Movies’ songs based on children’s rights to develop oral interaction skills.
El siguiente documento describe de manera breve y clara una investigación-acción de tipo cualitativo llevada a cabo en un grupo de estudiantes de grado cuarto de primaria quienes presentan bajo nivel en sus habilidades comunicativas en lengua inglesa, principalmente en la habilidad oral. Para determ...
- Autores:
-
Garzón Sáenz, John Reminton
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2019
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- spa
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/10375
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/10375
- Palabra clave:
- Oral interaction skills
Interaction effect
Negotiation of meaning
Vocabulary knowledge
Songs as pedagogical tool
Children rights
- Rights
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Movies’ songs based on children’s rights to develop oral interaction skills. |
| title |
Movies’ songs based on children’s rights to develop oral interaction skills. |
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Movies’ songs based on children’s rights to develop oral interaction skills. Oral interaction skills Interaction effect Negotiation of meaning Vocabulary knowledge Songs as pedagogical tool Children rights |
| title_short |
Movies’ songs based on children’s rights to develop oral interaction skills. |
| title_full |
Movies’ songs based on children’s rights to develop oral interaction skills. |
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Movies’ songs based on children’s rights to develop oral interaction skills. |
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Movies’ songs based on children’s rights to develop oral interaction skills. |
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Movies’ songs based on children’s rights to develop oral interaction skills. |
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Garzón Sáenz, John Reminton |
| dc.contributor.advisor.spa.fl_str_mv |
Rojas López, Ronald Andrés |
| dc.contributor.author.spa.fl_str_mv |
Garzón Sáenz, John Reminton |
| dc.subject.spa.fl_str_mv |
Oral interaction skills Interaction effect Negotiation of meaning Vocabulary knowledge Songs as pedagogical tool Children rights |
| topic |
Oral interaction skills Interaction effect Negotiation of meaning Vocabulary knowledge Songs as pedagogical tool Children rights |
| description |
El siguiente documento describe de manera breve y clara una investigación-acción de tipo cualitativo llevada a cabo en un grupo de estudiantes de grado cuarto de primaria quienes presentan bajo nivel en sus habilidades comunicativas en lengua inglesa, principalmente en la habilidad oral. Para determinar el objeto de estudio fue necesario realizar un diagnostico que reveló las dificultades de los educandos para expresar oralmente sus ideas y a su vez comprender el contenido de los mensajes en inglés. Por consiguiente, se usaron canciones de películas infantiles basadas en los derechos de los niños, las cuales fueron el insumo para proponer actividades comunicativas que promovieron el desarrollo de las habilidades orales en inglés de los estudiantes. Para evaluar el desarrollo de la propuesta pedagógica se realizaron una serie de observaciones, encuestas y grabaciones que avalaron el progreso de los aprendices durante la intervención. |
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Acuesta C. & Galarza M. (2007). The English Communicative Performance in 3rd grade at Simón Rodríguez through the use of traditional songs. Universidad Pedagógica Nacional. Aguirre, D., Bustinza, D., & Garvich, M. (2016). Influence of songs in primary school students' motivation for learning English in Lima, Peru. Al Hosni, S. (2014). Speaking difficulties encountered by young EFL learners. International Journal on Studies in English Language and Literature (IJSELL), 2(6), 22-30. Broughton, G., Brumfit, C., Pincas, A., & Wilde, R. D. (2002). Teaching English as a foreign language. Routledge. Brown, H. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. White Plains, NY: Pearson Education. Brown, H. D. (1994). Teaching by Principles: Interactive language teaching methodology. Prentice-Hall Regents. New York Brown, H. D. (2007). Principles of language learning and teaching. Pearson Education, New York. Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press. Burns, A. (2010). Doing Action Research in English Language Teaching. A Guide for Practitioners. Routledge: New York Bygate, M. (1999). Speaking. Oxford University Press. Castañeda Pulgarín, M. F., & Pereira Mestra, M. A. (2018). Planning and implementation of activities for the improvement of oral comprehension and production intended for students of the foreign language pilot program at Universidad del Valle: the song's club experience [recurso electrónico] (Doctoral dissertation). Chisaka, B. C. (2013). Action Research: Some Practical Ideas for Educational Practice. Zimbabwe: Save the Children. Retrieved from: http://resourcecentre.savethechildren.se/sites/default/files/document/action_research Delibegović, N. (2002). The Effect of Using Songs on Young Learners and Their Motivation for Learning English. University of Tuzla. Bosnia Dewey, J. (1998). Experience and education. Kappa Delta Pi. Drew, C. J., Hardman, M., & Hosp, J. (2008). Designing and conducting education research. Driscoll, D. L. (2011). Introduction to Primary Research: Observations, Surveys, and Interviews. Lowe, C. & Zemliansky, P.(eds.) Ellis,R. & Barkhuizen, G. (2005), Analyzing Learner Language, Oxford: Oxford University Press. Escobar, E. Y. del Socorro Gómez, M., & Arboleda, A. (2011). La música pop en el desarrollo de las habilidades de escucha y producción oral en inglés. Universidad Del Valle. Feldman, J. (2001) “Songs for Teaching: Using Songs to Promote Teaching”. Cambridge: Cambridge University Press. Flick, U. (2018). An introduction to qualitative research. Sage Publications Limited. Folse, K. S. (2006). The art of teaching speaking: Research and pedagogy for the ESL/EFL classroom. Michigan. United States. Glaser, B. G. (1992). Emergence vs forcing: Basics of grounded theory analysis.Sociology Press. Gómez A. & Torres D. (2006). The role of songs in second grade students, oral skill development in the foreign language. Universidad Pedagógica Nacional. Harmer, J. (2001). The practice of English language teaching. 3 rd ed. Longman. London Holtgraves, T. M. (2013). Language as social action: Social psychology and language use. Psychology Press. Hughes, R. (2013). Teaching and researching: speaking. Routledge. Johnson Keith (2005), Expertise in Second Language Learning and Teaching, United Kingdom. Jorda, M. D. P. S. (2002). Oral skills: Resources and proposals for the classroom (Vol. 10). Publicacions de la Universitat Jaume I. Kihoro, M. F. (2018). One, two, sing! How preschool teachers utilize music activities in the classroom: A case of Kiambu County, Kenya. European Journal of Education Studies. Knutson, S. (2003). Experiential learning in second-language classrooms. TESL Canada Journal, 52-64. Lenka, O. (2011). The Use of Pop Songs in the EFL Classroom. diplom. D.E. McCowan, T. (2012) Human Rights within Education: Assessing the Justifications, Cambridge Journal of Education. McGrath, I. (2013). Teaching materials and the roles of EFL/ESL teachers: Practice and theory. A&C Black. Medina Mira, Y. A. (2018). Let's Play It! Improving First Graders' Oral and Listening Skills through Songs and Videos. Universidad de Antioquia. Murphey, T. 1992. Music and Songs. Oxford: Oxford University Press. Nation, I. S., & Newton, J. (2008). Teaching ESL/EFL listening and speaking. Routledge. Nunan, D., & Carter, R. (Eds.). (2001). The Cambridge guide to teaching English to speakers of other languages. Ernst Klett Sprachen. Oxford, R. L., Lavine, R. Z., & Crookall, D. (1989). Language learning strategies, the Communicative Approach, and their classroom implications. Foreign Language Annals. USA. Palacios Mena, N., & Chapetón, C. M. (2014). The use of English songs with social content as a situated literacy practice: Factors that influence student participation in the EFL classroom. Folios, (40), 125-138. Phillips, D. K., & Carr, K. (2014). Becoming a teacher through action research: Process, context, and self-study. Routledge. Philip, J., Oliver, R., & Mackey, A. (Eds.). (2008). Second language acquisition and the younger learner: Child's play? (Vol. 23). John Benjamins Publishing. Rahman, M. M. (2010). Teaching oral communication skills: A task-based approach. ESP world, 9(1), 1-11. Rao, V. J. (2003). Problems of Continuing Education. Discovery Publishing House. Richards, J. (2006). Communicative Language Teaching Today. Cambridge University Press. Avenue of the Americas, New York. Rickard, N. S., Toukhsati, S. R., & Field, S. E. (2005). The effect of music on cognitive performance: Insight from neurobiological and animal studies. Behavioral and Cognitive Neuroscience Reviews, 4(4), 235-2 Silverman, D. (2004). Doing qualitative research: A practical handbook (2nd ed.). London: Sage. Stephanou, A. (2009). Experiential language learning: second language learning as cooperative learner education. Cambridge University Press. Stryker, S. B., & Leaver, B. L. (Eds.). (2007). Content-based instruction in foreign language education: Models and methods. Georgetown University Press. Tedick, D. J., Christian, D., & Fortune, T. W. (Eds.). (2011). Immersion education: Practices, policies, possibilities (Vol. 83). Multilingual Matters. Thornbury, S. (2005). How to teach speaking. Pearson Longman. New York. Tudor, I. (2001). The dynamics of the language classroom. Ernst Klett Sprachen. UNICEF. (1999). Human rights for children and women: How UNICEF helps make them a reality. UNICEF. UNICEF. (2012) Human Rights Education, Literature Review for UNICEF PFP, Dublin: Centre for Human Rights and Citizenship Education (CHRCE). United Nations . (2005). Global Human Rights Education Program. New York. Wang, I. K. H. (2018). Learning Vocabulary Strategically in a Study-Abroad Context. In Learning Vocabulary Strategically in a Study Abroad Context (pp. 231-268). Palgrave Macmillan, Cham. Webb, S., & Nation, P. (2017). How vocabulary is learned. Oxford University Press. Vygotsky, L. S., & Kozulin, A. (1920). Pensamiento y lenguaje (pp. 97-115). Barcelona: Paidós. |
