The influence of peer-assessment and a corpus about “comforting” in the development of adults’ spontaneous interactive speaking.

133 Páginas.

Detalles Bibliográficos
Autor: Gomez Sara, Mary Mily
Tipo de recurso: tesis de maestría
Fecha de publicación:2015
País:Colombia
Institución:Universidad de la Sabana
Repositorio:Repositorio Universidad de la Sabana
Idioma:inglés
OAI Identifier:oai:intellectum.unisabana.edu.co:10818/15832
Acceso en línea:http://hdl.handle.net/10818/15832
Access Level:acceso abierto
Palabra clave:Evaluación educativa -- Colombia
Maestros
Escalafón docente
id CO_15caccbd30d0b3500a014c810e413e06
oai_identifier_str oai:intellectum.unisabana.edu.co:10818/15832
network_acronym_str CO
network_name_str Colombia
repository_id_str
dc.title.none.fl_str_mv The influence of peer-assessment and a corpus about “comforting” in the development of adults’ spontaneous interactive speaking.
title The influence of peer-assessment and a corpus about “comforting” in the development of adults’ spontaneous interactive speaking.
spellingShingle The influence of peer-assessment and a corpus about “comforting” in the development of adults’ spontaneous interactive speaking.
Gomez Sara, Mary Mily
Evaluación educativa -- Colombia
Maestros
Escalafón docente
title_short The influence of peer-assessment and a corpus about “comforting” in the development of adults’ spontaneous interactive speaking.
title_full The influence of peer-assessment and a corpus about “comforting” in the development of adults’ spontaneous interactive speaking.
title_fullStr The influence of peer-assessment and a corpus about “comforting” in the development of adults’ spontaneous interactive speaking.
title_full_unstemmed The influence of peer-assessment and a corpus about “comforting” in the development of adults’ spontaneous interactive speaking.
title_sort The influence of peer-assessment and a corpus about “comforting” in the development of adults’ spontaneous interactive speaking.
dc.creator.none.fl_str_mv Gomez Sara, Mary Mily
author Gomez Sara, Mary Mily
author_facet Gomez Sara, Mary Mily
author_role author
dc.contributor.none.fl_str_mv Castaño, Carolina
dc.subject.none.fl_str_mv Evaluación educativa -- Colombia
Maestros
Escalafón docente
topic Evaluación educativa -- Colombia
Maestros
Escalafón docente
description 133 Páginas.
publishDate 2015
dc.date.none.fl_str_mv 2015-05-04T19:58:44Z
2015-05-04T19:58:44Z
2015
2015-05-04
dc.type.none.fl_str_mv masterThesis
Tesis de maestría
publishedVersion
info:eu-repo/semantics/masterThesis
format masterThesis
dc.identifier.none.fl_str_mv Ahangari, S., Rassekh-Alqol, B., & Akbari Hamed, L. A. (2013). The effect of peer assessment on oral presentation in an EFL context. International Journal of Applied Linguistics & English Literature, 2, 45-53. Retrieved from academia.edu website: http://www.academia.edu/3640132/The_Effect_of_Peer_Assessment_on_Oral_Presentati on_in_an_EFL_Context
Ausbel, D. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston
Bellés-Fortuño, B. (2009). Spoken academic corpora applied to language teaching and research: Towards a multimodal approach. A survey on corpus-based research - Panorama de investigaciones basadas en corpus, 906-919. Retrieved from um.es website: http://www.um.es/lacell/aelinco/contenido/pdf/61.pdf
Bennett, G. R. (2010). Using corpora in the language learning classroom: Corpus linguistics for participants. Michigan ELT, 1-22. Retrieved from international.ucla.edu website: http://www.international.ucla.edu/media/files/Using-corpora-in-the-language-learningclassroom--Corpus-linguistics-for-teachers-myatc.pdf?AspxAutoDetectCookieSupport=1
Braun, S. (2006). English corpora. Retrieved from http://www.corpora4learning.net/resources/corpora.html
Brown, G. & Yule, G. (2001). Teaching the spoken language. Cambridge: Cambridge University Press.
Brown, H. (2007). Principles of language learning and teaching. White Plains: Pearson Longman.
