Mostrar el registro sencillo del ítem
Clown theatrical games : fostering oral interaction skills through cooperative learning.
dc.contributor.advisor | Montaño Moreno, Johanna | spa |
dc.contributor.author | Yaya Caro, Paula Nathalia | spa |
dc.date.accessioned | 2020-12-18T02:32:04Z | |
dc.date.available | 2020-12-18T02:32:04Z | |
dc.date.issued | 2020 | |
dc.identifier.uri | http://hdl.handle.net/20.500.12209/12668 | |
dc.description.abstract | La presente propuesta de investigación tiene un paradigma cualitativo que apunta a fomentar habilidades orales y de interacción a través de Juegos Teatrales Clown como una estrategia pedagógica en estudiantes de quinto grado en el colegio Prado Veraniego. Mediante la implementación de algunos instrumentos de recolección de datos, se encontró que los estudiantes no hacen actividades orales en la clase de inglés. Como consecuencia, ellos no interactúan en inglés en ningún momento. Sin embargo, este grupo era muy extrovertido. Los estudiantes tenían una buena actitud frente a lo que la profesora proponía, lo que fue un hecho importante a considerar en esta propuesta. Al final de esta propuesta, se espera que los estudiantes fomenten principalmente su desempeño oral y de interacción dentro de un ambiente de aprendizaje cooperativo. Sin embargo, es importante mencionar que debido a la situación actual de pandemia por la que estamos atravesando mundialmente, no fue posible implementar el estudio obteniendo como resultado una propuesta de innovación pedagógica en vez de un proyecto de investigación. | spa |
dc.description.sponsorship | Universida Pedagogica Nacional | spa |
dc.format | spa | |
dc.format.mimetype | application/pdf | spa |
dc.language.iso | eng | |
dc.publisher | Universidad Pedagógica Nacional | spa |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.source | reponame:Repositorio Institucional de la Universidad Pedagógica Nacional | spa |
dc.source | instname:Universidad Pedagógica Nacional | spa |
dc.subject | Habilidades orales y de interacción | spa |
dc.subject | Juegos Teatrales Clown | spa |
dc.subject | Aprendizaje cooperativo | spa |
dc.title | Clown theatrical games : fostering oral interaction skills through cooperative learning. | spa |
dc.type | info:eu-repo/semantics/bachelorThesis | |
dc.publisher.program | Licenciatura en Español e Inglés | spa |
dc.subject.keywords | Oral interaction skills | eng |
dc.subject.keywords | Clown theatrical games | eng |
dc.subject.keywords | Cooperative learning | eng |
dc.rights.access | Acceso abierto | spa |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | |
dc.relation.references | Aliyu, M. M. (2017). Developing Oral Communication Skills through Collaborative Learning: Implications for Nigerian Teachers. International Journal of English Literature and Social Sciences, 2(5), 127-130. doi:10.24001/ijels.2.5.15 | |
dc.relation.references | Amy, T. B. (1985). Analyzing Input and Interaction in Second Language Classrooms. RELC Journal, 16(1), 8-30. doi:10.1177/003368828501600102 | |
dc.relation.references | Bygate, M. (1999). Speaking. Oxford University Press. | |
dc.relation.references | Bernard, H. R. (2006). Field notes: How to take them, code them, manage them. In Research Methods in Anthropology (4th ed., pp. 387-412). Retrieved from http://courses.washington.edu/thesis/chapter_14.pdf | |
dc.relation.references | Brown, H. D. (2000). Chapter 9: Communicative Competence. In Principles of Language Learning and Teaching (4th ed., pp. 245-265). San Francisco. | |
dc.relation.references | Burns, A. (2010). Doing Action Research in English Language Teaching. Retrieved from https://www.academia.edu/5011394/Doing_Action_Research_in_English_Language_Tea ching | |
dc.relation.references | Cámara de comercio (2006). CDR – Biblioteca Digital CCB- Perfil económico y empresarial, localidad de Suba, Bogotá. Retrieved from https://bibliotecadigital.ccb.org.co/bitstream/handle/11520/2880/6223_perfil_economico _usaquen.pdf?sequence=1&isAllowed=y. | |
dc.relation.references | Cambridge University Press (2013). Introductory Guide to the Common European Framework of Reference (CEFR) for English Language Teachers. Retrieved from https://www.englishprofile.org/images/pdf/GuideToCEFR.pdf. | |
dc.relation.references | Canals, L. (2017). Instruments for gathering data. In Qualitative approaches to research on plurilingual education (English) (p. 396). Retrieved from https://files.eric.ed.gov/fulltext/ED573582.pdf | |
dc.relation.references | Case, D., & Wilson, K. (1984). FURTHER OFF-STAGE. London: Heinemann Educational Books Ltd. | |
dc.relation.references | Castiblanco, L. F., & Cuervo, A. M. (2016). It is time to act: creative drama in the developing of the communicative competence and integrated skills. https://repository.javeriana.edu.co/handle/10554/21949 | |
dc.relation.references | Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE publications | |
