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Enhancing students’ listening of narratives through genre-based approach

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dc.contributor.advisorGarcía Montes, Paula
dc.contributor.authorHurtado Soto, Yarlei Edith
dc.contributor.juryMartinez Diaz, Luis Alfredo
dc.contributor.juryLorduy Arellano, Danilsa
dc.date.accessioned2025-07-15T18:00:15Z
dc.date.available2025-07-15T18:00:15Z
dc.date.issued2025-07-13
dc.description.abstractListening is a fundamental skill that allows us to comprehend what happens around us. According to Cheung (2010), listening is the principal skill we should improve when learning a foreign language, as it is the foundation to acquire other skills. Strengthening comprehension will mean an increase in other skills and the overall learning process. In the context of education, different methodologies can be used to improve listening comprehension; one of them can be the genre-based approach (Henceforth, GBA), an approach that focuses on helping students understand and identify the different components, structures, and features of a text (or genre) to produce it correctly. According to Castrillon (2018), the approach gives students meaningful experiences in the learning process. In addition, as Derewianka and Jones (2016) suggest, awareness of genre can allow students to recognize how certain texts are structured to cover certain social purposes and how culture can shape them. As genre structures are created with a social purpose, the idea of students understanding this structure can greatly benefit them. This action research investigated how using audio-video of short narratives such as fables and moral tales may enhance students' English listening skills using genre-based lessons. This study was conducted with 30 eleventh-grade students from the INEM "Lorenzo María de Lleras" school. The research employed pre-task and final tasks, comprehension tasks during the lessons, a semi-structured interview, and class observations to collect data. The findings suggest that the genre-based approach successfully enhances students' listening comprehension within the target genre, allowing students to identify different aspects such as, in the case of fables, themes, schematics structure, identification of the morals and reflection, participants, and social purpose. Furthermore, the genre-based approach combined with audio-video fables fosters students' engagement during the lessons.eng
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglés
dc.description.modalityTrabajos de Investigación y/o Extensión
dc.description.tableofcontentsACCEPTATION PAGE……............................................... iiieng
dc.description.tableofcontentsACKNOWLEDGEMENT ......................................................... viii
dc.description.tableofcontentsABSTRACT .................................................................................. ix
dc.description.tableofcontentsRESUMEN .................................................................... x
dc.description.tableofcontentsCHAPTER I. INTRODUCTION....................................................... 1
dc.description.tableofcontentsCHAPTER II. THEORETICAL FRAMEWORK…………................ 5
dc.description.tableofcontents2.1. Conceptual Framework …………….…. 5
dc.description.tableofcontents2.1.1. Listening Skill................................................5
dc.description.tableofcontents2.1.2. Fables as narratives genre, its types and benefits……..7
dc.description.tableofcontents2.1.3. Genre-based approach………………...9
dc.description.tableofcontents2.2. Literature Review............................................14
dc.description.tableofcontentsCHAPTER III. METHODOLOGY ........................... 19
dc.description.tableofcontents3.1. Type of Study………………………………..................... 19
dc.description.tableofcontents3.2 Context and participants ........................................... 20
dc.description.tableofcontents3.3. Data collection procedures……………...............21
dc.description.tableofcontents3.4. Data analysis ......................................... 23
dc.description.tableofcontents3.5. The design…................................................... 25
dc.description.tableofcontents3.5.1. Adaptation GBA Teaching and Learning Cycle for Listening........... 25
dc.description.tableofcontentsCHAPTER IV. FINDINGS………............................... 29
dc.description.tableofcontentsCHAPTER V. DISCUSSION .......................................... 69
dc.description.tableofcontentsCHAPTER VI. CONCLUSIONS….................................... 77
dc.description.tableofcontentsREFERENCES….............................................................. 80
dc.description.tableofcontentsAPPENDICES….................................................................. 85
dc.description.tableofcontentsAppendix A. Table and Graph of Pre-task Results...............85
dc.description.tableofcontentsAppendix B. Table and Graph of Final Results – Independent Construction...........86
dc.description.tableofcontentsAppendix C. Lesson Plan – Stage 1: Building Knowledge of the Field....................87
dc.description.tableofcontentsAppendix D. Presentation of the Introduction – The Watermelon lesson………….91
dc.description.tableofcontentsAppendix E. Detailed Listening Activity – Unknown Vocabulary.....92
dc.description.tableofcontentsAppendix F. Interview to Students...........................93
dc.description.tableofcontentsLIST OF FIGURES
dc.description.tableofcontentsFigure 1. Genre- Based Approach teaching and learning cycle and stages.................... 11
dc.description.tableofcontentsFigure 2. Adapted GBA cycle for listening to fables.......................26
dc.description.tableofcontentsFigure 3. Highlighting schematic structure during Listening................... 45
dc.description.tableofcontentsFigure 4. Highlighting orientation, complication, resolution and coda.............49
dc.description.tableofcontentsFigure 5. Joint listening practice.........................................................50
dc.description.tableofcontentsFigure 6. Independent listening construction...........................52
dc.description.tableofcontentsFigure 7. Students’ chart about the moral lesson................... 57
dc.description.tableofcontentsFigure 8. Students understanding of the moral lesson...................... 59
dc.description.tableofcontentsFigure 9. Students’ responses in the independent construction....................... 60
dc.description.tableofcontentsFigure 10. Students answer about the social purpose......................... 65
dc.description.tableofcontentsFigure 11. Further students answer in the social purpose...................... 66
dc.description.tableofcontentsFigure 12. Students answer regarding the social purpose of the audio........... 66
dc.description.tableofcontentsLIST OF TABLES
dc.description.tableofcontentsTable 1. Students’ initial performance in theme identification..................... 31
dc.description.tableofcontentsTable 2. Students’ initial performance in schematic structure....................41
dc.description.tableofcontentsTable 3. Students’ final performance in schematic structure..................... 42
dc.description.tableofcontentsTable 4. Students’ initial performance identifying the moral of the fable..............55
dc.description.tableofcontentsTable 5. Students’ final performance in moral lesson...............................56
dc.description.tableofcontentsTable 6. Students’ initial performance of the social purpose of fables........... 64
dc.description.tableofcontentsTable 7. Students’ final performance in social purpose of the fables...............65
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio Universidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co/
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/9345
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglés
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dc.rightsCopyright Universidad de Córdoba, 2025
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordsListening comprehensioneng
dc.subject.keywordsGenrebased approacheng
dc.subject.keywordsNarrativeseng
dc.subject.keywordsFableseng
dc.subject.keywordsAudio-videoseng
dc.subject.proposalComprensión auditivaspa
dc.subject.proposalEnfoque basado en géneros narrativosspa
dc.subject.proposalNarrativasspa
dc.subject.proposalFábulasspa
dc.subject.proposalAudiovisualesspa
dc.titleEnhancing students’ listening of narratives through genre-based approach
dc.typeTrabajo de grado - Pregrado
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
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