I’m a writer : developing situated writing using genre-based tasks to create a diary with four graders at Hernando Durán Dussán School.
Este trabajo de grado consiste en una investigación acción que analiza el impacto del enfoque de género en el favorecimiento de la escritura situada en la clase de inglés como lengua extranjera. Esto realizado en el colegio Hernando Durán Dussán, en el curso 402. En este grado se evidenciaron dificu...
- Autores:
-
Morera Riaño, Adriana Lizeth
- 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:20.500.12209/10403
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/10403
- Palabra clave:
- Genre-based approach
Situated writing
Set of tasks
Diary
- Rights
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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I’m a writer : developing situated writing using genre-based tasks to create a diary with four graders at Hernando Durán Dussán School. |
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I’m a writer : developing situated writing using genre-based tasks to create a diary with four graders at Hernando Durán Dussán School. |
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I’m a writer : developing situated writing using genre-based tasks to create a diary with four graders at Hernando Durán Dussán School. Genre-based approach Situated writing Set of tasks Diary |
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I’m a writer : developing situated writing using genre-based tasks to create a diary with four graders at Hernando Durán Dussán School. |
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I’m a writer : developing situated writing using genre-based tasks to create a diary with four graders at Hernando Durán Dussán School. |
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I’m a writer : developing situated writing using genre-based tasks to create a diary with four graders at Hernando Durán Dussán School. |
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I’m a writer : developing situated writing using genre-based tasks to create a diary with four graders at Hernando Durán Dussán School. |
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I’m a writer : developing situated writing using genre-based tasks to create a diary with four graders at Hernando Durán Dussán School. |
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Morera Riaño, Adriana Lizeth |
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Montaño Moreno, Johanna |
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Morera Riaño, Adriana Lizeth |
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Genre-based approach Situated writing Set of tasks Diary |
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Genre-based approach Situated writing Set of tasks Diary |
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Este trabajo de grado consiste en una investigación acción que analiza el impacto del enfoque de género en el favorecimiento de la escritura situada en la clase de inglés como lengua extranjera. Esto realizado en el colegio Hernando Durán Dussán, en el curso 402. En este grado se evidenciaron dificultades en los procesos escritos en la lengua extranjera, por lo que se propuso una metodología de enseñanza basada en el género por medio de muestras situadas. Esto con el fin de crear diarios personales que promovieran el proceso de escritura. |
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Abdallah M. S. (2015). Situated Language Learning: Concept, Significance and Forms Taken from: https://ia801202.us.archive.org/12/items/ERIC_ED556704/ERIC_ED556704.pdf Bailey, K. M. (1990). The use of diaries in teacher education programs. In J. Richards, & D. Nunan (Eds.), Second language teacher education. Cambridge, UK: Cambridge University Press. Barttlet, R. & Milligan, C. (2015) What is Diary method? Boolmsbuty Publishing Plc: United Kingdom, London. Baynham, M. (1995). Literacy Practice: Investigating Literacy in Social Contexts. New York and London: L Benavides, C. (2017). EFL Students’ Social Identities Construction Through Gender-Based Short Stories. Colomb. Appl. Chala, P., & Chapetón, C. (2012). Ensayos argumentativos en inglés como lengua extranjera y su escritura como una práctica social situada: revisión de conceptos. Folios, (36), 23.36. https://doi.org/10.17227/01234870.36folios23.36 Clancey, W. (1995). A tutorial on situated learning. Proceedings of the International Conference on Computers and Education. Taiwan: Self, J. Common European Framework of Reference for Languages. (2001). Learning, Teaching, Assessment. London, United Kingdom: Cambridge University Press Corbett, P. (2008). Good writers. The National Strategies-Primary. Correa, D., & Echeverri, S. (2017). Using a systemic functional genre-based approach to promote a situated view of academic writing among EFL pre-service teachers. HOW, 24(1), 44-62. http://dx.doi.org/10.19183/how.24.1.303. DeMarrais, K. (2004). Qualitative interview studies: Learning through experience. In K. DeMarrais &S. D. Lapan (Eds.), Foundations for research (p.55). Mahwah, NJ. Erlbaum. Ellis, R. (2009). Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics. Vol. 19. No. 3: Blackwell Publishing Ltd. Freeman, D. (1998). Doing teacher research. From inquiry to understanding. Canada: Heinle & Heinle Publishers. Freire, P. (1987). Pedagogy of the oppressed. New York: Continuum International Publishing Group Inc. Galvis, A. (2004). A collaborative writing workshop: Developing children’s writing in an EFL Context. Gee, J.P. (2013). Reading as a situated language: A sociocognitive perspective. Arizona State University: Donna E. Alvermann, Norman, J. Unrau, & Robert B. Rudell Theoretical models and processes of reading (6th ed.) New Ark ED, International Reading Association, pp. 136- 15. Gherardi, S., Nicolini, D. & Odella, F. (1998). Toward A Social Understanding of How People Learn in Organizations: The Notion of Situated Curriculum. Italy: Universitá Degli Studi Di Trento. Given, L. M. (2008). The SAGE Encyclopedia of Qualitative Research Methods. SAGE, publications, INC. USA. Retrieved from: https://goo.gl/2iAB1Y Giroux, H. (1983). Theory and Resistance: A Pedagogy for the Opposition. South Hadley. J.F. Publishers. Glasow, P. (2005) Fundamentals of Survey Research Methodology. Washington C3 Centre. McLean, Virginia. Hammond, J., and Derewianka, B. (2001). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press. R. Carter & D. Nunan. Hafrizon, T. N. (2009). Introduction to genre-based approach. Center of development and empowerment of language teachers and education personnel. Harris, M. (1976). History and significance of the emic/ethic distinction Annual review of anthropology. P. 329-50. Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of second language writing, 16(3), 148-164. Hyon, S. (1996). Genre in Three Traditions: Implications for ESL. TESOL Quarterly, Vol. 30. Kostelnik, M., Whiren, A., Soderman, A., Rupiper, M. L., & Gregory, K. (2015). Guiding children's social development and learning (8th edn.). Stamford, United States: Cengage Learning. Lave & Wenger (1991). Situated Learning Legitimate Peripheral Participation. Cambridge United Kingdom: Cambridge University Press. Lillis, T. (2001). Student Writing: Access, Regulation, Desire. New York: Routledge. Lillis, T. (2001). Student Writing: Access, Regulation, Desire. New York: Routledge. Lombana, C. (2002). Some issues for the teaching of writing. Colombia: Universidad Nacional de Colombia Lopera, S. (2013). Diary Insights of an EFL Reading Teacher. Colombia: Universidad de Antioquia. Marshall, C. Gretchen, B. (2006). Designing Qualitative Research. SAGE, publications, INC. USA. Merriam, S. (2009). Types of qualitative research. In Qualitative Research A Guide to Design and Implementation. San Francisco: John Wile & Sons, Inc. Merriam, S. (2009). Types of qualitative research. In Qualitative Research A Guide to Design and Implementation. San Francisco: John Wile & Sons, Inc. Phillips, D. K. & Carr, K. (2010). Becoming a teacher through action research: process, context, and self-study. New York, USA: Taylor & Francis. Pike, E. (1967). Huautla de Jiménez Mazatec. In McQuown, N. A. (ed.), Handbook of Middle American Indians. Volume 5: Linguistics, 311-330. Austin: University of Texas Press. Rasuki M (2016). Integrating a genre-based approach and task-based Instruction in teaching writing skills. Taking Itto Task. Rusmawan, P. (2017). Genre-based approach to teach writing descriptive text. Journal of English Educators Society. Taylor, S.J., Bogdan, R. & DeVault, M.L. (2016). Qualitative Research. In Introduction to Qualitative Research Methods: A Guidebook and Resource. New Jersey: John Wiley and Sons, Inc. Skehan, P. (2003) Task-based instruction. London, United Kingdom: Cambridge University Press. Strauss, A & Corbin, J. (1998) Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage California: Publications, Inc. Surya. (2017). Teaching innovation by using task-based learning. Budaya, Indonesia: Universitas Mulawarman. Swales, J.M. (1990). Genre Analysis- English in Academic Research Settings. Cambridge: Cambridge University Press. Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Process. Cambridge: Harvard University Press. Wallace, M. J. (1998). Action research for language teachers. New York: Cambridge University Press. Willis, J. (1996). A Framework for Task-Based Learning. Harlow: Longman. |
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Montaño Moreno, JohannaMorera Riaño, Adriana Lizeth2019-09-18T19:41:54Z2019-09-18T19:41:54Z2019TE-23328http://hdl.handle.net/20.500.12209/10403instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Este trabajo de grado consiste en una investigación acción que analiza el impacto del enfoque de género en el favorecimiento de la escritura situada en la clase de inglés como lengua extranjera. Esto realizado en el colegio Hernando Durán Dussán, en el curso 402. En este grado se evidenciaron dificultades en los procesos escritos en la lengua extranjera, por lo que se propuso una metodología de enseñanza basada en el género por medio de muestras situadas. Esto con el fin de crear diarios personales que promovieran el proceso de escritura.Submitted by Melissa Cuastuza (mcuastuza@pedagogica.edu.co) on 2019-09-18T19:41:16Z No. of bitstreams: 1 TE-23328.pdf: 3099718 bytes, checksum: 84c7fb2061d2e9e7d68d757af6060b16 (MD5)Approved for entry into archive by Melissa Cuastuza (mcuastuza@pedagogica.edu.co) on 2019-09-18T19:41:54Z (GMT) No. of bitstreams: 1 TE-23328.pdf: 3099718 bytes, checksum: 84c7fb2061d2e9e7d68d757af6060b16 (MD5)Made available in DSpace on 2019-09-18T19:41:54Z (GMT). No. of bitstreams: 1 TE-23328.pdf: 3099718 bytes, checksum: 84c7fb2061d2e9e7d68d757af6060b16 (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 NacionalGenre-based approachSituated writingSet of tasksDiaryI’m a writer : developing situated writing using genre-based tasks to create a diary with four graders at Hernando Durán Dussán School.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAbdallah M. S. (2015). Situated Language Learning: Concept, Significance and Forms Taken from: https://ia801202.us.archive.org/12/items/ERIC_ED556704/ERIC_ED556704.pdfBailey, K. M. (1990). The use of diaries in teacher education programs. In J. Richards, & D. Nunan (Eds.), Second language teacher education. Cambridge, UK: Cambridge University Press.Barttlet, R. & Milligan, C. (2015) What is Diary method? Boolmsbuty Publishing Plc: United Kingdom, London.Baynham, M. (1995). Literacy Practice: Investigating Literacy in Social Contexts. New York and London: LBenavides, C. (2017). EFL Students’ Social Identities Construction Through Gender-Based Short Stories. Colomb. Appl.Chala, P., & Chapetón, C. (2012). Ensayos argumentativos en inglés como lengua extranjera y su escritura como una práctica social situada: revisión de conceptos. Folios, (36), 23.36. https://doi.org/10.17227/01234870.36folios23.36Clancey, W. (1995). A tutorial on situated learning. Proceedings of the International Conference on Computers and Education. Taiwan: Self, J.Common European Framework of Reference for Languages. (2001). Learning, Teaching, Assessment. London, United Kingdom: Cambridge University PressCorbett, P. (2008). Good writers. The National Strategies-Primary.Correa, D., & Echeverri, S. (2017). Using a systemic functional genre-based approach to promote a situated view of academic writing among EFL pre-service teachers. HOW, 24(1), 44-62. http://dx.doi.org/10.19183/how.24.1.303.DeMarrais, K. (2004). Qualitative interview studies: Learning through experience. In K. DeMarrais &S. D. Lapan (Eds.), Foundations for research (p.55). Mahwah, NJ. Erlbaum.Ellis, R. (2009). Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics. Vol. 19. No. 3: Blackwell Publishing Ltd.Freeman, D. (1998). Doing teacher research. From inquiry to understanding. Canada: Heinle & Heinle Publishers.Freire, P. (1987). Pedagogy of the oppressed. New York: Continuum International Publishing Group Inc.Galvis, A. (2004). A collaborative writing workshop: Developing children’s writing in an EFL Context.Gee, J.P. (2013). Reading as a situated language: A sociocognitive perspective. Arizona State University: Donna E. Alvermann, Norman, J. Unrau, & Robert B. Rudell Theoretical models and processes of reading (6th ed.) New Ark ED, International Reading Association, pp. 136- 15.Gherardi, S., Nicolini, D. & Odella, F. (1998). Toward A Social Understanding of How People Learn in Organizations: The Notion of Situated Curriculum. Italy: Universitá Degli Studi Di Trento.Given, L. M. (2008). The SAGE Encyclopedia of Qualitative Research Methods. SAGE, publications, INC. USA. Retrieved from: https://goo.gl/2iAB1YGiroux, H. (1983). Theory and Resistance: A Pedagogy for the Opposition. South Hadley. J.F. Publishers.Glasow, P. (2005) Fundamentals of Survey Research Methodology. Washington C3 Centre. McLean, Virginia.Hammond, J., and Derewianka, B. (2001). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press. R. Carter & D. Nunan.Hafrizon, T. N. (2009). Introduction to genre-based approach. Center of development and empowerment of language teachers and education personnel.Harris, M. (1976). History and significance of the emic/ethic distinction Annual review of anthropology. P. 329-50.Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of second language writing, 16(3), 148-164.Hyon, S. (1996). Genre in Three Traditions: Implications for ESL. TESOL Quarterly, Vol. 30.Kostelnik, M., Whiren, A., Soderman, A., Rupiper, M. L., & Gregory, K. (2015). Guiding children's social development and learning (8th edn.). Stamford, United States: Cengage Learning.Lave & Wenger (1991). Situated Learning Legitimate Peripheral Participation. Cambridge United Kingdom: Cambridge University Press.Lillis, T. (2001). Student Writing: Access, Regulation, Desire. New York: Routledge.Lillis, T. (2001). Student Writing: Access, Regulation, Desire. New York: Routledge.Lombana, C. (2002). Some issues for the teaching of writing. Colombia: Universidad Nacional de ColombiaLopera, S. (2013). Diary Insights of an EFL Reading Teacher. Colombia: Universidad de Antioquia.Marshall, C. Gretchen, B. (2006). Designing Qualitative Research. SAGE, publications, INC. USA.Merriam, S. (2009). Types of qualitative research. In Qualitative Research A Guide to Design and Implementation. San Francisco: John Wile & Sons, Inc.Merriam, S. (2009). Types of qualitative research. In Qualitative Research A Guide to Design and Implementation. San Francisco: John Wile & Sons, Inc.Phillips, D. K. & Carr, K. (2010). Becoming a teacher through action research: process, context, and self-study. New York, USA: Taylor & Francis.Pike, E. (1967). Huautla de Jiménez Mazatec. In McQuown, N. A. (ed.), Handbook of Middle American Indians. Volume 5: Linguistics, 311-330. Austin: University of Texas Press.Rasuki M (2016). Integrating a genre-based approach and task-based Instruction in teaching writing skills. Taking Itto Task.Rusmawan, P. (2017). Genre-based approach to teach writing descriptive text. Journal of English Educators Society.Taylor, S.J., Bogdan, R. & DeVault, M.L. (2016). Qualitative Research. In Introduction to Qualitative Research Methods: A Guidebook and Resource. New Jersey: John Wiley and Sons, Inc.Skehan, P. (2003) Task-based instruction. London, United Kingdom: Cambridge University Press.Strauss, A & Corbin, J. (1998) Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage California: Publications, Inc.Surya. (2017). Teaching innovation by using task-based learning. Budaya, Indonesia: Universitas Mulawarman.Swales, J.M. (1990). Genre Analysis- English in Academic Research Settings. Cambridge: Cambridge University Press.Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Process. Cambridge: Harvard University Press.Wallace, M. J. (1998). Action research for language teachers. New York: Cambridge University Press.Willis, J. (1996). A Framework for Task-Based Learning. 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