Language interaction among EFL primary learners and their teacher through collaborative task-based learning
| dc.contributor.author | Suárez Ramírez, Ingrid Rocío | |
| dc.contributor.author | Rodríguez, Sandra Milena | |
| dc.date.accessioned | 2019-07-05T21:14:50Z | |
| dc.date.available | 2019-07-05T21:14:50Z | |
| dc.date.issued | 2018-07-01 | |
| dc.description | Este artículo presenta los hallazgos de una investigación llevada a cabo con estudiantes de cuarto grado de primaria en un colegio de Bogotá. El objetivo principal fue analizar la interacción en las clases de inglés como lengua extranjera. El diseño investigativo responde a la investigación-acción y los instrumentos utilizados para obtener información fueron grabaciones audiovisuales y la producción de tareas, resultado de los talleres elaborados en clase por los estudiantes. Los datos se analizaron a través del análisis conversacional de Seedhouse (2004). El problema planteado permitió describir patrones inesperados en las interacciones entre los estudiantes y su docente, los cuales revelaron cambios en la dinámica del salón de clase. | spa |
| dc.description.abstract | This article focuses on research carried out in a private school in Bogotá with a group of English as a foreign language fourth-graders. The study aimed to analyze interaction in the English classroom through action research, based on tasks that promoted collaborative work and involvement of the students and their teacher. The instruments to collect data were video recordings and artefacts from the students’ tasks in the classroom. The analysis of classroom interaction involved the steps of conversational analysis stated by Seedhouse (2004). The study allowed the description of unexpected patterns of interactions among students and their teacher, which revealed changes in the classroom dynamic as a result of the action research plan. | spa |
| dc.description.domain | http://unidadinvestigacion.usta.edu.co | spa |
| dc.format.mimetype | application/pdf | |
| dc.identifier.citation | Suárez Ramírez, I. R., & Rodríguez, S. M. (2018). Language interaction among EFL primary learners and their teacher through collaborative task-based learning. Bogotá: doi:10.15446/profile.v20n2.63845 | spa |
| dc.identifier.doi | https://doi.org/10.15446/profile.v20n2.63845 | spa |
| dc.identifier.uri | http://hdl.handle.net/11634/17482 | |
| dc.publisher.branch | CRAI-USTA Bogotá | spa |
| dc.relation.references | Bronfman, A., & Martinez, I. (1996). La socialización en la escuela: una perspectiva etnográfica. Barcelona, es: Paidós. | spa |
| dc.relation.references | Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York, us: Taylor & Francis. | spa |
| dc.relation.references | Castañeda-Peña, H. (2008). Positioning masculinities and femininities in preschool efl education. Signo y Pensamiento, 27, 314-326. | spa |
| dc.relation.references | Hancock, B., Ockleford, E., & Windridge, K. (2009). An introduction to qualitative research. Retrieved from https:// www.rds-yh.nihr.ac.uk/wp-content/uploads/2013/05/5_ Introduction-to-qualitative-research-2009.pdf. | spa |
| dc.relation.references | Holliday, A. (1994). Appropriate methodology and social context. Cambridge, uk: Cambridge University Press. | spa |
| dc.relation.references | Nunan, D. (2004). Task-based language teaching. Cambridge, uk: Cambridge University Press. https://doi.org/10.1017/ CBO9780511667336. | spa |
| dc.relation.references | Pica, T. (1996). The essential role in negotiation in the communicative classroom. jalt Journal, 18(2), 241-268. | spa |
| dc.relation.references | Riascos, Y. I. (2014). Exploring tbl and teaching in light of recent developments in online internet tools (Undergraduate monograph). Universidad Nacional de Colombia, Bogotá. | spa |
| dc.relation.references | Riveros, F. Q. (2012). Cómo pueden los profesores de efl lograr un aprendizaje más efectivo a través de la implementación y evaluación de estrategias basadas en el aprendizaje cooperativo (Undergraduate monograph). Universidad Nacional de Colombia, Bogotá. | spa |
| dc.relation.references | Seedhouse, P. (2004). Conversation analysis methodology. Language Learning, 54(s1), 1-54. https://doi. org/10.1111/j.1467-9922.2004.00268.x. | spa |
| dc.relation.references | Seedhouse, P. (2005). Conversational analysis and language learning. Language Teaching, 38, 165-187. https://doi. org/10.1017/S0261444805003010. | spa |
| dc.relation.references | Turner, J. H. (1988). A theory of social interaction. Stanford, us: Stanford University Press. | spa |
| dc.relation.references | Yufrizal, H. (2001). Negotiation of meaning and language acquisition by Indonesia efl learners. teflin Journal, 12(1), 60-87. | spa |
| dc.relation.references | Yule, G. (1996). Pragmatics. New York, us: Oxford University Press. | spa |
| dc.rights | Atribución-NoComercial-CompartirIgual 2.5 Colombia | |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-sa/2.5/co/ | |
| dc.subject.keyword | Collaborative learning | spa |
| dc.subject.keyword | Interaction | spa |
| dc.subject.keyword | Language interaction | spa |
| dc.subject.proposal | Aprendizaje colaborativo | spa |
| dc.subject.proposal | Aprendizaje de la lengua extranjera | spa |
| dc.subject.proposal | Interacción de la lengua | spa |
| dc.title | Language interaction among EFL primary learners and their teacher through collaborative task-based learning | spa |
| dc.type.category | Generación de Nuevo Conocimiento: Artículos publicados en revistas especializadas - Electrónicos | spa |
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