CUMT to develop speaking skills through TPR in an EFL classroom.

Vista sencilla de ítem
dc.contributor.advisorHernández Saavedra, Sergio Franciscospa
dc.contributor.authorCeledón Gómez, Nicolás
dc.coverage.spatialBogotáspa
dc.date.accessioned2024-06-24T16:32:53Z
dc.date.available2024-06-24T16:32:53Z
dc.date.issued2024
dc.description.abstractEste proyecto de investigación-acción se centra en la influencia que el uso controlado de la lengua materna (UCLM) tanto en los estudiantes como en el profesor pueda tener en un aula de inglés como lengua extranjera donde se utiliza la Respuesta Física Total (RFT) como herramienta para el desarrollo de habilidades de expresión oral. Se caracteriza por ser una investigación cualitativa en la que los datos se recopilaron mediante observaciones, entrevista, encuesta, artefactos, grabaciones de audio y notas de campo. Esta surge como respuesta a que se espera que los estudiantes hablen en inglés, pero su entorno no fomenta este comportamiento, a menudo entrando en conflicto con sus preferencias personales, lo que hace que el estudiante pierda interés en la clase de inglés. A través del método de análisis de datos elegido, que es la teoría fundamentada en datos, los datos recopilados se codificaron, analizaron y se propusieron categorías para elaborar una teoría sólida basada en estos.spa
dc.description.abstractenglishThis action research project centers on the influence that controlled use of the mother tongue (CUMT) in both students and the teacher may have in an EFL classroom where Total Physical Response (TPR) is used as a tool for the development of speaking skills. It is characterized as being qualitative research in which the data were gathered through observations, an interview with the head teacher, a survey, artifacts, audio recordings and field notes. This study emerges in response to the observation that students are expected to speak in English, yet their environment fails to encourage this behavior, often conflicting with their personal preferences, making the student lose interest in the English class. Through the data analysis method chosen, which is the grounded method, the gathered data were coded, analyzed and categories were proposed to elaborate on a solid data-driven theory.eng
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado en Español y Lenguas Extranjerasspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.identifier.urihttp://hdl.handle.net/20.500.12209/19756
dc.language.isoengspa
dc.publisherUniversidad Pedagógica Nacionalspa
dc.publisher.facultyFacultad de Humanidadesspa
dc.publisher.programLicenciatura en Español y Lenguas Extranjerasspa
dc.relation.referencesAbata, M., Suárez, R., Portilla, A., & Vayas, M. (2021). Effectiveness of Total Physical Response in English speaking skill in EFL beginners. Horizontes. Revista De Investigación En Ciencias De La Educación, 5(20), 1185–1193 https://doi.org/10.33996/revistahorizontes.v5i20.268spa
dc.relation.referencesAhola-Houtsonen, T. (2013). Learning and teaching English speaking skills at upper secondary school: The students’ and the teachers’ views. [Master’s thesis, University of Jyväskylä]. University of Jyväskylä’s repository. https://jyx.jyu.fi/handle/123456789/41363spa
dc.relation.referencesAl-Amri, W.B., & Abdul-Raof, H. (2014). Translation in teaching and learning a foreign language: A methodological approach. International Journal of Humanities and Cultural Studies (IJHCS), 1(2), 1-12spa
dc.relation.referencesAllard, D., Bourdeau, J., & Mizoguchi, R. (2011). Addressing Cross-Linguistic Influence and Related Cultural Factors Using Computer-Assisted Language Learning (CALL). In E. Blanchard & D. Allard (Eds.), Handbook of Research on Culturally-Aware Information Technology: Perspectives and Models (pp. 582-598). IGI Global. https://doi.org/10.4018/978-1-61520-883-8.ch027spa
dc.relation.referencesAsher, J. J. (1969). The total physical response approach to second language learning. The Modern Language Journal, 53, 3-17.spa
dc.relation.referencesAstutik, Y., Megawati, F., & Aulina, C. N. (2019). Total Physical Response (TPR): How is it used to Teach EFL Young Learners? International Journal of Learning, Teaching and 74 Educational Research, 18(1), 92 – 103. http://ijlter.org/index.php/ijlter/article/view/1335/pdfspa