Bygate, M. (2006). Speaking. Oxford: Oxford University Press
Cherry, K. (2013). What Is Motivation? Retrieved from http://psychology.about.com/od/mindex/g/motivation-definition.htm
Chu, H., & Wang, R. (2011). Oral and written competence of Chinese foreign language learners in terms of lexical chunks. International Journal of English Linguistics, 1(1), 223-226. Retrieved from ccsenet.org website: http://www.ccsenet.org/journal/index.php/ijel/article/download/9782/7051
CCCC Language Policy Committee (2006). Students’ right to their own language. College Composition and Communication, 25, 1-32. Retrieved from ncte.org website: http://www.ncte.org/library/NCTEFiles/Groups/CCCC/NewSRTOL.pdf
Corbin, J. & Strauss, A. (2008). Basics of qualitative research: Grounded theory procedures and techniques (3rd ed.). California: Sage Publications
Council of Europe. (2014). Common European Framework of Reference for Languages: Learning, teaching, assessment. Retrieved from http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf
Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Retrieved from http://www.socsci.uci.edu/~castellj/198research/winter/Week%201/Readings/John%20Cr eswell%20Research%20Design%20Qual%20and%20Quant%20Approaches.pdf
Creswell, J. (2012). Educational Research: Planning, Conducting and Evaluating (4th ed.). Boston: Person Education.
DuFon, M. A. (2002). Video recording in ethnographic SLA research: Some issues of validity in data collection. Language Learning & Technology, 6(1), 40-59. Retrieved from usc.edu website: http://www.usc.edu/dept/education/CMMR/FullText/TechLMSteaching/VideoInEthnoSL AResearch.pdf
Earl, L., & Katz, S. (2006). Rethinking classroom assessment with purpose in mind: Assessment for learning, assessment as learning, assessment of learning Retrieved from http://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf
Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363-406. Retrieved from nytimes.com website: http://graphics8.nytimes.com/images/blogs/freakonomics/pdf/DeliberatePractice%28Psyc hologicalReview%29.pdf
Evans, V. & Dooley, J. (2005). Upstream Beginner A1+, Student Book. Berkshire: Express Publishing
Fidishun, D. (n.d., Circa, 2005). Andragogy and technology: Integrating adult learning theory as we teach with technology, Malvern, PA: Penn State Great Valley School of Graduate Professional Studies.
Five Graces Group. (2009). Language is a complex adaptive system: Position paper. Language Learning, 59, 1-26. Retrieved from unm.edu website: https://www.unm.edu/~jbybee/downloads/BecknerEtAl2009ComplexAdaptiveSystem.pd
Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury Press. Gibbons, T. (2000). Speaking rubrics and checklists. Bridging the gap between literacy and technology, 406-416. Retrieved from http://en.copian.ca/library/learning/btg/ed/evaluation/evaluation.pdf
Glasson, T. (2009). Improving student achievement: A practical guide to assessment for learning Retrieved from http://books.google.com.co/books?id=_b1kqSd53MQC&printsec=frontcover&hl=es&sou rce=gbs_ge_summary_r&cad=0#v=onepage&q&f=false
Gómez, D. (2014). The Impact of Peer and Self-Assessment on Teenage B2 Students' Use of Present Perfect Simple, Present Perfect Continuous and Past Perfect Simple in their Spontaneous Spoken Productions. Retrieved from Intellectum: http://intellectum.unisabana.edu.co:8080/jspui/bitstream/10818/10718/1/Diana%20G%C3 %B3mez%28TESIS%29.pdf
Guzula, X. (2011). Interactive reflective journal writing as a tool for mentoring and teacher professional development: A Case-Study. (Master of Philosophy in Education Administration, Planning and Social Policy), University of Cape town, South Africa. Retrieved from http://www.praesa.org.za/files/2012/07/Xolisa-Guzula_Mastersdissertation_27_May_2011.pdf
Hurt, M. (2015). Forms of assessment: Informal, formal, paper-pencil & performance assessments. Retrieved from http://study.com/academy/lesson/forms-of-assessmentinformal-formal-paper-pencil-performance-assessments.html
ICS. (2013). Agenda Estudiantil 2013. Bogotá: Colombia. Picasso Editores.
