Mostrar el registro sencillo del ítem

Improving speaking skills through Pochinko Technique with a group of sixth graders at Liceo Femenino Mercedes Nariño

dc.contributor.advisorPérez Gómez, Francisco Antoniospa
dc.contributor.authorTorres Palacio, Cristian Andrésspa
dc.coverage.spatialBogotáspa
dc.coverage.temporal2020spa
dc.date.accessioned2020-08-05T19:35:20Z
dc.date.available2020-08-05T19:35:20Z
dc.date.issued2020
dc.identifier.urihttp://hdl.handle.net/20.500.12209/12109
dc.description.abstractLa presente investigación de acción cualitativa examina la influencia de implementar la técnica Pochinko como estrategia pedagógica para desarrollar habilidades de interacción oral en estudiantes de sexto grado del Liceo Femenino Mercedes Nariño. Para ello, se llevó a cabo un proyecto de investigación-acción que incluye tres etapas principales. En la primera etapa se identificó el problema y algunos instrumentos de recolección de datos fueron aplicados para obtener información general de los estudiantes. La segunda etapa comprendió el diseño y la implementación de la propuesta pedagógica. En la última etapa, se analizaron los datos recogidos y se aplicaron los procesos de triangulación de los datos. Como resultado, se halló que la aplicación de la técnica Pochinko y el uso de diferentes patrones o expresiones relacionados con los miedos de los estudiantes mejoro de manera significativa su interacción oral con un alto grado de motivación y compromisospa
dc.description.sponsorshipLiceo Femenino Mercedez Nariñospa
dc.formatPDFspa
dc.format.mimetypeapplication/pdfspa
dc.language.isospa
dc.publisherUniversidad Pedagógica Nacionalspa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourcereponame:Repositorio Institucional de la Universidad Pedagógica Nacionalspa
dc.sourceinstname:Universidad Pedagógica Nacionalspa
dc.subjectInteracción oralspa
dc.subjectPatronesspa
dc.subjectExpresionesspa
dc.subjectTécnica pochinkospa
dc.titleImproving speaking skills through Pochinko Technique with a group of sixth graders at Liceo Femenino Mercedes Nariñospa
dc.typeinfo:eu-repo/semantics/bachelorThesis
dc.publisher.programLicenciatura en Español e Inglésspa
dc.subject.keywordsSpeakingeng
dc.subject.keywordsChunkseng
dc.subject.keywordsOral interactioneng
dc.subject.keywordsPochinko techniqueeng
dc.rights.accessAcceso abiertospa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.relation.referencesAita, Sean (2008): A Perfect Match Vienna: Vienna’s English Theatre / BMUKK
dc.relation.referencesAlden, J. (May 2015). Drama and performance. Obtenido de Enotes: https://www.enotes.com/homework-help/difference-elements-drama-performance-aesthetics-479158
dc.relation.referencesBarol, B. (2001). Learning From a Person’s Biography: An Introduction to the biographical timeline process. Retrieved from http://www.nasddds.org/uploads/documents/Barol_Beth_I__-2001-__Learning_From_a_Personi%CC%81s_Biography-_An_Introduction_to_the_Biographical_Timeline_Process.pdf
dc.relation.referencesBasurto Santos, N., & Hernández Alarcón, M. (2015). Fillers and the Development of Oral Strategic Competence in Foreign Language Learning. Mexico: Universidad de Guanajuato.
dc.relation.referencesBateman, J., & Paris, C. (1989). Phrasing a text in terms the user can undertand. Marina del Rey, CA: USC/Information Sciences Institute.
dc.relation.referencesBonange, J. B. (1996, 12). Clowning And The Imagination. Pratiques Corporelles, 1-3. Retrieved from Nosetonose.info: http://www.nosetonose.info/articles/jbarticle.htm
dc.relation.referencesBrown, D. (2000). Teaching by principles. San Francisco. California: Longman.
dc.relation.referencesBryant, W. (2015). Waldorf Library. Retrieved from WaldorfLibrary.org: https://www.waldorflibrary.org/articles/30-biography-in-education
dc.relation.referencesBygate, M. (1987). Speaking. Oxford: Oxford University Press.
dc.relation.referencesByrne, D. (1991). Teaching Writing Skills. London: Longman.
dc.relation.referencesChapetón Castro, C. M., & Chala, P. A. (2012). Undertaking the Act of Writing as a Situated Social Practice: Going beyond the Linguistic and the Textual.
dc.relation.referencesCohen, E., Brody, C., Shevin, M. (2004) Teaching Cooperative Learning: The challenge for Teacher Education. State University of New York Press.
dc.relation.referencesCox, J. (2009). Teachhub. Retrieved from www.teachhub.com: https://www.teachhub.com/how-use-biographies-teaching-strategies
dc.relation.referencesCranton, P., & Wright, B. (2008). The Transformative Educator. The Transformative Educator, 33-47.
dc.relation.referencesDornyei, Z. (2001). ¨ Motivational strategies in the language classroom. Cambridge, UK: Cambridge University Press.
dc.relation.referencesElam, K. (1980). The Semiotics of Theatre and Drama. London.
dc.relation.referencesFlowers, L., & Hayes, J. (2008). A cognitive process theory of writing.