dc.relation.referencesAtkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 41(4), 241-247.spa
dc.relation.referencesAuerbach, E. (1993). Re-examining English only in the ESL classroom. TESOL Quarterly, 27(1), 9-32.spa
dc.relation.referencesAzimova, S. (2019). Коммуникативный подход в обучении английскому языку [The communicative approach in English language teaching]. Бюллетень науки и практики / Bulletin of Science and Practice, (4), 471-475. https://doi.org/10.33619/2414-2948/41/70spa
dc.relation.referencesBaiza, P. Z. (2020). The use of Total Physical Response (TPR) method in teaching English at MIN 11 Banda Aceh [Undergraduate thesis, Universitas Islam Negeri Ar-Raniry]. UIN - Ar Raniry Repository. https://repository.arraniry.ac.id/id/eprint/14107/1/The%20Use%20Of%20Total%20Physi cal%20Response%20(TPR)%20Method%20In%20Teaching%20English%20At%20MIN %2011%20Banda%20Aceh.pdf.spa
dc.relation.referencesBans-Akutey, A. (2021). Triangulation in Research. Academia Letters. https://doi.org/10.20935/AL3392spa
dc.relation.referencesBhattacharjee, J. (2015). Constructivist Approach to Learning– An Effective Approach of Teaching Learning. International Research Journal of Interdisciplinary & Multidisciplinary Studies. (IRJIMS), 14), 65-74spa
dc.relation.referencesBotina, N. (2018). Fostering Vocabulary learning through Total Physical Response method (TPR) and the use of flashcards as effective visual aids. [Undergraduate thesis, Universidad Santo Tomás]. Repositorio institucional. 75 https://repository.usta.edu.co/bitstream/handle/11634/19633/Botinanatali2018.pdf?seque nce=1&isAllowed=yspa
dc.relation.referencesBurdujan, R. (2020) Judiciousness of mother tongue use in EFL classroom. Psychology and Education, 57(9), 33-40 https://doi.org/10.17762/pae.v57i9.4286spa
dc.relation.referencesBurns, A. (2009). Action Research in Second Language Teacher Education. In A. Burns & J. C. Richards (Eds.), Cambridge Guide to Second Language Teacher Education (pp. 289– 297). Chapter, Cambridge: Cambridge University Press.spa
dc.relation.referencesBurns, A. (2009). Doing Action Research in English Language Teaching: A Guide for Practitioners (1st ed.). Routledge. https://doi.org/10.4324/9780203863466spa
dc.relation.referencesButzkamm, W. (2003) We only learn language once. The role of the mother tongue in FL classrooms: death of a dogma, The Language Learning Journal, 28(1), 29-39, https://doi.org/10.1080/09571730385200181spa
dc.relation.referencesCelce-Murcia, M., editor. (1991). Teaching English as a Second or Foreign Language (2nd ed.). Heinle & Heinle Publishers.spa
dc.relation.referencesCelce-Murcia, M., editor. (2001). Teaching English as a Second or Foreign Language (3rd ed.). Heinle & Heinle Publishersspa
dc.relation.referencesÇelik, S. (2008). Opening the door: An investigation of mother tongue use in foreign language classrooms. Hacettepe University Journal of Education, 34, 75-85.spa
dc.relation.referencesÇelik, S. (2020). Çelik, S. (Ed.). (2020). Approaches and principles in English as a foreign language (EFL) education (3rd ed.). Vizetek.spa
dc.relation.referencesCohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). Routledge. https://doi.org/10.4324/9780203029053spa
dc.relation.referencesCorbin, J.M., Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qual Sociol, (13), 3–21. https://doi.org/10.1007/BF00988593.spa
dc.relation.referencesCruz, D., (2017). Enhancing listening skills in second graders through TPR implementation [Undergraduate thesis, Universidad Pedagógica Nacional]. Repositorio Institucional UPN http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/10019/TE21519.pdf?sequence=1&isAllowed=yspa
dc.relation.referencesCuartas, L. (2014). Selective Use of the Mother Tongue to Enhance Students’ English Learning Processes...Beyond the Same Assumptions. Issues in Teachers' Professional Development, (16), (1). https://doi.org/10.15446/profile.v16n1.38661spa
dc.relation.referencesDenková, M. (2018). The Use of TPR in Teaching Different Age Groups (Bachelor Thesis). Masaryk University Brno, Faculty of Education, Department of English Language and Literature.spa