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Rojas López, Ronald AndrésGarzón Sáenz, John Reminton2019-09-12T15:41:39Z2019-09-12T15:41:39Z2019TE-23315http://hdl.handle.net/20.500.12209/10375instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/El siguiente documento describe de manera breve y clara una investigación-acción de tipo cualitativo llevada a cabo en un grupo de estudiantes de grado cuarto de primaria quienes presentan bajo nivel en sus habilidades comunicativas en lengua inglesa, principalmente en la habilidad oral. Para determinar el objeto de estudio fue necesario realizar un diagnostico que reveló las dificultades de los educandos para expresar oralmente sus ideas y a su vez comprender el contenido de los mensajes en inglés. Por consiguiente, se usaron canciones de películas infantiles basadas en los derechos de los niños, las cuales fueron el insumo para proponer actividades comunicativas que promovieron el desarrollo de las habilidades orales en inglés de los estudiantes. Para evaluar el desarrollo de la propuesta pedagógica se realizaron una serie de observaciones, encuestas y grabaciones que avalaron el progreso de los aprendices durante la intervención.Submitted by Melissa Cuastuza (mcuastuza@pedagogica.edu.co) on 2019-09-12T15:41:21Z No. of bitstreams: 1 TE-23315.pdf: 1913694 bytes, checksum: 387fe5a21c4e17c8d72b3aada422e040 (MD5)Approved for entry into archive by Melissa Cuastuza (mcuastuza@pedagogica.edu.co) on 2019-09-12T15:41:39Z (GMT) No. of bitstreams: 1 TE-23315.pdf: 1913694 bytes, checksum: 387fe5a21c4e17c8d72b3aada422e040 (MD5)Made available in DSpace on 2019-09-12T15:41:39Z (GMT). No. of bitstreams: 1 TE-23315.pdf: 1913694 bytes, checksum: 387fe5a21c4e17c8d72b3aada422e040 (MD5)Licenciado en Español e InglésTesis de pregradoPDFapplication/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 NacionalOral interaction skillsInteraction effectNegotiation of meaningVocabulary knowledgeSongs as pedagogical toolChildren rightsMovies’ songs based on children’s rights to develop oral interaction 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/acceptedVersionAcuesta C. & Galarza M. (2007). The English Communicative Performance in 3rd grade at Simón Rodríguez through the use of traditional songs. Universidad Pedagógica Nacional.Aguirre, D., Bustinza, D., & Garvich, M. (2016). Influence of songs in primary school students' motivation for learning English in Lima, Peru.Al Hosni, S. (2014). Speaking difficulties encountered by young EFL learners. International Journal on Studies in English Language and Literature (IJSELL), 2(6), 22-30.Broughton, G., Brumfit, C., Pincas, A., & Wilde, R. D. (2002). Teaching English as a foreign language. Routledge.Brown, H. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. White Plains, NY: Pearson Education.Brown, H. D. (1994). Teaching by Principles: Interactive language teaching methodology. Prentice-Hall Regents. New YorkBrown, H. D. (2007). Principles of language learning and teaching. Pearson Education, New York.Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.Burns, A. (2010). Doing Action Research in English Language Teaching. A Guide for Practitioners. Routledge: New YorkBygate, M. (1999). Speaking. Oxford University Press.Castañeda Pulgarín, M. F., & Pereira Mestra, M. A. (2018). Planning and implementation of activities for the improvement of oral comprehension and production intended for students of the foreign language pilot program at Universidad del Valle: the song's club experience [recurso electrónico] (Doctoral dissertation).Chisaka, B. C. (2013). Action Research: Some Practical Ideas for Educational Practice. Zimbabwe: Save the Children. Retrieved from: http://resourcecentre.savethechildren.se/sites/default/files/document/action_researchDelibegović, N. (2002). The Effect of Using Songs on Young Learners and Their Motivation for Learning English. University of Tuzla. BosniaDewey, J. (1998). Experience and education. Kappa Delta Pi.Drew, C. J., Hardman, M., & Hosp, J. (2008). Designing and conducting education research.Driscoll, D. L. (2011). Introduction to Primary Research: Observations, Surveys, and Interviews. Lowe, C. & Zemliansky, P.