Mostrar el registro sencillo del ítem

Implementing sociocultural interactive strategies to foster negotiation of meaning in oral tasks

dc.contributor.advisorRodríguez Bonces, Mónica Alisandra
dc.contributor.authorHernández Riaño, Julie Milena
dc.contributor.authorGallego Espinosa, Víctor Manuel
dc.date.accessioned2017-03-13T23:33:27Z
dc.date.available2017-03-13T23:33:27Z
dc.date.created2017
dc.date.issued2017-03-13
dc.identifier.citationAl Hosni, S. S. R. (2014). EFL Learners’ Negotiation of Meaning. International Journal of Applied Linguistics and English Literature, 3(1), 215-223.
dc.identifier.citationAllwright, D. (1998). Negotiation of Meaning. In K. Johnson & H. Johnson (Eds), Encyclopaedic Dictionary of Applied Linguistics. Oxford: Blackwell.
dc.identifier.citationAngelo, T.A. (1993). A Teacher's Dozen: Fourteen General, Research-based Principles for Improving Higher Learning in Our Classrooms. AAHE Bulletin, 45(8).
dc.identifier.citationBandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
dc.identifier.citationBandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall
dc.identifier.citationBogdan, R., & Biklen, S. K. (1982). Qualitative research for education: an introduction to theory and methods. Boston, Allyn and Bacon.
dc.identifier.citationBlake, R. (2000). Computer Mediated Communication. A Window on L2 Spanish Interlanguage. Language Learning & Technology, 4(1), 120-136
dc.identifier.citationBurns, A. (2010). Doing Action Research in English Language Teaching. A Guide for Practitioners. New York: Routledge
dc.identifier.citationBurns, A. (2003). Collaborative action research for English language teachers. Cambridge, England: Cambridge University Press
dc.identifier.citationCárdenas, D., & Robayo, M. (2001). Improving speaking through role plays and dramatization. Profile Journal, 2, 12-15.
dc.identifier.citationChamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112-130. http://doi.org/dq5mts
dc.identifier.citationCheng, T. (2007). Taiwanese students' perceived English oral proficiency in relation to communication strategies (Order No. 3291873). Available from ProQuest Dissertations & Theses A&I. (304807644). Retrieved from http://search.proquest.com/docview/304807644?accountid=45375
dc.identifier.citationCohen, A.D., 2003. The learner’s side of foreign language learning: where do styles, strategies, and tasks meet? IRAL 41 (4), 279e291
dc.identifier.citationCohen, L., Manion, L., & Morrison, K. (2007). Research methods in Education (6th Ed.). New York, NY: Routledge Francis & Taylor Group.
dc.identifier.citationCouncil of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, U.K: Press Syndicate of the University of Cambridge.
dc.identifier.citationCreswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications
dc.identifier.citationDíaz, C. (2011). Exploring knowledge of English speaking strategies in 8th and 12th graders. Profile Journal, 13, 85-98.
dc.identifier.citationDíaz, J. (2014). Implementing Social Strategies to Improve Speaking in Interaction Activities (Unpublished master's thesis). Universidad de La Sabana, Chía, Colombia.
dc.identifier.citationDick, B. (2002) Convergent interviewing. Session 8 of Areol - action research and evaluation online.
dc.identifier.citationDörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. Mahwah, NJ: Lawrence Erlbaum Associates.
dc.identifier.citationDoughty, C. J. & Long, M. H. (Eds.). (2003). The handbook of second language acquisition (pp. 224-255). Oxford: Blackwell
dc.identifier.citationEllis, R. (1988). The Study of Second Language Acquisition. Oxford: Oxford University Press.
dc.identifier.citationEllis, R. (1999). Learning a second language through interaction. Amsterdam: John Benjamin.
dc.identifier.citationEllis, R. (2003). Task-based language learning and teaching. Oxford, U.K.: Oxford University Press.
