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Language shapesthe way we think,
and determines whatwe can think about.Benjamin Lee Whorf, American linguist
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UNIVERSITY OF CARABOBOEDUCATION SCHOOL
MODERN LANGUAGES DEPARTMENTMAJOR: ENGLISH
THE EMPLOYMENT OF THE JIG-PLAY SEQUENCE TO DEVELOP THESTRATEGIC COMPETENCE IN STUDENTS ORAL PRODUCTION
IN HAPPY SCHOOL DAYS, C.A.
AUTHORS:PADRN S., JESSICA L.
VALERA A., AURA E.
Valencia, November 2010
2-2010
TUTOR:PROF. WILMELH OJEDA
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THE SCENERY
Participants
AcademicCoordination
AcademicDirection
DIAGNOSTIC PHASE
The lack of strategyand creativity
to satisfactorilycommunicate
in an oral way.
Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence instudentsoral production in Happy School Days, C.A
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INTENTIONALITY OF THE INVESTIGATION
To clarify the employment of the jig-play sequence to develop the strategic competence instudents oral production in Happy School Days, C.A.
General intentionality
Moments of the investigation
To explore the management of the english tenses simple past and simple future possessed by thestudents of the American Shine 3 level (2nd term) from the english center Happy School Days, C.A., SanDiego.
To design the action plan to develop the strategic competence within the oral production of the students ofthe American Shine 3 level (2nd term) from the english center Happy School Days, C.A., San Diego.
To execute the action plan to develop the strategic competence within the oral production of the studentsof the American Shine 3 level (2nd term) from the english center Happy School Days, C.A., San Diego.
To appreciate the employment of the jig-play sequence to develop the strategic competence in students
oral production in Happy School Days, C.A.
THE SCENERY
Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence instudentsoral production in Happy School Days, C.A
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JUSTIFICATION OF THE INVESTIGATION
Theoretical
level
Corresponding to the communicative approach: It is adapted to the oral use of english incommunicative situations.
It develops the creativity and strategy within the oral production.
Pragmaticlevel
Constant use of the oral expression to communicate experiences, ideas and opinions between people. Increase of self-confidence when performing a speech in a real communicative environment of english. Collaboration with the educational goals in the english center Happy School Days, C.A. Professional growth.
Methodologicallevel
Instruments possible to be used as a methodological guide for future investigations.
THE SCENERY
Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence instudentsoral production in Happy School Days, C.A
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JUSTIFICATION OF THE INVESTIGATION
Investigation Line
Structure and usage of the language
Theme
Discourse analysis
Sub-theme
Analysis of the oral academic discourse
To improve or enhance the use of English in oralacademic discourse.
THE SCENERY
Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence instudentsoral production in Happy School Days, C.A
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BACKGROUNDS
INTERNATIONAL
NATIONAL
The use of communicative
strategies amongadvanced spanish
speakers.Rubio (2005)
Study of a pedagogical
intervention for theEnglish Pronunciationteaching in a 4th year
of the E.S.O.Martnez (2004)
Impact of dramaticactivities in
the communicativecompetence in English.
Hernndez (2003)
REFERENCES
Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence instudentsoral production in Happy School Days, C.A
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It certifies that the use of communicationstrategies increases the language proficiency of
students to speak a foreign language, in this case Spanish.It ensures that the act of placing students in a realcontext for learning improves their performance, or similarlyit would, creating an environment close to reality inthe classroom.
INTERNATIONAL
Impact of dramaticactivities in
the communicativecompetence in English
Hernndez (2003)
It establishes a precedent that provides experiences,
expectations and beliefs about the impact that can beachieved using communicationtechniques or relevant drama which favor thedevelopment of oral skills to be employed in thisresearch.It uses interviews as data collection method tobase and evaluate the implementation of the proposal.
NATIONAL
Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence instudentsoral production in Happy School Days, C.A
The use ofcommunicative
strategies amongadvanced spanish
speakersRubio (2005)
REFERENCES
BACKGROUNDS
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THEORETICAL FOUNDATIONS
SECOND LANGUAGE ACQUISITION(Krashen, 1987)
COMMUNICATIVE APPROACH(LarsenFreeman, 1986)
Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence instudentsoral production in Happy School Days, C.A
REFERENCES
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INVESTIGATIONAPPROACH
STUDY TYPE UNIT OF ANALYSIS PARTICIPANTS
METHODOLOGY
Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence instudentsoral production in Happy School Days, C.A
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Survey
Interviews
Socio-academic
Questionnaire
Written
Mixed
Individual yGroup
TECHNIQUES AND INSTRUMENTS
Video Recordings
METHODOLOGY INITIAL REFLECTION PHASE
Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence instudentsoral production in Happy School Days, C.A
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TECHNIQUE , STRATEGY AND INSTRUMENTS
OBSERVATION
CHARACTERIZATION
CHECKLIST WITHAPPRECIATION
APPRECIATIVE RECORDSHEET
ANALYSIS AND INTERPRETATIONOF THE RESULTS
Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence instudentsoral production in Happy School Days, C.A
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CHARACTERIZATION
Criterion Line N Description
Strategic competence
Creativity
123
45
Dialogue
HEADING: UNIVERSITY HEADING AND TITLE
Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence instudentsoral production in Happy School Days, C.A
ANALYSIS AND INTERPRETATIONOF THE RESULTS
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CHECKLIST WITH APPRECIATION
HEADING: UNIVERSITY HEADING, TITLE, PARTICIPANT, LEVEL, INSTITUTION AND DATE.COMPETENCE
INSTRUCTIONSAPRECIATION CAPTIONS
TYPE OF ROLE (A-B)
ASPECTS TO EVALUATE YES NO APPRECIATION OBSERVATIONS
E
RD
Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence instudentsoral production in Happy School Days, C.A
ANALYSIS AND INTERPRETATIONOF THE RESULTS
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APPRECIATIVE RECORD SHEET
HEADING: UNIVERSITY HEADING, TITLE, INSTITUTION, LEVEL, NAME OF THE PARTICIPANT, OBJECTIVE AND DESCRIPTION
DESCRIPTION
SESSION 1 THE GIFT:
SESSION 2 MARGARETPATRICKMEET RUTH EISENBERGH:
SESSION 3 PARENTS AT SCHOOL:
SESSION 4 THE AUCTION:
Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence instudentsoral production in Happy School Days, C.A
ANALYSIS AND INTERPRETATIONOF THE RESULTS
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FINAL REFLECTION PHASE
DIRECTION OF HAPPY SCHOOL DAYS, C.A.
ACADEMIC COORDINATION OFHAPPY SCHOOL DAYS, C.A., SAN DIEGO
PARTICIPANTS
INVESTIGATORS
Recomendations
CONCLUSIONS Y RECOMENDATIONS
Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence instudentsoral production in Happy School Days, C.A
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AURA VALERAE-mail:XXXXXXXXXXXXXXXXXX
JESSICA PADRNE-mail:[email protected]
mailto:[email protected]:[email protected]