Estudio del clima de aula en la práctica de la competencia oral en inglés como lengua extranjera
Loading...
Date
2024
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
En Chile, según estudios nacionales e internacionales la competencia oral en inglés no se ha desarrollado eficazmente, etiquetando el uso de esta lengua como moderado en la población. Es por eso que, la presente investigación busca analizar los factores del clima de aula en la formación de la identidad de aprendiz durante la práctica de la competencia oral en inglés. Se enfatizó en los actos de reconocimiento que el estudiantado recibe de parte de sus pares y/o docente, así como el sentido de reconocimiento en relación con estos y el clima de aula que se establece en la asignatura. La presente investigación de enfoque cualitativo evaluó la competencia oral de una población de 75 estudiantes de 8vo básico de un establecimiento de la comuna de Mulchén, cuya muestra fue intencionada, ya que se seleccionó a los estudiantes según su rendimiento en la prueba “Key English Test”. La recolección de datos se realizó mediante entrevistas individuales. Los estudiantes compartieron sus percepciones respecto al clima de aula presente en actividades en donde se ponía en práctica la competencia oral en inglés y existían actos de reconocimiento por parte de pares y docente, dejando en evidencia métodos de enseñanza tradicionalistas y la realización de la clase de inglés usando mayoritariamente la L1. La proyección de esta investigación se basa en concientizar sobre la importancia del clima de aula presente en el desarrollo de la competencia oral en inglés, ya que puede potenciar la motivación y el interés por el aprendizaje de este idioma.
In Chile, according to national and international studies, oral proficiency in English has not been effectively developed, with the use of this language being characterized as moderate in the population. That is why the present research aims to analyze the factors of the classroom environment in shaping the learner’s identity during the practice of oral English proficiency. The focus was on the recognition acts that students receive from their peers and/or teacher, as well as the sense of recognition in relation to these acts and the classroom atmosphere established in the subject. This qualitative research evaluated the oral proficiency of a sample of 75 8th grade students from a school in Mulchén. The sample was intentional, as students were selected based on their performance in the "Key English Test." Data collection was carried out through individual interviews. Students shared their perceptions regarding the classroom atmosphere during activities where oral English proficiency was practiced, including acts of recognition from peers and the teacher. This revealed traditional teaching methods and the use of the L1 language predominantly during English class. The projection of this research aims to raise awareness about the importance of the classroom atmosphere in the development of oral English proficiency, as it can enhance motivation and interest in learning the language
In Chile, according to national and international studies, oral proficiency in English has not been effectively developed, with the use of this language being characterized as moderate in the population. That is why the present research aims to analyze the factors of the classroom environment in shaping the learner’s identity during the practice of oral English proficiency. The focus was on the recognition acts that students receive from their peers and/or teacher, as well as the sense of recognition in relation to these acts and the classroom atmosphere established in the subject. This qualitative research evaluated the oral proficiency of a sample of 75 8th grade students from a school in Mulchén. The sample was intentional, as students were selected based on their performance in the "Key English Test." Data collection was carried out through individual interviews. Students shared their perceptions regarding the classroom atmosphere during activities where oral English proficiency was practiced, including acts of recognition from peers and the teacher. This revealed traditional teaching methods and the use of the L1 language predominantly during English class. The projection of this research aims to raise awareness about the importance of the classroom atmosphere in the development of oral English proficiency, as it can enhance motivation and interest in learning the language
Description
Tesis para optar al título de profesor de inglés