Roles of teacher talk in EFL classes. A final report on an experience as auxiliary researchers

El objetivo principal del estudio presentado en este artículo es trabajar como investigador auxiliar de un proyecto en curso, charla docente y familiarizar al investigador auxiliar con los procedimientos de investigación cualitativa más comunes. Por lo tanto, los investigadores principales asignan a...

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Autores:: Muñoz Castaño, Julio Alfonso

Tipo de recurso:

Fecha de publicación:: 2003

Institución:: Universidad Autónoma de Bucaramanga - UNAB

Repositorio:: Repositorio UNAB

Idioma:: spa

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dc.title.spa.fl_str_mv	Roles of teacher talk in EFL classes. A final report on an experience as auxiliary researchers
dc.title.translated.spa.fl_str_mv	Roles de la charla docente en las clases de EFL. Un informe final sobre una experiencia como investigadores auxiliares
title	Roles of teacher talk in EFL classes. A final report on an experience as auxiliary researchers
spellingShingle	Roles of teacher talk in EFL classes. A final report on an experience as auxiliary researchers Education Quality in education Charla del maestro Idioma en Inglés Language and languages Information resources Conducting classes Communication in education Educación Calidad de la educación Lenguaje y lenguas Recursos de información Conducción de clases Comunicación en educación Teacher talk English language
title_short	Roles of teacher talk in EFL classes. A final report on an experience as auxiliary researchers
title_full	Roles of teacher talk in EFL classes. A final report on an experience as auxiliary researchers
title_fullStr	Roles of teacher talk in EFL classes. A final report on an experience as auxiliary researchers
title_full_unstemmed	Roles of teacher talk in EFL classes. A final report on an experience as auxiliary researchers
title_sort	Roles of teacher talk in EFL classes. A final report on an experience as auxiliary researchers
dc.creator.fl_str_mv	Muñoz Castaño, Julio Alfonso
dc.contributor.author.none.fl_str_mv	Muñoz Castaño, Julio Alfonso
dc.subject.keywords.spa.fl_str_mv	Education Quality in education Charla del maestro Idioma en Inglés Language and languages Information resources Conducting classes Communication in education
topic	Education Quality in education Charla del maestro Idioma en Inglés Language and languages Information resources Conducting classes Communication in education Educación Calidad de la educación Lenguaje y lenguas Recursos de información Conducción de clases Comunicación en educación Teacher talk English language
dc.subject.lemb.spa.fl_str_mv	Educación Calidad de la educación Lenguaje y lenguas Recursos de información Conducción de clases Comunicación en educación
dc.subject.proposal.spa.fl_str_mv	Teacher talk English language
description	El objetivo principal del estudio presentado en este artículo es trabajar como investigador auxiliar de un proyecto en curso, charla docente y familiarizar al investigador auxiliar con los procedimientos de investigación cualitativa más comunes. Por lo tanto, los investigadores principales asignan algunas actividades de investigación para lograr los siguientes objetivos específicos: crear conciencia sobre una investigación natural en el aula, buscar diferentes fuentes, crear bibliografía para cada estudio, introducir la observación en el aula como un método de investigación de uso en educación y utilizarlo en observación de clase. Como auxiliar, el autor observó muchas clases diferentes en un ambiente de idioma inglés. Este estudio se llevó a cabo en cuatro clases de inglés como lengua extranjera. Los estudiantes provenían de programas de secundaria y pregrado y su edad promedio estaba entre once y diecisiete años. Los instructores fueron observados individualmente mediante una lista de verificación de observación. Las respuestas se presentan con la pregunta de investigación guía para permitir un análisis