Jafarpur, A. (1991). Can naïve EFL learners estimate their own proficiency? Evaluation and Research in Education, 5, 145 - 57
Johnson, E., & Jenkins, J. (2009). Formative and summative assessment. Retrieved from http://www.education.com/reference/article/formative-and-summative-assessment/
Koshy, V. (2005). Action research for improving practice: A practical guide. Retrieved from http://www.actionlearning.com.au/Classes/ActionResearch/Books/BookActionResearchForImprovingPractice.pdf
Ley No. 1651, Pub. L. No. 1651 1-3 (2013). Retrieved from http://wsp.presidencia.gov.co/Normativa/Leyes/Documents/2013/LEY%201651%20DEL%2012 %20DE%20JULIO%20DE%202013.pdf
Lim, L. (2003). Implementing effective peer assessment. CDTL Brief, 6, 6-8. Retrieved from cdtl.nus.edu.sg website: http://www.cdtl.nus.edu.sg/brief/Pdf/v6n3.pdf
Lim, P. T. H. (2007). Action research for teachers: A balanced model. Proceeding of the Redesigning Pedagogy: Culture, Knowledge and Understanding Conference 2007. Singapore. Retrieved from https://conference.nie.edu.sg/2007/paper/papers/OTH154.pdf
Logan, E. (2009). Self and peer assessment in action. Practitioner Research in Higher Education, 3(1), 29-35. Retrieved from cumbria.ac.uk website: http://194.81.189.19/ojs/index.php/prhe/article/viewFile/31/29
McMillan, J. H. & Schumacher, S. (2009). Research in education: Evidence-based inquiry (7th ed.). England: Pearson Education.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks: SAGE Publications
Ministerio de Educación Nacional. (2014). Programa Nacional de Inglés 2015 – 2025: Documento de socialización. Retrieved from http://www.ucn.edu.co/institucion/salaprensa/noticias/Documents/2014/Documento%20PROGRAMA%20NACIONAL%20DE%20IN GL%C3%89S%202015-2025.pdf
Mufwene, S. (2010). SLA and the emergence of creoles. Studies in Second Language Acquisition, 32, 359-400. Retrieved from uchicago.edu website: http://mufwene.uchicago.edu/publications/SLA_and_the_Emergence_of_Creoles.pdf
Nazzal, A. (2011). Peer and self-assessment: 20 classroom strategies and other resources to increase student motivation and achievement. Retrieved from http://www.scmsa.org/files/Journal/2010-2011/NazzalPeerandSelf-Assessment.pdf
Nuñez, I. D. (2007). From curriculum to syllabus design: The difference stages to design a programme. Memorias del III Foro Nacional de Estudios en Lenguas (FONAEL), 275- 290
Paul, R., & Elder, L. (2007). The miniature guide to critical thinking concepts and tools. Berkeley: Critical Thinking Organization.
Paul, R., Binker, A. J. A., Jensen, K., & Kreklan, H. (1990). Critical thinking handbook: 4th - 6th grades a guide for remodeling lesson plans in language arts, social studies, & science. Retrieved from http://files.eric.ed.gov/fulltext/ED325804.pdf
Petty, G. (2004). Formative teaching methods. Retrieved from http://www.google.com.co/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&cad=rja&u act=8&ved=0CEUQFjAD&url=http%3A%2F%2Fgeoffpetty.com%2Fwpcontent%2Fuploads%2F2012%2F12%2FFormativeTeachingMethods2.doc&ei=ECI4U7 vKCM3QsQSU3YD4DQ&usg=AFQjCNHJORCXkgo2exIVasoWbj_Y7My4AA&bvm= bv.63808443,d.cWc
Roger, C. (1983). Freedom to learn for the eighties. Columbus, OH: Charles E. Merrill.
Sagor, R. (2000). Guiding school improvement with action research. Alexandria: Association for Supervision and Curriculum Development.
Schunk, D. (2001). Self-regulation through goal setting. Retrieved from http://www.schoolbehavior.com/Files/Schunk.pdf
Scollon, R. (2004). Teaching language and culture as hegemonic practice. Modern Language Journal, 88, 271-274
Serrano, J., & Cebrián de la Serna, M. (2011). Study of the impact on student learning using the eRubric tool and peer assessment. Education in a technological world: Communicating current and emerging research and technological efforts, 421-427. Retrieved from: http://www.formatex.info/ict/book/421-427.pdf
Sinclair, J. (1991). Corpus concordance collocation. Oxford University Press.
