Teacher talk: A report on an experience as auxiliary reseachers

El objetivo de este informe de investigación es acercarse y experimentar la experiencia del investigador auxiliar. papel para analizar las conductas orales de los profesores en las aulas de inglés como lengua extranjera utilizando clases específicas instrumentos de observación como parte del proyect...

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Autores:: Parada Caicedo, Alberto

Tipo de recurso:

Fecha de publicación:: 2002

Institución:: Universidad Autónoma de Bucaramanga - UNAB

Repositorio:: Repositorio UNAB

Idioma:: spa

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repository_id_str
dc.title.spa.fl_str_mv	Teacher talk: A report on an experience as auxiliary reseachers
dc.title.translated.spa.fl_str_mv	Charla docente: Relato de una experiencia como investigadores auxiliares
title	Teacher talk: A report on an experience as auxiliary reseachers
spellingShingle	Teacher talk: A report on an experience as auxiliary reseachers Education Quality in education English teaching Foreign students Foreign language Learning English language (Semantics) Technology (Language) Bilingualism Language and languages Language and education Educación Calidad de la educación Inglés (Semántica) Tecnología (Lenguaje) Bilingüismo Lenguaje y lenguas Lenguaje y educación Inglés enseñanza Estudiantes extranjeros Lengua extranjera Aprendizaje
title_short	Teacher talk: A report on an experience as auxiliary reseachers
title_full	Teacher talk: A report on an experience as auxiliary reseachers
title_fullStr	Teacher talk: A report on an experience as auxiliary reseachers
title_full_unstemmed	Teacher talk: A report on an experience as auxiliary reseachers
title_sort	Teacher talk: A report on an experience as auxiliary reseachers
dc.creator.fl_str_mv	Parada Caicedo, Alberto
dc.contributor.advisor.none.fl_str_mv	Rozo Esquivel, Martha Isabel
dc.contributor.author.none.fl_str_mv	Parada Caicedo, Alberto
dc.subject.keywords.spa.fl_str_mv	Education Quality in education English teaching Foreign students Foreign language Learning English language (Semantics) Technology (Language) Bilingualism Language and languages Language and education
topic	Education Quality in education English teaching Foreign students Foreign language Learning English language (Semantics) Technology (Language) Bilingualism Language and languages Language and education Educación Calidad de la educación Inglés (Semántica) Tecnología (Lenguaje) Bilingüismo Lenguaje y lenguas Lenguaje y educación Inglés enseñanza Estudiantes extranjeros Lengua extranjera Aprendizaje
dc.subject.lemb.spa.fl_str_mv	Educación Calidad de la educación Inglés (Semántica) Tecnología (Lenguaje) Bilingüismo Lenguaje y lenguas Lenguaje y educación
dc.subject.proposal.spa.fl_str_mv	Inglés enseñanza Estudiantes extranjeros Lengua extranjera Aprendizaje
description	El objetivo de este informe de investigación es acercarse y experimentar la experiencia del investigador auxiliar. papel para analizar las conductas orales de los profesores en las aulas de inglés como lengua extranjera utilizando clases específicas instrumentos de observación como parte del proyecto Teacher Talk de la UNAB. Los investigadores de primera línea proporcionaron instrucciones específicas a los investigadores auxiliares para para lograr objetivos específicos dentro del informe de investigación, como analizar al maestro hablar en el aula, probar instrumentos de observación, revisar la terminología lingüística y utilizar Internet para comprender algunos aspectos de esta investigación.
publishDate	2002
dc.date.issued.none.fl_str_mv	2002
dc.date.accessioned.none.fl_str_mv	2024-06-26T19:49:41Z
dc.date.available.none.fl_str_mv	2024-06-26T19:49:41Z
dc.type.driver.none.fl_str_mv	info:eu-repo/semantics/masterThesis
dc.type.local.spa.fl_str_mv	Tesis
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status_str	acceptedVersion
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dc.relation.references.spa.fl_str_mv	Allwright, D., & Bailey, K., (1991). Focus on the language classroom: An introduction to classroom research for language teachers. (2"° ed.) Cambridge: Cambridge University Press. 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. Armanet , C. M. And Obese-jecty, K.1981. “Towards student autonomy in the learning for English as a second language at university level’. ELT Journal Vo.36/1. October. Oxford University Press. Balcárcel. G.. & Rozo, M. (2000). Classroom Research. Preliminary Considerations. (Pages 1-6). Bell Judith.(1996) Doing your research project. Second edition. St edmunds bury press Ltd.(pages 3-50) Bogdan, R. CL. & Biklen, S. K. (1992). Qualitative research tor education: An ¡introduction to theory and methods. Boston, ME: Allyn & Bacon. Bresler, L. (1996). Ethical issues in the conduct and communication of cthnographic classroom research. Studies in Art Education, 37 (3), 133-144. Brown, J. D. (1983) Understanding research in second language acquisition: a Teachers! guide to statistics and research design. (5° ed.). Cambridge: Cambridge University Press. Brown, H. D. 1987. Principles of language Learning and Teaching. Prentice Hall. Brown, H. Douglas(1998) Teaching by Principles. An Interactive Approach to Language Pedagogy. San Francisco State University. Prentice Hail Regents Englewood Cliffs, New Jersey. Pages 431-436. Byrne, D. (1976). Teaching Oral English. Hong Kong. Longman. Candlin, C. And D.Murphy (eds) 1987 Language Learning Tasks. Prentice Hall International. Chaudron, C. (1993). Second language classrooms. (4 printing) Cambridge: Cambridge University Press. 