Aprendizaje basado en tareas y el desarrollo de la fluidez del idioma ingles

• Autores: María José Sandoval Pérez, Miguel Andrés Franco Bayas
• Localización: Journal of Science and Research: Revista Ciencia e Investigación, ISSN 2528-8083, Vol. 5, Nº. 3, 2020, págs. 85-100
• Idioma: español
• Títulos paralelos:
  • Task based learning and the english speaking fluency development
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Las habilidades o competencias comunicativas sonuna de las cuatro habilidades macro que se desarrollarán como un medio de comunicación efectiva en contextos de aprendizaje de idiomas. En el entorno pedagógico del inglés como lengua extranjera los docentes de todos los niveles educativos tiendena formularseuna pregunta crucial el ¿cómo desarrollar la destreza oral y la confianza en los estudiantes?Esta preocupación condujo al diseño dela presente investigación cuyo objetivo fue analizar la incidencia del aprendizaje basado en tareas en el desarrollo de la fluidez del habla en el idioma inglés. Se trabajó con un pre-test y un post-test para evaluar, tomando en cuenta vocabulario, pronunciación, fluidez al hablar y uso de la gramática. Las pruebas se tomaron de la página web de Cambridge que consistía en una muestra de la prueba para hablar KET (2019). Dos grupos de estudiantes del II Nivel paralelos K y L fueron seleccionados para la experimentación en el Centro de Idiomas de la Universidad Técnica de Babahoyo.Se construyó un programa basado en tareas paraenseñar dos unidades del texto correspondientea este nivel. Se administró una prueba de desempeño oral acompañada de una rúbrica de evaluación

  • English

    Communication skills are one of the four macro skills that will be developed as an effective means of communication in language learning contexts. In the pedagogical environment of English as a foreign language, teachers at all educational levels tend to ask a crucial question: how to develop oral skills and confidence in students? This concern led to the design of the present investigation whose objective was to analyze the incidence of task-based learning in the development of fluency in English language speech. We worked with a pre-test and a post-test to evaluate, taking into account vocabulary, pronunciation, fluency in speaking and use of grammar. The tests were taken from the Cambridge website which consisted of a sample of the test to speak KET (2019).Two groups of students from II Level “K”and “L”were selected for experimentation at the Language Center of the Technical University of Babahoyo. A task-based program was built to teach two units of the text corresponding to this level. An oral performance test was administered accompanied byan evaluation rubric. Ten students from II level K representing experimental group, how studied two units using the task-based program, while eleven students from II level L represented the control group who studied the same units following traditional techniques. The data were analyzed and the results mentioned that there were statistically significant differences between the mean scores of the subjects in the experimental group and the control group in both the one-way monologue and the two-way dialogue tests in favor of the experimental group. These results support the effectiveness of using task-based learning in teaching English as a foreign language.

• Referencias bibliográficas
  • Breen, M. (1989). The evaluation cycle for language learning’ In R. K. Johnson (ed.). The Secondlanguage curriculum. Cambridge, UK: Cambridge...
  • Carless, D. (2002). Implementing task‐based learning with young learners. ELT journal, 56(4), 389-396.
  • Carter, M., & McNulty, Y. (2016). International School Teachers' Professional Development in Response to the Needs of Third...
  • Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press
  • Fabre Merchan, P., Boroto Carrasco, J., & Soto, S. T. (2015). Approaches to EFL teaching: curriculum, instruction, assessment, & technology...
  • Golkova, D., & Hubackova, S. (2014). Productive skills in second language learning. Procedia-Social and Behavioral Sciences,...
  • Harley, T. A. (2013). The psychology of language: From data to theory. Psychology press.
  • Jančič, P., & Hus, V. (2019). Constructivist Approach for Creating a Non-Violent School Climate. In Cultivating a Culture of Nonviolence...
  • Jonassen, D. H., Howland, J., Moore, J., & Marra, R. M. (2003). Learning to solve problems with technology: A constructivist perspective.
  • Lochana, M., & Deb, G. (2006). Task based teaching: learning English without tears. The Asian EFL Journal Quarterly, 8(3).
  • Laverde Sánchez, L. F. (2016). Fostering the speaking skill through task based learning in efl with third graders.
  • Nunan, D. (2006). Task-based language teaching in the Asia context: Defining ‘task’. Asian EFL Journal, 8(3), 12-18.
  • Ovando, C. J., & Combs, M. C. (2018). Bilingual and ESL classrooms: Teaching in multicultural contexts. Rowman & Littlefield.
  • Piaget, J. (2013). The construction of reality in the child. Routledge.
  • Richards, J. C. and Rodgers, T. (2015). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. 3rd...
  • Samaranayake, S. W. (2016). Oral competency of ESL/EFL learners in Sri Lankan rural school context. SAGE Open, 6(2), 2158244016654202.
  • Von Glasersfeld, E. (2012). A constructivist approach to teaching. InConstructivism in education(pp. 21-34). Routledge.