Sivan, A. (2000). Formative peer assessment: An action research approach. Assessment in Education, 7(2), 193-213. Retrieved from celt.ust.hk website: http://celt.ust.hk/files/public/cbc0117-22.pdf
Spiller, D. (2012). Assessment Matters: Self-Assessment and Peer Assessment: Teaching Development. Retrieved from http://www.waikato.ac.nz/tdu/pdf/booklets/9_SelfPeerAssessment.pdf
Suzuki, T. (2008). A corpus-based study of the speech act of “comforting”: Naturalness and appropriateness for English language teaching. Paper presented at the 13th PAAL Conference, University of Hawaii, Manoa, USA. Retrieved from http://www.f.waseda.jp/toshisuz/paal2008handout.pdf
Suzuki, T. (2009a). A study of lexicogrammatical and discourse strategies for “suggestion” with the use of the English speech act corpus. The Cultural Review, (34), 131-159. Retrieved from dspace.wul.waseda.ac.jp website: http://dspace.wul.waseda.ac.jp/dspace/bitstream/2065/29661/1/BunkaRonshu_34_Suzuki. pdf
Suzuki, T. (2009b). How do American university students “invite” others? A corpus- based study of linguistic strategies for the speech act of “invitations”. The Cultural Review, 4(35), 85- 106. Retrieved from waseda.jp website: http://www.waseda.jp/wcom/quotient/publications/pdf/bun35_04.pdf
Suzuki, T. (2010). A corpus-linguistic approach to the verbal realization of “comforting”. The Cultural Review, 4(36), 81-103. Retrieved from waseda.jp website: http://www.waseda.jp/w-com/quotient/publications/pdf/bun36_04.pdf
Suzuki, T. (2011). Children’s pragmatic competence: A case study of English speech acts performed by American children. The Cultural Review, 3(38), 55-73. Retrieved from waseda.jp website: http://www.waseda.jp/w-com/quotient/publications/pdf/bun38_03.pdf
Taha, N. (2005). Language functions. Retrieved from http://www.moe.edu.kw/sites/old/_layouts/Moe/Forms/schools2/hawally/secondaryschools/boys/jaber%20alahmad/My%20Web%20Sites/Site/Gram/Fu nctions.htm#List
Thornbury, S. (2008). How to teach speaking. UK: Longman, Pearson.
Underhill, N. (2003). Testing spoken language: A handbook of oral testing techniques. Cambridge: Cambridge University Press.
Valcarcel, D. (2009). Action research essentials. Retrieved from http://books.google.com.co/books?id=xrwBDewaekC&printsec=frontcover&dq=action+research+essentials+valcarcel&hl=es&sa=X&ei=n HfsUfiBC_W54AP6- IGwDQ&ved=0CC8Q6AEwAA#v=onepage&q=action%20research%20essentials%20va lcarcel&f=false
Willis, D., & Willis, J. (2012). Doing task-based teaching. Oxford: Oxford University Press.
Yeasmin, S., & Rahman, K., F. (2012). ‘Triangulation’ research method as the tool of social science research. BUP Journal, 1(1), 154-163. Retrieved from bup.edu.bd website: http://www.bup.edu.bd/journal/154-163.pdf
Yu, H., & Ren, C. (2013). The positive role of L1 in the acquisition of a second language. Studies in Literature and Language, 7, 45-48. Retrieved from cscanada.net website: http://www.cscanada.net/index.php/sll/article/viewFile/j.sll.1923156320130702.H862/51 99
Zhu, L. (2013). Analysis of prefabricated chunks used by second language learners of different levels. Theory and Practice in Language Studies, 3(9), 1667-1673. Retrieved from academypublisher.com website: http://ojs.academypublisher.com/index.php/tpls/article/viewFile/tpls030916671673/7627 %20doi:10.4304/tpls.3.9.1667-1673
http://hdl.handle.net/10818/15832
260433
TE07311
identifier_str_mv Ahangari, S., Rassekh-Alqol, B., & Akbari Hamed, L. A. (2013). The effect of peer assessment on oral presentation in an EFL context. International Journal of Applied Linguistics & English Literature, 2, 45-53. Retrieved from academia.edu website: http://www.academia.edu/3640132/The_Effect_of_Peer_Assessment_on_Oral_Presentati on_in_an_EFL_Context
Ausbel, D. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston
Bellés-Fortuño, B. (2009). Spoken academic corpora applied to language teaching and research: Towards a multimodal approach. A survey on corpus-based research - Panorama de investigaciones basadas en corpus, 906-919. Retrieved from um.es website: http://www.um.es/lacell/aelinco/contenido/pdf/61.pdf
Bennett, G. R. (2010). Using corpora in the language learning classroom: Corpus linguistics for participants. Michigan ELT, 1-22. Retrieved from international.ucla.edu website: http://www.international.ucla.edu/media/files/Using-corpora-in-the-language-learningclassroom--Corpus-linguistics-for-teachers-myatc.pdf?AspxAutoDetectCookieSupport=1
Braun, S. (2006). English corpora. Retrieved from http://www.corpora4learning.net/resources/corpora.html
Brown, G. & Yule, G. (2001). Teaching the spoken language. Cambridge: Cambridge University Press.
Brown, H. (2007). Principles of language learning and teaching. White Plains: Pearson Longman.