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. 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 Creswell, J. W. (1994). Research design: Qualitative and quantitative approaches. Thousand Oaks, CA: Sage Publications. Creswell, J.(1998). Data Collection, in Qualitative Inquiry and Research design. Pp. 109- 137. Doff, A. 1988. Teach English: A Training Course for Teachers. Cambridge University Press. Flanders, N. A. (1970) Analyzinge teacher behavior. Reading, MA: Addison-Wesley Hatch, E. M. (1983) Fsycholinguistics: a Second language perspective. Rowley, Mass.: Newbury House. Haney, W. V. (1992). Communication and interpersonal relations. Bosíton, ME: Irwin Press. Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press Locke, L. F., Spirduso, W. W., & Silverman, $. J. (1993). Proposals that work: A guide for planning dissertations and grant proposals. Newbury Park, CA: Sage Publications. Long, M. H. & Sato, C. J. (1983). Classroom forceigner 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. Methods for Assessing Program Implementation: Observation. Chapter six. Page 84-113. Harmer, J. 1983. The Practice of English Language Teaching. Longman Merriam, S.B. (1998) Being a careful observer. In qualitative research and Case study applications in educations 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. Nunan, D. 1989. Designing Task for the Communicative Classroom. Cambridge University Press. Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage Publications, Inc. Richards, J. (1994). Reflective Teaching in Second Language Classroom. U.S.A. Cambridge University Press. Rubin, H. J. & Rubin, 1 $. (1995). Qualitative interviewing: The art of hearing data. Thousand Oaks, CA: Sage Publications. Trotman, W. (2000, April) Developing students’ oral skills through exploratory teachino.. ELT newsletter online 8 Available : http/www.eltnewsletter.com Tsuï, 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/jalt/pub/tlt/98/jul/tsui. html Tsuï, Amy. B. (1995). Introducing classroom interaction. London: Penguin English. Tsui, Amy B. (1995) Classroom interaction penguin english U.K (pages 7-20 102-110)
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dc.publisher.faculty.spa.fl_str_mv	Facultad Ciencias Sociales, Humanidades y Artes
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spelling	Rozo Esquivel, Martha Isabel1f9fdbce-5572-4bf1-b6a0-4a79233e9ff8Parada Caicedo, Albertod2eda3ab-12ff-45c7-9800-146776c38b85Bucaramanga (Santander, Colombia)UNAB Campus Bucaramanga2024-06-26T19:49:41Z2024-06-26T19:49:41Z2002http://hdl.handle.net/20.500.12749/25264instname:Universidad Autónoma de Bucaramanga - UNABreponame:Repositorio Institucional UNABrepourl:https://repository.unab.edu.coEl objetivo de este informe de investigación es acercarse y experimentar la experiencia del investigador auxiliar. papel para analizar las conductas orales de los profesores en las aulas de inglés como lengua extranjera utilizando clases específicas instrumentos de observación como parte del proyecto Teacher Talk de la UNAB. Los investigadores de primera línea proporcionaron instrucciones específicas a los investigadores auxiliares para para lograr objetivos específicos dentro del informe de investigación, como analizar al maestro hablar en el aula, probar instrumentos de observación, revisar la terminología lingüística y utilizar Internet para comprender algunos aspectos de esta investigación.Instituto Tecnológico de Estudios Superiores de Monterrey (ITESM)Abstract.........................................................................................................................................................................................................iii Copyright......................................................................................................................................................................................................iv Acknowledgments.......................................................................................................................................................................................v Chapter one.introduction.......................................................................................................................................................................... Rationale.......................................................................................................................................................................................................1 Classroom Research...................................................................................................................................................................................1 Teacher Talk.................................................................................................................................................................................................2 The Problem Arca of the Study .................................................................................................................................................................2 Problem Background...................................................................................................................................................................................3 Purpose of the Study...................................................................................................................................................................................6 