dc.identifier.citationEllis, R. (2012). Language teaching research and language pedagogy. John Wiley & Sons
dc.identifier.citationFernández-García, M., & Martinez-Arbelaiz, A. (2002). Negotiation of meaning in nonnative speaker - non-native speaker synchronous discussions. Calico Journal, 19(2): 279-284
dc.identifier.citationGass, S. (1997). Input, Interaction, and the Second Language Learner. Mahwah NJ: Lawrence Erlbaum Associate.
dc.identifier.citationGass, S., Mackey, A., & Ross‐Feldman, L. (2005). Task‐based interactions in classroom and laboratory settings. Language Learning, 55(4): 575-611
dc.identifier.citationGhazali Y., Parilah M. Shahb & Wan H. W. (2013) Cognitive and metacognitive learning strategies among Arabic language students. Interactive Learning Environments, MARA, Malaysia
dc.identifier.citationGomez, J. (2011). Peer Interaction: A social perspective towards the development of foreign language learning. Profile Journal, 13, 189-204
dc.identifier.citationGonzález Humanez, L. E., & Arias, N. (2009). Enhancing oral interaction in English as a foreign language through task-based learning activities. Latin American Journal of Content and Language Integrated Learning, 2(2), 1-9.
dc.identifier.citationGutiérrez Gutiérrez, D. (2005). Developing oral skills through communicative and interactive tasks. profile Issues in Teachers’ Professional Development, 6(1), 83-96
dc.identifier.citationHarmer, J. (2001). Mistakes and Feedback? The Practice of English Language Teaching. Essex, UK: Pearson Education Limited
dc.identifier.citationHymes, D. (1972). On Communicative competence, JP Pride & J. Holmes (Eds.) In Sociolinguistics: Selected readings.
dc.identifier.citationJamshidnejad, A. (2011, May). Developing Accuracy by Using Oral Communication Strategies in EFL Interactions. Journal of Language Teaching and Research, 2(3), 530-536. doi:10.4304/jltr.2.3.530-536
dc.identifier.citationJohnson, D. (1992). Approaches to research in second language learning. White plains, NY: Longman.
dc.identifier.citationKemmis, S. & McTaggart, R. (1988). The Action Research Planner. Victoria, Australia: The Deakin University Press
dc.identifier.citationKurt L. (1997). Resolving social conflicts and field theory in social science. (pp. 301-336). Washington, DC, US: American Psychological Association, v, 422 pp.
dc.identifier.citationLightbown, P. M., Spada, N. (2006). How languages are learned (3rd ed.). Oxford: Oxford University Press.
dc.identifier.citationLong, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). New York: Academic Press
dc.identifier.citationLyster, R. & Ranta, L. (1997). Corrective Feedback and Learner Uptake: Negotiation of Form in Communicative Classrooms. Studies in Second Language Acquisition. 19, 37-66.
dc.identifier.citationMasrizal, M. (2014). The Role of Negotiation of Meaning in L2 Interactions: An Analysis from the Perspective of Long’s Interaction Hypothesis. Studies in English Language and Education, 1(2)107-116
dc.identifier.citationMinisterio de Educación Nacional, MEN (1999). Lineamientos Curriculares: Idiomas Extranjeros. Retrieved from http://www.mineducacion.gov.co/1621/articles89869_archivo_pdf4.pdf
dc.identifier.citationMinisterio de Educación Nacional, MEN (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer. Revolución Educativa. Colombia aprende. Bogotá.
dc.identifier.citationMinisterio de Educación Nacional, MEN (2016). Derechos Básicos de Aprendizaje: inglés grados 6º a 11º. Todos por un nuevo país. Bogotá.
dc.identifier.citationNorton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), pp. 409-429.
dc.identifier.citationNunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press
dc.identifier.citationNunan D. (1992) Research methods in language learning. Cambridge University Press.