Bygate, M. (2006). Speaking. Oxford: Oxford University Press
Cherry, K. (2013). What Is Motivation? Retrieved from http://psychology.about.com/od/mindex/g/motivation-definition.htm
Chu, H., & Wang, R. (2011). Oral and written competence of Chinese foreign language learners in terms of lexical chunks. International Journal of English Linguistics, 1(1), 223-226. Retrieved from ccsenet.org website: http://www.ccsenet.org/journal/index.php/ijel/article/download/9782/7051
CCCC Language Policy Committee (2006). Students’ right to their own language. College Composition and Communication, 25, 1-32. Retrieved from ncte.org website: http://www.ncte.org/library/NCTEFiles/Groups/CCCC/NewSRTOL.pdf
Corbin, J. & Strauss, A. (2008). Basics of qualitative research: Grounded theory procedures and techniques (3rd ed.). California: Sage Publications
Council of Europe. (2014). Common European Framework of Reference for Languages: Learning, teaching, assessment. Retrieved from http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf
Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Retrieved from http://www.socsci.uci.edu/~castellj/198research/winter/Week%201/Readings/John%20Cr eswell%20Research%20Design%20Qual%20and%20Quant%20Approaches.pdf
Creswell, J. (2012). Educational Research: Planning, Conducting and Evaluating (4th ed.). Boston: Person Education.
DuFon, M. A. (2002). Video recording in ethnographic SLA research: Some issues of validity in data collection. Language Learning & Technology, 6(1), 40-59. Retrieved from usc.edu website: http://www.usc.edu/dept/education/CMMR/FullText/TechLMSteaching/VideoInEthnoSL AResearch.pdf
Earl, L., & Katz, S. (2006). Rethinking classroom assessment with purpose in mind: Assessment for learning, assessment as learning, assessment of learning Retrieved from http://www.edu.gov.mb.ca/k12/assess/wncp/full_doc.pdf
Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363-406. Retrieved from nytimes.com website: http://graphics8.nytimes.com/images/blogs/freakonomics/pdf/DeliberatePractice%28Psyc hologicalReview%29.pdf
Evans, V. & Dooley, J. (2005). Upstream Beginner A1+, Student Book. Berkshire: Express Publishing
Fidishun, D. (n.d., Circa, 2005). Andragogy and technology: Integrating adult learning theory as we teach with technology, Malvern, PA: Penn State Great Valley School of Graduate Professional Studies.
Five Graces Group. (2009). Language is a complex adaptive system: Position paper. Language Learning, 59, 1-26. Retrieved from unm.edu website: https://www.unm.edu/~jbybee/downloads/BecknerEtAl2009ComplexAdaptiveSystem.pd
Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury Press. Gibbons, T. (2000). Speaking rubrics and checklists. Bridging the gap between literacy and technology, 406-416. Retrieved from http://en.copian.ca/library/learning/btg/ed/evaluation/evaluation.pdf
Glasson, T. (2009). Improving student achievement: A practical guide to assessment for learning Retrieved from http://books.google.com.co/books?id=_b1kqSd53MQC&printsec=frontcover&hl=es&sou rce=gbs_ge_summary_r&cad=0#v=onepage&q&f=false
Gómez, D. (2014). The Impact of Peer and Self-Assessment on Teenage B2 Students' Use of Present Perfect Simple, Present Perfect Continuous and Past Perfect Simple in their Spontaneous Spoken Productions. Retrieved from Intellectum: http://intellectum.unisabana.edu.co:8080/jspui/bitstream/10818/10718/1/Diana%20G%C3 %B3mez%28TESIS%29.pdf
Guzula, X. (2011). Interactive reflective journal writing as a tool for mentoring and teacher professional development: A Case-Study. (Master of Philosophy in Education Administration, Planning and Social Policy), University of Cape town, South Africa. Retrieved from http://www.praesa.org.za/files/2012/07/Xolisa-Guzula_Mastersdissertation_27_May_2011.pdf
Hurt, M. (2015). Forms of assessment: Informal, formal, paper-pencil & performance assessments. Retrieved from http://study.com/academy/lesson/forms-of-assessmentinformal-formal-paper-pencil-performance-assessments.html
ICS. (2013). Agenda Estudiantil 2013. Bogotá: Colombia. Picasso Editores.
