), 94- 103.Berger, P.L., Luckmann, T., (1966) The Social Construction of Reality: A treatise in the sociology of knowledge, Garden City, NY, Anchor Books.Betlem, S., Villacañas de Castro, L. and Pich, E. (2013, septiembre, 3). Creating and Implementing a Didactic Sequence as an Educational Strategy for Foreign Language Teaching. Íkala, revista de lenguaje y cultura. 18 (3), 31-43.Brill, J., Kim, D., and Maribe, R. (2007). Visual Literacy Defined – The results of a Delphi study: Can IVLA (Operationally) define visual literacy? Journal of Visual Literacy, volume 27 (1), 47-60.Brown, H. (2001). Teaching by principles An interactive approach to language pedagogy. Longman.Burns, A. (1999). Collaborative action research for English language teachers. Cambridge. Cambridge University Press.Burns, A.C. (2014). Classroom action research and teacher professional development. In Recent issues in language teacher education: Challenges and directions (pp.89-98). Surakarta. UNS Press.Castañeda, G. and Correa, M. (2011). Using audiovisual aids to increase the communicative competence in second and third grade al Prado Veraniego. (Undergraduate thesis). Universidad Pedagógica Nacional.Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge. The M.I.T. Press.Clark, H. & Clark, E. (1977) Psychology and Language: An Introduction to Psycholinguistics. New York: Harcourt, Brace & Jovanovich.Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, U.K: Press Syndicate of the University of Cambridge.Flashcard of the clothes. Image 3 adapted from: Gogo’s Adventures with EnglishFoster, P. and Snyder, A. (2005). Negotiation for Meaning and Peer Assistance in Second Language Classrooms. doi: 10.1093/applin/ami014Frank, C. (1999). Ethnographic eyes. A teacher’s guide to classroom observation. Portsmouth. Heinemann.George, N. & Hammoud, A. (2013). A study on the usefulness of Audio-Visual aids in EFL classroom: implications for effective instruction. International Journal of Higher Education. 2(2), 86-92.Gillian, R. (2007). Visual methodologies: an introduction to the interpretation of visual materials. Sage publications. London.Gogo’s Adventures with English. Image 1 retrieved from: http://3.bp.blogspot.com/- YO4TkXVx4ok/TlVYo8toUhI/AAAAAAAAAHs/2BKEZTBAgOg/s200/gogo.jpgGogo’s video. Image 4 retrieved from: http://www.youtube.com/Gogo. Image 5 retrieved from: https://i.ytimg.com/vi/qeRshSaCw4o/hqdefault.jpgGrauberg, W., (1997). The Elements of Foreign Language Teaching. New York, Multilingual Matters Ltd.Hamilton, M. (2010). The social context of literacy. In N. Huges, I. Schwab. (Ed.), Teaching Adult Literacy: principles and practice (pp. 7-27). Recovered from: https://www.mheducation.co.uk/Having Fun in English. Image 2 retrieved from: http://segundoipn.jimdo.com/Hendrickson, J. (1992). Storytelling for foreign language learners. Lexington, Eric.Herazo, J. (2010). Authentic Oral Interaction in the EFL Class: What It Means, What It Does not. PROFILE. 12(1), 47-61.Hine, G. S. C. & Lavery, S. D. (2014). The importance of action research in teacher education programs: Three testimonies. In Transformative, innovative and engaging. Proceedings of the 23rd Annual Teaching Learning Forum, 30-31 January 2014. The University of Western Australia. Retrieved from: http://ctl.curtin.edu.au/professional_development/conferences/tlf/tlf2014/refereed/hine.pdfHymes, D. H. (1972). On Communicative Competence. In Pride, J. B., & Holmes, J. (Eds.), Sociolinguistics, 269-293. Baltimore, USA: Penguin Education, Penguin Books Ltd.Kern, R. (2000). Literacy and Language Teaching. Hong Kong. Oxford University Press.Lankshear, C. & Knobel, M. (2011). New literacies. New York. Open University Press.May, W. (1993). "Teachers-as-Researchers" or Action Research: What Is It, and What Good Is It for Art Education? Studies in Art Education, 34(2), 114-126.Methold, K. (2001). Gogo’s Adventures with English [Video recording]. Recovered from: https://www.youtube.com/channel/UCqNUpEsP_qlRnWqidpwWcsAMinisterio de Educación Nacional (2006). Programa Nacional de Bilingüismo (2004 – 2019). Recuperado de: http://www.mineducacion.gov.co/1621/articles132560_recurso_pdf_programa_nacional_bilinguismo.pdfMinisterio de Educación Nacional (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Recuperado de: http://www.mineducacion.gov.co/cvn/1665/articles115174_archivo_pdf.pdfNunan, D. (2004). Task Based Language Teaching. Cambridge. Cambridge University Press.Rivers, W. (1987). Interaction as the key to teaching languages for communication. In W. Rivers (Ed.). Interactive Language Teaching (pp.3-16). Recuperado de http://www.udel.edu/eli/Rosa, M., Orey, D. (2012). The field of research in ethnomodeling: emic, ethic and dialectical approaches. Educ. Persqui. 38 (04), 865-879.Sagor, R. (2000). Guiding school improvement with action research. Alexandria, USA: Association for Supervision and Curriculum Development.Sarmiento, M. A Guided Reading of Images: A Strategy to Develop Critical Thinking and Communicative Skills. Colombian Applied Linguistics Journal. 12(2), 72-86.Savignon, S. (2002). Communicative Language Teaching: Linguistic Theory and Classroom Practice. In S. Savignon (Ed.). Interpreting Communicative Language Teaching: Contexts and Concerns in Teacher Education (pp.1-28). Recuperado de: http://videa.ca/Sharma, B. (2006). Mother tongue use in English classroom. Journal of NELTA. 11(1-2), 80-87.UNESCO. (2006). Education for all global monitoring report. Recuperado de: http://www.unesco.org/education/GMR2006/full/chapt6_eng.pdfVerdugo, D. and Belmonte, I. (2007). Using digital stories to improve listening comprehension with Spanish young learners of English. Language Learning & Technology. 11(1), 87-101.Yin, R. K., (2011) Qualitative research from start to finish, New York, The Guilford Press.Yates, L. and Chisari, M. (2003). Series: building confidence in the classroom and beyond. Commonwealth of Australia. Macquarie Universite.Webster's Third New International Dictionary of the English Language. Phillip Babcock Gave, editor-in-chief, G. & C.Merriam Company Publishers, Springfield, MA, 1961.Inglés - Lengua extranjeraCompetencia comunicativa - InglesInglés - Enseñanza primariaTHUMBNAILTE-19844.pdf.jpgTE-19844.pdf.jpgIM Thumbnailimage/jpeg2445http://repository.pedagogica.edu.co/bitstream/20.500.12209/9455/3/TE-19844.pdf.jpg4795ed96545fbf1b22fbe1226b0fec79MD53LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/9455/2/license.txt8a4605be74aa9ea9d79846c1fba20a33MD52ORIGINALTE-19844.pdfTE-19844.pdfapplication/pdf1318527http://repository.pedagogica.edu.co/bitstream/20.500.12209/9455/1/TE-19844.pdfd01f6555d6769699dc285c93ae93afbcMD5120.500.12209/9455oai:repository.pedagogica.edu.co:20.500.12209/94552021-08-12 13:10:53.736Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.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

Promoting communicative interaction in the EFL classroom through visual stories. The role of visual stories to promote students’ communicative interaction in the EFL classroom.

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