Peer assessing thought groups and focus words through controlled speaking tasks

Roa Bermúdez, Martha Yaneth; Marentes, Dany Alexander

dc.contributor.advisor	Edlund Anderson, Carl
dc.contributor.author	Roa Bermúdez, Martha Yaneth
dc.contributor.author	Marentes, Dany Alexander
dc.date.accessioned	2020-08-25T15:28:52Z
dc.date.available	2020-08-25T15:28:52Z
dc.date.issued	2020-06-17
dc.identifier.uri	http://hdl.handle.net/10818/42995
dc.description	105 páginas	es_CO
dc.description.abstract	La inteligibilidad juega un papel importante en la producción oral de un idioma. Estudios anteriores han descubierto que los aspectos suprasegmentales de la pronunciación están ligados a la inteligibilidad, pero se ha prestado poca importancia a la enseñanza de dichos aspectos en el actual contexto comunicativo de enseñanza. Este estudio de investigación-acción adoptó la coevaluación como estrategia para impactar la producción oral de “grupos de pensamiento” y “palabras focales” de nueve aprendices de Inglés con nivel A2-B1 en un instituto de idiomas en Colombia. Los grupos de pensamiento y palabras focales son parte de la “pirámide prosódica” que desarrolla aspectos de acentuación en palabras y oraciones en el idioma inglés, los grupos de pensamiento son juegos de palabras que conllevan significado, las palabras focales son aquellas palabras que deben ser enfatizadas para expresar significado. El enfoque de método mixto fue utilizado y la información fue recolectada de listas de chequeo, formatos de coevaluación, cuestionarios, diarios del profesor y un grupo focal. Los resultados fueron duales, mientras los participantes ganaron abilidades para identificar grupos de pensamiento y palabras focales al escuchar, su precisión al producrilos desmejoró. Adicionalmente, los resultados mostraron que las percepciones de los participantes acerca de la pronunciación y la coevaluación fueron afectadas positivamente. Se demostró que la coevaluación ayudó a los participantes a ser más independientes de la ayuda del profesor. Investigaciones futuras enriquecerían la discusión sobre el papel de la coevaluación en aspectos suprasegmentales de la pronunciación, asi como en la enseñanza de la pirámide prosódica.	es_CO
dc.format	application/pdf	es_CO
dc.language.iso	eng	es_CO
dc.publisher	Universidad de La Sabana	es_CO
dc.rights	Attribution-NonCommercial-NoDerivatives 4.0 International	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.source	instname:Universidad de La Sabana	es_CO
dc.source	reponame:Intellectum Repositorio Universidad de La Sabana	es_CO
dc.subject	Ingles -- Enseñanza	es_CO
dc.subject	Aptitud pedagógica	es_CO
dc.subject	Pronunciación	es_CO
dc.subject	Acentuación	es_CO
dc.subject	Aptitudes -- Pruebas	es_CO
dc.title	Peer assessing thought groups and focus words through controlled speaking tasks	es_CO
dc.type	masterThesis	es_CO
dc.publisher.program	Maestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo	es_CO
dc.publisher.department	Departamento de Lenguas y Culturas Extranjeras	es_CO
dc.identifier.local	277817
dc.identifier.local	TE10753
dc.type.hasVersion	publishedVersion	es_CO
dc.rights.accessRights	openAccess	es_CO
dc.creator.degree	Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo	es_CO
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