Conocimiento de los profesores de inglés como lengua extranjera sobre la enseñanza de las habilidades orales
DOI:
https://doi.org/10.26817/16925777.1308Palabras clave:
Cognición, Profesores de inglés como lengua extranjera, habilidad de habla en segunda lengua, actitudes frente a la enseñanzaResumen
El objetivo principal de este estudio fue explorar las habilidades de los profesores de inglés como lengua extranjera sobre la enseñanza del habla. Para lograr el objetivo, se empleó una estrategia de investigación secuencial de métodos mixtos. Los participantes fueron profesores de inglés de escuelas secundarias y preparatorias de la Zona de Gurage. Se administró un cuestionario a 192 docentes y se realizó una entrevista a cuatro docentes. Al analizar los datos, se hicieron análisis descriptivos y bivariados para los datos cuantitativos y se utilizó un análisis de contenido cualitativo para los datos cualitativos. Los hallazgos revelaron que hablar no era una habilidad que los maestros disfrutaran enseñar ni los estudiantes aprender. Los profesores consideraban hablar como la parte más débil de sus alumnos. Para la mayoría de los maestros, aprender a hablar era diferente y difícil de aprender comparado con otras habilidades lingüísticas. Además, los profesores consideraron la discusión en grupo como la estrategia más eficaz. A pesar de todos los problemas, el autoconcepto de los docentes era optimista, pero se mostraban pesimistas sobre el interés de los alumnos por aprender a hablar. Se encontró que la mayoría de las creencias de los docentes estaban influenciadas principalmente por experiencias docentes previas. Los maestros expresaron que la enseñanza del habla estaba predominantemente influenciada por factores relacionados con el alumno. El estudio concluye que la enseñanza de la expresión oral sigue siendo una de las áreas desatendidas de la enseñanza del idioma inglés. Con base en los hallazgos, también se recomiendan más investigaciones y capacitación.
Descargas
Referencias bibliográficas
Awol Endris (1999). Conceptions of language teaching and learning and classroom decision making: A case study of high school English teachers in Ethiopia. Unpublished Ph.D. Thesis. Addis Ababa: Addis Ababa University.
Baker, J. and Westrup, H. (2003). Essential speaking skills: A handbook for English language teachers. London: Continuum.
Birhanu Simegn (2012). A study of secondary school EFL teachers’ pedagogical beliefs and classroom practices. Unpublished Ph.D. Thesis. Addis Ababa: Addis Ababa University.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. http://doi.org/10.1017/S0261444803001903
Borg, S. (2009). Introducing language teacher cognition. http://www.education.leeds.ac.uk/research/files/145.pdf
Brown, H. D. (1993). TESOL at twenty-five: What are the issues? On State of the Art TESOL Essays (pp. 16-31). Virginia: TESOL.
Brown, G., & Yule, G. (1983). Teaching the spoken language (2nd ed.). Cambridge: Cambridge University Press.
Burns, A. (1992). Teacher beliefs and their influence on classroom practice. Prospect, 7(3), 56-66.
Burns, A. (1998). Teaching speaking. Annual Review of Applied Linguistics, 102–123.
Chafe, W. (1994). Discourse, consciousness, and time. Chicago and London: The University of Chicago Press. https://doi.org/10.1017/S0142716400010523
Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). London: SAGE Publications.
Dorneyi, Z. (2007). Research methods in applied linguistics. Quantitative, qualitative and mixed methodologies. Oxford: OUP.
Ellis, R. and Barkhuizen, G. (2005). Analyzing learner language. Oxford: Oxford University Press.
Esayas Teshome (2019). The practice of teaching speaking skills: The case of three secondary schools in Gedeo Zone, Ethiopia. IOSR Journal of Humanities and Social Science (IOSR-JHSS); 24 (3)
Farrell, S. & Lim, P. (2005). Conceptions of grammar teaching: A case study of teachers' Beliefs and classroom practices. TESL-EJ, 9 (2): 1-13. https://files.eric.ed.gov/fulltext/EJ1065837.pdf
Goh, C., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge: Cambridge University Press.
Gudu, O. (2015). Teaching speaking skills in English language using classroom activities in secondary school level in Eldoret Municipality, Kenya. Journal of Education and Practice: 6 (35). https://files.eric.ed.gov/fulltext/EJ1086371.pdf
Halliday, M.A.K. (1989). Spoken and written language. Oxford University Press: USA.
Hedrick, B., Harmon, M. & Linerode, M. (2004). Teachers' beliefs and practices of vocabulary instruction with social studies textbooks in grades 4-8. Reading Horizons, 45 (2), 103-125. https://scholarworks.wmich.edu/reading_horizons/vol45/iss2/2
Horwitz, E. (1987). Surveying student beliefs about language learning, in Anita Wenden and Joan Rubin, Learner Strategies in Language Learning, (c) pp. 127-8. Reprinted by permission of Prentice Hall, Englewood Cliffs, New Jersey.
Johnson, K. (1992). The relationship between teachers' beliefs and practices during literacy instruction for non-native speakers of English.
Journal of Reading Behavior 24: 83-108. https://journals.sagepub.com/doi/10.1080/10862969209547763
Kaski-Akhawan, H. (2013). Teaching and learning oral skills in Finnish Upper Secondary School: A study of students’ and teachers’ views on oral skills education. Master’s thesis, University of Jyväskylä Department of Languages English.