Research Questions.....................................................................................................................................................................................6 Signifícance of the Study.............................................................................................................................................................................7 Role of Auxiliary Researches......................................................................................................................................................................7 Chater two. Literature overrview............................................................................................................................................................... Classroom Research....................................................................................................................................................................................9 First Temí Activity ........................................................................................................................................................................................9 Mini Project.................................................................................................................................................................................................10 Justication..................................................................................................................................................................................................10 Problem .....................................................................................................................................................................................................11 Objectives...................................................................................................................................................................................................11 Background.................................................................................................................................................................................................11 Construct.....................................................................................................................................................................................................11 Research design schedule.......................................................................................................................................................................12 requirements.............................................................................................................................................................................................13 Literatura review.......................................................................................................................................................................................14 Second terni activity.................................................................................................................................................................................14 Key words for searches............................................................................................................................................................................15 Chapter three. Class observation........................................................................................................................................................... Instrument..................................................................................................................................................................................................33 Observado..................................................................................................................................................................................................34 Trial no. 1....................................................................................................................................................................................................35 Recordings.................................................................................................................................................................................................37 Transcriptions............................................................................................................................................................................................37 Conclus1ons and recommendations.....................................................................................................................................................38 Appendixes................................................................................................................................................................................................43MaestríaThe objective of this research report is to get closer and experience the experience of the assistant researcher. paper to analyze the oral behaviors of teachers in English as a foreign language classrooms using specific class observation instruments as part of the UNAB Teacher Talk project. The frontline researchers provided specific instructions to the assistant researchers to achieve specific objectives within the research