dc.relation.referencesFöreningen, S. (2011). The art of writing and speaking. Lund University.
dc.relation.referencesFriðriksdóttir, S. E. (2012). Clowning and improvisation in the ESL classroom: Observations and suggestions . Háskóli Íslands.
dc.relation.referencesGilshenan, D. (2012, 06 23). Sydney Theatre Company. Retrieved from Sydneytheatre.com: https://www.sydneytheatre.com.au/magazine/posts/2012/july/feature-the-art-of-clowning
dc.relation.referencesJohnson, D., Johnson R. & Holubec, E. (1994) Cooperative Learning in the Classroom. Virginia: Association for Supervision and Curriculum Development
dc.relation.referencesLane, J. H. (2010). Impossibility Aside:Clowning and the Scholarly Context. Canada: Simon Fraser University .
dc.relation.referencesMail, T. G. (1979). Clowning is no laughing matter. The Globe and Mail.
dc.relation.referencesMcCammon, B. (2010). Designresearchtechnique. Retrieved from designresearchtechniques.com/: http://designresearchtechniques.com/casestudies/semi-structured-interviews/
dc.relation.referencesNinalevine. (2012). Retrieved from Ninalevine.com: http://www.ninalevine.com/clowning-explained.html
dc.relation.referencesNorton, B. (2011). Identity, language learning, and social change. Canada: University of British Columbia.
dc.relation.referencesPirandello. (March de 2018). Pirandelloformacion. Obtenido de Metodo de interpretacion stanislavsky: https://www.pirandelloformacion.com/metodo-interpretacion-stanislavsky/#:~:text=Trabajar%20con%20los%20sentidos%3A%20Descubrir,Stanislavski%20%E2%80%9Cesferas%20de%20atenci%C3%B3n%E2%80%9D.
dc.relation.referencesRichards, J. (2008). Teaching listening and speaking from theory to practice. United States of America: Cambridge University Press.
dc.relation.referencesRichards, J., & Rodgers, T. (2002). Approaches and methods in language teaching. Cambridge University.
dc.relation.referencesRico, C. V. (2015). Lifeder.com. Retrieved from https://www.lifeder.com/elementos-del-teatro/#:~:text=Los%20elementos%20del%20teatro%20principales,puede%20conceptualizar%20de%20dos%20maneras.
dc.relation.referencesRobinson, H. A. (1997). The Ethnography of Empowerment – The Transformative Power of Classroom Interaction. (2nd Ed.). Sage Publications. Newbury Park, U.S.A.
dc.relation.referencesSean, A. (2009). The theatre in language learning.
dc.relation.referencesShenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative. Northumbria University, Newcastle upon Tyne, NE1 8ST, UK.
dc.relation.referencesSykes, S. (2005). Review of Literature Relating to Theatre in Education as a Tool in Alcohol Education. Retrieved from http://www.aerc.org.uk/documents/pdfs/finalReports/AERC_FinalReport_0026.pdf.
dc.relation.referencesTinjacá, R. A. (2008). Overcoming Fear of Speaking in English through Meaningful Activities: A Study with Teenagers. Bogota.
dc.relation.referencesTudor, I. (2001). The dynamics of the language classroom.
dc.relation.referencesVocabulary. (2019). Vocabulary.com. Retrieved from https://www.vocabulary.com/dictionary/biography
dc.publisher.facultyFacultad de Humanidadesspa
dc.type.localTesis/Trabajo de grado - Monografía – Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1feng
dc.description.degreenameLicenciado en Español e Inglésspa
dc.description.degreelevelTesis de pregradospa
dc.type.driverinfo:eu-repo/semantics/bachelorThesiseng
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.description.abstractenglishThis qualitative action research examines the assumptions of implementing the Pochinko Technique as a pedagogical strategy in order to develop oral interaction skills in sixth grade students at Liceo Femenino Mercedes Nariño. In order to do it, an action research project was carried out and conducted in three stages. In the first stage, the problem was identified and some data collection instruments were applied to get general information about the students. The second stage included the design and the implementation of the pedagogical proposal. In the last stage, the data collected was analyzed and the triangulation processes were applied. As a result, findings suggest that the application of Pochinko Technique and the usage of different chunks related to students’ fears in the EFL classroom had a significant improvement on their oral interaction skills with high student’s motivation and engagement.eng
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dc.type.versionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International


Ficheros en el ítem

Thumbnail
Nombre:
Improving speaking through ...
Tamaño:
2.035Mb
Formato:
PDF
Descripción:
Trabajo de Grado Pochinko
Ver/

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem

https://creativecommons.org/licenses/by-nc-nd/4.0/
Excepto si se señala otra cosa, la licencia del ítem se describe como https://creativecommons.org/licenses/by-nc-nd/4.0/