cuidadoso de patrones y una investigación temática. La revisión de la literatura ofrece razones teóricas de por qué los docentes hablan en un idioma provocando dificultades en el aula en la interacción entre docentes y estudiantes. Este estudio también ofrece orientación práctica para quienes contemplan situaciones similares presentadas en un aula. Los datos recopilados apoyan la hipótesis planteada al inicio del estudio por el investigador principal. Por tanto, los profesores no deberían hablar en clase más de la mitad del tiempo. Como resultado, los estudiantes evitan convertirse en generadores bajos y participan voluntariamente en clase.
publishDate	2003
dc.date.issued.none.fl_str_mv	2003
dc.date.accessioned.none.fl_str_mv	2025-01-29T18:47:51Z
dc.date.available.none.fl_str_mv	2025-01-29T18:47:51Z
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dc.relation.references.spa.fl_str_mv	Allwright, D. L. (1980). Turns, topics, and tasks: patterns of participation in language learning and teaching. In D. Larsen-Freeman (ed.), Discourse analysis in second language acquisition research (pp. 165-187). Rowley, Mass.: Newbury House. Allwright, D., £ Bailey, K., (1991). Focus on the language classroom: An introduction to classroom research for language teachers, (2"* ed.) Cambridge: Cambridge University Press. Bresler, L. (1996). Ethical issues in the conduct and communication of ethnographic classroom research. Studies in Art Education, 37 (3), 133-144. Brown, H. D. (1998). Teaching by Principles. An Interactive Approach to Language Pedagogy. San Francisco State University. Prentice Hail Regents Englewood Cliffs, New Jersey. Pages 431-436. Brown, J. D. (1983) Understanding research in second language acquisition: a Teachers' guide to statistics and research design. (5" ed.). Cambridge: Cambridge University Press. Byrne, D. (1976). Teaching Oral English. Hong Kong. Longman. Celce-Murcía, M.(1988) Techniques and resources in teaching Grammar. Hong Kong: Oxford university Press. Cohen, A., €: Fass L. (2001). Oral language instruction: teacher and learner beliefs and the reality in EFL classes at a Colombian university. [Online]. University of Minnesota, Center for Advanced Research on Language Acquisition. Available: http://carla.acad.umn.edu/profiles/CohenPapers/cohen paper2.pdf Chaudron, C. (1983). Foreigner talk in the classroom, and aid to language learning? In H. W. Seliger € M. H. Long (Eds.) Classroom oriented research in second language acquisition (pp.127-143). Rowley, Mass.: Newbury House. Chaudron, C. (1993). Second language classrooms. (4” printing) Cambridge: Cambridge University Press. Chaudron, C. (1990). Second Language Classroom. Research on Teaching and Learning. Cambridge University Press. U. S.A. (pages 13-49; 118- 125). Dillard, J. L. (1976). American Talk . New York: Random House. English Language Services (1968) English Pronunciation : manual for teachers. New York: Macmillan Publishing Co. INC. Finegan, E.. (1994) Language its structure and use. USA: Harcourt Brace. Flanders, N. A. (1970) Analyzing teacher behavior. Reading, MA: Addison-Wesley Hatch, E. M. (1983) Psycholinguistics: a second language perspective. Rowley, Mass.: Newbury House. Harmer, J. (2000) The practice of English Language Teaching. (14” ed.) Malaysia: Longman. Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press Long, M. H. £ Sato, C. J. (1983). Classroom foreigner talk discourse: forms and functions of teachers' questions, In H. W. Seliger £ M. H. Long (Eds. ), Classroom-oriented research in second language acquisition (pp. 268-285). Rowley, Mass.: Newbury House. Long, M. H. € Sato, C. J. (1983). Classroom foreigner talk discourse: forms and functions of teachers' questions. In H. W. Seliger £ M. H. Long (Eds.), Classroom- oriented research in second language acquisition (pp. 268-285). Rowley, Mass.: Newbury House. Lynch, T. (1996). Communication in the language classroom. Oxford: Oxford University Press. Malamah-Thomas, A. (1987). Classroom interaction. Oxford: Oxford University Press. Hong Kong. Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco, CA: Jossey-Bass Publishers. Merriam, S. B. (1998) Being a careful observer. In qualitative research and Case study applications in education. Jossey-Bass, pp. 94-111. Chapter five. Morse, M. T. (1994). Just what is qualitative research? One practitioner”s experience. Journal of Visual Impairment and Blindness, 88 (1), 43-52. Noer, D. M. (1996). Leading the liberated. Issues and Observations: Center for Creative Leadership, 16 (2/3), 1-6. Nunan, D. (1991). Language Teaching Methodology. U.K, Prentice Hall. Page 84-113. Nunan, D. (1996). Designing task for the communicative classroom. Great Britain: Cambridge University Press. Patton, M. Q. (1990). Qualitative Evaluation and Research Methods. Newbury Park, CA: Sage Publications, Inc. Prabhu, N.S. (1992) Second Language Pedagogy. Hong Kong: Oxford University Press. Richards, J. (1994). Reflective Teaching in Second Language Classroom. U.S.A, Cambridge University Press. Rivers, W. M. (1981). Teaching foreign-language skills. Chicago: The University of Chicago Press, Rubin, H. J. £: Rubin, L S. (1995). Qualitative interviewing: The art of hearing data. Thousand Oaks, CA: Sage Publications. Stack, E. M. (1971). The language laboratory and modern language teaching. Oxford: Oxford university Press. (Third edition). Tenjoh-Okwen, T. (1996) Lesson Observation , The Key to Teacher Development volumen 34 numero 2. Trotman, W. (2000, April). Developing students” oral skills through exploratory teaching. ELT Newsletter [On-line] 8. Available: http/www.eltnewsletter.com Tsui, A. B. (1995). Introducing classroom interaction. London: Penguin English. Tsui, A. B. (1998, July). The “Unobservable” in Classroom Interaction. The Language Teacher [Online] Volume 22, Number 8. The Japan Association for Language Teaching. Available: http://langue.hyper.chubu.ac.jp/¡alt/pub/tlt/98/jul/tsui. html Tsui, Amy B. M. (1995). Classroom Interaction. Penguin English. U.K. (pages.7-20; 102- 110). Whorf, B. L. (1979). Language And Thought. U.S: The Massachusetts Institute of technology. Widdowson, H. G. (1991). Aspects of language teaching. Oxford: Oxford University press.
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spelling	Muñoz Castaño, Julio Alfonso2cf3936e-018a-4fc9-a9b8-40f03bac47baBucaramanga (Santander, Colombia)UNAB Campus Bucaramanga2025-01-29T18:47:51Z2025-01-29T18:47:51Z2003http://hdl.handle.net/20.500.12749/27921instname:Universidad Autónoma de Bucaramanga - UNABreponame:Repositorio Institucional UNABrepourl:https://repository.unab.edu.coEl objetivo principal del estudio presentado en este artículo es trabajar como investigador auxiliar de un proyecto en curso, charla docente y familiarizar al investigador auxiliar con los procedimientos de investigación cualitativa más comunes. Por lo tanto, los investigadores principales asignan algunas actividades de investigación para lograr los siguientes objetivos específicos: crear conciencia sobre una investigación natural en el aula, buscar diferentes fuentes, crear bibliografía para cada estudio, introducir la observación en el aula como un método de investigación de uso en educación y utilizarlo en observación de clase. Como auxiliar, el autor observó muchas clases diferentes en un ambiente de idioma inglés. Este estudio se llevó a cabo en cuatro clases de inglés como lengua extranjera. Los estudiantes provenían de programas de secundaria y pregrado y su edad promedio estaba entre once y diecisiete años. Los instructores fueron observados individualmente mediante una lista de verificación de observación. Las respuestas se presentan con la pregunta de investigación guía para permitir un análisis cuidadoso de patrones y una investigación temática. La revisión de la literatura ofrece razones teóricas de por qué los docentes hablan en un idioma provocando dificultades en el aula en la interacción entre docentes y estudiantes. Este estudio también ofrece orientación práctica