Enhancing oral interaction skills in undergraduate students through task- based languaje learning.

El objetivo principal de esta investigación fue para mejorar las habilidades de interacción orales en los estudiantes universitarios a través del aprendizaje de idiomas basado en tareas en Uniminuto. Por lo tanto, para llevar a cabo este proyecto fue adoptado medidas de acuerdo a la investigación Co...

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Autores:: Ricard Hernández, Iván Darío

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2013

Institución:: Universidad Libre

Repositorio:: RIU - Repositorio Institucional UniLibre

Idioma:: spa

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dc.title.spa.fl_str_mv	Enhancing oral interaction skills in undergraduate students through task- based languaje learning.
title	Enhancing oral interaction skills in undergraduate students through task- based languaje learning.
spellingShingle	Enhancing oral interaction skills in undergraduate students through task- based languaje learning. Interacción oral Lenguaje y lenguas Educación TESIS - FACULTAD CIENCIAS DE LA EDUCACIÓN MAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERAS EDUCACIÓN ENSEÑANZA SUPERIOR ESTUDIANTES UNIVERSITARIOS APRENDIZAJE ENSEÑANZA - MÉTODOS IDIOMAS Interacción oral Aprendizaje de idiomas basado en tareas Método comunicativo
title_short	Enhancing oral interaction skills in undergraduate students through task- based languaje learning.
title_full	Enhancing oral interaction skills in undergraduate students through task- based languaje learning.
title_fullStr	Enhancing oral interaction skills in undergraduate students through task- based languaje learning.
title_full_unstemmed	Enhancing oral interaction skills in undergraduate students through task- based languaje learning.
title_sort	Enhancing oral interaction skills in undergraduate students through task- based languaje learning.
dc.creator.fl_str_mv	Ricard Hernández, Iván Darío
dc.contributor.advisor.none.fl_str_mv	Baracaldo Guzmán, Deisy
dc.contributor.author.none.fl_str_mv	Ricard Hernández, Iván Darío
dc.subject.spa.fl_str_mv	Interacción oral Lenguaje y lenguas Educación
topic	Interacción oral Lenguaje y lenguas Educación TESIS - FACULTAD CIENCIAS DE LA EDUCACIÓN MAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERAS EDUCACIÓN ENSEÑANZA SUPERIOR ESTUDIANTES UNIVERSITARIOS APRENDIZAJE ENSEÑANZA - MÉTODOS IDIOMAS Interacción oral Aprendizaje de idiomas basado en tareas Método comunicativo
dc.subject.lemb.spa.fl_str_mv	TESIS - FACULTAD CIENCIAS DE LA EDUCACIÓN MAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERAS EDUCACIÓN ENSEÑANZA SUPERIOR ESTUDIANTES UNIVERSITARIOS APRENDIZAJE ENSEÑANZA - MÉTODOS IDIOMAS
dc.subject.proposal.spa.fl_str_mv	Interacción oral Aprendizaje de idiomas basado en tareas Método comunicativo
description	El objetivo principal de esta investigación fue para mejorar las habilidades de interacción orales en los estudiantes universitarios a través del aprendizaje de idiomas basado en tareas en Uniminuto. Por lo tanto, para llevar a cabo este proyecto fue adoptado medidas de acuerdo a la investigación Cohen y Manion (2000). Además, con el fin de exponer a los estudiantes a la interacción oral entornos diseñados ocho planes de lecciones estrecha relación con las tareas finales de los interesados tenían que llevar a cabo. Por otra parte, para recopilar y analizar los datos se utilizaron instrumentos tales como; notas de campo, grabaciones de vídeo, y el formulario de autoevaluación. Y por último, a través de la triangulación de estos instrumentos encontré las recurrencias y los patrones comunes entre ellos con el fin de establecer las categorías y subcategorías que respondieron a la pregunta de investigación.
publishDate	2013
dc.date.created.none.fl_str_mv	2013-10-16
dc.date.accessioned.none.fl_str_mv	2016-06-09T14:49:12Z