dc.relation.references | Cruz, K. (2006). Communicative activities to promote communication (Master's thesis, Universidad Pedagógica Nacional, Bogota, Colombia). Retrieved from http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/3227/TE19097.pdf?sequence=1&isAllowed=y | |
dc.relation.references | Cubides, S. M. (2016). Habilidades psicomotrices en la discapacidad cognitiva, una propuesta didáctica desde el clown teatral. http://repository.pedagogica.edu.co/handle/20.500.12209/1301 | |
dc.relation.references | Ellis,R. & Barkhuizen, G. (2005), Analyzing Learner Language, Oxford: Oxford University Press. | |
dc.relation.references | Freeman, D., & Anderson, M. (2011). Techniques and principles in language (3rd ed.). Retrieved https://acasearch.files.wordpress.com/2015/03/techniques-in-language-teaching.pdf | |
dc.relation.references | Friðriksdóttir, S. E. (2012). Clowning and improvisation in the ESL classroom: Observations and suggestions. Retrieved https://skemman.is/handle/1946/13419?locale=en | |
dc.relation.references | González, R., Rodríguez, F., (2017). CREACIÓN DE PERSONAJE EN LA TÉCNICA CLOWN DE LA PUESTA EN ESCENA “LOS MEROLICOS” (Master's thesis, UNIVERSIDAD AUTÓNOMA DEL ESTADO DE MÉXICO, TOLUCA, MÉXICO). Retrieved from http://ri.uaemex.mx/bitstream/handle/20.500.11799/67124/Los%20Merolicos%20PDFsplit-merge.pdf?sequence=3&isAllowed=y | |
dc.relation.references | Hedge, T. (2000). Teaching and learning in the language classroom: A guide to current ideas about the theory and practice of English language teaching. OUP Oxford. | |
dc.relation.references | Harmer, J. (2001.). The practice of English language teaching (3rd ed.). Longman. | |
dc.relation.references | Jara, J. (2000). El clown, un navegante de emociones (1st ed.). Sevilla, España: PROEXDRA. | |
dc.relation.references | Jara, J. (2014). El clown, un navegante de las emociones (2st ed.). Retrieved from https://edicionesmagina.com/appl/botiga/client/img/10142.pdf | |
dc.relation.references | Kabir, Syed Muhammad. (2016). METHODS OF DATA COLLECTION | |
dc.relation.references | Kielmann, K., Cataldo, F., & Seeley, J. (2012). Introduction to Qualitative Research Methodology: A training manual. Retrieved from https://www.rbfhealth.org/sites/rbf/files/Introduction%20to%20Qualitative%20Research %20Methodology%20-%20A%20Training%20Manual.pdf | |
dc.relation.references | Knutson, S. (2003). Experiential learning in second-language classrooms. TESL Canada Journal, 52-64. | |
dc.relation.references | Macpherson, A. (2007). Cooperative learning group activities for college courses: A guide for instructors. | |
dc.relation.references | MEN (2015). Estándares Básicos de Competencias en Lenguas Extranjeras: inglés. Colombia. Retrieved from http://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/Anexo%2017%20Est%C3%A1ndares%20B%C3%A1sicos%20de%20Competencias.pdf | |
dc.relation.references | Mertler, C. (2009). Overview of the Action Research Process. In Action Research: teachers as researchers in the classroom (2nd ed., pp. 29-41). Retrieved from https://www.corwin.com/sites/default/files/upm-binaries/23146_Chapter_2.pdf | |
dc.relation.references | Moreira, C. (2016). Técnicas de Clown; una propuesta emancipadora. Retrieved from https://clownplanet.com/tecnicas-de-clown-una-propuesta-emancipadorade-cristinamoreira/ | |
dc.relation.references | Muñoz, T. A. (2003). Pim, Pam, clown: La guerra de los payasos. | |
dc.relation.references | Nicoll, A. (1977). El mundo del Arlequín estudio crítico de la commedia dell' arte (1st ed.). Barcelona: Barral Editores. | |
dc.relation.references | Noble, H., & Mitchell, G. (2016). What is grounded theory? Evidence Based Nursing, 19(2), 34- 35. https://doi.org/10.1136/eb-2016-102306 | |
dc.relation.references | Odriozola Ondarzabal, M. M. (2015). El teatro como herramienta para el aprendizaje del inglés: una propuesta de intervención (Bachelor's thesis, Universidad Internacional de la Rioja). Retrieved from ProQuest Dissertations and Theses database. | |
dc.relation.references | Orb, A., Eisenhauer, L., & Wynaden, D. (2000). Ethics in qualitative research. Journal of nursing scholarship, 93-96. Retrieved from http://www.columbia.edu/~mvp19/RMC/M5/QualEthics.pdf | |
dc.relation.references | Ospina, S. (2004). Qualitative Research. Encyclopedia of leardership. Retrieved from https://ualr.edu/interdisciplinary/files/2010/03/Qualitative_Research.pdf | |
dc.relation.references | Philip, J., Oliver, R., & Mackey, A. (Eds.). (2008). Second language acquisition and the younger learner: Child's play? (Vol. 23). John Benjamins Publishing. | |
dc.relation.references | Phillips, D. K., & Carr, K. (2014). Becoming a teacher through action research: Process, context, and self-study. Routledge. | |
dc.relation.references | Prado, V. (2019). Manual de convivencia 2019-2020, hombre y mujeres de honor. Bogotá. UPN Repository. | |