Jafarpur, A. (1991). Can naïve EFL learners estimate their own proficiency? Evaluation and Research in Education, 5, 145 - 57
Johnson, E., & Jenkins, J. (2009). Formative and summative assessment. Retrieved from http://www.education.com/reference/article/formative-and-summative-assessment/
Koshy, V. (2005). Action research for improving practice: A practical guide. Retrieved from http://www.actionlearning.com.au/Classes/ActionResearch/Books/BookActionResearchForImprovingPractice.pdf
Ley No. 1651, Pub. L. No. 1651 1-3 (2013). Retrieved from http://wsp.presidencia.gov.co/Normativa/Leyes/Documents/2013/LEY%201651%20DEL%2012 %20DE%20JULIO%20DE%202013.pdf
Lim, L. (2003). Implementing effective peer assessment. CDTL Brief, 6, 6-8. Retrieved from cdtl.nus.edu.sg website: http://www.cdtl.nus.edu.sg/brief/Pdf/v6n3.pdf
Lim, P. T. H. (2007). Action research for teachers: A balanced model. Proceeding of the Redesigning Pedagogy: Culture, Knowledge and Understanding Conference 2007. Singapore. Retrieved from https://conference.nie.edu.sg/2007/paper/papers/OTH154.pdf
Logan, E. (2009). Self and peer assessment in action. Practitioner Research in Higher Education, 3(1), 29-35. Retrieved from cumbria.ac.uk website: http://194.81.189.19/ojs/index.php/prhe/article/viewFile/31/29
McMillan, J. H. & Schumacher, S. (2009). Research in education: Evidence-based inquiry (7th ed.). England: Pearson Education.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks: SAGE Publications
Ministerio de Educación Nacional. (2014). Programa Nacional de Inglés 2015 – 2025: Documento de socialización. Retrieved from http://www.ucn.edu.co/institucion/salaprensa/noticias/Documents/2014/Documento%20PROGRAMA%20NACIONAL%20DE%20IN GL%C3%89S%202015-2025.pdf
Mufwene, S. (2010). SLA and the emergence of creoles. Studies in Second Language Acquisition, 32, 359-400. Retrieved from uchicago.edu website: http://mufwene.uchicago.edu/publications/SLA_and_the_Emergence_of_Creoles.pdf
Nazzal, A. (2011). Peer and self-assessment: 20 classroom strategies and other resources to increase student motivation and achievement. Retrieved from http://www.scmsa.org/files/Journal/2010-2011/NazzalPeerandSelf-Assessment.pdf
Nuñez, I. D. (2007). From curriculum to syllabus design: The difference stages to design a programme. Memorias del III Foro Nacional de Estudios en Lenguas (FONAEL), 275- 290
Paul, R., & Elder, L. (2007). The miniature guide to critical thinking concepts and tools. Berkeley: Critical Thinking Organization.
Paul, R., Binker, A. J. A., Jensen, K., & Kreklan, H. (1990). Critical thinking handbook: 4th - 6th grades a guide for remodeling lesson plans in language arts, social studies, & science. Retrieved from http://files.eric.ed.gov/fulltext/ED325804.pdf
Petty, G. (2004). Formative teaching methods. Retrieved from http://www.google.com.co/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&cad=rja&u act=8&ved=0CEUQFjAD&url=http%3A%2F%2Fgeoffpetty.com%2Fwpcontent%2Fuploads%2F2012%2F12%2FFormativeTeachingMethods2.doc&ei=ECI4U7 vKCM3QsQSU3YD4DQ&usg=AFQjCNHJORCXkgo2exIVasoWbj_Y7My4AA&bvm= bv.63808443,d.cWc
Roger, C. (1983). Freedom to learn for the eighties. Columbus, OH: Charles E. Merrill.
Sagor, R. (2000). Guiding school improvement with action research. Alexandria: Association for Supervision and Curriculum Development.
Schunk, D. (2001). Self-regulation through goal setting. Retrieved from http://www.schoolbehavior.com/Files/Schunk.pdf
Scollon, R. (2004). Teaching language and culture as hegemonic practice. Modern Language Journal, 88, 271-274
Serrano, J., & Cebrián de la Serna, M. (2011). Study of the impact on student learning using the eRubric tool and peer assessment. Education in a technological world: Communicating current and emerging research and technological efforts, 421-427. Retrieved from: http://www.formatex.info/ict/book/421-427.pdf
Sinclair, J. (1991). Corpus concordance collocation. Oxford University Press.
