Using riddles as a strategy to foster speaking skills in 4th graders.
El presente documento es un proyecto de investigación realizado en la institución pública IED Rafael Bernal Jiménez sede B para estudiantes de primaria. De igual modo, el paradigma utilizado en este estudio es la investigación-acción con un enfoque cualitativo y los objetivos se dirigen principalmen...
- Autores:
-
Padilla Guzmán, Sergio Andrés
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2016
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- eng
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/16964
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/16964
- Palabra clave:
- Expresión oral en inglés
Adivinanzas
Motivación
Logro académico
Motivation
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Using riddles as a strategy to foster speaking skills in 4th graders. |
| dc.title.translated.spa.fl_str_mv |
Using riddles as a strategy to foster speaking skills in 4th graders. |
| title |
Using riddles as a strategy to foster speaking skills in 4th graders. |
| spellingShingle |
Using riddles as a strategy to foster speaking skills in 4th graders. Expresión oral en inglés Adivinanzas Motivación Logro académico Motivation |
| title_short |
Using riddles as a strategy to foster speaking skills in 4th graders. |
| title_full |
Using riddles as a strategy to foster speaking skills in 4th graders. |
| title_fullStr |
Using riddles as a strategy to foster speaking skills in 4th graders. |
| title_full_unstemmed |
Using riddles as a strategy to foster speaking skills in 4th graders. |
| title_sort |
Using riddles as a strategy to foster speaking skills in 4th graders. |
| dc.creator.fl_str_mv |
Padilla Guzmán, Sergio Andrés |
| dc.contributor.advisor.none.fl_str_mv |
Buitrago Escobar, Zulma Rocío |
| dc.contributor.author.none.fl_str_mv |
Padilla Guzmán, Sergio Andrés |
| dc.subject.spa.fl_str_mv |
Expresión oral en inglés Adivinanzas Motivación Logro académico |
| topic |
Expresión oral en inglés Adivinanzas Motivación Logro académico Motivation |
| dc.subject.keywords.spa.fl_str_mv |
Motivation |
| description |
El presente documento es un proyecto de investigación realizado en la institución pública IED Rafael Bernal Jiménez sede B para estudiantes de primaria. De igual modo, el paradigma utilizado en este estudio es la investigación-acción con un enfoque cualitativo y los objetivos se dirigen principalmente a fomentar la expresión oral en inglés como lengua extranjera de los participantes, implementando la estrategia de usar adivinanzas para hacerlo, ya que son más que un mero juego humorístico de palabras, las cuales exigen un proceso mental profundo para alcanzar el objetivo final que es descubrir el misterio detrás de las señales morfológicas o fonéticas dentro del acertijo y dar cuenta de la respuesta oralmente proporcionando una explicación sostenible del enigmático fragmento del lenguaje. A través del documento, el lector está seguro de encontrar información interesante y teorías que tratan de abordar el fenómeno de bajo rendimiento y el subdesarrollo de la interacción hablada en inglés. |
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2016 |
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2022-03-22T14:59:53Z |
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Bowlby, J. (1969). Attachment and loss, V(I) (2nd ed.). New York, NY: Basic Books. Bruffee, K. (1984). Collaborative Learning and the "Conversation of Mankind". College English, Vol. 46, No. 7, pp. 635-652. Retrieved from: http://www.jstor.org/stable/376924. Burns, A. (2010). Doing action research in English language teaching: a guide for practitioners (1sted.). New York, NY: Routledge. Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics: Oxford University Press. Castilla, J. M. & Manjón, M. I. & Martín, M. J. (2011). English planning for primary education. Madrid, MDR: Vision Libros. Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London, LDN: Sage Publications. Corbin, J. & Strauss, A. (1990). Qualitative sociology, V (13), No. 1. San Francisco, CA: Human Sciences Press, Inc. Creswell, J. (2007). Qualitative inquiry & research design: choosing among five approaches (2nded.). California, CA: Sage Publications. Cropley, A. (2004). Creativity in education & learning: a guide for teachers and educators (2nded.). Abingdon, UK: RoutledgeFalmer. Crosnoe, R. & Kirkpatrick, M. & Elder, G. (2004). Intergenerational bonding in school: the behavioral and contextual correlates of student-teacher relationships. Sociology of Education, Vol. 77 No. 1 (January 2004), pp. 60-81. Retrieved from: http://www.jstor.org/stable/3649403 Freeman, D. (1998). Doing Teacher-Research: from inquiry to understanding. Canada, CND: Heinle & Heinle Publishers. Gordon, T. (1974). Teacher effectiveness training. New York, NY: Peter H. Wyden. Hymes, D. (1972). On communicative competence. Harmondsworth, LDN: Penguin. Kalmbach, D. & Carr, K. (2010). Becoming a teacher through action research: process, context, and self-study (2nd ed.). New York, NY: Routledge, Taylor & Francis Group. Krashen, S. D. (2009). Principles and practice in second language acquisition. Internet Edition. Littlewood, W. (1981). Communicative language teaching: an introduction. United Kingdom, UK: Cambridge University Press. McCarthy, M. (2000). Discourse analysis for language teachers. United Kingdom, UK: Cambridge University Press. McCormick, M. & Cappella, E. & O’Connor, E. & McClowry, S. (2013). Parent involvement, emotional support, and behavior problems. The Elementary School Journal, Vol. 114, No. 2 (December 2013), pp. 277-300. Retrieved from: http://www.jstor.org/stable/10.1086/673200 McKernan, J. (1996). Curriculum action research: a handbook of methods and resources for the reflective practitioner (2nded.). London, LDN: Kogan Page Limited. Oxford, R. (1990). Language Learning Strategies: What every teacher should know. Boston, BSN: Heinle & Heinle Publishers. Pagis, D. (1996). Toward a theory of the literary riddle. In G. Hasan-Rokem & D. Shulman (Eds.), Untying the Knot: on riddles and other enigmatic modes (pp. 81-82). New York, NY: Oxford University Press. Reigeluth, C. (2005). New instructional theories and strategies for a knowledge-based society. In J. M. Spector & C. Ohrazda (Eds.), Innovations in Instructional Technology: Essays in Honor of M. David Merrill (pp. 207-217). Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers. Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, Vol. 55 No. 1 (January 2000), pp. 68-78. Retrieved from: https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_SDT.pdf Shaham, H. (2013). The Riddle as a Learning and Educational Tool. Scientific Research, Vol. 4, No. 6 (June 2013), pp. 388-395. Retrieved from: http://www.scirp.org/journal/ce Souza, L. S. M. (2008). Jokes and riddles in English as a foreign language classroom. Revista Horizontes de Lingüística Aplicada, Vol. 7, No. 2, pp. 56-66. Retrieved from: http://periodicos.unb.br/index.php/horizontesla/article/viewFile/4852/4072 Schank R. C. & Berman T. R. & Macpherson K. A. (2009). Learning by doing. In C. M. Reigeluth (Ed.), Instructional-Design Theories and Models: a new paradigm of instructional theory (pp. 161-187). New York, NY: Routledge. Stewart, I. & Barnes-Holmes, D. & Hayes, S. & Lipkens, R. (2002). Relations among relations: analogies, metaphors, and stories. In S. C. Hayes & D. Barnes-Holmes & B. Roche (Eds.), Relational Frame Theory: a post-Skinnerian account of human language and cognition (pp. 73-86). New York, NY: Kluwer Academic Publishers. Valverde-Riascos, Y. (2014). Lectura y escritura con sentido y significado, como estrategia de pedagógica en la formación de maestros. Revista Fedumar Pedagogía y Educación, 1(1), pp. 71-104. Retrieved from: www.umariana.edu.co/ojs- editorial/index.php/fedumar/article/view/453/385 Wa Gachanja, M. & Kebaya, C. (2013). Pedagogical Aspects of Riddles: A Critical Examination of Abagusii Riddles. International Journal of Humanities and Social Science, Vol. 3 No. 3; February 2013, pp. 293-298. Retrieved from: http://www.ijhssnet.com/journals/Vol_3_No_3_February_2013/32.pdf |
