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From Strengths to Weaknesses: Guiding Students in Their Development of Oral Skills
De las destrezas hacia las debilidades: guiando a los estudiantes a través del desarrollo de sus habilidades orales
Keywords:
Second language acquisition, English language teaching, adult learners, oral communication (en)Adquisición de una segunda lengua, enseñanza del inglés, estudiantes adultos, comunicación oral (es)
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This article intends to report on a small research project carried out with a group of adult EFL learners at the National University extension program, in Bogotá. Founded on a needs analysis process, some activities based on students’ strengths were proposed and developed in order to meet the students’ main need: oral skills. The proposal was implemented and evaluated revealing oral portfolios and debates as useful tools in the development of oral proficiency as well as support in students’ self-regulation processes.
El objetivo del presente artículo es dar a conocer un proyecto de investigación a pequeña escala, desarrollado con un grupo de estudiantes adultos de inglés como lengua extranjera en la Unidad de Extensión de la Universidad Nacional de Colombia, en Bogotá. A partir de un proceso de análisis de necesidades, se plantearon y desarrollaron algunas actividades basadas en las fortalezas de los estudiantes con miras a suplir la principal necesidad de los estudiantes: las habilidades orales. La implementación y evaluación de la propuesta mostró que los portafolios y los debates son herramientas claves en el desarrollo de la proficiencia así como en el apoyo de los procesos de autorregulación de los estudiantes.
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References
Alexander, L.G. (1970) For and Against. London: Longman.
Brown, D. (1995) The Elements of Language Curriculum. Boston: Heinle and Heinle Publishers.
Hadfield, J. (1992). Classroom Dynamics. Oxford: Oxford University Press.
Malamah-Thomas, A. (1987). Classroom Interaction. Oxford: Oxford University Press.
O’Malley, J. & Valdez, L. (1996). Authentic Assessment for English Language Learners. Addison-Wesley Publishing Company.
Rodgers, C. (2002). Voices Inside Schools. Seeing Student Learning: Teacher Change and the Role of Reflection. Harvard Educational Review, 72 (2), 230-252.
Tsui, A. (1995). Introducing classroom Interaction. London: Penguin Books.
Willis, J. (1996). A Framework for Task-based Learning. England: Longman.
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Copyright (c) 2003 Aleida Ariza Ariza
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