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dc.contributor.advisorPatricia Álvarez, Claudiaspa
dc.contributor.authorGómez Vallejo, Leonardo
dc.contributor.authorValencia Rincón, Germán Enrique
dc.date.accessioned2019-10-18T17:34:01Z
dc.date.available2019-10-18T17:34:01Z
dc.date.issued2016-11-18
dc.identifier.urihttps://repositoriosed.educacionbogota.edu.co/handle/001/2742
dc.description129 p.spa
dc.description.abstractEste estudio cualitativo se enfocó en el mejoramiento de la comunicación oral en el aula. El objetivo principal de este estudio es obtener mejores resultados en la comunicación oral en la lengua extranjera (inglés) por medio de la implementación de juegos de rol en clase, haciendo énfasis en la importancia de ciertas características de la fluidez oral. El estudio se realizó en Bogotá, Colombia con dos grupos de e studiantes de colegios públicos de quinto y octavo grado con nivel de Inglés A1, cuyas edades promedio eran 10 y 13 años respectivamente. Los datos se reunieron utilizando entrevistas, vídeos, una rúbrica y diarios de campo. Los resultados evidencian que los juegos de rol permitieron a los estudiantes centrarse en intercambios orales más realistas y alcanzar niveles de motivación más altos en sus prácticas en el aula. Además, el estudio propone que la enseñanza de la lengua extranjera debe estar enfocada en ayudar a los alumnos a desarrollar la fluidez oral desde las primeras etapas de aprendizaje. Por último la exactitud (accuracy) y la complejidad no se deben sobre-enfatizar en la producción de lenguaje, sino que deben ser consideradas objetivos de aprendizaje.spa
dc.format.mimetypeapplication/pdfspa
dc.language.isoengspa
dc.publisherUniversidad de La Sabanaspa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.sourcehttp://hdl.handle.net/10818/28563spa
dc.titleEnhancing oral communication through role-playing in EFL primary and secondary school contextsspa
dc.typeTrabajo de grado - Maestríaspa
dc.description.abstractenglishThis study focused on the improvement of oral communication in the classroom. The main concern was to attain better EFL oral communication results through the implementation of classroom role-playing, emphasizing the relevance of certain spoken fluency features. The study was conducted with two A1 groups of eighth and fifth graders aged between 10 and 13 years average at 2 public schools in Bogotá. Data were collected mainly via interviews, videos, a rubric, and teachers' journals. Results show that role-playing activities allowed students to focus more on realistic oral exchanges and to reach higher levels of motivation in their classroom practices. Additionally, the study proposes that EFL classroom practices should focus on helping students develop fluency from early EFL learning stages. Finally, accuracy and complexity should not be overemphasized as language output, but instead they should be considered EFL learning goals.​​​spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadasspa
dc.subject.lembInglés -- Enseñanza
dc.subject.lembComunicación oral
dc.subject.lembEstudiantes de educación media
dc.subject.proposalComunicación oral en lengua extranjeraspa
dc.subject.proposalSituaciones contextualizadasspa
dc.subject.proposalEnfoque en significadospa
dc.subject.proposalJuegos de rol y fluidez oralspa
dc.type.dcmi-type-vocabularyTextspa
dc.type.driverinfo:eu-repo/semantics/masterThesisspa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
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dc.relation.referencesAlabasi, T. (2016). The Effectiveness of Role Play Strategy in Teaching Vocabulary. Theory and Practice in Language Studies, 6(2), 227-234 doi: http://dx.doi.org/10.17507/tpls.0602.02spa
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dc.relation.referencesCreswell, J. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson Educationspa
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dc.relation.referencesDe Jong, N. H., Groenhout, R., Schoonen, R., & Hulstijn, J. H. (2015). Second language fluency: Speaking style or proficiency? Correcting measures of second language fluency for first language behavior. Applied Psycholinguistics, 36(02), 223-243spa
dc.relation.referencesDe Jong, N., & Perfetti, C. A. (2011). Fluency training in the ESL classroom: An experimental study of fluency development and proceduralization. Language Learning, A Journal of Research in Language Learning. 61(2), 533-568spa
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dc.description.degreenameMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomospa
dc.description.degreelevelMaestríaspa
dc.publisher.programMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomospa
dc.subject.keywordsEFL oral communicationspa
dc.subject.keywordsContextualized situationsspa
dc.subject.keywordsFocus on meaningspa
dc.subject.keywordsRole-playingspa
dc.subject.keywordsSpoken fluencyspa
dc.description.educationlevelBásica secundariaspa
dc.description.educationlevelMedia (10 y 11)spa
dc.description.educationareaHumanidades, lengua castellana e idiomas extranjerosspa
dc.description.educationaudienceEstudiantesspa
dc.description.educationresearchMixtospa
dc.description.educationsubjectDidácticaspa
dc.description.educationcommunityAulaspa
dc.description.educationcommunityInstituciónspa
dc.description.educationotesDe qué forma se puede desarrollar el habla de los estudiantes por medio de los juegos de rolspa


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