English Survey

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Buenas Tareas - Ensayos Premium y Gratuitos, trabajos de grado & Notas de librosPrincipio del formulario

Final del formulario EXPLORAR EL... DOCUMENTOS GUARDADOS DOCUMENTOS RECIENTEMENTE VISTOS TRABAJOS QUE HE DONADO CONFIGURACIN1. PGINA PRINCIPAL>2. TEMAS VARIADOS3. >4. LICENCIATURA EN LENGUAS...Licenciatura En Lenguas Modernas Enviado por jorgee3022 6/12/2012 22120 PalabrasPGINA1DE89TEACHING BEYOND WORDS:VERBAL AND NON VERBAL COMMUNICATION IN THE FRAME OF TEACHERS DISCOURSE

RESEARCH PROJECT

Juan Pablo Ramrez, Jorge Enrique Rodrguez andJhon E. Solano

La Salle UniversityBA in Spanish, English and French

Professor:Ximena Bonilla2011-2012Maria Teresa Beltran Aponte 2012 October 12, 2012TABLE OF CONTENT1. ABSTRACT2. STATEMENT OF THE PROBLEM2.1 BACKGROUND2.2 DESCRIPTION OF THE PROBLEM2.3 RESEARCH QUESTION3. OBJETIVES3.1. GENERAL OBJECTIVE3.2. SPECIFIC OBJETIVES4. THEORETICAL FRAMEWORK5. RESEARCH DESIGN6. DATA ANALYSIS6.1 FINDINGS AND CONCLUSIONS6.2 RECOMMENDATIONSREFERENCESAPPENDICES