dc.relation.referencesDiane & Larsen-Freeman. (2000). Total physical response. Basic education research of foreign language teaching. 61(1),28-35.spa
dc.relation.referencesDrijvers, P., & Trouche, L. (2008). From artifacts to instruments: A theoretical framework behind the orchestra metaphor. Research on technology and the teaching and learning of mathematics, 2, 363-392.spa
dc.relation.referencesDuranti, A. (2006). Transcripts, like shadows on a wall. Mind, Culture, and Activity, 13(4), 301– 310. https://doi.org/10.1207/ s15327884mca1304_3spa
dc.relation.referencesEliwarti, A. (2015). A study on the speaking ability of the second-year students of SMK Telkom Pekanbaru. Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan, 2(2), 1-14.spa
dc.relation.referencesFox, N. J., Mathers, N., & Hunn, A. (2000). Surveys and questionnaires. In A. Wilson, M. Williams, & B. Hancock (Eds.), Research Approaches in Primary Care, 77-112. Radcliffe Medical Press/Trent Focus.spa
dc.relation.referencesGonzalez, S. L., Alvarez, V., & Nelson, E. L. (2019). Do Gross and Fine Motor Skills Differentially Contribute to Language Outcomes? A Systematic Review. Frontiers in psychology, 10, 2670. https://doi.org/10.3389/fpsyg.2019.02670spa
dc.relation.referencesHalliday, M.A.K. (1975). Learning How to Mean (14). Elsevier.spa
dc.relation.referencesHammersley, M. (2013). What is Qualitative Research?. Bloomsbury Publishing.spa
dc.relation.referencesHarmer J. (1998). How to Teach English. Harlow: Longman Publishing Groupspa
dc.relation.referencesHarmer, J. (2007). How to teach English. Essex, England: Pearson Education Limited.spa
dc.relation.referencesHarris, David. 1974. Testing English as a Second Language. New York: Mc. Graw. Hill Book Companyspa
dc.relation.referencesHuckin, T., & Coady, J. (1999). Incidental vocabulary acquisition in a second language: A Review. Studies in Second Language Acquisition, Vol. 21(2), 181-193. https://doi.org/10.1017/S0272263199002028.spa
dc.relation.referencesHulstijn, J. (2001). Intentional and incidental second-language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity [Conference contribution, University of Amsterdam, Faculty of Humanities]. UvA-DARE (Digital Academic Repository). https://dare.uva.nl/search?identifier=2857b01f-c9c1-4078-8002- f04407c80997.spa
dc.relation.referencesHulstijn, J. (2003). Incidental and intentional learning. In Doughty, C. J., Long, M.H., (Ed.), The handbook of second language acquisition (349-381). Taken from https://dare.uva.nl/search?identifier=a23a3376-2eb9-4faf-b38a-e1057f7353a1.spa
dc.relation.referencesJavadi-Safa, A. (2018). An Overview of Cross-linguistic Influence in Language Learning. Journal of Applied Linguistics and Language Research. Vol. 5(3). 186-203. https://doi.org/10.1075/sic.13.1.04mun.spa
dc.relation.referencesManel, M., Hassan, A., & Buriro H. (2019) Learners’ Attitudes towards Teachers’ switching to the mother tongue (The Case of Secondary school learners in Algeria). Indonesian Tesol Journal. 1(1), 1-88. https://doi.org/10.24256/itj.v1i1.550spa
dc.relation.referencesMorata, M., & Coyle, Y. (2012) Teaching English Through Spanish: A Secondary School EFL Teachers`s Language Choices in the Foreign Language Classroom. Porta Linguarum, 17: 133-152 http://hdl.handle.net/10481/31968spa
dc.relation.referencesMuñoz-Basols, J., Salazar, D. (2016). Cross-linguistic lexical influence between English and Spanish. Spanish in Context. (13). 80-102. https://doi.org/10.1075/sic.13.1.04mun.spa
dc.relation.referencesNunan, D. (2003). Practical English Language Teaching. McGraw-Hill Educationspa
dc.relation.referencesOdlin, T. (1989). Language Transfer: Cross-Linguistic Influence in Language Learning (Cambridge Applied Linguistics). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139524537.spa
dc.relation.referencesPaez, A., (2017) Social affective strategies in EFL self-confidence [Undergraduate thesis, Universidad Pedagógica Nacional]. Repositorio Institucional UPN http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/10029/TE21501.pdf?sequence=1&isAllowed=yspa