dc.identifier.citationNunan, D. (1993). Task-based syllabus design: selecting, grading and sequencing tasks. In G. Crookes and S. Gass (eds) Task and language learning: Integrating theory and practice. Clevedon: Multilingual Matters
dc.identifier.citationNunan, D., & Bailey, K. M. (2009). Exploring second language classroom research: A comprehensive guide. Boston, MA: Heinle, Cengage Learning.
dc.identifier.citationO'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
dc.identifier.citationOnatra, A., & Peña, M. (2009). Promoting Oral Production through the Task-Based Learning Approach: A Study in a Public Secondary School in Colombia (2nd ed., Vol. 11). Bogotá, Colombia: Profile.
dc.identifier.citationOsada, N. (2004). Listening comprehension research: A brief review of the past thirty years. Dialogue, 3, 53-66. Retrieved from www.talkwaseda. net/dialogue/no03_2004/2004dialogue03_k4.pdf
dc.identifier.citationOxford, R. L. (1990). Language Learning Strategies. New York: Newbury House Publishers
dc.identifier.citationOxford, R. L. (2011b). Teaching and researching language learning strategies. Harlow, England: Pearson/Longman
dc.identifier.citationPallawa, B. A. (2014). Conversation Strategies Used By Students Of The English Department Of Tadulako University. Jurnal Pendidikan Humaniora (JPH), 1(2), 159-168.
dc.identifier.citationPatterson, P., & Trabaldo, S. (2006). Negotiating for meaning across borders with CMC. Teaching English with Technology 6(2).
dc.identifier.citationPellettieri, J. (1999). Negotiation in cyberspace. In M.Warschauer, M. & K. Kern (eds), Network Based Language Teaching: Concepts and Practice. Cambridge: Cambridge University Press
dc.identifier.citationPica, T., Kanagy, R., Falodun, J. (1993). Choosing and using communication tasks for second language teaching and research. In G. Crookes & S. Gass (Eds.), Tasks in language learning: Integrating theory and practice. Clevedon, Avon: Multilingual Matters.
dc.identifier.citationPica, T. (1994), Research on Negotiation: What Does It Reveal About Second-Language Learning Conditions, Processes, and Outcomes? Language Learning, 44: 493–527. doi:10.1111/j.1467-1770.1994.tb01115.x
dc.identifier.citationPintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). San Diego, CA: Academic Press.
dc.identifier.citationRichards, J. C. (2001). Curriculum development in language teaching. Cambridge, UK: Cambridge University Press.
dc.identifier.citationRichards, J. C. (2013, April). Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design. RELC Journal, 44(1), 5-33. doi: 10.1177/0033688212473293
dc.identifier.citationRobinson, H. A. (1994). The Ethnography of Empowerment – The Transformative Power of Classroom Interaction. (2nd Ed.). Sage Publications. Newbury Park, U.S.A.
dc.identifier.citationRocha, Y. F. (2006). Promoting oral interaction in large groups through task-based learning. Bogotá, Colombia: Profile 6.
dc.identifier.citationRodríguez-Bonces, M., & Rodríguez-Bonces, J. (2010). Task-Based Language Learning: Old Approach, New Style. A New Lesson to Learn. Profile Issues in Teachers Professional Development, 12(2), 165-178.
dc.identifier.citationSamani, E., Nordin, N., Mukundan, J., & Samad, A. (2015). Patterns of Negotiation of Meaning in English as Second Language Learners’ Interactions. Advances in Language and Literary Studies, 6(1), 16-25.
dc.identifier.citationSitko, N. J. (2013). Qualitative methods: Data analysis and validation. Paper presented at Zambia Food Security Research Project in support of the Indaba Agricultural Policy Research Institute, Lusaka, Zambia
dc.identifier.citationSkehan, P., & Foster, P. (2001). Cognition and tasks. Cognition and second language instruction, 183-205
dc.identifier.citationSkehan, P., Willis, E. J., & Willis, D. (1996). Second language acquisition research and taskbased instruction. Readings in Methodology, 13.
