Mostrar el registro sencillo del ítem

Enhancing fluency in speaking through the use of collaborative and self-directed speaking tasks

dc.contributor.advisorCruz Corzo, Carolina
dc.contributor.authorJiménez Peinado, Salvador
dc.date.accessioned2013-11-06T13:46:56Z
dc.date.available2013-11-06T13:46:56Z
dc.date.created2013
dc.date.issued2013-11-06
dc.identifier.citationBinder, C., Haughton, E., & Bateman, B. (2002). Fluency: Achieving true mastery in the learning process. Professional Papers in Special Education, 2-20
dc.identifier.citationBloom, C., & Cooperman, D. K. (1999). Synergistic stuttering therapy: A holistic approach. Butterworth-Heinemann.
dc.identifier.citationBrown, J. (2010). Promoting fluency in EFL classroom. In T. Newfield (Ed.), Conversational fluency: Ideology or reality: Proceedings of the JALT Pan-SIG Conference, Kyoto, Japan, 2003. Tokyo: Japan Association for Language Teaching. Also retrieved from: http://jalt.org/pansig/2003/HTML/Brown.htm on July, 2012
dc.identifier.citationBurns, A. (2007). Action research contributions and future directions in ELT. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 987–1002). Boston, MA: Springer US.
dc.identifier.citationChickering, A and Zelda F. Gamson. 1991. Seven principles for good practice in undergraduate education. In Applying the Seven Principles for Good Practice in Undergraduate Education, ed. A. W. Chickering and Z. F. Gamson, 63-69.
dc.identifier.citationClark, H. H., & Wilkes-Gibbs, D. (1986). Referring as a collaborative process.Cognition, 22(1), 1-39
dc.identifier.citationCohen, A. (1994). Assessing Language Ability in the Classroom. Boston. Heinle & Heinle
dc.identifier.citationDe Jong, N. (2011). Fluency Training in the ESL Classroom: An Experimental Study of Fluency Development and Proceduralization
dc.identifier.citationDillenbourg P. (1999) What do you mean by collaborative learning?. In P. Dillenbourg (Ed) Collaborative-learning: Cognitive and Computational Approaches. (pp.1-19).Oxford: Elsevier
dc.identifier.citationDu, F. (2012, March). Using study plans to develop self-directed learning skills: implications from a pilot project. College Student Journal, 46, 223-232.
dc.identifier.citationEllis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
dc.identifier.citationEllis, R., (2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press.
dc.identifier.citationFreed, B. F., Segalowitz, N., & Dewey, D. P. (2004). Context of learning and second language fluency in French: Comparing regular classroom, study abroad, and intensive domestic immersion programs. Studies in Second Language Acquisition, 26(02), 275-301.
dc.identifier.citationGarcía- Amaya. (2009). New Findings on Fluency Measures across Three Different Learning Contexts.
dc.identifier.citationGarrison, D.R. (1997). Self-directed learning: Toward a comprehensive model. In Adult Education Quarterly, Fall 97 v 48 n 1, p18, 16 p.
dc.identifier.citationGomez, J. (2010). Peer Interaction: A Social Perspective towards the Development of Foreign Language Learning. Universidad Central Colombia. Profile Vol. 13. P. 189-204.
dc.identifier.citationGoodsell, A., Maher, M., and Tinto, V. (1992), Collaborative Learning: A Sourcebook for Higher Education, University Park, PA: National Center on Postsecondary Teaching, Learning and Assessment.
dc.identifier.citationGregory, H., Hill, D. & Campbell, J.(1996). Stuttering Therapy Manual: Workshop for Specialists. Northwestern University, Evanston, Ill.
dc.identifier.citationGutierrez, D. (2005). Developing Oral Skills through Communicative and Interactive Tasks. Profile 6: 83-96. Universidad Nacional de Colombia.
dc.identifier.citationHartmann, R. R. K., & Stork, F. C. (1976). Dictionary of language and linguistics. New York: Wiley
dc.identifier.citationHieke, A. E. (1985). A componential approach to oral fluency evaluation. The Modern Language Journal, 69(2), 135-142. In: Kormos, J., and Dénes, M. (2004). Exploring measures and perceptions of fluency in the speech of second language learners. System, 32(2), 145-164.
dc.identifier.citationJenkins, J. 2007. English as a Lingua Franca: Attitude and Identity. Oxford: Oxford University Press.
dc.identifier.citationJones, L.(2007).The Student-Centered Classroom. Cambridge University Press.
dc.identifier.citationJohnson, R. T., & Johnson, D. W. (1986). Action research: Cooperative learning in the science classroom. Science and Children, 24, 31-32.
dc.identifier.citationKato, H. (1997). Some Thoughts on Oral Examination for Advance Students in Japanese System. 5, (3). 181-186. In: Cohen, A. (1994). Assessing Language Ability in the Classroom. Boston. Heinle & Heinle.
dc.identifier.citationKnowles, M. S. (1975). Self-directed learning. New York: Association Press. In: Du, F. (2012). Using study plans to develop self-directed learning skills: implications from a pilot project. College Student Journal, 46, 223-232.
dc.identifier.citationKormos, Judit and Mariann Dénes (2004). Exploring measures and perceptions of fluency in the speech of second language learners. System, 32 (2), 145 - 164.
dc.identifier.citationLeeman, J. (2006). The value of Spanish: Shifting language ideologies in United States language teaching. ADFL Bulletin, 38, 32-39.
dc.identifier.citationLennon, P. (1990). Investigating fluency in EFL: A quantitative approach. Language Learning, 40(3), 387-417.
