Desarrollo de habilidades comunicativas en inglés a través de la metodología del “Aprendizaje Basado en Tareas” en grado tercero
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Fecha
2019
Autores
Del Castillo Castellanos, Carmen Alicia
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El presente trabajo describe los resultados del proyecto de investigación-acción que se enfocó en el desarrollo de las habilidades comunicativas en inglés de los estudiantes mediante de la metodología del Aprendizaje Basado en Tareas. Este estudio fue realizado en un colegio público mixto de la ciudad de Cúcuta (Colombia) con 37 estudiantes de tercer grado de primaria. Las acciones implementadas incluyen la aplicación de test diagnóstico de nivel de inglés Pre A1, test de intereses a partir de gustos temáticos, necesidades y estilos de aprendizaje de los estudiantes, diseño e implementación de secuencias didácticas a partir de la metodología del ABT en articulación con el currículo Sugerido de inglés para transición y primaria, así como, análisis de tareas comunicativas, productos y test de salida de nivel de inglés para determinar aprendizaje y avances en habilidades de comprensión y producción, por medio de proceso de triangulación entre resultados, antecedentes y teoría. El diseño metodológico fue cualitativo, enmarcado dentro de la Investigación Acción Educativa, se desarrolló siguiendo la ruta metodológica propuesta por el Modelo Kemmis (1989) que comprende cuatro fases planificación, acción, observación y reflexión.
Los resultados evidencian mejoras significativas en el desarrollo de la escucha, habla, lectura y escritura en inglés de los estudiantes. Así mismo, estos muestran que la implementación de la metodología del aprendizaje basada en tareas articulada con elementos subyacentes al currículo sugerido impacta en factores relacionados con los roles del maestro y estudiantes, estrategias a incorporar en el aula de tipo musical, kinésicas y audiovisuales, los indicadores de desempeño de nivel, la motivación, el aprendizaje de tipo cooperativo y significativo y la interferencia de la lengua materna en el desempeño de los estudiantes.
This paper describes the results of the action research project that focuses on the development of students' English language skills through the methodology of Task-Based Learning. This study was conducted in a mixed public school in the city of Cucuta (Colombia) with 37 third grade students. The implemented actions include the application of a Pre A1 English level test, a test of interests based on thematic interests, needs and learning styles of students, design and implementation of didactic sequences based on the TBL methodology in articulation with the Suggested English Curriculum Transition To Fifth grade, as well as, analysis of tasks, products and exit test of English level to determine learning and advances in comprehension and production skills, through the process of triangulation between results, background and theory. The methodological design was qualitative, framed within the Educational Action Research; it was developed following the methodological route proposed by the Kemmis Model (1989) that includes four phases: planning, action, observation and reflection. The results show significant improvements in the development of listening, speaking, reading and writing in English of the students. Likewise, these show that the implementation of the task-based learning methodology articulated with elements underlying the suggested curriculum impacts on factors related to the roles of the teacher and students, strategies to be incorporated into the classroom of musical, kinesthetic and audiovisual types, the indicators of level performance, motivation, cooperative and meaningful learning and interference of the mother tongue in the performance of students.
This paper describes the results of the action research project that focuses on the development of students' English language skills through the methodology of Task-Based Learning. This study was conducted in a mixed public school in the city of Cucuta (Colombia) with 37 third grade students. The implemented actions include the application of a Pre A1 English level test, a test of interests based on thematic interests, needs and learning styles of students, design and implementation of didactic sequences based on the TBL methodology in articulation with the Suggested English Curriculum Transition To Fifth grade, as well as, analysis of tasks, products and exit test of English level to determine learning and advances in comprehension and production skills, through the process of triangulation between results, background and theory. The methodological design was qualitative, framed within the Educational Action Research; it was developed following the methodological route proposed by the Kemmis Model (1989) that includes four phases: planning, action, observation and reflection. The results show significant improvements in the development of listening, speaking, reading and writing in English of the students. Likewise, these show that the implementation of the task-based learning methodology articulated with elements underlying the suggested curriculum impacts on factors related to the roles of the teacher and students, strategies to be incorporated into the classroom of musical, kinesthetic and audiovisual types, the indicators of level performance, motivation, cooperative and meaningful learning and interference of the mother tongue in the performance of students.
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Habilidades comunicativas, Tarea, Metodología del aprendizaje basado en tareas (ABT), Secuencia didácticas, Currículo sugerido de inglés, Communicative skills, Task, Methodology of task-based learning (TBL), Didactic sequence, Suggested english curriculum