Desarrollo de habilidades escritas en inglés: fomentando la coherencia, cohesión y fluidez a través del vocabulario relevante
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Date
2023
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Universidad Nacional de Trujillo
Abstract
El trabajo de suficiencia profesional titulado "I always write poems" se ha desarrollado específicamente para estudiantes de cuarto grado de secundaria en la Institución Educativa "San Nicolás" en Trujillo, Perú. El objetivo principal de este proyecto es que los estudiantes logren producir textos en inglés con coherencia, cohesión y fluidez, adaptados a su nivel de competencia en el idioma. Se enfatiza el uso adecuado de los adverbios de frecuencia como parte integral del vocabulario. La metodología adoptada para esta clase se basa en un enfoque comunicativo, inspirado en las ideas de Harmer (2010), que subraya la importancia de centrarse en la comunicación real y funcional en lugar de limitarse a enseñar gramática y vocabulario de manera aislada. Se ha incorporado material didáctico que utiliza imágenes reales y se adapta al contexto vivencial de los estudiantes. El entorno presencial contribuye a crear una experiencia de aprendizaje más significativa. El docente desempeña un papel fundamental como facilitador y guía durante la clase, utilizando técnicas y estrategias pedagógicas para optimizar los resultados. Se fomenta la participación activa de los estudiantes y se brinda un espacio para la aplicación práctica de los conocimientos adquiridos. Como resultado de este enfoque pedagógico, al concluir el trabajo, se observa que los estudiantes han logrado escribir textos en inglés de manera autónoma, demostrando coherencia, cohesión y fluidez en situaciones contextualmente relevantes. Este logro refleja el éxito de la implementación del enfoque comunicativo propuesto y destaca la capacidad de los estudiantes para aplicar sus habilidades lingüísticas en un contexto práctico y significativo.
The present Work of Professional Proficiency titled: "I Always Write Poems” has been specifically developed for fourth-grade high school students at the educational institution "San Nicolás” en Trujillo, Perú. The main objective of this project is for students to achieve the production of English texts with coherence, cohesion, and fluency, adapted to their language proficiency level. Emphasis is placed on the proper use of frequency adverbs as an integral part of the vocabulary. The methodology adopted for this class is based on a communicative approach, inspired by the ideas of Harmer (2017), which emphasizes the importance of focusing on real and functional communication rather than merely teaching grammar and vocabulary in isolation. Didactic material incorporating real images has been included, tailored to the lived experiences of the students. The face-to-face environment contributes to creating a more meaningful learning experience. The teacher plays a fundamental role as a facilitator and guide during the class, using pedagogical techniques and strategies to optimize results. Active student participation is encouraged, providing a space for the practical application of acquired knowledge. As a result of this pedagogical approach, upon concluding the work, it is observed that students have achieved the ability to independently write texts in English, demonstrating coherence, cohesion, and fluency in contextually relevant situations. This achievement reflects the success of implementing the proposed communicative approach and highlights students' ability to apply their language skills in a practical and meaningful context.
The present Work of Professional Proficiency titled: "I Always Write Poems” has been specifically developed for fourth-grade high school students at the educational institution "San Nicolás” en Trujillo, Perú. The main objective of this project is for students to achieve the production of English texts with coherence, cohesion, and fluency, adapted to their language proficiency level. Emphasis is placed on the proper use of frequency adverbs as an integral part of the vocabulary. The methodology adopted for this class is based on a communicative approach, inspired by the ideas of Harmer (2017), which emphasizes the importance of focusing on real and functional communication rather than merely teaching grammar and vocabulary in isolation. Didactic material incorporating real images has been included, tailored to the lived experiences of the students. The face-to-face environment contributes to creating a more meaningful learning experience. The teacher plays a fundamental role as a facilitator and guide during the class, using pedagogical techniques and strategies to optimize results. Active student participation is encouraged, providing a space for the practical application of acquired knowledge. As a result of this pedagogical approach, upon concluding the work, it is observed that students have achieved the ability to independently write texts in English, demonstrating coherence, cohesion, and fluency in contextually relevant situations. This achievement reflects the success of implementing the proposed communicative approach and highlights students' ability to apply their language skills in a practical and meaningful context.
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Keywords
Educación, Idioma, Enseñanza de idomas, Inglés, Redacción