(eds.)Ellis,R. & Barkhuizen, G. (2005), Analyzing Learner Language, Oxford: Oxford University Press.Escobar, E. Y. del Socorro Gómez, M., & Arboleda, A. (2011). La música pop en el desarrollo de las habilidades de escucha y producción oral en inglés. Universidad Del Valle.Feldman, J. (2001) “Songs for Teaching: Using Songs to Promote Teaching”. Cambridge: Cambridge University Press.Flick, U. (2018). An introduction to qualitative research. Sage Publications Limited.Folse, K. S. (2006). The art of teaching speaking: Research and pedagogy for the ESL/EFL classroom. Michigan. United States.Glaser, B. G. (1992). Emergence vs forcing: Basics of grounded theory analysis.Sociology Press.Gómez A. & Torres D. (2006). The role of songs in second grade students, oral skill development in the foreign language. Universidad Pedagógica Nacional.Harmer, J. (2001). The practice of English language teaching. 3 rd ed. Longman. LondonHoltgraves, T. M. (2013). Language as social action: Social psychology and language use. Psychology Press.Hughes, R. (2013). Teaching and researching: speaking. Routledge.Johnson Keith (2005), Expertise in Second Language Learning and Teaching, United Kingdom.Jorda, M. D. P. S. (2002). Oral skills: Resources and proposals for the classroom (Vol. 10). Publicacions de la Universitat Jaume I.Kihoro, M. F. (2018). One, two, sing! How preschool teachers utilize music activities in the classroom: A case of Kiambu County, Kenya. European Journal of Education Studies.Knutson, S. (2003). Experiential learning in second-language classrooms. TESL Canada Journal, 52-64.Lenka, O. (2011). The Use of Pop Songs in the EFL Classroom. diplom. D.E.McCowan, T. (2012) Human Rights within Education: Assessing the Justifications, Cambridge Journal of Education.McGrath, I. (2013). Teaching materials and the roles of EFL/ESL teachers: Practice and theory. A&C Black.Medina Mira, Y. A. (2018). Let's Play It! Improving First Graders' Oral and Listening Skills through Songs and Videos. Universidad de Antioquia.Murphey, T. 1992. Music and Songs. Oxford: Oxford University Press.Nation, I. S., & Newton, J. (2008). Teaching ESL/EFL listening and speaking. Routledge.Nunan, D., & Carter, R. (Eds.). (2001). The Cambridge guide to teaching English to speakers of other languages. Ernst Klett Sprachen.Oxford, R. L., Lavine, R. Z., & Crookall, D. (1989). Language learning strategies, the Communicative Approach, and their classroom implications. Foreign Language Annals. USA.Palacios Mena, N., & Chapetón, C. M. (2014). The use of English songs with social content as a situated literacy practice: Factors that influence student participation in the EFL classroom. Folios, (40), 125-138.Phillips, D. K., & Carr, K. (2014). Becoming a teacher through action research: Process, context, and self-study. Routledge.Philip, J., Oliver, R., & Mackey, A. (Eds.). (2008). Second language acquisition and the younger learner: Child's play? (Vol. 23). John Benjamins Publishing.Rahman, M. M. (2010). Teaching oral communication skills: A task-based approach. ESP world, 9(1), 1-11.Rao, V. J. (2003). Problems of Continuing Education. Discovery Publishing House.Richards, J. (2006). Communicative Language Teaching Today. Cambridge University Press. Avenue of the Americas, New York.Rickard, N. S., Toukhsati, S. R., & Field, S. E. (2005). The effect of music on cognitive performance: Insight from neurobiological and animal studies. Behavioral and Cognitive Neuroscience Reviews, 4(4), 235-2Silverman, D. (2004). Doing qualitative research: A practical handbook (2nd ed.). London: Sage.Stephanou, A. (2009). Experiential language learning: second language learning as cooperative learner education. Cambridge University Press.Stryker, S. B., & Leaver, B. L. (Eds.). (2007). Content-based instruction in foreign language education: Models and methods. Georgetown University Press.Tedick, D. J., Christian, D., & Fortune, T. W. (Eds.). (2011). Immersion education: Practices, policies, possibilities (Vol. 83). Multilingual Matters.Thornbury, S. (2005). How to teach speaking. Pearson Longman. New York.Tudor, I. (2001). The dynamics of the language classroom. Ernst Klett Sprachen.UNICEF. (1999). Human rights for children and women: How UNICEF helps make them a reality. UNICEF.UNICEF. (2012) Human Rights Education, Literature Review for UNICEF PFP, Dublin: Centre for Human Rights and Citizenship Education (CHRCE).United Nations . (2005). Global Human Rights Education Program. New York.Wang, I. K. H. (2018). Learning Vocabulary Strategically in a Study-Abroad Context. In Learning Vocabulary Strategically in a Study Abroad Context (pp. 231-268). Palgrave Macmillan, Cham.Webb, S., & Nation, P. (2017). How vocabulary is learned. Oxford University Press.Vygotsky, L. S., & Kozulin, A. (1920). Pensamiento y lenguaje (pp. 97-115). 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