Sivan, A. (2000). Formative peer assessment: An action research approach. Assessment in Education, 7(2), 193-213. Retrieved from celt.ust.hk website: http://celt.ust.hk/files/public/cbc0117-22.pdf
Spiller, D. (2012). Assessment Matters: Self-Assessment and Peer Assessment: Teaching Development. Retrieved from http://www.waikato.ac.nz/tdu/pdf/booklets/9_SelfPeerAssessment.pdf
Suzuki, T. (2008). A corpus-based study of the speech act of “comforting”: Naturalness and appropriateness for English language teaching. Paper presented at the 13th PAAL Conference, University of Hawaii, Manoa, USA. Retrieved from http://www.f.waseda.jp/toshisuz/paal2008handout.pdf
Suzuki, T. (2009a). A study of lexicogrammatical and discourse strategies for “suggestion” with the use of the English speech act corpus. The Cultural Review, (34), 131-159. Retrieved from dspace.wul.waseda.ac.jp website: http://dspace.wul.waseda.ac.jp/dspace/bitstream/2065/29661/1/BunkaRonshu_34_Suzuki. pdf
Suzuki, T. (2009b). How do American university students “invite” others? A corpus- based study of linguistic strategies for the speech act of “invitations”. The Cultural Review, 4(35), 85- 106. Retrieved from waseda.jp website: http://www.waseda.jp/wcom/quotient/publications/pdf/bun35_04.pdf
Suzuki, T. (2010). A corpus-linguistic approach to the verbal realization of “comforting”. The Cultural Review, 4(36), 81-103. Retrieved from waseda.jp website: http://www.waseda.jp/w-com/quotient/publications/pdf/bun36_04.pdf
Suzuki, T. (2011). Children’s pragmatic competence: A case study of English speech acts performed by American children. The Cultural Review, 3(38), 55-73. Retrieved from waseda.jp website: http://www.waseda.jp/w-com/quotient/publications/pdf/bun38_03.pdf
Taha, N. (2005). Language functions. Retrieved from http://www.moe.edu.kw/sites/old/_layouts/Moe/Forms/schools2/hawally/secondaryschools/boys/jaber%20alahmad/My%20Web%20Sites/Site/Gram/Fu nctions.htm#List
Thornbury, S. (2008). How to teach speaking. UK: Longman, Pearson.
Underhill, N. (2003). Testing spoken language: A handbook of oral testing techniques. Cambridge: Cambridge University Press.
Valcarcel, D. (2009). Action research essentials. Retrieved from http://books.google.com.co/books?id=xrwBDewaekC&printsec=frontcover&dq=action+research+essentials+valcarcel&hl=es&sa=X&ei=n HfsUfiBC_W54AP6- IGwDQ&ved=0CC8Q6AEwAA#v=onepage&q=action%20research%20essentials%20va lcarcel&f=false
Willis, D., & Willis, J. (2012). Doing task-based teaching. Oxford: Oxford University Press.
Yeasmin, S., & Rahman, K., F. (2012). ‘Triangulation’ research method as the tool of social science research. BUP Journal, 1(1), 154-163. Retrieved from bup.edu.bd website: http://www.bup.edu.bd/journal/154-163.pdf
Yu, H., & Ren, C. (2013). The positive role of L1 in the acquisition of a second language. Studies in Literature and Language, 7, 45-48. Retrieved from cscanada.net website: http://www.cscanada.net/index.php/sll/article/viewFile/j.sll.1923156320130702.H862/51 99
Zhu, L. (2013). Analysis of prefabricated chunks used by second language learners of different levels. Theory and Practice in Language Studies, 3(9), 1667-1673. Retrieved from academypublisher.com website: http://ojs.academypublisher.com/index.php/tpls/article/viewFile/tpls030916671673/7627 %20doi:10.4304/tpls.3.9.1667-1673
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rights_invalid_str_mv Attribution-NonCommercial-NoDerivatives 4.0 International
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dc.publisher.none.fl_str_mv Universidad de La Sabana
Maestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
Departamento de Lenguas y Culturas Extranjeras
publisher.none.fl_str_mv Universidad de La Sabana
Maestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
Departamento de Lenguas y Culturas Extranjeras
dc.source.none.fl_str_mv Universidad de La Sabana
Intellectum Repositorio Universidad de La Sabana
reponame:Repositorio Universidad de la Sabana
instname:Universidad de la Sabana
instacron:Universidad de la Sabana
instname_str Universidad de la Sabana
instacron_str Universidad de la Sabana
institution Universidad de la Sabana
reponame_str Repositorio Universidad de la Sabana
collection Repositorio Universidad de la Sabana