para quienes contemplan situaciones similares presentadas en un aula. Los datos recopilados apoyan la hipótesis planteada al inicio del estudio por el investigador principal. Por tanto, los profesores no deberían hablar en clase más de la mitad del tiempo. Como resultado, los estudiantes evitan convertirse en generadores bajos y participan voluntariamente en clase.Instituto Tecnológico de MonterreyTHE PROBLEM AND ITS COMPONENTS LITTERATURE OVERVIEW CLASS OBSERVATION CONCLUSIONS RECOMMENDATIONS LIST OF REFERENCES APPENDIXMaestríaThe main objective of the study presented in this article is to work as an assistant researcher of an ongoing project, teaching talk and to familiarize the assistant researcher with the most common qualitative research procedures. Therefore, the principal investigators assign some research activities to achieve the following specific objectives: raise awareness of a natural classroom investigation, search for different sources, create bibliography for each study, introduce classroom observation as a research method for use in education and use it in class observation. As an assistant, the author observed many different classes in an English language environment. This study was carried out in four EFL classes. The students came from high school and undergraduate programs and their average age was between eleven and seventeen years old. Instructors were observed individually using an observation checklist. The answers are presented with the guiding research question to allow for careful pattern analysis and thematic investigation.Modalidad Presencialapplication/pdfspahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)Atribución-NoComercial-SinDerivadas 2.5 Colombiahttp://purl.org/coar/access_right/c_abf2Roles of teacher talk in EFL classes. A final report on an experience as auxiliary researchersRoles de la charla docente en las clases de EFL. Un informe final sobre una experiencia como investigadores auxiliaresMagíster en EducaciónUniversidad Autónoma de Bucaramanga UNABFacultad Ciencias Sociales, Humanidades y ArtesMaestría en Educacióninfo:eu-repo/semantics/masterThesisTesisinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/redcol/resource_type/TMEducationQuality in educationCharla del maestroIdioma en InglésLanguage and languagesInformation resourcesConducting classesCommunication in educationEducaciónCalidad de la educaciónLenguaje y lenguasRecursos de informaciónConducción de clasesComunicación en educaciónTeacher talkEnglish languageAllwright, D. L. (1980). Turns, topics, and tasks: patterns of participation in language learning and teaching. In D. Larsen-Freeman (ed.), Discourse analysis in second language acquisition research (pp. 165-187). Rowley, Mass.: Newbury House.Allwright, D., £ Bailey, K., (1991). Focus on the language classroom: An introduction to classroom research for language teachers, (2"* ed.) Cambridge: Cambridge University Press.Bresler, L. (1996). Ethical issues in the conduct and communication of ethnographic classroom research. Studies in Art Education, 37 (3), 133-144.Brown, H. D. (1998). Teaching by Principles. An Interactive Approach to Language Pedagogy. San Francisco State University. Prentice Hail Regents Englewood Cliffs, New Jersey. Pages 431-436.Brown, J. D. (1983) Understanding research in second language acquisition: a Teachers' guide to statistics and research design. (5" ed.). Cambridge: Cambridge University Press.Byrne, D. (1976). Teaching Oral English. Hong Kong. Longman.Celce-Murcía, M.