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The Use of Oral Interaction Strategies (OIS) to Develop Speaking in 9TH Graders
Registro en:
Universidad de Caldas
Repositorio institucional Universidad de Caldas
Autor
Medina Franco, Catalina
Institución
Resumen
Ilustraciones, gráficas, fotografías spa: El propósito de este estudio de investigación fue determinar hasta qué punto las Estrategias de Interacción Oral (IOS) impactan la habilidad de hablar de los estudiantes de noveno grado. El estudio incluye: (1) una etapa de diagnóstico basada en una prueba de los estudiantes, un cuestionario de los estudiantes, una entrevista con el maestro y la observación para determinar las dificultades de los participantes en inglés; (2) Una metodología de etapas que consistió en la implementación de seis talleres enfocados en el Modelo de Competencia Comunicativa de Canale y Swain (1980) basado en el enfoque de Presentación, Práctica y Producción (PPP); y (3) Una etapa de evaluación realizada según el método de Investigación Acción. Los hallazgos clave demuestran la efectividad de OIS en la habilidad de hablar de los estudiantes al mejorar las sub-habilidades como fluidez, pronunciación, competencia gramatical y vocabulario. Los resultados también sugieren que su motivación y confianza en sí mismos aumentaron, lo que redujo significativamente la interferencia L1. Las conclusiones y las implicaciones pedagógicas señalaron a los maestros, administradores escolares y legisladores a la inclusión de OIS en futuros eventos curriculares. En general, esta metodología mejora el entorno de aprendizaje en el que se fomenta la interacción. eng: The purpose of this research study was to determine the extent to which Oral Interaction Strategies (IOS) impact ninth-graders speaking skill. The study includes: (1) A diagnostic stage founded on a students’ test, a students’ questionnaire, a teacher’s interview, and observation to determine the participants’ difficulties in English; (2) A stage methodology that consisted of six workshop implementation focused on Canale and Swain’s Communicative Competence Model (1980) based on the Presentation, Practice, and Production (PPP) approach.; and (3) An evaluation stage conducted according to the Action Research method. Key findings demonstrate the effectiveness of OIS in scholars’ speaking skill by improving sub-skills as fluency, pronunciation, grammatical competence and vocabulary. Results also suggest that their motivation and self-confidence increased which reduced the L1 interference significantly. The conclusions and pedagogical implications pointed out teachers, school administrators, and policymakers to the inclusion of OIS in future curriculum events. Overall, this methodology upgrades the learning setting in which interaction is fostered. Abstract / Introduction/ Research Problem / Purpose of the Research/Rationale/ Description of the Context and setting/ Description of the problem/Research question and objectives/ Research question/ Objectives/ General Objective/ Specific Objectives/ Theoretical Framework/ English methodology over time / Communicative Language Teaching Approach/ Classroom strategies in CLT/ Communicative competence / Canale and Swain’s Communicative Competence model/ Grammatical competence/ Discourse competence/ Sociolinguistic Competence/ Strategic Competence/ Speaking process/ Stages in the speaking process/ Speaking sub-abilities / Accuracy and fluency/ Pronunciation / The top-down approach to teaching pronunciation/ Vocabulary / Oral Interaction Strategies (OIS)/Interaction/ Oral interaction/ Role-play. / Dialogues/conversations/ Cooperative and group interaction activities/ Accuracy-based activities/ Model talks/ Vocabulary processing /PPP approach/ Previous related studies/ Research Methodology/ Type of study/ Participants/ Instruments/ Research Stages/Diagnostic stage / Students’ survey / Section I, about the students/ Section II, results about students’ English preferences/ Section II, analysis about students’ English preferences. / Section III, result about students’ feelings towards English activities/ Section III, analysis about students' feelings towards English activities. / Section IV, results of students' impression about some English Skills aspects. / Section IV, analysis of students’ impression about some English Skills aspects. / Section V, results about students’ activity’s preferences/ Section V, analysis about students’ activity’s preferences. / Students’ diagnostic test/ Results of the diagnostic test/ Vocabulary. /Teacher’s interview/ Teacher’s interview results/ Teacher’s interview analysis. / Classroom observation. / Classroom observation results/ Classroom observation analysis. / Triangulation of the Diagnostic Stage / Instructional Design/ Action stage/ Workshop 1 – Me and my family/ Analysis of Workshop 1/ Workshops 2, 3 & 4 (Activities, Free-time activities and Household chores)/ Results and analysis of workshops 2, 3 & 4/ Workshops 5 & 6 (ongoing activities and ask about people’s activities) / Results and analysis of workshops 5 & 6/ Analysis of workshops 5 & 6. / Evaluation Stage/ Findings/ The effectiveness of OIS on the development of students’ speaking skill/ Expansion of vocabulary spectrum, reduction syntax errors, improvement of pronunciation and fluency/ The students’ confidence and motivation towards the speaking skill/ Conclusions, Pedagogical implications, Limitations and Questions for further research/ Pedagogical implications/ Limitations of the study/Further research/ References. / Appendices / Appendix 1. Diagnostic Data Triangulation Appendix 2. Triangulation of data in the evaluation stage. /Appendix 3. Students’ Questionnaire/ Appendix 4. Diagnostic test / Appendix 5. Teacher interview / Appendix 6. Rubric (diagnostic stage)/Appendix 7. Rubric (Evaluation stage)/ Appendix 8. Questionnaire (Evaluation stage) / Appendix 9. Questionnaire (Evaluation stage) / Appendix 10. Questionnaire (Evaluation stage) / Appendix 11. Workshop 1. / Appendix 12. Workshop 2 / Appendix 13. workshop 3 / Appendix 14. Workshop 4. / Appendix 15. Workshop 5 / Appendix 10. workshop 6 / Appendix 11. Diagnostic test sample student / Appendix 12. Diagnostic survey sample student / Appendix 12. Observation sample (diagnostic) / Appendix 13. Intervention samples. Maestría Estoy a la espera de la publicación de artículo
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