dc.date.available.none.fl_str_mv	2016-06-09T14:49:12Z
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dc.identifier.instname.spa.fl_str_mv	instname:Universidad Libre
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url	https://hdl.handle.net/10901/8562
identifier_str_mv	instname:Universidad Libre reponame:Repositorio Institucional Universidad Libre
dc.language.iso.none.fl_str_mv	spa
language	spa
dc.relation.references.eng.fl_str_mv	Brown, H. D. (1994). Teaching by Principles: an interactive approach to language Brown, H. D. (2007). Teaching by Principles: an Interactive Approach to language pedagogy. Longman. Third Edition. Burns, A. (2001). Collaborative action research for English language teachers. Cambridge University Press Bygate, M. (1987). Speaking. Oxford: Oxford University Press Bygate, M. (1999). Quality of language and purpose of task: paterns of learners’ language on two oral communication tasks. Language Teaching Research. 3/3: 185 Celce-Murcia, M. (2001). Teaching English as a Second Language or Foreign Language, 3rd. Edition, Heinle & Heinle. Denzin, N., and Lincoln, Y. S. (1994). Introduction: the discipline and practice of qualitative research. In N.K. Denzin and S. Lincoln (Eds.). handbook of qualitative research (pp. 1-36). London: Sage Publications. Ellis, R. (2003). Task-based language teaching and learning. Oxford, UK: Oxford University Press EUROPEAN UNION COUNCIL. Common European Framework of Reference for Languages Learning, Teaching, Assessment. Cambridge University Press. http://WWW.cambridge.org/ Gillies R. (2007) Cooperative Learning: Integrating Theory and Practice. Robyn M Kagan, S. and Kagan M. (1998). Staff development and the structural approach to cooperative learning. In C.M. brody and N. Davidson, Professional development for cooperative learning. Issues and approaches (pp. 103-122). Albany, NY:state University of New York York Harmmer, J. (2011). The English Language Teac hing. Longman, fourth edition. Hopkins, D. (1995). A teacher´s guideto classroom research. Philadelphia, PA:Open University Press. Krashen, S. (1985). The Input Hypothesis. Longman Littlewood, W. (2004) structuring classroom interaction for task-based learning. Paper presented at the 38th annual IATEFL conference, Liverpool, UK. De Europa, C. (2002). Marco común europeo de referencia para las lenguas. Strasburgo: Consejo de Europa, Ministerio de Educación, Cultura y Deporte/Instituto Cervantes. Nunan D. (1992). Research Methods in Language Learning. Cambridge Language Teaching Library. Cambridge University Press. Nunan and Lamb (1996). The Self-directed teacher. Cambridge, UK: Cambridge Uiversity Press Nunan, D. (2004). Task-based learning and teaching. Cambridge, UK: Cambridge University Press Nunan, D. (1999). Second Language Teaching & Learning. Heinle & Heinle Publishers, 7625 Empire Dr., Florence, KY 41042-2978. Nuñez and Tellez (2012) Using Debates in the Classroom. A pedagogical strategy for the development of the argumentative competence in teaching of English as a foreign language. Universidad Externado Bogotá D.C. Patiño, L. (2002). Referentes para la formación docente. Ibagué: Escuela Normal Superior de Ibagué. Rod, E. (1994). the study of second language Acquisition. Oxford applied linguistics, Oxford university press. First published 1994 and tenth impression 2003. Scovel, T. (1978). The Effect of Affect on Foreign Language Learning. A Review of the Anxiety Research. Language Learning, 28: 129–142. doi: 10.1111/j.1467- 1770.1978.tb00309 Thornbury S. (2007). How to Teach Speaking. Ninth impression Longman Pearson Ur, P. (1996). A Course in Language Teaching: practice and theory. Cambridge: Cambridge University Press Willis, J. (1996). A framework for task-based learning. London: Longman Widdowson, H. (2003) Defining Issues in English Language Teaching. Oxford University Press