report, such as analyzing teacher speaking in the classroom, testing observation instruments, reviewing linguistic terminology, and using the Internet to understand some aspects of this 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_abf2Teacher talk: A report on an experience as auxiliary reseachersCharla docente: Relato de 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 educationEnglish teachingForeign studentsForeign languageLearningEnglish language (Semantics)Technology (Language)BilingualismLanguage and languagesLanguage and educationEducaciónCalidad de la educaciónInglés (Semántica)Tecnología (Lenguaje)BilingüismoLenguaje y lenguasLenguaje y educaciónInglés enseñanzaEstudiantes extranjerosLengua extranjeraAprendizajeAllwright, D., & Bailey, K., (1991). Focus on the language classroom: An introduction to classroom research for language teachers. (2"° ed.) Cambridge: Cambridge University Press.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.Armanet , C. M. And Obese-jecty, K.1981. “Towards student autonomy in the learning for English as a second language at university level’. ELT Journal Vo.36/1. October. Oxford University Press.Balcárcel. G.. & Rozo, M. (2000). Classroom Research. Preliminary Considerations. (Pages 1-6).Bell Judith.(1996) Doing your research project. Second edition. St edmunds bury press Ltd.(pages 3-50)Bogdan, R. CL. & Biklen, S. K. (1992). Qualitative research tor education: An ¡introduction to theory and methods. Boston, ME: Allyn & Bacon.Bresler, L. (1996). Ethical issues in the conduct and communication of cthnographic classroom research. Studies in Art Education, 37 (3), 133-144.Brown, J. D. (1983) Understanding research in second language acquisition: a Teachers! guide to statistics and research design. (5° ed.). Cambridge: Cambridge University Press.Brown, H. D. 1987. Principles of language Learning and Teaching. Prentice Hall.Brown, H. Douglas(1998) Teaching by Principles. An Interactive Approach to Language Pedagogy. San Francisco State University. Prentice Hail Regents Englewood Cliffs, New Jersey. Pages 431-436.Byrne, D. (1976). Teaching Oral English. Hong Kong. Longman.Candlin, C. And D.Murphy (eds) 1987 Language Learning Tasks. Prentice Hall International.Chaudron, C. (1993). Second language classrooms. (4 printing) Cambridge: Cambridge University Press.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.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.pdfCreswell, J. W. (1994). Research design: Qualitative and quantitative approaches. Thousand Oaks, CA: Sage Publications.Creswell, J.(1998). Data Collection, in Qualitative Inquiry and Research design. Pp. 109- 137.Doff, A. 1988. Teach English: A Training Course for Teachers. Cambridge University Press.Flanders, N. A. (1970) Analyzinge teacher behavior. Reading, MA: Addison-Wesley Hatch, E. M. (1983) Fsycholinguistics: a Second language perspective. Rowley, Mass.: Newbury House.Haney, W. V. (1992). Communication and interpersonal relations. Bosíton, ME: Irwin Press.Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University PressLocke, L. F., Spirduso, W. W., & Silverman, $. J. (1993). Proposals that work: A guide for planning dissertations and grant proposals. Newbury Park, CA: Sage Publications.Long, M. H. & Sato, C. J. (1983). Classroom forceigner 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.Methods for Assessing Program Implementation: Observation. Chapter six. Page 84-113. Harmer, J. 1983. The Practice of English Language Teaching. LongmanMerriam, S.B. (1998) Being a careful observer. In qualitative research and Case study applications in educations Jossey-Bass, pp. 94-111. Chapter fiveMorse, 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.Nunan, D. 1989. Designing Task for the Communicative Classroom. Cambridge University Press.Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage Publications, Inc.Richards, J. (1994). Reflective Teaching in Second Language Classroom. U.S.A. Cambridge University Press.Rubin, H. J. & Rubin, 1 $. (1995). Qualitative interviewing: The art of hearing data. Thousand Oaks, CA: Sage Publications.Trotman, W. (2000, April) Developing students’ oral skills through exploratory teachino.. ELT newsletter online 8 Available : http/www.eltnewsletter.comTsuï, 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/jalt/pub/tlt/98/jul/tsui. htmlTsuï, Amy. B. (1995). Introducing classroom interaction. London: Penguin English.Tsui, Amy B. (1995) Classroom interaction penguin english U.K (pages 7-20 102-110)ORIGINAL2002_TESIS_ALBERTO_CAICEDO.pdf2002_TESIS_ALBERTO_CAICEDO.pdfTesisapplication/pdf15730953https://repository.unab.edu.co/bitstream/20.500.12749/25264/1/2002_TESIS_ALBERTO_CAICEDO.pdff990f3fff68d23f556ca69f914fd91ceMD51open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-8829https://repository.unab.edu.co/bitstream/20.500.12749/25264/2/license.txt3755c0cfdb77e29f2b9125d7a45dd316MD52open accessTHUMBNAIL2002_TESIS_ALBERTO_CAICEDO.pdf.jpg2002_TESIS_ALBERTO_CAICEDO.pdf.jpgIM Thumbnailimage/jpeg7121https://repository.unab.edu.co/bitstream/20.500.12749/25264/3/2002_TESIS_ALBERTO_CAICEDO.pdf.jpgd11b452275400c85ba8d9b7b1d68d2e8MD53open access20.500.12749/25264oai:repository.unab.edu.co:20.500.12749/252642024-06-26 22:01:33.393open accessRepositorio Institucional \| Universidad Autónoma de Bucaramanga - UNABrepositorio@unab.edu.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

Teacher talk: A report on an experience as auxiliary reseachers

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