El trabajo por proyectos: una alternativa pedagógica para el desarrollo de la competencia comunicativa en inglés en los estudiantes de 11°de la Institución Educativa Luis Carlos Galán Sarmiento
Project based learning is an innovative and new alternative in teaching English. This teaching method allows a dynamic and interactive class between the students and the teachers. It's as if students will participate and lead at the same time. This present work is approached from an action rese...
| Autores: | , |
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| Tipo de recurso: | tesis de maestría |
| Fecha de publicación: | 2019 |
| País: | Colombia |
| Institución: | Universidad de San Buenaventura |
| Repositorio: | Repositorio USB |
| Idioma: | español |
| OAI Identifier: | oai:bibliotecadigital.usb.edu.co:10819/8393 |
| Acceso en línea: | http://hdl.handle.net/10819/8393 |
| Access Level: | acceso abierto |
| Palabra clave: | Trabajo por proyectos Aprendizaje cooperativo Competencia comunicativa Inglés Aprendizaje de lenguas extranjeras Enfoque comunicativo Foreign language Communicative approach Communicative competence English Secondary education Projects work Investigation projects Meaningful learning Motivation Tesis - maestría en ciencias de la educación Competencias comunicativas en inglés Estrategias de enseñanza Métodos de enseñanza de lenguas |
| Sumario: | Project based learning is an innovative and new alternative in teaching English. This teaching method allows a dynamic and interactive class between the students and the teachers. It's as if students will participate and lead at the same time. This present work is approached from an action research applied in the English classroom at the Luis Carlos Galan Sarmiento Educational Institution during the 2018-2019 school year with the students of the 11th grade. It consisted in the development of English classes through the PBL teaching method, with the objective of analyzing the benefits of the implementation of communicative competence. Data collection instruments and procedures such as notebooks, journal and a survey were used to get information. Subsequently, in order to evidence the processes of change after the intervention of Project work, story writing, staging of those themselves and other playful activities were taken into account. After implementing the academic strategy of writing stories in English; a first diagnostic was made and learners´ main difficulties in their communicative competence were identified specifically the linguistic, discursive. |
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