Improving speaking skills through Pochinko Technique with a group of sixth graders at Liceo Femenino Mercedes Nariño
La presente investigación de acción cualitativa examina la influencia de implementar la técnica Pochinko como estrategia pedagógica para desarrollar habilidades de interacción oral en estudiantes de sexto grado del Liceo Femenino Mercedes Nariño. Para ello, se llevó a cabo un proyecto de investigaci...
- Autores:
-
Torres Palacio, Cristian Andrés
- 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:20.500.12209/12109
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/12109
- Palabra clave:
- Interacción oral
Patrones
Expresiones
Técnica pochinko
Speaking
Chunks
Oral interaction
Pochinko technique
- Rights
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Improving speaking skills through Pochinko Technique with a group of sixth graders at Liceo Femenino Mercedes Nariño |
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Improving speaking skills through Pochinko Technique with a group of sixth graders at Liceo Femenino Mercedes Nariño |
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Improving speaking skills through Pochinko Technique with a group of sixth graders at Liceo Femenino Mercedes Nariño Interacción oral Patrones Expresiones Técnica pochinko Speaking Chunks Oral interaction Pochinko technique |
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Improving speaking skills through Pochinko Technique with a group of sixth graders at Liceo Femenino Mercedes Nariño |
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Improving speaking skills through Pochinko Technique with a group of sixth graders at Liceo Femenino Mercedes Nariño |
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Improving speaking skills through Pochinko Technique with a group of sixth graders at Liceo Femenino Mercedes Nariño |
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Improving speaking skills through Pochinko Technique with a group of sixth graders at Liceo Femenino Mercedes Nariño |
| title_sort |
Improving speaking skills through Pochinko Technique with a group of sixth graders at Liceo Femenino Mercedes Nariño |
| dc.creator.fl_str_mv |
Torres Palacio, Cristian Andrés |
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Pérez Gómez, Francisco Antonio - asesor |
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Torres Palacio, Cristian Andrés |
| dc.subject.spa.fl_str_mv |
Interacción oral Patrones Expresiones Técnica pochinko |
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Interacción oral Patrones Expresiones Técnica pochinko Speaking Chunks Oral interaction Pochinko technique |
| dc.subject.keywords.spa.fl_str_mv |
Speaking Chunks Oral interaction Pochinko technique |
| description |
La presente investigación de acción cualitativa examina la influencia de implementar la técnica Pochinko como estrategia pedagógica para desarrollar habilidades de interacción oral en estudiantes de sexto grado del Liceo Femenino Mercedes Nariño. Para ello, se llevó a cabo un proyecto de investigación-acción que incluye tres etapas principales. En la primera etapa se identificó el problema y algunos instrumentos de recolección de datos fueron aplicados para obtener información general de los estudiantes. La segunda etapa comprendió el diseño y la implementación de la propuesta pedagógica. En la última etapa, se analizaron los datos recogidos y se aplicaron los procesos de triangulación de los datos. Como resultado, se halló que la aplicación de la técnica Pochinko y el uso de diferentes patrones o expresiones relacionados con los miedos de los estudiantes mejoro de manera significativa su interacción oral con un alto grado de motivación y compromiso |
