Actividades comunicativas para mejorar la producción oral en la clase de inglés como idioma extranjero
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Jan 5, 2022
Keywords:
enfoque comunicativo, actividades comunicativas, producción oral, aula de inglés como lengua extranjera
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Introducción. La destreza de hablar se considera una de las habilidades más difíciles de desarrollar en clase al enseñar un idioma extranjero. Por lo tanto, los docentes deben buscar alternativas para mejorar la producción oral de los alumnos. En este sentido, las Actividades Comunicativas (AC) juegan un papel fundamental en la enseñanza de idiomas pues brindan oportunidades a los estudiantes para utilizar el idioma como en situaciones reales. Objetivo. El objetivo principal de esta investigación es proporcionar una descripción general de las actividades comunicativas para mejorar la producción oral en el aula de inglés como lengua extranjera. Metodología. Este artículo se basó en el enfoque cualitativo. Se realizó una investigación descriptiva-documental a través de una extensa revisión bibliográfica sobre los principios fundamentales del Enfoque Comunicativo, las actividades comunicativas, los tipos de AC y el habla. Resultados. Los resultados de las investigaciones revisadas muestran que las AC son bastante útiles para profesores y alumnos, ya que facilitan la producción oral de los alumnos mediante la interacción entre compañeros y profesores. Conclusión. Además, las actividades comunicativas motivan a los alumnos a desarrollar sus competencias lingüísticas debido a la dinámica en la que se llevan en el aula de inglés como lengua extranjera.
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Lara Velarde, A. C., Guaranga Lema, J. M., Iguasnia Guala, M. J., & Inca Guerrero, J. J. (2022). Actividades comunicativas para mejorar la producción oral en la clase de inglés como idioma extranjero. Ciencia Digital, 6(1), 6-26. https://doi.org/10.33262/cienciadigital.v6i1.1952
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References
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Aliakbari, M., & Jamalvandi, B. (2010). The Impact of «Role Play» on Fostering EFL Learners’ Speaking Ability: A Task-Based Approach. Association of Applied Linguistics, 14, 15.
Alahmadi, N. S. (2019). The Role of Input in Second Language Acquisition: An Overview of Four Theories. Bulletin of Advanced English Studies, 3(2). https://doi.org/10.31559/baes2019.3.2.1
Albino, G. (2017). Improving Speaking Fluency in a Task-Based Language Teaching Approach: The Case of EFL Learners at PUNIV-Cazenga. SAGE Open, 7(2), 215824401769107. https://doi.org/10.1177/2158244017691077
AL-Garni, S. A., & Almuhammadi, A. H. (2019). The Effect of Using Communicative Language Teaching Activities on EFL Students’ Speaking Skills at the University of Jeddah. English Language Teaching, 12(6), 72. https://doi.org/10.5539/elt.v12n6p72
Aliakbari, M., & Jamalvandi, B. (2010). The Impact of «Role Play» on Fostering EFL Learners’ Speaking Ability: A Task-Based Approach. Association of Applied Linguistics, 14, 15.
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, III (3), 21-34. https://doi.org/10.20472/TE.2015.3.3.002
Asyiah, D. N. (2017). THE VOCABULARY TEACHING AND VOCABULARY LEARNING: PERCEPTION, STRATEGIES, AND INFLUENCES ON STUDENTS’ VOCABULARY MASTERY. Journal Bahasa Lingua Scientia, 9(2), 293-318. https://doi.org/10.21274/ls.2017.9.2.293-318
Azlina Kurniati Kurniati, Eliwarti Eliwarti, & Novitri Novitri. (2015). A Study on the Speaking Ability of the Second Year Students of Smk Telkom Pekanbaru. Journal Online Mahasiswa Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau, 2(2), 1-14.
Brandl, K. (2008). Principles of Communicative Language Teaching and Task—Based Instruction. Communicative Language Teaching in Action: Putting Principles to Work (pp. 1-23). Pearson Prentince Hall.
Brown, D. (2007). Principles of language learning & teaching (5ta ed.). Pearson: Longman.
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
Canale, M., & Swain, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. 42, 47. https://doi.org/10.1093/applin/amaa037
Chomsky, N. (1965). Aspects of the Theory of Syntax (Cambridge, Massachusetts, Vol. 1). The M.IT. Press.