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spelling The influence of peer-assessment and a corpus about “comforting” in the development of adults’ spontaneous interactive speaking.Gomez Sara, Mary MilyEvaluación educativa -- ColombiaMaestrosEscalafón docente133 Páginas.Este estudio de investigación acción cualitativa se llevó a cabo con 14 adultos con nivel A2 de Inglés quienes trabajaban como profesores en distintas áreas del conocimiento en un colegio privado de Bogotá. El estudio exploró la influencia de la coevaluación y un corpus sobre el acto de habla "reconfortar" en el desarrollo del habla espontánea interactiva. En la intervención pedagógica, los participantes utilizaron el corpus para llevar a cabo tareas de habla que ellos coevaluaron. Los datos fueron recolectados a través de grabaciones de video, dos formatos de coevaluación y un diario del profesor.Universidad de La SabanaMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje AutónomoDepartamento de Lenguas y Culturas ExtranjerasCastaño, Carolina2015-05-04T19:58:44Z2015-05-04T19:58:44Z20152015-05-04masterThesisTesis de maestríapublishedVersioninfo:eu-repo/semantics/masterThesisAhangari, S., Rassekh-Alqol, B., & Akbari Hamed, L. A. (2013). The effect of peer assessment on oral presentation in an EFL context. International Journal of Applied Linguistics & English Literature, 2, 45-53. Retrieved from academia.edu website: http://www.academia.edu/3640132/The_Effect_of_Peer_Assessment_on_Oral_Presentati on_in_an_EFL_ContextAusbel, D. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & WinstonBellés-Fortuño, B. (2009). Spoken academic corpora applied to language teaching and research: Towards a multimodal approach. 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Paper presented at the 13th PAAL Conference, University of Hawaii, Manoa, USA. Retrieved from http://www.f.waseda.jp/toshisuz/paal2008handout.pdfSuzuki, T. (2009a). A study of lexicogrammatical and discourse strategies for “suggestion” with the use of the English speech act corpus. The Cultural Review, (34), 131-159. Retrieved from dspace.wul.waseda.ac.jp website: http://dspace.wul.waseda.ac.jp/dspace/bitstream/2065/29661/1/BunkaRonshu_34_Suzuki. pdfSuzuki, T. (2009b). How do American university students “invite” others? A corpus- based study of linguistic strategies for the speech act of “invitations”. The Cultural Review, 4(35), 85- 106. Retrieved from waseda.jp website: http://www.waseda.jp/wcom/quotient/publications/pdf/bun35_04.pdfSuzuki, T. (2010). A corpus-linguistic approach to the verbal realization of “comforting”. The Cultural Review, 4(36), 81-103. Retrieved from waseda.jp website: http://www.waseda.jp/w-com/quotient/publications/pdf/bun36_04.pdfSuzuki, T. (2011). Children’s pragmatic competence: A case study of English speech acts performed by American children. The Cultural Review, 3(38), 55-73. Retrieved from waseda.jp website: http://www.waseda.jp/w-com/quotient/publications/pdf/bun38_03.pdfTaha, N. (2005). Language functions. Retrieved from http://www.moe.edu.kw/sites/old/_layouts/Moe/Forms/schools2/hawally/secondaryschools/boys/jaber%20alahmad/My%20Web%20Sites/Site/Gram/Fu nctions.htm#ListThornbury, S. (2008). How to teach speaking. UK: Longman, Pearson.Underhill, N. (2003). Testing spoken language: A handbook of oral testing techniques. Cambridge: Cambridge University Press.Valcarcel, D. (2009). Action research essentials. Retrieved from http://books.google.com.co/books?id=xrwBDewaekC&printsec=frontcover&dq=action+research+essentials+valcarcel&hl=es&sa=X&ei=n HfsUfiBC_W54AP6- IGwDQ&ved=0CC8Q6AEwAA#v=onepage&q=action%20research%20essentials%20va lcarcel&f=falseWillis, D., & Willis, J. (2012). Doing task-based teaching. Oxford: Oxford University Press.Yeasmin, S., & Rahman, K., F. (2012). ‘Triangulation’ research method as the tool of social science research. BUP Journal, 1(1), 154-163. Retrieved from bup.edu.bd website: http://www.bup.edu.bd/journal/154-163.pdfYu, H., & Ren, C. (2013). The positive role of L1 in the acquisition of a second language. Studies in Literature and Language, 7, 45-48. Retrieved from cscanada.net website: http://www.cscanada.net/index.php/sll/article/viewFile/j.sll.1923156320130702.H862/51 99Zhu, L. (2013). Analysis of prefabricated chunks used by second language learners of different levels. Theory and Practice in Language Studies, 3(9), 1667-1673. Retrieved from academypublisher.com website: http://ojs.academypublisher.com/index.php/tpls/article/viewFile/tpls030916671673/7627 %20doi:10.4304/tpls.3.9.1667-1673http://hdl.handle.net/10818/15832260433TE07311Universidad de La SabanaIntellectum Repositorio Universidad de La Sabanareponame:Repositorio Universidad de la Sabanainstname:Universidad de la Sabanainstacron:Universidad de la SabanaengAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccess2019-12-10T22:17:38Z
score 15.812429

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