dc.identifier.citationLong, M. H. (1985a). A role for instruction in second language acquisition: Task-based language training. In K. Hyltenstam & M. Pienemann (Eds.), F Modeling and assessing second language acquisition Clevedon Avon England: Multilingual Matters.
dc.identifier.citationMerriam, S. (2001). Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. New Directions for Adult & Continuing Education, 88, 3-13.
dc.identifier.citationMerriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood (3rd ed.). San Francisco: John Wiley & Sons
dc.identifier.citationMohle, M. (1984). A comparison of the second language speech production of different native speakers. Second language production, Günter Narr, Tübingen (1984), pp. 26– 49.
dc.identifier.citationNunan, D. (1988). The learner-centred curriculum: A study in second language teaching. Cambridge University Press.
dc.identifier.citationNunan, D. (2006). Task-based language teaching in the Asia context: Defining'task'. Asian EFL Journal, 8(3)
dc.identifier.citationParga, F. (2011). Cooperative Structures of Interaction in a Public School EFL Classroom in Bogotá. Universidad Distrital Francisco José de Caldas
dc.identifier.citationPrabhu, N. S., (1987 b). Second Language Pedagogy. Oxford: OUP.
dc.identifier.citationRichards, J. C., Platt, J., & Weber, H. (1985). Longman dictionary of applied linguistics. London: Longman
dc.identifier.citationRichards, J. and T. Rodgers. (1986). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press
dc.identifier.citationRiggenbach, H. (1991). Toward an understanding of fluency: A microanalysis of nonnative speaker conversations. Discourse processes, 14(4), 423-441.
dc.identifier.citationRoschelle, J. & Teasley S.D. (1995) The construction of shared knowledge in collaborative problem solving. In C.E. O’Malley (Ed), computer-supported collaborative learning. (pp 69-197) Berlin: Springer-Verlas
dc.identifier.citationSchmidt, R. (1992). Psychological Mechanisms Underlying Second Language Fluency. Cambridge University Press.
dc.identifier.citationSeidlhofer, B. 2001. Closing a Conceptual Gap: The Case for a Description of English as a Lingua Franca. International Journal of Applied Linguistics 11 (2), 133-58.
dc.identifier.citationTaylor, B. (1995). Self-Directed Learning: Revisiting an Idea Most Appropriate for Middle School Students. Paper presented at the Combined Meeting of the Great Lakes and Southeast International Reading Association, Nashville, TN, Nov 11-15. [ED 395 287]
dc.identifier.citationTotten, S., Sills, T., Digby, A., & Russ, P. (1991). Cooperative learning: A guide to research. New York: Garland.
dc.identifier.citationTowell, R., Hawkins, R., and Bazergui, N. (1996). The development of fluency in advanced learners of French. Applied Linguistics, 17(1), 84-119.
dc.identifier.citationUrrutia, L & Vega, C. (2010). Encouraging Teenagers to Improve Speaking Skills through Games in a Colombian Public School. Profile Vol. 12, No. 1, 2010. ISSN 1657-0790. Bogotá, Colombia. P. 11-31
dc.identifier.citationVan Boxtel, C., Van der Linden, J. L., & Kanselaar, G. (2000). Collaborative learning tasks and the elaboration of conceptual knowledge. Learning and Instruction 10, 311–330. (pp. 1-20) Oxford: Elsevier science Ltd.
dc.identifier.citationWiddowson, H. 1994. The Ownership of English. TESOL Quarterly 28 (2), 377-89.
dc.identifier.citationWillis, J. (1996) A framework for Task-Based Learning. Longman.
dc.identifier.citationWillis, D. & Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press.
dc.identifier.citationWolf, J. P. (2008). The effects of backchannels on fluency in L2 oral task production. System, 36(2), 279-294.
dc.identifier.urihttp://hdl.handle.net/10818/8491
dc.description65 Páginas.
dc.description.abstractEl objetivo principal de este proyecto de investigación es mejorar la fluidez oral en el idioma Inglés en los estudiantes de décimo grado de una escuela pública llamada Antonio Nariño en la ciudad de Cartagena. Son jóvenes estudiantes de edades comprendidas entre los 14 y 16 años. En este trabajo las intervenciones se desarrollaron en diez semanas, durante este tiempo diez lecciones se llevaron a cabo. En cada clase los estudiantes fueron responsables de su aprendizaje, ellos desarrollaron el método del aprendizaje auto-dirigido y gracias al trabajo colaborativo en las tareas de habla pudieron sentirse más cómodos y motivados para interactuar. Después de implementar esta estrategia los resultados sugieren el éxito de los procedimientos de enseñanza utilizados.es_CO
dc.language.isoenges_CO
dc.publisherUniversidad de la Sabana
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectEnseñanza del ingés -- Método bilingue -- Colombiaes_CO
dc.subjectInglés -- Enseñanza -- Colombiaes_CO
dc.subjectInglés -- Vocabulario -- Enseñanzaes_CO
dc.titleEnhancing fluency in speaking through the use of collaborative and self-directed speaking taskses_CO
dc.typemasterThesis
dc.publisher.programMaestría en Didáctica del Inglés para el Aprendizaje Autodirigido
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjeras
dc.identifier.local255768
dc.identifier.localTE06076
dc.type.localTesis de maestría
dc.type.hasVersionpublishedVersion
dc.rights.accessRightsopenAccess
dc.creator.degreeMagister en Didáctica del Inglés para el Aprendizaje Autodirigido


Ficheros en el ítem

Thumbnail
Nombre:
Salvador Jimenez Peinado FINAL.pdf
Tamaño:
1.002Mb
Formato:
PDF
Descripción:
Ver documento en PDF
Ver/

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

Mostrar el registro sencillo del ítem