dc.identifier.citationSomeren, W. M., & Barnard, F. Y., & Sandberg, A.C. J. (1994). The think aloud method. A practical guide to modeling cognitive process. London: Harcourt Brace & Company
dc.identifier.citationStrauss, A., & Corbin, J. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. (3rd ed.). Los Angeles, CA: Sage
dc.identifier.citationStringer, E. T. (2007). Action research. (3rd ed.). Thousand Oaks, CA: Sage.
dc.identifier.citationTuan, L. T., & Nhu, N. T. (2010). Theoretical review on oral interaction in EFL classrooms. Studies in Literature and Language, 1(4), 29-48.
dc.identifier.citationTulung, G. (2013). Oral discourse generated through peer-interaction while completing communicative tasks in an efl classroom (2nd ed., Vol. 24). Bahu Manado, Indonesia: TEFLIN Journal
dc.identifier.citationVygotsky, L. (1978). Mind in society: Development of higher psychological processes. Cambridge, MA: Harvard University Press
dc.identifier.citationWillis, D., & Willis, J. (2007). Doing task based teaching. Oxford: Oxford University Press.
dc.identifier.citationWillis, J. (1996). A framework for task based Learning, Harlow, London: Longman AddisonWesley.
dc.identifier.citationWong, L., & Nunan, D. (2011). The learning styles and strategies of effective language learne (Vol. System 39, 144 - 163). Retrieved from www.sciencedirect.com
dc.identifier.citationYufrizal, H. (2015). Negotiation of meaning and language acquisition by Indonesia EFL learners. TEFLIN Journal-A publication on the teaching and learning of English, 12(1), 60-87.
dc.identifier.urihttp://hdl.handle.net/10818/30024
dc.description113 Páginas.es_CO
dc.description.abstractEste documento presenta una investigación-acción cuyo objetivo fue analizar los efectos de las estrategias socioculturales e interactivas (Oxford, 2011), en la negociación de significado y a examinar las tácticas para negociar significado al implementar dichas estrategias. Los participantes fueron un grupo de 18 jóvenes de noveno grado de un colegio público ubicado al sur de Bogotá, Colombia. La implementación pedagógica propuesta adaptó el enfoque Basado en Tareas e integró las estrategias socioculturales e interactivas en el desarrollo de interacción oral. Los instrumentos de recolección de datos incluyeron notas de campo, un cuestionario semiestructurado y un registro de pensamiento en voz alta. Se usaron procedimientos de codificación abierta, axial y descriptivos para analizar los datos. Los resultados revelaron que el uso de estrategias socioculturales e interactivas en tareas de interacción oral fomentaron la negociación de significado. Los aprendices ganaron confianza para interactuar de manera oral en el idioma extranjero y las tácticas sirvieron como estímulo para que los estudiantes negociaran significado. Finalmente, mientras los estudiantes usaban diversas tácticas para negociar significado, el uso del español, como una de ellas, disminuyó.es_CO
dc.formatapplication/pdfes_CO
dc.language.isospaes_CO
dc.publisherUniversidad de La Sabanaes_CO
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.titleImplementing sociocultural interactive strategies to foster negotiation of meaning in oral taskses_CO
dc.typemasterThesises_CO
dc.publisher.programMaestría en Didáctica del Inglés para el Aprendizaje Autodirigidoes_CO
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjeras.es_CO
dc.identifier.local263746
dc.identifier.localTE09008
dc.type.localTesis de maestría
dc.type.hasVersionpublishedVersiones_CO
dc.rights.accessRightsopenAccesses_CO
dc.creator.degreeMagister en Didáctica del Inglés para el Aprendizaje Autodirigidoes_CO


Ficheros en el ítem

Thumbnail
Nombre:
Julie Milena Hernández Riaño ...
Tamaño:
1.484Mb
Formato:
PDF
Descripción:
Ver documento en PDF
Ver/

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem

Attribution-NonCommercial-NoDerivatives 4.0 InternationalExcepto si se señala otra cosa, la licencia del ítem se describe como Attribution-NonCommercial-NoDerivatives 4.0 International