Khader, R. (2012). Teachers' pedagogical beliefs and actual classroom practices in social studies instruction. American International Journal Contemporary Research, 2 (1), 73-92. http://www.aijcrnet.com/journals/Vol_2_No_1_January_2012/9.pdf
Kim-yin, W. (2006). Teacher beliefs and grammar teaching practices: Case studies of four ESL teachers. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. http://dx.doi.org/10.5353/th_b3734189
Leong, L. and Ahmadi, S. (2017). An analysis of factors influencing learners’ English speaking skill. International Journal of Research in English Education. https://doi.org/10.18869/ACADPUB.IJREE.2.1.34
Levelt, W. J. M. (1995). The ability to speak: from intentions to spoken words. European Review, 3(1), 13–23. https://doi.org/10.1017/S1062798700001290
Lindahl, K.(2018).Tasks for teaching speaking to beginners. The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons.
Lowenthal, P., & Muth, R. (2008). Constructivism. In E. F. Provenzo, Jr. (Ed.), Encyclopedia of the social and cultural foundations of education. Thousand Oaks, CA: Sage.
Mansour, N. (2009). Science teachers' beliefs and practices: Issues, implications and research agenda. International Journal of Environment & Science Education: Vol. 4 (1): 25-48. Available on: http://www.ijese.com/
Mattheoudakis, M. (2007). Tracking changes in pre-service EFL teacher beliefs in Greece: A longitudinal study. Teaching & Teacher Education, 23, 1272-1288. https://doi.org/10.1016/j.tate.2006.06.001
Mujis, D. (2004). Doing quantitative research in education with SPSS. London: SAGE Publication Inc.
Musliadi, U. (2016). The problems of teaching speaking with respect to the teaching methodology: Task-based language teaching. Ethical Lingua, 3, (1), 74-88.
Nishimaki, K. (2013). Characteristics of spoken and written communication in the opening and closing sections of instant messaging. Unpublished MA Thesis: Portland State University.
Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102%2F00346543062003307
Pehkonen, E., & Pietilä, A. (2003). On relationships between beliefs and knowledge in mathematics education.
Pennington M, Richards JC (2016) Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal 47(1): 5–24. https://doi.org/10.1177%2F0033688216631219
Phipps, S. and Borg, S. (2009). Exploring tensions between teachers' grammar teaching beliefs and practices. System, 37 (2009): 380-390. https://doi.org/10.1016/j.system.2009.03.002
Rhalmi, M. (2017). How to teach speaking using a discovery approach. http://myenglishpages.com/blog/how-to-teach-speaking-using-a-discovery-approach/
Richards, J. (2006), Communicative language teaching today. New York: Cambridge University Press.
Richards, J. (2008). Teaching listening and speaking from theory to practice. New York: Cambridge University Press.
Richards, J. & Lockhart, C. (1996). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
Richards, J., & Rodgers, T. (1999). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. Handbook of Research on Teacher Education, 2, 102–119.
Sawir, E. (2005). Language difficulties of international students in Australia: The effects of prior learning experience. International Education Journal, 6(5), 567 - 580.
Seyoum Tefera (1996). Attempts at educational reform: A top-down or a bottom-up reform. Ethiopian Journal of Education, 16(1), 1—37.
Shamim, F. (2008).Trends, issues and challenges In English language education in Pakistan. Asia Pacific Journal of Education, 2008, Volume 28, Issue 3, pp. 235-249. https://doi.org/10.1080/02188790802267324
Shigeru, S. (2012). Language teacher cognition in the case of Japanese teachers of English at secondary school in Japan: An exploratory study. Ph.D. thesis, University of Stirling. 33 Selected Questions about teacher cognition The Language Teacher Cognition Inventory (LTCI).
Skehan, P. (1991). Individual differences in second language learning. Studies in Second Language Acquisition; 13,275-298. USA, CUP.
Strauss, A. and Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory, 2nd Edition. Thousand Oaks, Calif; Sage.
Talley, P. (2014). Implicit and explicit teaching of English speaking in the EFL classroom. International Journal of Humanities and Social Science, 4 (6), 38-46.
Thornbury, S. (2005). How to teach Speaking. Harlow: Longman.
Thornbury, S.,& Slade, D. (2006). Conversation: From description to pedagogy. Cambridge: Cambridge University Press.
Tleuov, A. (2016). The teaching of speaking: An investigation into the relationship between teachers’ beliefs and practices in Kazakhstani State Secondary School EFL classrooms. Unpublished Ph.D. dissertation.
Ur, P. (1991). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.
Vibulphol, J. (2004). Beliefs about language learning and teaching approaches of pre-service EFL teachers in Thailand. Unpublished Ph.D. Dissertation, Oklahoma State University.
Woods, D. (1996). Teacher cognition in language teaching: Beliefs, decision-making and classroom practice. Cambridge: Cambridge University Press.
Yero, J. (2002). Teaching in mind: How teacher thinking shapes education: Mind Flight Publishing.
Yoneska, M. & Tanaka, H. (2013). First-year Japanese University Students’ Language Learning beliefs: Continuity and Change. Teaching English as a Second or Foreign Language (TESL-EJ); The Electronic Journal for English as a Second Language, 17 (3).
Young JW, Freeman D, Hauck MC, Garcia Gomez P, and Papageorgiou S (2014). A design framework for the ELTeach Program assessments (ELT Research Report No RR- 13–46). Princeton, NJ: Educational Testing Service.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2022 GIST – Education and Learning Research Journal
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
| Estadísticas de artículo | |
|---|---|
| Vistas de resúmenes | |
| Vistas de PDF | |
| Descargas de PDF | |
| Vistas de HTML | |
| Otras vistas | |