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Aita, Sean (2008): A Perfect Match Vienna: Vienna’s English Theatre / BMUKK Alden, J. (May 2015). Drama and performance. Obtenido de Enotes: https://www.enotes.com/homework-help/difference-elements-drama-performance-aesthetics-479158 Barol, B. (2001). Learning From a Person’s Biography: An Introduction to the biographical timeline process. Retrieved from http://www.nasddds.org/uploads/documents/Barol_Beth_I__-2001-__Learning_From_a_Personi%CC%81s_Biography-_An_Introduction_to_the_Biographical_Timeline_Process.pdf Basurto Santos, N., & Hernández Alarcón, M. (2015). Fillers and the Development of Oral Strategic Competence in Foreign Language Learning. Mexico: Universidad de Guanajuato. Bateman, J., & Paris, C. (1989). Phrasing a text in terms the user can undertand. Marina del Rey, CA: USC/Information Sciences Institute. Bonange, J. B. (1996, 12). Clowning And The Imagination. Pratiques Corporelles, 1-3. Retrieved from Nosetonose.info: http://www.nosetonose.info/articles/jbarticle.htm Brown, D. (2000). Teaching by principles. San Francisco. California: Longman. Bryant, W. (2015). Waldorf Library. Retrieved from WaldorfLibrary.org: https://www.waldorflibrary.org/articles/30-biography-in-education Bygate, M. (1987). Speaking. Oxford: Oxford University Press. Byrne, D. (1991). Teaching Writing Skills. London: Longman. Chapetón Castro, C. M., & Chala, P. A. (2012). Undertaking the Act of Writing as a Situated Social Practice: Going beyond the Linguistic and the Textual. Cohen, E., Brody, C., Shevin, M. (2004) Teaching Cooperative Learning: The challenge for Teacher Education. State University of New York Press. Cox, J. (2009). Teachhub. Retrieved from www.teachhub.com: https://www.teachhub.com/how-use-biographies-teaching-strategies Cranton, P., & Wright, B. (2008). The Transformative Educator. The Transformative Educator, 33-47. Dornyei, Z. (2001). ¨ Motivational strategies in the language classroom. Cambridge, UK: Cambridge University Press. Elam, K. (1980). The Semiotics of Theatre and Drama. London. Flowers, L., & Hayes, J. (2008). A cognitive process theory of writing. Föreningen, S. (2011). The art of writing and speaking. Lund University. Friðriksdóttir, S. E. (2012). Clowning and improvisation in the ESL classroom: Observations and suggestions . Háskóli Íslands. Gilshenan, D. (2012, 06 23). Sydney Theatre Company. Retrieved from Sydneytheatre.com: https://www.sydneytheatre.com.au/magazine/posts/2012/july/feature-the-art-of-clowning Johnson, D., Johnson R. & Holubec, E. (1994) Cooperative Learning in the Classroom. Virginia: Association for Supervision and Curriculum Development Lane, J. H. (2010). Impossibility Aside:Clowning and the Scholarly Context. Canada: Simon Fraser University . Mail, T. G. (1979). Clowning is no laughing matter. The Globe and Mail. McCammon, B. (2010). Designresearchtechnique. Retrieved from designresearchtechniques.com/: http://designresearchtechniques.com/casestudies/semi-structured-interviews/ Ninalevine. (2012). Retrieved from Ninalevine.com: http://www.ninalevine.com/clowning-explained.html Norton, B. (2011). Identity, language learning, and social change. Canada: University of British Columbia. Pirandello. (March de 2018). Pirandelloformacion. Obtenido de Metodo de interpretacion stanislavsky: https://www.pirandelloformacion.com/metodo-interpretacion-stanislavsky/#:~:text=Trabajar%20con%20los%20sentidos%3A%20Descubrir,Stanislavski%20%E2%80%9Cesferas%20de%20atenci%C3%B3n%E2%80%9D. Richards, J. (2008). Teaching listening and speaking from theory to practice. United States of America: Cambridge University Press. Richards, J., & Rodgers, T. (2002). Approaches and methods in language teaching. Cambridge University. Rico, C. V. (2015). Lifeder.com. Retrieved from https://www.lifeder.com/elementos-del-teatro/#:~:text=Los%20elementos%20del%20teatro%20principales,puede%20conceptualizar%20de%20dos%20maneras. Robinson, H. A. (1997). The Ethnography of Empowerment – The Transformative Power of Classroom Interaction. (2nd Ed.). Sage Publications. Newbury Park, U.S.A. Sean, A. (2009). The theatre in language learning. Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative. Northumbria University, Newcastle upon Tyne, NE1 8ST, UK. Sykes, S. (2005). Review of Literature Relating to Theatre in Education as a Tool in Alcohol Education. Retrieved from http://www.aerc.org.uk/documents/pdfs/finalReports/AERC_FinalReport_0026.pdf. Tinjacá, R. A. (2008). Overcoming Fear of Speaking in English through Meaningful Activities: A Study with Teenagers. Bogota. Tudor, I. (2001). The dynamics of the language classroom. Vocabulary. (2019). Vocabulary.com. Retrieved from https://www.vocabulary.com/dictionary/biography |