ResumenEsta investigacin se enfoca en la identificacin de los elementos encontrados en el marco del concepto del discurso del profesor en la enseanza del idioma Ingls como lengua extranjera. Muchos otros estudios se han concentrado en la manera como se analiza el discurso del profesor desde una perspectiva metodolgica y como alternativa de estrategias de enseanza para una segunda lengua. Este documento se concentra en la identificacin y distincin de los elementos constructivos del concepto del discurso del profesor, a saber: actos de habla de persuasin, de postura y de asercin teniendo en cuenta la comunicacin verbal y no verbal en el contexto de la clase de ingls.AbstractThis paper aims to focus on the identification of elements found on teachers discourse in language teaching. Most of the studies concentrate on the way that teachers discourse is analyzed from a methodological perspective or an alternative point ofview of strategies in teaching a foreign language; in this paper the concern will be the identification and distinction of constitutive elements of the concept of teacher discourse spreading from: persuasion, engagement of a topic, assertiveness and speech acts, mainly considering verbal and non-verbal communication observed in the context of an English class.Key words: Discourse, verbal communication non-verbal communication, persuasion, engagement, context, assertiveness.Statement of the problemBackgroundEnglish language teaching process has become a priority within the academic field in Colombia, in which most universities and institutions have established intercultural knowledge in agreement with several prestigious institutions abroad in order to develop successful programs in teaching English as a foreign language. Based on this tendency, many programs have established an inclusion of language competence and in general, EFL communicative concepts. Many programs are being followed at Universities with faculties in foreign language such as: Universidad Nacional de Colombia, Universidad Javeriana, Universidad de La Salle, la Universidad de los Andes, among others mentioning only in Bogot.One thing that explained this tendency is the inclusion of English language by competences in programs at the nationwide context in Colombia. Due to this inclusion, the English language teaching directions have been sharing the same purpose that the central Colombian government has had since the Programa Nacional de Bilinguismo 2004-2019 (Ministerio de Educacin en Colombia) was established.As a response to the globalization process, the program aims to set communicative competences in a foreign language in order to lead people to be able to speak at least a second language.There are many factors involved in the inclusion of a second language, which are: the facility of acquisition of a new set of communicative construction, comprehensive grammar structure, and the strong influence of intercultural phenomenon in the whole America Continent. Thus, English language was the target language of the Bilingualism program currently existing in Colombia. English language has had a predominant insertion among institutions and in general terms, in all the academic field in Colombia; in addition, the competitive aspect on the working, industrial, and the financial fields require every day, more and more, the acknowledging of English language as an important item to be included in a professional curriculum in Colombia.Consequently, English language knowledge is more than a fashion or a matter of being updated to the rest of the world. English language knowledge has been a real necessity for all the professional competitive population in Colombia. Therefore the number of English language institutions and B.A programs in Colombia has increased in the past decade in a significant mode. At the same time, English language communicative competence in acquisition and learning processes have had a remarkable change. Meanwhile, English language knowledge has enforced the implementation of new strategies and methods on teaching English. This research study was carried out at La Salle LanguageCenter, as one of these places that guide the learners towards English learning process, where the communication strategies have an important role in making an effective acquisition of English as a foreign language.Many studies and investigations towards teaching English as a foreign language and techniques had been done in Colombia and in other countries. Those studies have had successful results looking at ways to improve teaching English. Most than describing the influence that teachers discourse approach has on learners, there are some valuable investigations related to the teacher activity in the classroom when the teacher himself direct a Peer-directed learning in a classroom established from the teachers discourse approach. Noreen W (2004) argue that teachers discourse is introduced within existing classroom context in which teachers (and students) have pre-existing beliefs about teaching and learning and often have well-established instructional practices and norms guiding interpersonal exchange. This inclusion part is also taken into account in our study, in term of how the teacher might create a favorable environment promoted from the teachers discourse by using pertinent communication patters according to the context involved inside the frame of verbal and non-verbal process. That is why this research study became pertinent to establish a set of distinctions, identifications and an analysis regarding existing teaching English strategies.Learning a new language could be considered as a complex task because it means to restructure a set of communicative rules organized inrelation to the mother tongue, plus the opening of a new door to cultures and the inclusion into the professional field.During one year and a half of a practicum and observation process through 2011-2012, a circumstance presented at La Salle Language Center that had to do with students manifesting low English language communicative skills perceived on the reading and speaking moments in which the students were performing an activity or task in the classroom and also the reduced proficiency competence shown in some other class activities. All of these circumstances were observed in the first stage of the practicum section at La Salle Language Center. As a consequence, this phenomenon was reflected in students absences and cases of noticeable lack of use of English in classes.

Description of the problemThe project was developed at La Salle Language Center, a language institution in foreign language studies, located in Bogota, where all undergraduate students from different majors, join at the same place with the same purpose, that is: to learn English. Considering this context, we build up a set of observations that allowed the identification of the patterns of communication derived from teachers discourse.According to such observations, we noticed that there were students who despite of being a in a long term period in the Foreign language program, the employment of a second language was not applied as expected in the classroom context where the mother tongue to take over that was shown in some classes through absences, low commitment to the activities set by the teacher.Thisinformation mentioned above was based on a descriptive observation and constant comments from the learners where they affirmed not to have a significant advance in developing communicative skills in English. For this reason, this descriptive research study wanted to explore and identify the main effective strategies and relevant techniques founded on the concept of teachers discourse that might improve the learning process of the teacher.In agreement with the importance of the inclusion of the latest English teaching strategies and the observation in context, we identify the most relevant aspects that make teaching English effective and the method and strategies that weight it as meaningful at La Salle Language Center. We started by defining the pertinence of two elements in which communication is structured. They were verbal and non- verbal communication as ways of transmitting knowledge or put into context the English language in real situations. These two essential components of communication are implicit in the frame of teachers discourse that is the macro- concept that we analyzed. We carried out this descriptive research study during the period of practicum at La Salle language center that was from the first semester of 2011 to the first semester of 2012.The purpose of the study aimed to extract, analyze, and to describe the most effective ways of teachers discourse upon verbal and non-verbal communication and its possible implications within the classroom context. In order to interpret the information, we considered both, teachers and students, as parti