dc.relation.references.Spa.fl_str_mv	Forero, R. 2005). Promoting Oral Interaction in Large Groups through Task-Based Learning. PROFILE 6 (2005): Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras.
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spelling	Baracaldo Guzmán, DeisyRicard Hernández, Iván DaríoBogotá2016-06-09T14:49:12Z2016-06-09T14:49:12Z2013-10-16https://hdl.handle.net/10901/8562instname:Universidad Librereponame:Repositorio Institucional Universidad LibreEl objetivo principal de esta investigación fue para mejorar las habilidades de interacción orales en los estudiantes universitarios a través del aprendizaje de idiomas basado en tareas en Uniminuto. Por lo tanto, para llevar a cabo este proyecto fue adoptado medidas de acuerdo a la investigación Cohen y Manion (2000). Además, con el fin de exponer a los estudiantes a la interacción oral entornos diseñados ocho planes de lecciones estrecha relación con las tareas finales de los interesados tenían que llevar a cabo. Por otra parte, para recopilar y analizar los datos se utilizaron instrumentos tales como; notas de campo, grabaciones de vídeo, y el formulario de autoevaluación. Y por último, a través de la triangulación de estos instrumentos encontré las recurrencias y los patrones comunes entre ellos con el fin de establecer las categorías y subcategorías que respondieron a la pregunta de investigación.The main purpose of this research was to enhance the oral interaction skills in undergraduate students through task-based language learning at Unimiuto. Therefore, to conduct this project it was adopted action research according to Cohen and Manion (2000). Besides, in order to expose students to oral interaction environments I designed eight lesson plans close related with the final tasks the stakeholders had to carry out. Moreover, to gather and analyze the data were used instruments such as; field notes, video-recordings, and self-assessment form. And finally, throughout the triangulation of these instruments I found the recurrences and the common patterns among them in order to establish the categories and subcategories which answered the research question.PDFapplication/pdfspahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Atribución-NoComercial-SinDerivadas 2.5 Colombiainfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Interacción oralLenguaje y lenguasEducaciónTESIS - FACULTAD CIENCIAS DE LA EDUCACIÓNMAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERASEDUCACIÓNENSEÑANZA SUPERIORESTUDIANTES UNIVERSITARIOSAPRENDIZAJEENSEÑANZA - MÉTODOSIDIOMASInteracción oralAprendizaje de idiomas basado en tareasMétodo comunicativoEnhancing oral interaction skills in undergraduate students through task- based languaje learning.info:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/masterThesisBrown, H. D. (1994). Teaching by Principles: an interactive approach to languageBrown, H. D. (2007). Teaching by Principles: an Interactive Approach to language pedagogy. Longman. Third Edition.Burns, A. (2001). Collaborative action research for English language teachers. Cambridge University PressBygate, M. (1987). Speaking. Oxford: Oxford University PressBygate, M. (1999). Quality of language and purpose of task: paterns of learners’ language on two oral communication tasks. Language Teaching Research. 