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Pérez Gómez, Francisco Antonio - asesorTorres Palacio, Cristian AndrésBogotá20202020-08-05T19:35:20Z2020-08-05T19:35:20Z2020http://hdl.handle.net/20.500.12209/12109instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/La presente investigación de acción cualitativa examina la influencia de implementar la técnica Pochinko como estrategia pedagógica para desarrollar habilidades de interacción oral en estudiantes de sexto grado del Liceo Femenino Mercedes Nariño. Para ello, se llevó a cabo un proyecto de investigación-acción que incluye tres etapas principales. En la primera etapa se identificó el problema y algunos instrumentos de recolección de datos fueron aplicados para obtener información general de los estudiantes. La segunda etapa comprendió el diseño y la implementación de la propuesta pedagógica. En la última etapa, se analizaron los datos recogidos y se aplicaron los procesos de triangulación de los datos. Como resultado, se halló que la aplicación de la técnica Pochinko y el uso de diferentes patrones o expresiones relacionados con los miedos de los estudiantes mejoro de manera significativa su interacción oral con un alto grado de motivación y compromisoSubmitted by Cristian Andres Torres Palacio (del_catorresp660@pedagogica.edu.co) on 2020-08-03T16:00:09Z No. of bitstreams: 2 Improving speaking through Pochinko.pdf: 2134351 bytes, checksum: b409e35a2d422766d3108cf8e02e9d89 (MD5) Licencia de uso.pdf: 1433870 bytes, checksum: 0db447778a5069736eb87a23978c08b7 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2020-08-03T21:19:37Z (GMT) No. of bitstreams: 2 Improving speaking through Pochinko.pdf: 2134351 bytes, checksum: b409e35a2d422766d3108cf8e02e9d89 (MD5) Licencia de uso.pdf: 1433870 bytes, checksum: 0db447778a5069736eb87a23978c08b7 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2020-08-05T19:35:20Z (GMT) No. of bitstreams: 2 Improving speaking through Pochinko.pdf: 2134351 bytes, checksum: b409e35a2d422766d3108cf8e02e9d89 (MD5) Licencia de uso.pdf: 1433870 bytes, checksum: 0db447778a5069736eb87a23978c08b7 (MD5)Made available in DSpace on 2020-08-05T19:35:20Z (GMT). No. of bitstreams: 2 Improving speaking through Pochinko.pdf: 2134351 bytes, checksum: b409e35a2d422766d3108cf8e02e9d89 (MD5) Licencia de uso.pdf: 1433870 bytes, checksum: 0db447778a5069736eb87a23978c08b7 (MD5) Previous issue date: 2020Liceo Femenino Mercedez NariñoLicenciado en Español e InglésTesis de pregradoThis qualitative action research examines the assumptions of implementing the Pochinko Technique as a pedagogical strategy in order to develop oral interaction skills in sixth grade students at Liceo Femenino Mercedes Nariño. In order to do it, an action research project was carried out and conducted in three stages. In the first stage, the problem was identified and some data collection instruments were applied to get general information about the students. The second stage included the design and the implementation of the pedagogical proposal. In the last stage, the data collected was analyzed and the triangulation processes were applied. As a result, findings suggest that the application of Pochinko Technique and the usage of different chunks related to students’ fears in the EFL classroom had a significant improvement on their oral interaction skills with high student’s motivation and engagement.PDFapplication/pdfspaUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad 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 NacionalInteracción oralPatronesExpresionesTécnica pochinkoSpeakingChunksOral interactionPochinko techniqueImproving speaking skills through Pochinko Technique with a group of sixth graders at Liceo Femenino Mercedes Nariñoinfo:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAita, Sean (2008): A Perfect Match Vienna: Vienna’s English Theatre / BMUKKAlden, J. (May 2015). Drama and performance. Obtenido de Enotes: https://www.enotes.com/homework-help/difference-elements-drama-performance-aesthetics-479158Barol, B. (2001). Learning From a Person’s Biography: An Introduction to the biographical timeline process. Retrieved from