dc.relation.references | Richards, J. C., & Rodgers, T. S. (1986). Approaches and Methods in Language Teaching a Description and Analysis. Retrieved from https://www.novaconcursos.com.br/blog/pdf/richardsjack-c.-&-rodgers.pdf | |
dc.relation.references | Strauss, A., & Corbin, J. (1994). Grounded theory methodology: An overview. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (p. 273–285). Sage Publications, Inc. | |
dc.relation.references | Stephanou, A. (2009). Experiential language learning: second language learning as cooperative learner education. Cambridge University Press. | |
dc.relation.references | Suárez (2012). El aprendizaje de una lengua extranjera (inglés) a través del teatro Estudio de caso en el campo del teatro bilingüe: Grupo The E Theater de la Universidad Nacional de Colombia (Bachelor's thesis, Universidad Pedagógica Nacional, Bogotá, Colombia). Retrieved from http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/1215/TE11045.pdf?sequence=1&isAllowed | |
dc.relation.references | Shin-Mei Kao , Gary Carkin & Liang-Fong Hsu (2011) Questioning techniques for promoting language learning with students of limited L2 oral proficiency in a drama-oriented language classroom, Research in Drama Education: The Journal of Applied Theatre and Performance, 16:4, 489-515, DOI: 10.1080/13569783.2011.616399 To link to this article: https://doi.org/10.1080/13569783.2011.616399 | |
dc.relation.references | Thornbury, S. (2005). How to teach speaking. Pearson Longman. New York | |
dc.relation.references | Tudor, I. (2001). Visions of Learning. In The dynamics of language classroom (pp. 77-103). Retrieved from http://virtualpostgrados.unisabana.edu.co/pluginfile.php/434933/mod_resource/content/2/ Visions%20of%20Learning.%20Tudor%2C%20Ian.%20%282001%29.%20The%20dyna mics%20of%20the%20language%20classroom..pdf | |
dc.relation.references | Tudor, I. (2001). Visions of language. In The dynamics of the language classroom (pp. 57, 62). Retrieved from http://virtualpostgrados.unisabana.edu.co/pluginfile.php/434932/mod_resource/content/1/ Visions%20of%20Language.%20Tudor%2C%20Ian.%20%282001%29.%20The%20dyn amics%20of%20the%20language%20classroom..pdf | |
dc.relation.references | Vygotsky LS. 1978. Mind in society. Cambridge: Harvard University Press. | |
dc.relation.references | Walder, A. M. The Concept of Pedagogical Innovation in Higher Education. Education Journal. Vol. 3, No. 3, 2014, pp. 195-202. doi: 10.11648/j.edu.20140303.22 | |
dc.relation.references | Young, M., Rapp, E., & Murphy, J. (2010). Action research: enhancing classroom practice and fulfilling educational responsibilities. Journal of Instructional Pedagogies . Retrieved from https://www.aabri.com/manuscripts/09377.pdf | |
dc.publisher.faculty | Facultad de Humanidades | spa |
dc.type.local | Tesis/Trabajo de grado - Monografía – Pregrado | spa |
dc.type.coar | http://purl.org/coar/resource_type/c_7a1f | eng |
dc.description.degreename | Licenciado en Español e Inglés | spa |
dc.description.degreelevel | Tesis de pregrado | spa |
dc.type.driver | info:eu-repo/semantics/bachelorThesis | eng |
dc.identifier.instname | instname:Universidad Pedagógica Nacional | spa |
dc.identifier.instname | instname:Universidad Pedagógica Nacional | spa |
dc.identifier.reponame | reponame: Repositorio Institucional UPN | spa |
dc.identifier.repourl | repourl: http://repositorio.pedagogica.edu.co/ | |
dc.description.abstractenglish | The present proposal follows a qualitative paradigm and aims at fostering Oral Interaction Skills through the use of Clown Theatrical Games as a didactic and pedagogical strategy in fifth graders at the Prado Veraniego School. Through the implementation of data collection instruments, it was found that the students from 503 did not practice oral activities in English classes. As a consequence, they did not interact in English at any time. However, this group was very outgoing and the students had a great attitude towards the activities that the teacher proposed, a factor which impacted the progression of the study positively. Furthermore this proposal claims to give the participants a motivating and interesting environment using reallife situations with some humor to promote their communicative competence; especially interaction. Finally, it is expected that students mainly improve their Oral Interaction performance together within a cooperative framework. However, it is important to mention that because of the current global pandemic that we are living, it was not possible to implement the study resulting in the creation of a pedagogical innovation proposal instead of a research project. | eng |
dc.type.version | info:eu-repo/semantics/acceptedVersion | |
dc.type.version | http://purl.org/coar/version/c_ab4af688f83e57aa | |
dc.rights.creativecommons | Attribution-NonCommercial-NoDerivatives 4.0 International |