Teaching Strategies for teaching a second language to students in grades 10 and 11 of the San Pedro Claver Institute of Bogota, town of Kennedy.
Investigator: Juan Pablo Roa Patiño
Line of research: Linguistics, Pedagogy
Summary: First presented a series of images through cards, then asked the students to take those cards and watch for a minute to become familiar with words and images and establish contact with the different elements . Each of these images corresponded to each word in the chosen through a careful process of observation and a survey showing that students had difficulties with English pronunciation.
To emphasize pronunciation and avoiding distractions and noise, with the help of a tape recorder and recorded by a native, I asked the group to hear carefully the equivalent of each English word pronounced correctly, and I indicated while looking at the cards and repeat aloud each word several times in the most approximate to the original. Then I asked them in context (make sentences with each one) and read, this time ignoring the chips used in the beginning.
Keywords: English, second language, forms, pronunciation difficulties, pictures, memory
Abstract: First, I present a series of images-through cards, Then I Asked to Take Those cards to students and Watch Them for a minute in order to get familiar with the words and images and ESTABLISH contact with the different elements. Each one of those images corresponded to each word of the chosen through a carefull process of observation and a survey showing the difficults that students presented with the pronuntiation of english..
To emphasize the pronunciation and avoiding distractions and noise, with the help of a VCR and a cassette recorded by a native, we asked the group to listen carefully to the equivalent of each English word pronounced correctly, and the same time, I indicated them to look at the cards and repeat each word aloud several times in the most approximate way to the original. Then I asked them to put them in context (making sentences with each one) and read them, this time skipping the cards used at the begining.
Key words: Inglés, second language, Specifications, Pronunciation Difficulties, images, memory
Presentation of research: the investigation began in about August 2009, with observations of school and how they are performing English classes in the two degrees, then the application was made during the first week of October, according to the schedule established at the outset. Regarding the theoretical framework that was used as a reference, were taken into account the contributions made by Chomsky, and Vygotsky about the acquisition of language, as well as the theories of learning and development process developed by Piaget.
general objective was to establish what tools or educational mechanisms were applicable in the search for the assimilation and production of the sounds of the English language taking into account the theories presented, highlighting the importance of context so as to relate not only a element but several at once, as you learn the language.
Sample and population: Bogota were selected male and female adolescents between the ages of 14 and 17 years, socioeconomic status 1, 2 and 3 who were in the upper grades of high school in the school district, San Pedro Claver, located in the locality of Kennedy. Each of the courses consisted of 38 students about a tenth and eleven.
Methodology:
The methodology used in the first instance, based on the use of audio deelementos English speakers and then the presentation of cards through which the student is looking for the sound associated with the image. Difficulties presented
: the main difficulties had to do with the difference made between students even of the same course against the pronunciation of English, the second factor was the time against the tools demanded that students devote time to complete the survey before and after tabs this part was the most difficult because of eleven students were finalizing such years, with high academic load and focused on many issues (prom, grade, etc)
Results: found a significant change before and after use of audio elements and tokens, to the point that the final activity was based on the processing of sentences was successful, students also showed positive activity against the activities.
Conclusions: chips represent a successful assistance in learning English, but must be accompanied by audio elements for enhancing the direct learning of the language.
It is essential the role of context in learning English is necessary so that students are as directly related to elements that give them close to learning as is the case of contact with the tongue in the classroom, is that should be in contact with the elements not only linguistic but also social that they not only provide new knowledge about the English language but culture in general.
introducing new work methods students show great interest and a positive response to these exercises as they find they are practical and not only in the class are issued unilaterally by the teacher. But A good diagnosis is required in the group before carrying out this methodology because as I saw these tools could benefit more if the groups were more homogeneous.
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