http://www.nasddds.org/uploads/documents/Barol_Beth_I__-2001-__Learning_From_a_Personi%CC%81s_Biography-_An_Introduction_to_the_Biographical_Timeline_Process.pdfBasurto Santos, N., & Hernández Alarcón, M. (2015). Fillers and the Development of Oral Strategic Competence in Foreign Language Learning. Mexico: Universidad de Guanajuato.Bateman, J., & Paris, C. (1989). Phrasing a text in terms the user can undertand. Marina del Rey, CA: USC/Information Sciences Institute.Bonange, J. B. (1996, 12). Clowning And The Imagination. Pratiques Corporelles, 1-3. Retrieved from Nosetonose.info: http://www.nosetonose.info/articles/jbarticle.htmBrown, D. (2000). Teaching by principles. San Francisco. California: Longman.Bryant, W. (2015). Waldorf Library. Retrieved from WaldorfLibrary.org: https://www.waldorflibrary.org/articles/30-biography-in-educationBygate, M. (1987). Speaking. Oxford: Oxford University Press.Byrne, D. (1991). Teaching Writing Skills. London: Longman.Chapetón Castro, C. M., & Chala, P. A. (2012). Undertaking the Act of Writing as a Situated Social Practice: Going beyond the Linguistic and the Textual.Cohen, E., Brody, C., Shevin, M. (2004) Teaching Cooperative Learning: The challenge for Teacher Education. State University of New York Press.Cox, J. (2009). Teachhub. Retrieved from www.teachhub.com: https://www.teachhub.com/how-use-biographies-teaching-strategiesCranton, P., & Wright, B. (2008). The Transformative Educator. The Transformative Educator, 33-47.Dornyei, Z. (2001). ¨ Motivational strategies in the language classroom. Cambridge, UK: Cambridge University Press.Elam, K. (1980). The Semiotics of Theatre and Drama. London.Flowers, L., & Hayes, J. (2008). A cognitive process theory of writing.Föreningen, S. (2011). The art of writing and speaking. Lund University.Friðriksdóttir, S. E. (2012). Clowning and improvisation in the ESL classroom: Observations and suggestions . Háskóli Íslands.Gilshenan, D. (2012, 06 23). Sydney Theatre Company. Retrieved from Sydneytheatre.com: https://www.sydneytheatre.com.au/magazine/posts/2012/july/feature-the-art-of-clowningJohnson, D., Johnson R. & Holubec, E. (1994) Cooperative Learning in the Classroom. Virginia: Association for Supervision and Curriculum DevelopmentLane, J. H. (2010). Impossibility Aside:Clowning and the Scholarly Context. Canada: Simon Fraser University .Mail, T. G. (1979). Clowning is no laughing matter. The Globe and Mail.McCammon, B. (2010). Designresearchtechnique. Retrieved from designresearchtechniques.com/: http://designresearchtechniques.com/casestudies/semi-structured-interviews/Ninalevine. (2012). Retrieved from Ninalevine.com: http://www.ninalevine.com/clowning-explained.htmlNorton, B. (2011). Identity, language learning, and social change. Canada: University of British Columbia.Pirandello. (March de 2018). Pirandelloformacion. Obtenido de Metodo de interpretacion stanislavsky: https://www.pirandelloformacion.com/metodo-interpretacion-stanislavsky/#:~:text=Trabajar%20con%20los%20sentidos%3A%20Descubrir,Stanislavski%20%E2%80%9Cesferas%20de%20atenci%C3%B3n%E2%80%9D.Richards, J. (2008). Teaching listening and speaking from theory to practice. United States of America: Cambridge University Press.Richards, J., & Rodgers, T. (2002). Approaches and methods in language teaching. Cambridge University.Rico, C. V. (2015). Lifeder.com. Retrieved from https://www.lifeder.com/elementos-del-teatro/#:~:text=Los%20elementos%20del%20teatro%20principales,puede%20conceptualizar%20de%20dos%20maneras.Robinson, H. A. (1997). The Ethnography of Empowerment – The Transformative Power of Classroom Interaction. (2nd Ed.). Sage Publications. Newbury Park, U.S.A.Sean, A. (2009). The theatre in language learning.Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative. Northumbria University, Newcastle upon Tyne, NE1 8ST, UK.Sykes, S. (2005). Review of Literature Relating to Theatre in Education as a Tool in Alcohol Education. Retrieved from http://www.aerc.org.uk/documents/pdfs/finalReports/AERC_FinalReport_0026.pdf.Tinjacá, R. A. (2008). Overcoming Fear of Speaking in English through Meaningful Activities: A Study with Teenagers. Bogota.Tudor, I. (2001). The dynamics of the language classroom.Vocabulary. (2019). Vocabulary.com. 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