dc.relation.referencesPuertas, G., & Uribe, M. (2016). The use of the first language in a fifth grade EFL class at a monolingual school: A reflective teaching approach [Undergraduate thesis, Universidad del Valle]. Repositorio Digital Univalle https://bibliotecadigital.univalle.edu.co/handle/10893/9798spa
dc.relation.referencesRao, S. P. (2019) The Importance of Speaking Skills in English Classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6-18.spa
dc.relation.referencesRichards, J., & Rodgers, T. (2001). Approaches and Methods in Language Teaching (2nd ed., Cambridge Language Teaching Library). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667305.spa
dc.relation.referencesRichards, L. (2014). Qualitative Research Design. In L. Richards, Handling Qualitative Data. A practical guide (pp. 73-103). Washington: SAGE.spa
dc.relation.referencesRingbom, H., (1987). The Role of the First Language in Foreign Language Learning. Multilingual Matters Limitedspa
dc.relation.referencesSoamole, Surtia & Hanapi, Hanapi. (2018). The Improvement of Students' Speaking Skill through the Total Physical Response (TPR). Taken from: https://www.researchgate.net/publication/325499497_The_Improvement_of_Students'_S peaking_Skill_through_the_Total_Physical_Response_TPRspa
dc.relation.referencesSubon, F. (2016). Direct Vocabulary Instruction: The Effects of Contextualised Word Families on Learners’ Vocabulary Acquisition. Procedia - Social and Behavioral Sciences, 224, 284-291. https://doi.org/10.1016/j.sbspro.2016.05.461spa
dc.relation.referencesStory, D. A., & Tait, A. R. (2019). Survey research. Anesthesiology, 130, 192–202. https://doi.org/10.1097/ALN.0000000000002436spa
dc.relation.referencesTabbert, R. (1984). Parsing the Question "Why Teach Grammar?". The English Journal, 73, 38- 42. https://doi.org/10.2307/817566.spa
dc.relation.referencesTorres, B. (2017). Fostering Speaking Skills Through Cooperative Learning on 11th Graders [Undergraduate thesis, Universidad Pedagógica Nacional]. Repositorio Institucional UPN 80 http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/10034/TE21527.pdf?sequence=1&isAllowed=yspa
dc.relation.referencesTudor, I. (2001). Visions of learning in the dynamics of the language classroom. Cambridge, UK: Cambridge University Press.spa
dc.relation.referencesVan Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy, and authenticity. London: Longman.spa
dc.relation.referencesVoicu, C. (2012). Overusing mother tongue in English language teaching. International Journal of Communication Research, 2(3), pp. 212-218spa
dc.relation.referencesWu, W. (2018). A Vygotskyan sociocultural perspective on the role of L1 in target language learning. Cambridge Open-Review Educational Research e-Journal, 5, 87-103.spa
dc.relation.referencesXie, R. (2021). The Effectiveness of Total Physical Response (TPR) on Teaching English to Young Learners. Journal of Language Teaching and Research, 12(2), 293-303. http://dx.doi.org/10.17507/jltr.1202.11spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectAula de inglés como lengua extranjeraspa
dc.subjectHabilidades de expresión oralspa
dc.subjectPreferencias personalesspa
dc.subject.keywordsEFL classroomeng
dc.subject.keywordsSpeaking skillseng
dc.subject.keywordsPersonal preferenceseng
dc.titleCUMT to develop speaking skills through TPR in an EFL classroom.eng
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1feng
dc.type.driverinfo:eu-repo/semantics/bachelorThesiseng
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.type.localTesis/Trabajo de grado - Monografía - Pregradospa

Archivos

Bloque original

Mostrando 1 - 1 de 1
Miniatura
Nombre:
CUMT TO DEVELOP SPEAKING SKILLS THROUGH TPR IN AN EFL CLASSROOM.pdf
Tamaño:
1.86 MB
Formato:
Adobe Portable Document Format
Descripción:
Descargar

Bloque de licencias

Mostrando 1 - 2 de 2
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
1.71 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar
No hay miniatura disponible
Nombre:
202403250091453-03 JUN 24 NICOLAS CELEDON.pdf
Tamaño:
257.5 KB
Formato:
Adobe Portable Document Format
Descripción:
LICENCIA APROBADA
Descargar

Colecciones

Licenciatura en Español y Lenguas Extranjeras