(1988) Techniques and resources in teaching Grammar. Hong Kong: Oxford university Press.Cohen, A., €: Fass L. (2001). Oral language instruction: teacher and learner beliefs and the reality in EFL classes at a Colombian university. [Online]. University of Minnesota, Center for Advanced Research on Language Acquisition. Available: http://carla.acad.umn.edu/profiles/CohenPapers/cohen paper2.pdfChaudron, C. (1983). Foreigner talk in the classroom, and aid to language learning? In H. W. Seliger € M. H. Long (Eds.) Classroom oriented research in second language acquisition (pp.127-143). Rowley, Mass.: Newbury House.Chaudron, C. (1993). Second language classrooms. (4” printing) Cambridge: Cambridge University Press.Chaudron, C. (1990). Second Language Classroom. Research on Teaching and Learning. Cambridge University Press. U. S.A. (pages 13-49; 118- 125).Dillard, J. L. (1976). American Talk . New York: Random House.English Language Services (1968) English Pronunciation : manual for teachers. New York: Macmillan Publishing Co. INC.Finegan, E.. (1994) Language its structure and use. USA: Harcourt Brace.Flanders, N. A. (1970) Analyzing teacher behavior. Reading, MA: Addison-Wesley Hatch, E. M. (1983) Psycholinguistics: a second language perspective. Rowley, Mass.: Newbury House.Harmer, J. (2000) The practice of English Language Teaching. (14” ed.) Malaysia: Longman.Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University PressLong, M. H. £ Sato, C. J. (1983). Classroom foreigner talk discourse: forms and functions of teachers' questions, In H. W. Seliger £ M. H. Long (Eds. ), Classroom-oriented research in second language acquisition (pp. 268-285). Rowley, Mass.: Newbury House.Long, M. H. € Sato, C. J. (1983). Classroom foreigner talk discourse: forms and functions of teachers' questions. In H. W. Seliger £ M. H. Long (Eds.), Classroom- oriented research in second language acquisition (pp. 268-285). Rowley, Mass.: Newbury House.Lynch, T. (1996). Communication in the language classroom. Oxford: Oxford University Press.Malamah-Thomas, A. (1987). Classroom interaction. Oxford: Oxford University Press. Hong Kong.Merriam, S. B. (1988). Case study research in education: A qualitative approach. San Francisco, CA: Jossey-Bass Publishers.Merriam, S. B. (1998) Being a careful observer. In qualitative research and Case study applications in education. Jossey-Bass, pp. 94-111. Chapter five.Morse, M. T. (1994). Just what is qualitative research? One practitioner”s experience. Journal of Visual Impairment and Blindness, 88 (1), 43-52.Noer, D. M. (1996). Leading the liberated. Issues and Observations: Center for Creative Leadership, 16 (2/3), 1-6.Nunan, D. (1991). Language Teaching Methodology. U.K, Prentice Hall. Page 84-113.Nunan, D. (1996). Designing task for the communicative classroom. Great Britain: Cambridge University Press.Patton, M. Q. (1990). Qualitative Evaluation and Research Methods. Newbury Park, CA: Sage Publications, Inc.Prabhu, N.S. (1992) Second Language Pedagogy. Hong Kong: Oxford University Press.Richards, J. (1994). Reflective Teaching in Second Language Classroom. U.S.A, Cambridge University Press.Rivers, W. M. (1981). Teaching foreign-language skills. Chicago: The University of Chicago Press,Rubin, H. J. £: Rubin, L S. (1995). Qualitative interviewing: The art of hearing data. Thousand Oaks, CA: Sage Publications.Stack, E. M. (1971). The language laboratory and modern language teaching. Oxford: Oxford university Press. (Third edition).Tenjoh-Okwen, T. (1996) Lesson Observation , The Key to Teacher Development volumen 34 numero 2.Trotman, W. (2000, April). Developing students” oral skills through exploratory teaching. ELT Newsletter [On-line] 8. Available: http/www.eltnewsletter.comTsui, A. B. (1995). Introducing classroom interaction. London: Penguin English.Tsui, A. B. (1998, July). The “Unobservable” in Classroom Interaction. The Language Teacher [Online] Volume 22, Number 8. The Japan Association for Language Teaching. Available: http://langue.hyper.chubu.ac.jp/¡alt/pub/tlt/98/jul/tsui. htmlTsui, Amy B. M. (1995). Classroom Interaction. Penguin English. U.K. (pages.7-20; 102- 110).Whorf, B. L. (1979). Language And Thought. U.S: The Massachusetts Institute of technology.Widdowson, H. G. (1991). Aspects of language teaching. 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Roles of teacher talk in EFL classes. A final report on an experience as auxiliary researchers

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