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Exploring socio-cognitive alignment opportunities in an efl classroom

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dc.contributor.advisorBecerra Posada, Tatianaspa
dc.contributor.authorLópez Carmona, Brando Joséspa
dc.contributor.authorRamos Cano, Luis Manuelspa
dc.coverage.spatialMontería, Córdobaspa
dc.date.accessioned2020-06-03T13:27:28Zspa
dc.date.available2020-06-03T13:27:28Zspa
dc.date.issued2020-06-02spa
dc.description.abstractOral participation is the process in which students express and communicate their ideas and thoughts, having opportunities to practice L2 and interact with the teacher and classmates. According to Socio-cognitive theory, alignment plays an important role when learning a L2, which considers learners’ mind and body interaction with their peers and their surroundings as essential for learning. Thus, this study aimed to explore the alignment moments between a pre-service teacher and his students in an EFL classroom, as well as, the learning and participation opportunities generated by this alignment. Lesson observations were approached following micro-analysis and multimodal transcriptions. The findings described the semiotic resources such as proxemics, body posture, gazing and intonation that converged during the interaction between the pre-service teacher and students. Learning opportunities generated from the alignment moments such as participation and synchrony were also described. The study suggests benefits and further possibilities for research on alignment under a socio-cognitive approach in the field of teacher-education.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en lenguas extranjeras con énfasis en inglésspa
dc.description.tableofcontents1. Introduction ................................................................................................................................. 8spa
dc.description.tableofcontents2. Theoretical framework .............................................................................................................. 11spa
dc.description.tableofcontents2.1. Conceptual framework ...................................................................................................... 11spa
dc.description.tableofcontents2.1.1. Oral participation ....................................................................................................... 11spa
dc.description.tableofcontents2.1.2. Socio-cognitive approach .......................................................................................... 13spa
dc.description.tableofcontents2.1.3. Alignment .................................................................................................................. 14spa
dc.description.tableofcontents2.2. Literature review ............................................................................................................... 16spa
dc.description.tableofcontents3. Methods ..................................................................................................................................... 19spa
dc.description.tableofcontents3.1. Type of study ..................................................................................................................... 19spa
dc.description.tableofcontents3.2. Context and participants .................................................................................................... 21spa
dc.description.tableofcontents3.2.1. Context ...................................................................................................................... 21spa
dc.description.tableofcontents3.2.2. Participants ................................................................................................................ 21spa
dc.description.tableofcontents3.2.3. The EFL lesson.......................................................................................................... 23spa
dc.description.tableofcontents3.3. Data collection procedures ................................................................................................ 27spa
dc.description.tableofcontents3.4. Data analysis ..................................................................................................................... 28spa
dc.description.tableofcontents4. Findings ..................................................................................................................................... 30spa
dc.description.tableofcontents4.1. Alignment within a whole class interaction ...................................................................... 30spa
dc.description.tableofcontents4.2. Class alignment ................................................................................................................. 34spa
dc.description.tableofcontents4.3. Opportunities for participation through alignment ............................................................ 39spa
dc.description.tableofcontents5. Discussion ................................................................................................................................. 43spa
dc.description.tableofcontents6. Conclusions ............................................................................................................................... 46spa
dc.description.tableofcontentsReferences ......................................................................................................................................... 48spa
dc.description.tableofcontentsAppendix A ....................................................................................................................................... 54spa
dc.description.tableofcontentsAppendix B. ...................................................................................................................................... 57spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/2749spa
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
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dc.rightsCopyright Universidad de Córdoba, 2020spa
dc.rights.accessrightsinfo:eu-repo/semantics/restrictedAccessspa
dc.rights.creativecommonsAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/spa
dc.subject.keywordsOral participationeng
dc.subject.keywordsAlignmenteng
dc.subject.keywordsSocio-Cognitive theoryeng
dc.subject.keywordsTeacher-educationeng
dc.subject.proposalParticipación oralspa
dc.subject.proposalAlineaciónspa
dc.subject.proposalTeoría Socio-cognitivaspa
dc.subject.proposalFormación del profesoradospa
dc.titleExploring socio-cognitive alignment opportunities in an efl classroomspa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TPspa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_16ecspa
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85spa
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