3/3: 185Celce-Murcia, M. (2001). Teaching English as a Second Language or Foreign Language, 3rd. Edition, Heinle & Heinle.Denzin, N., and Lincoln, Y. S. (1994). Introduction: the discipline and practice of qualitative research. In N.K. Denzin and S. Lincoln (Eds.). handbook of qualitative research (pp. 1-36). London: Sage Publications.Ellis, R. (2003). Task-based language teaching and learning. Oxford, UK: Oxford University PressEUROPEAN UNION COUNCIL. Common European Framework of Reference for Languages Learning, Teaching, Assessment. Cambridge University Press. http://WWW.cambridge.org/Gillies R. (2007) Cooperative Learning: Integrating Theory and Practice. Robyn MKagan, S. and Kagan M. (1998). Staff development and the structural approach to cooperative learning. In C.M. brody and N. Davidson, Professional development for cooperative learning. Issues and approaches (pp. 103-122). Albany, NY:state University of New York YorkHarmmer, J. (2011). The English Language Teac hing. Longman, fourth edition.Hopkins, D. (1995). A teacher´s guideto classroom research. Philadelphia, PA:Open University Press.Krashen, S. (1985). The Input Hypothesis. LongmanLittlewood, W. (2004) structuring classroom interaction for task-based learning.Paper presented at the 38th annual IATEFL conference, Liverpool, UK.De Europa, C. (2002). Marco común europeo de referencia para las lenguas. Strasburgo: Consejo de Europa, Ministerio de Educación, Cultura y Deporte/Instituto Cervantes.Nunan D. (1992). Research Methods in Language Learning. Cambridge Language Teaching Library. Cambridge University Press.Nunan and Lamb (1996). The Self-directed teacher. Cambridge, UK: Cambridge Uiversity Press Nunan, D. (2004). Task-based learning and teaching. Cambridge, UK: Cambridge University PressNunan, D. (1999). Second Language Teaching & Learning. Heinle & Heinle Publishers, 7625 Empire Dr., Florence, KY 41042-2978.Nuñez and Tellez (2012) Using Debates in the Classroom. A pedagogical strategy for the development of the argumentative competence in teaching of English as a foreign language. Universidad Externado Bogotá D.C.Patiño, L. (2002). Referentes para la formación docente. Ibagué: Escuela Normal Superior de Ibagué.Rod, E. (1994). the study of second language Acquisition. Oxford applied linguistics, Oxford university press. First published 1994 and tenth impression 2003.Scovel, T. (1978). The Effect of Affect on Foreign Language Learning. A Review of the Anxiety Research. Language Learning, 28: 129–142. doi: 10.1111/j.1467- 1770.1978.tb00309Thornbury S. (2007). How to Teach Speaking. Ninth impression Longman Pearson Ur, P. (1996). A Course in Language Teaching: practice and theory. Cambridge: Cambridge University PressWillis, J. (1996). A framework for task-based learning. London: LongmanWiddowson, H. (2003) Defining Issues in English Language Teaching. Oxford University PressForero, R. 2005). Promoting Oral Interaction in Large Groups through Task-Based Learning. PROFILE 6 (2005): Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras.ORIGINALRESEARCH PAPER PDF CD.pdfRESEARCH PAPER PDF CD.pdfRicardHernándezIván Darío2013application/pdf4307465http://repository.unilibre.edu.co/bitstream/10901/8562/1/RESEARCH%20PAPER%20PDF%20CD.pdf3cf8397fdf1649f74eeacd6534eb0a70MD51Ivan Dario Ricard Hernandez.pdfIvan Dario Ricard Hernandez.pdfapplication/pdf386455http://repository.unilibre.edu.co/bitstream/10901/8562/4/Ivan%20Dario%20Ricard%20Hernandez.pdfd8de18ebc63124c6a0f255cb877cda2bMD54LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.unilibre.edu.co/bitstream/10901/8562/2/license.txt8a4605be74aa9ea9d79846c1fba20a33MD52THUMBNAILRESEARCH PAPER PDF CD.pdf.jpgRESEARCH PAPER PDF CD.pdf.jpgIM Thumbnailimage/jpeg8033http://repository.unilibre.edu.co/bitstream/10901/8562/3/RESEARCH%20PAPER%20PDF%20CD.pdf.jpgf0e10c49cb8149b2346e0cd517087f1aMD53Ivan Dario Ricard Hernandez.pdf.jpgIvan Dario Ricard Hernandez.pdf.jpgIM Thumbnailimage/jpeg22897http://repository.unilibre.edu.co/bitstream/10901/8562/5/Ivan%20Dario%20Ricard%20Hernandez.pdf.jpgad99e007d2517fc6990ea56818ee32a8MD5510901/8562oai:repository.unilibre.edu.co:10901/85622024-04-04 06:00:42.249Repositorio Institucional Unilibrerepositorio@unilibrebog.edu.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

Enhancing oral interaction skills in undergraduate students through task- based languaje learning.

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