Examinando por Materia "Interpersonal skills"

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Prosody instruction : soft skills and effective communication development through drama techniques.
(Universidad Pedagógica Nacional, 2021) Uñate Cuevas, Natalia; Vega Romero, Andrés Felipe; Montaño Moreno, Johanna
Due to the rapid globalization, the increase in the use of technology, and the role the English language has taken in this process of connectivity by becoming a lingua franca, more stress is laid on interpersonal and intrapersonal skills for an individual to participate in the globalized world and to communicate effectively. Consequently, soft skills have become a paramount quality that students, teachers, and other professionals need to possess to communicate with people. Nevertheless, university curriculums and EFL programs focus primarily on technical and linguistic knowledge learning such as grammar, speaking, listening, vocabulary learning, and pronunciation; overlooking suprasegmental aspects of language that will enhance effective communication and soft skills for either students or teachers. Therefore, prosodic training appears to boost intrapersonal and interpersonal communication in the pursuit of a strategy that might contribute to the situation described above. These factors will lead to communicating effectively with native and non-native speakers of the English language. Thus, this pedagogical proposal aims at training pre-service teachers from the Universidad Pedagógica Nacional in the use of Prosody through drama techniques to strengthen their soft skills to become effective communicators.
Soft-communicative skills in an EFL post-pandemic class: a holistic approach.
(Universidad Pedagógica Nacional, 2023) Bulla Ibagon, Laura Camila; Montaño Moreno, Johanna
The present document presents the report of an action research project which attempted to describe the impact of a set of activities designed under the principles of the Holistic Approach with the objective of improving Soft Communicative Skills in an EFL post-pandemic class. The participants of this study were tenth/eleventh-grade students between 15-17 years old from a public school located in Bogotá, Colombia. The diagnostic period evidenced a lack of soft-communicative skills and speaking skills in relation to the use of English as a foreign language. That is why, the Holistic approach is proposed as the core path to improve these issues, focusing on the student as a whole. Questionnaires, field notes, artifacts, and interviews were used to collect data during the interventions and the triangulation method was utilized to analyze the effectiveness of this approach to help pupils develop both soft-communicative skills and speaking skills in a meaningful way.