Constantine the Philosopher University in Nitra, & Pavlikova, K. (2019). Use of monologues, games and problem-solving activities for development of speaking skills. Educational Role of Language Journal, 1(1), 83-92. https://doi.org/10.36534/erlj.2019.01.08
Desai, A. A. (2015). Characteristics and Principles of Communicative Language Teaching. 3(7), 3.
Ellis, R. (2010). The Study of Second Language Acquisition. System, 38(1), 146-148. https://doi.org/10.1016/j.system.2009.11.003
Elmiyati, E. (2019). Improving Students Speaking Ability Through Debate in The Classroom (A Case Study for Students at Second Years Students of SMAN 3 Kota Bima in Academic Year 2017/2018). International Journal of Multicultural and Multireligious Understanding, 6(1), 229. https://doi.org/10.18415/ijmmu.v6i1.561
Fandana, R., Yufrizal, H., & Simbolon, R. (s. f.). INCREASING STUDENTS’ SPEAKING ABILITY THROUGH PROBLEM SOLVING. 14.
Firmansyah, D., & Valatansa Vegian, E. E. (2019). Improving the Students’ Speaking Skill through Debate Technique. PROJECT (Professional Journal of English Education), 2(6), 891. https://doi.org/10.22460/project.v2i6.p891-895
Gilakjani, A., Ahmadi, S., & Ahmadi, M. (2011). Why is Pronunciation So Difficult to Learn? English Language Teaching, 4(3), p74. https://doi.org/10.5539/elt.v4n3p74
Guerrero Chacón, K. E., Vallejo Barreno, C. F., & Caicedo Valencia, M. S. (2019). Estrategias didácticas para la enseñanza del inglés en educación media general. Ciencia Digital, 3(4.2), 25-42. https://doi.org/10.33262/cienciadigital.v3i4.2.1001
Harmer, J., & Surguine, H. (1987). Coast to Coast.
Handayani, I., & Rahmawati, E. (2017). Students’ Speaking Anxiety at English Classroom in Agroecotechnology Department of Agricultural Faculty Untirta (A Descriptive Study in AgroEcoTechnology Classroom, Untirta). Journal of English Language Studies, 2(2).
Hiep, P. H. (2007). Communicative language teaching: Unity within diversity. ELT Journal, 61(3), 193-201. https://doi.org/10.1093/elt/ccm026
Huff, C. (2012). Action research on using role play activity in an adult ESL level one class. 490.
Januin, J., & Stephen, J. (2015). Exploring Discourse Competence Elements in EAP Class Presentations through Document and Ethnographic Analyses. Procedia - Social and Behavioral Sciences, 208, 157-166. https://doi.org/10.1016/j.sbspro.2015.11.192
Ju, F. (2013). Communicative Language Teaching (CLT): A Critical and Comparative Perspective. Theory and Practice in Language Studies, 3(9), 1579-1583. https://doi.org/10.4304/tpls.3.9.1579-1583
Kaplan & Knutson. (1993). The role of materials in the language classroom: Finding the balance. TESOL in Context, 5(1), 25-33.
Krashen, S. D. (1985). Cha. 1: «The input Hypothesis. Issues and Implications». Theory of Second Language Acquisition (Vol. 1, pp. 1-32). Longman Group UK Ltd.
Kenworthy, J. (1987). Teaching English pronunciation.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford University.
Lavalle, P. I., & Briesmaster, M. (2017). The study of the Use of Picture Descriptions in Enhancing Communication Skills among the 8th-Grade Students—Learners of English as a Foreign Language. 18.
Ma, T. (2009). On Communicative Language Teaching—Theoretical Foundations and Principles. Asian Social Science, 5(4), p40. https://doi.org/10.5539/ass.v5n4p40
Masuram, J., & Sripada, P. N. (2020). DEVELOPING SPEAKING SKILLS THROUGH TASK-BASED MATERIALS. Procedia Computer Science, 172, 60-65. https://doi.org/10.1016/j.procs.2020.05.009
Maulidar, K., Gani, S. A., & Samad, I. A. (2019). TEACHER’S STRATEGIES IN TEACHING SPEAKING FOR CADETS. I. A., 15.
