The impact of communicative language teaching (clt) on teaching materials to foster speaking in ninth graders at a public school

dc.contributorHernández Ballesteros, Jhon Jairo
dc.contributorMaestros y contextos (Categoría A)
dc.creatorBermúdez Cifuentes, Carolina
dc.date2022-07-15T15:51:05Z
dc.date2022-07-15T15:51:05Z
dc.date2022-07-12
dc.date.accessioned2023-09-06T18:24:59Z
dc.date.available2023-09-06T18:24:59Z
dc.identifierhttps://repositorio.ucaldas.edu.co/handle/ucaldas/17835
dc.identifierUniversidad de Caldas
dc.identifierRepositorio Universidad de Caldas
dc.identifierhttps://repositorio.ucaldas.edu.co/mydspace
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/8696986
dc.descriptionIlustraciones, gráficas
dc.descriptionspa:Este estudio cualitativo de investigación de acción describe la contribución del diseño y la implementación de talleres diseñados por el docente de aula sobre la base del enfoque comunicativo de enseñanza (CLT) fusionado con estrategias conversacionales para fomentar la competencia de los estudiantes de noveno grado en aspectos como la pronunciación, fluidez y vocabulario en una escuela pública en Manzanares, Caldas. El estudio se realizó con 12 alumnos de entre 14 y 15 años. En un intento por lograr el objetivo de investigación, se implementaron seis talleres comunicativos y se recopilaron datos de artefactos de los estudiantes, notas de campo del maestro, una encuesta, una lista de verificación de un observador externo y una prueba previa y una prueba posterior. Estos instrumentos se utilizaron para recopilar sistemáticamente la información necesaria y, en consecuencia, tener un proceso de análisis de datos para responder a la pregunta de la investigación. Los hallazgos evidenciaron la influencia positiva que el enfoque CLT tuvo en el nivel de competencia de los estudiantes, la confianza en el habla y la motivación de aprendizaje. Esta intervención pedagógica animó a los estudiantes a hablar, reduciendo su ansiedad a participar en tareas de habla en clase. En consecuencia, algunos factores, como las estrategias conversacionales, la enseñanza basada en situaciones reales, el trabajo en grupo y las tareas comunicativas ayudaron a los estudiantes a mejorar su pronunciación, fluidez, motivación y confianza en sí mismos para usar el idioma extranjero.
dc.descriptioneng:This qualitative action research study describes the contribution of the design and implementation of teacher-designed workshops based on the CLT approach fused with conversational strategies to foster ninth graders’ speaking competence in aspects, such as pronunciation, fluency, and vocabulary at a public school in Manzanares, Caldas. The study was conducted with 12 learners aged between 14 and 15 years. In an attempt to achieve the research objective, six communicative workshops were implemented and data was gathered from learners’ artifacts, teacher’s field notes, a survey, an external observer’s checklist and a pre-test, and a post-test. These instruments were used to collect the necessary information systematically, and consequently, have a process of data analysis to answer the research question. The findings evidenced the positive influence the CLT approach had on learners’ proficiency level, speaking confidence, and learning motivation. This pedagogical intervention encouraged learners to speak, by reducing their anxiety to participate in speaking tasks in class. Consequently, some factors, such as conversational strategies, real-life situation-based teaching, group work, and communicative tasks helped learners to enhance their pronunciation, fluency, motivation and self-confidence to use the foreign language.
dc.descriptionAbstract / Introduction/Chapter I. Research Problem/ 1. Purpose of the Research/ 1.1 Description of the Context/ 1.2 Description of the Problem/ 2. Research Questions and Objectives/ 2.1. Research Question/ 2.2. Objectives/ 2.2.1. General Objective/ 2.2.2. Specific Objectives/ Chapter II. Theoretical Framework/ 3. Theoretical Framework/ 3.1. Communicative Language Teaching (CLT) / 3.1.2 Teachers’ Roles in CLT/ 3.1.3. Learners’ Roles in CLT / 3.1.4. Speaking in CLT / 3.2 Speaking Competence / 3.2.1. Fluency / 3.2.2 Pronunciation / 3.2.3 Conversational Strategies / 3.2.4 Vocabulary / 3.2.5. Definition of Vocabulary / 3.2.6. Vocabulary Teaching / 3.3. Related Studies/ Chapter III. Research Methodology/4.1 Type of Study/ 4.2 Participants/ 4.3 Instruments/ 4.3.1 Pre-test / 4.3.2 Learners’ Survey / 4.3.3 External Observer’s Interview / 4.3.4. Teacher’s Journal / Chapter IV. Phases of the Study/ 5. Diagnostic Stage/ 5.1 Results and Analysis of the Instruments/ 5.1.1 Learners’ Survey Analysis/ 5.1.2. External Observer’s Interview Analysis / 5.1.3 Teacher’s Journal Analysis / 5.1.4 Data Triangulation/ 6. Instructional Design and Pedagogical Intervention / 6.1 Instructional Design/ 6.2 Pedagogical Intervention/ 7. Action Stage / 7.1 Lesson Plans and Workshops/ 7.1.1. Phase One Analysis/ 7.1.2. Phase Two Analysis/ 7.1.3. Phase Three Analysis/ 7.1.4. Data Triangulation/ 8. Evaluation Stage/ 8.1. Pre-test and Post-test/ Chapter V. Findings/ 9. Findings/ Chapter VI. Conclusions, Limitations and Pedagogical Implications/ 10. Conclusions, Limitations, and Pedagogical Implications/ 11. References/ 12. Appendices/ 6 LIST OF TABLES Table 1. Halliday’s Language Functions.
dc.descriptionMaestría
dc.descriptionMagister en Didáctica del Inglés - Manizales
dc.descriptionEnseñanza de lenguas extranjeras
dc.formatapplication/msword
dc.formatapplication/pdf
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dc.languageeng
dc.languagespa
dc.publisherFacultad de Artes y Humanidades
dc.publisherManizales
dc.publisherMaestría en Didáctica del Inglés - Manizales
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dc.rightsinfo:eu-repo/semantics/closedAccess
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.rightshttp://purl.org/coar/access_right/c_14cb
dc.subjectLingüística
dc.subjectComunicación
dc.subjectAprendizaje
dc.subjectCommunicative Language Teaching (CLT)
dc.subjectConversational Strategies
dc.subjectSpeaking Competence
dc.subjectReal-Life Situation-Based Teaching
dc.subjectFluency
dc.subjectSelf-Confidence
dc.subjectPronunciation
dc.titleThe impact of communicative language teaching (clt) on teaching materials to foster speaking in ninth graders at a public school
dc.typeTrabajo de grado - Maestría
dc.typehttp://purl.org/coar/resource_type/c_bdcc
dc.typeText
dc.typeinfo:eu-repo/semantics/masterThesis
dc.typeinfo:eu-repo/semantics/publishedVersion


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