| dc.contributor | Facultad de Educación | |
| dc.contributor | Departamento de Pedagogía en Inglés como Idioma Extranjero | |
| dc.contributor | Carrera de Pedagogía en Inglés | |
| dc.creator | Valdés, Luna M. | |
| dc.date | 2019-07-18T01:09:15Z | |
| dc.date | 2019-07-18T01:09:15Z | |
| dc.date | 2018 | |
| dc.date.accessioned | 2019-11-20T20:49:11Z | |
| dc.date.available | 2019-11-20T20:49:11Z | |
| dc.identifier | http://repositorio.uahurtado.cl/handle/11242/24476 | |
| dc.identifier.uri | http://repositorioslatinoamericanos.uchile.cl/handle/2250/3035115 | |
| dc.description | Tesis para optar al grado de Profesora en Inglés | |
| dc.description | Versión impresa disponible en la Biblioteca Universidad Alberto Hurtado | |
| dc.description | This qualitative research investigated the effectiveness of the TPR method while developing oral competence in an EFL socially vulnerable classroom. 17 students from 5th grade were included in the study. The sources of data comprised classroom observations, interviews and lesson plans’ analysis. Despite of the usual effectiveness of the method to develop both listening and speaking skills, its feasibility relies on its systematicness while being applied. Therefore, the outcomes of the study suggest TPR could be an effective tool to include in Colegio Educadores de Chile, as long as methodological arrangements are included both in the lesson plans and classes. In doing so, strategies such as body language, chants and drills repetition would be key for students to create an alternative source of language that diminishes their use of L1, and develops their productive skills. | |
| dc.format | 23 h. | |
| dc.language | en | |
| dc.publisher | Universidad Alberto Hurtado | |
| dc.subject | Inglés -- Enseñanza básica | |
| dc.subject | Habilidades del lenguaje | |
| dc.subject | Estrategias de aprendizaje -- Enseñanza básica | |
| dc.title | Total physical response and the speaking skills development | |
| dc.type | Tesis | |
