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A topic-based-functional syllabus proposal to promote students’ conversation through outdoor games

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dc.contributor.advisorGonzález Lara, Deliaspa
dc.contributor.authorRangel Agámez, María Joséspa
dc.contributor.authorPernett Velásquez, Jéssica Paolaspa
dc.coverage.spatialMontería, Córdobaspa
dc.date.accessioned2020-06-03T15:34:33Zspa
dc.date.available2020-06-03T15:34:33Zspa
dc.date.issued2020-06-03spa
dc.description.abstractWhen it comes to designing a syllabus, English teachers endeavour to seek for the most suitable strategies, techniques and approaches that help to meet students’ needs and make language learning a relevant experience to their learners. Games, for instance, are a clear sample of that search since a great number of studies has shown how games may act as a trigger to promote interaction and language practice in EFL. On the other hand, conversation activities are necessary by many teachers and students in the English classes; however, lessons planned on grammar and vocabulary prevail more often than activities in which students hold conversations. In view of this, the present study aimed to propose a topic-based-functional syllabus using outdoor games to promote students’ conversation established in the CEFR (2018), companion volume. To conduct this study, a questionnaire, semi-structured interviews, and observations were selected to gather the data. After analyzing the information gathered, we determined and explained in depth the aspects needed to design a topic-based-functional syllabus for promoting learners’ conversations in 8th grade.eng
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.resumenCuando se trata de diseñar un syllabus, los maestros de inglés se esfuerzan por buscar las estrategias, técnicas y enfoques más adecuados que ayuden a satisfacer las necesidades de los estudiantes y hacer del aprendizaje de idiomas una experiencia relevante para sus alumnos. Los juegos, por ejemplo, son una muestra clara de esa búsqueda, ya que una gran cantidad de estudios han demostrado cómo los juegos pueden actuar como un desencadenante para promover la interacción y la práctica del lenguaje. Por otro lado, muchos profesores y estudiantes consideran que las actividades de conversación son necesarias en las clases de inglés, sin embargo, hay más clases planeadas en gramática y vocabulario que en actividades en donde los estudiantes mantengan conversaciones. En vista de esto, el presente estudio tuvo como objetivo proponer un topic-based-functional syllabus utilizando juegos al aire libre para promover las actividades de conversación en los estudiantes como se establece en el Marco Común Europeo de Referencia, (2018), tomo complementario. Para realizar este estudio, se seleccionó un cuestionario, entrevistas semiestructuradas y observaciones para recolectar los datos. Después de analizar la información recopilada, determinamos y explicamos en profundidad los aspectos necesarios para diseñar un topic-based-functional syllabus para fomentar la conversación de los alumnos en el grado octavo.spa
dc.description.tableofcontents1. Introduction .............................................................................................................. 1spa
dc.description.tableofcontents2. Theoretical Framework ............................................................................................ 5spa
dc.description.tableofcontents2.1 Conceptual Framework ............................................................................................. 5spa
dc.description.tableofcontents2.2 Literature Review ................................................................................................... 13spa
dc.description.tableofcontents3. Methodology ............................................................................................................... 18spa
dc.description.tableofcontents3.1 Type of Study ......................................................................................................... 18spa
dc.description.tableofcontents3.2 Context and Participants ......................................................................................... 19spa
dc.description.tableofcontents3.3 Data collection Procedures ..................................................................................... 19spa
dc.description.tableofcontents3.4 Data Analysis ......................................................................................................... 21spa
dc.description.tableofcontents4. Findings ...................................................................................................................... 22spa
dc.description.tableofcontents4.1 Needs Analysis ....................................................................................................... 22spa
dc.description.tableofcontents4.2 Approach to Syllabus Design .................................................................................. 35spa
dc.description.tableofcontents4.3 Methodology of the Syllabus .................................................................................. 35spa
dc.description.tableofcontents4.4 Implementation of the Syllabus .............................................................................. 38spa
dc.description.tableofcontents4.5 The Structure of the Syllabus .................................................................................. 39spa
dc.description.tableofcontents4.6 The CEFR and the Bilingualism Programs .............................................................. 41spa
dc.description.tableofcontents4.7 Assessment ............................................................................................................. 42spa
dc.description.tableofcontents5. Discussion ................................................................................................................... 48spa
dc.description.tableofcontents6. Conclusions ................................................................................................................. 52spa
dc.description.tableofcontents7. References ................................................................................................................... 54spa
dc.description.tableofcontents8. Appendixes ................................................................................................................. 59spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/2752spa
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.keywordsTopic-based-functional syllabuseng
dc.subject.keywordsOutdoor games and game-based learningeng
dc.subject.keywordsConversationeng
dc.subject.proposalPrograma funcional basado en temasspa
dc.subject.proposalJuegos al aire libre y aprendizaje basado en juegosspa
dc.subject.proposalConversaciónspa
dc.titleA topic-based-functional syllabus proposal to promote students’ conversation through outdoor gameseng
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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