Mede, E., & Dikilitaş, K. (2015). Teaching and Learning Sociolinguistic Competence: Teachers’ Critical Perceptions. Participatory Educational Research, 2(3), 14-31. https://doi.org/10.17275/per.15.29.2.3
Meenadevi, D. M. (2017). Strategies in Teaching English Grammar. 6.
Navaz, A., & Sama, F. (2017). TEACHING GRAMMAR IN THE ENGLISH LANGUAGE CLASSROOM: PERCEPTIONS AND PRACTICES OF STUDENTS AND TEACHERS IN THE AMPARA DISTRICT. 16.
Negoescu, A. G., Boştină-Bratu, S., & Morar, L.-L. (2019). Strategic and Social Competences in the Foreign Language Class. Scientific Bulletin, 24(1), 61-66. https://doi.org/10.2478/bsaft-2019-0007
Neira, R. A. O. (2019). The Impact of Information Gap Activities on Young EFL Learners’ Oral Fluency. . . ISSN, 21(2), 13.
Nunan, D. (1991). Language teaching methodology (Vol. 192). New York: prentice hall.
Ochoa, C., Cabrera, P., Quiñónez, A., Castillo, L., & González, P. (2016). The Effect of Communicative Activities on EFL Learners’ Motivation: A Case of Students in the Amazon Region of Ecuador. Colombian Applied Linguistics Journal, 18(2), 39. https://doi.org/10.14483/calj.v18n2.10018
Oradee, T. (2013). Developing Speaking Skills Using Three Communicative Activities (Discussion, Problem-Solving, and Role-Playing). International Journal of Social Science and Humanity, 533-535. https://doi.org/10.7763/IJSSH.2012.V2.164
Oviedo Guado, N. G., & Mena Mayorga, J. I. (2021). Communicative language teaching approach in the development of speaking skill. Ciencia Digital, 5(4), 6-26. https://doi.org/10.33262/cienciadigital.v5i4.1865
Pardede, P. (2018). Improving EFL Students’ English Pronunciation by Using the Explicit Teaching Approach. JET (Journal of English Teaching), 4(3), 143. https://doi.org/10.33541/jet.v4i3.852
Paulston, C. B., & Bruder, M. N. (1976). Teaching English as a Second Language. Techniques and Procedures.
Pourhosein Gilakjani, A. (2012). The Significance of Pronunciation in English Language Teaching. English Language Teaching, 5(4), p96. https://doi.org/10.5539/elt.v5n4p96
Pradana, S. A. (2017). Using debate to enhance students’ speaking ability as their character building. English Education: Journal Tadris Bahasa Inggris, 10(1), 149-163.
Priya, M. L. S., & NS, P. K. (2020). Teaching phonetics to enhance pronunciation in an ESL classroom. Journal of Critical Reviews, 7(2), 669-672.
Rao, P. S. (2019). THE ROLE OF GRAMMAR IN ENGLISH LANGUAGE TEACHING (ELT) TECHNIQUES. 4, 12.
Richards, J. (2006). Explorations in corpus linguistics. Cambridge University Press.
Rodríguez Durán, M. E., Sandra Paulina, P. P., & Moyota Amaguaya, P. P. (2020). Evaluación alternativa en la producción oral de estudiantes de Nivel A2. Ciencia Digital, 4(1), 34-53. https://doi.org/10.33262/cienciadigital.v4i1.1062
Saaristo, P. (2015). Grammar is the heart of language: grammar and its role in language learning among Finnish university students. Voices of pedagogical development–Expanding, enhancing and exploring higher education language learning, 279-318.
Salazar Obeso, W. (2015). Exploring Communicative Competence Development in an EFLT Classroom at Cursos Libres. Zona Próxima, 23, 88-103. https://doi.org/10.14482/zp.23.7214
Samifanni, F. (2020). The Fluency Way: A Functional Method for Oral Communication. English Language Teaching, 13(3), 100. https://doi.org/10.5539/elt.v13n3p100
Sevilla-Pavón, A., & Haba-Osca, J. (s. f.). “Learning from real life and not books”: A gamified approach to Business English task design in transatlantic telecollaboration. 27.
Stern, H. H. (1992). Language Learning Strategies Among EFL/ESL Learners: A Review of Literature. International Journal of Humanities and Social Science, 2(5), 8.
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