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Buitrago Escobar, Zulma RocíoPadilla Guzmán, Sergio Andrés2022-03-22T14:59:53Z2022-03-22T14:59:53Z2016TE-19846http://hdl.handle.net/20.500.12209/16964instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/El presente documento es un proyecto de investigación realizado en la institución pública IED Rafael Bernal Jiménez sede B para estudiantes de primaria. De igual modo, el paradigma utilizado en este estudio es la investigación-acción con un enfoque cualitativo y los objetivos se dirigen principalmente a fomentar la expresión oral en inglés como lengua extranjera de los participantes, implementando la estrategia de usar adivinanzas para hacerlo, ya que son más que un mero juego humorístico de palabras, las cuales exigen un proceso mental profundo para alcanzar el objetivo final que es descubrir el misterio detrás de las señales morfológicas o fonéticas dentro del acertijo y dar cuenta de la respuesta oralmente proporcionando una explicación sostenible del enigmático fragmento del lenguaje. A través del documento, el lector está seguro de encontrar información interesante y teorías que tratan de abordar el fenómeno de bajo rendimiento y el subdesarrollo de la interacción hablada en inglés.Submitted by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2022-03-18T16:27:37Z No. of bitstreams: 1 TE-19846.pdf: 5964818 bytes, checksum: 4b5173fa54bbe9d5c5b75806fd6d9632 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2022-03-18T20:49:27Z (GMT) No. of bitstreams: 1 TE-19846.pdf: 5964818 bytes, checksum: 4b5173fa54bbe9d5c5b75806fd6d9632 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2022-03-22T14:59:53Z (GMT) No. of bitstreams: 1 TE-19846.pdf: 5964818 bytes, checksum: 4b5173fa54bbe9d5c5b75806fd6d9632 (MD5)Made available in DSpace on 2022-03-22T14:59:53Z (GMT). No. of bitstreams: 1 TE-19846.pdf: 5964818 bytes, checksum: 4b5173fa54bbe9d5c5b75806fd6d9632 (MD5) Previous issue date: 2016Licenciado en Español y Lenguas ExtranjerasPregradoapplication/pdfengUniversidad Pedagógica NacionalLicenciatura en Español y Lenguas ExtranjerasFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalExpresión oral en inglésAdivinanzasMotivaciónLogro académicoMotivationUsing riddles as a strategy to foster speaking skills in 4th graders.Using riddles as a strategy to foster speaking skills in 4th graders.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisBowlby, J. (1969). Attachment and loss, V(I) (2nd ed.). New York, NY: Basic Books.Bruffee, K. (1984). Collaborative Learning and the "Conversation of Mankind". College English, Vol. 46, No. 7, pp. 635-652. Retrieved from: http://www.jstor.org/stable/376924.Burns, A. (2010). Doing action research in English language teaching: a guide for practitioners (1sted.). New York, NY: Routledge.Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics: Oxford University Press.Castilla, J. M. & Manjón, M. I. & Martín, M. J. (2011). English planning for primary education. Madrid, MDR: Vision Libros.Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London, LDN: Sage Publications.Corbin, J. & Strauss, A. (1990). Qualitative sociology, V (13), No. 1. San Francisco, CA: Human Sciences Press, Inc.Creswell, J. (2007). Qualitative inquiry & research design: choosing among five approaches (2nded.). California, CA: Sage Publications.Cropley, A. (2004). Creativity in education & learning: a guide for teachers and educators (2nded.). Abingdon, UK: RoutledgeFalmer.Crosnoe, R. & Kirkpatrick, M. & Elder, G. (2004). Intergenerational bonding in school: the behavioral and contextual correlates of student-teacher relationships. Sociology of Education, Vol. 77 No. 1 (January 2004), pp. 60-81. Retrieved from: http://www.jstor.org/stable/3649403Freeman, D. (1998). Doing Teacher-Research: from inquiry to understanding. Canada, CND: Heinle & Heinle Publishers.Gordon, T. (1974). Teacher effectiveness training. New York, NY: Peter H. Wyden.Hymes, D. (1972). On communicative competence. Harmondsworth, LDN: Penguin.Kalmbach, D. & Carr, K. (2010). Becoming a teacher through action research: process, context, and self-study (2nd ed.). New York, NY: Routledge, Taylor & Francis Group.Krashen, S. D. (2009). Principles and practice in second language acquisition. Internet Edition.Littlewood, W. (1981). Communicative language teaching: an introduction. United Kingdom, UK: Cambridge University Press.McCarthy, M. (2000). Discourse analysis for language teachers. United Kingdom, UK: Cambridge University Press.McCormick, M. & Cappella, E. & O’Connor, E. & McClowry, S. (2013). Parent involvement, emotional support, and behavior problems. The Elementary School Journal, Vol. 114, No. 2 (December 2013), pp. 277-300. Retrieved from: http://www.jstor.org/stable/10.1086/673200McKernan, J. (1996). Curriculum action research: a handbook of methods and resources for the reflective practitioner (2nded.). London, LDN: Kogan Page Limited.Oxford, R. (1990). Language Learning Strategies: What every teacher should know. Boston, BSN: Heinle & Heinle Publishers.Pagis, D. (1996). Toward a theory of the literary riddle. In G. Hasan-Rokem & D. Shulman (Eds.), Untying the Knot: on riddles and other enigmatic modes (pp. 81-82). New York, NY: Oxford University Press.Reigeluth, C. (2005). New instructional theories and strategies for a knowledge-based society. In J. M. Spector & C. Ohrazda (Eds.), Innovations in Instructional Technology: Essays in Honor of M. David Merrill (pp. 207-217). Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers.Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, Vol. 55 No. 1 (January 2000), pp. 68-78. Retrieved from: https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_SDT.pdfShaham, H. (2013). The Riddle as a Learning and Educational Tool. Scientific Research, Vol. 4, No. 6 (June 2013), pp. 388-395. Retrieved from: http://www.scirp.org/journal/ceSouza, L. S. M. (2008). Jokes and riddles in English as a foreign language classroom. Revista Horizontes de Lingüística Aplicada, Vol. 7, No. 2, pp. 56-66. Retrieved from: http://periodicos.unb.br/index.php/horizontesla/article/viewFile/4852/4072Schank R. C. & Berman T. R. & Macpherson K. A. (2009). Learning by doing. In C. M. Reigeluth (Ed.), Instructional-Design Theories and Models: a new paradigm of instructional theory (pp. 161-187). New York, NY: Routledge.Stewart, I. & Barnes-Holmes, D. & Hayes, S. & Lipkens, R. (2002). Relations among relations: analogies, metaphors, and stories. In S. C. Hayes & D. Barnes-Holmes & B. Roche (Eds.), Relational Frame Theory: a post-Skinnerian account of human language and cognition (pp. 73-86). New York, NY: Kluwer Academic Publishers.Valverde-Riascos, Y. (2014). Lectura y escritura con sentido y significado, como estrategia de pedagógica en la formación de maestros. Revista Fedumar Pedagogía y Educación, 1(1), pp. 71-104. Retrieved from: www.umariana.edu.co/ojs- editorial/index.php/fedumar/article/view/453/385Wa Gachanja, M. & Kebaya, C. (2013). Pedagogical Aspects of Riddles: A Critical Examination of Abagusii Riddles. International Journal of Humanities and Social Science, Vol. 3 No. 3; February 2013, pp. 293-298. 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