Integrated Task to improve English Speaking Skill.
TAREAS INTEGRADAS PARA MEJORAR LA HABILIDAD DE HABLAR EN INGLÉS
The Integrated-Tasks are teaching-learning strategies which allow the teacher to use different activities in the classroom to improve their level of English and facilitate the acquisition of knowledge linking to the social interaction in the classroom. These activities impact the student and his way of working since the tasks are important components to develop the communicative competence and facilitate the learning of a second language or foreign language.The following research work is qualitative and quantitative, with fourteen students of the third year of Bachillerato of the National Chordeleg School 2017 school year that, through the application of the meaningful and Integrated-tasks to the four competitions through exercises, the students improved their skills in speaking, writing, reading and listening in the English language, however this study reflects students got a better level in reading skill, more than in speaking skill which was expected.
Cenoz, J. (2015). Content-based instruction and content and language integrated learning: The same or different?. Language, Culture and Curriculum, 28(1),8-24. doi:10.1080/07908318.2014.1000922
Clavijo, C. (2016). Design, production, application and analysis of task-based teaching material for beginner hospitality students at the University of Cuenca. Cuenca: Universidad de Cuenca. Retrieved from https://dspace.ucuenca.edu.ec/bitstream/123456789/26954/6/Tesis.pdf
Feryok, A. (2017). Sociocultural Theory and Task‐Based Language Teaching: The Role of Praxis. TESOL Quarterly, 51(3), 716-727.. Retrieved from http://newsmanager.commpartners.com/tesolc/downloads/TJ_TQ_Book%20Chapters/TQ_vol51-3_Feryok.pdf
Gómez, S., & Rodriguez, E. (2008). The use of Integrated-Tasks in speaking. Cuenca: Universidad de Cuenca. Retrieved from http://dspace.ucuenca.edu.ec/handle/123456789/16025
Gudu, B. 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), 55-63. Retrieved from https://files.eric.ed.gov/fulltext/EJ1086371.pdf
Halici Page, M., & Mede, E. (2018). Comparing task-based instruction and traditional instruction on task engagement and vocabulary development in secondary language education. The Journal of Educational Research, 111(3), 371-381. Retrieved from https://doi.org/10.1080/00220671.2017.1391163
Li, S., Ellis, R., & Zhu, Y. (2016). Task-based versus task-supported language instruction: An experimental study. Annual Review of Applied Linguistics, 36, 205-229. Retrieved from https://doi.org/10.1017/S0267190515000069
Ministerio de Educación. (2014). National curriculum guidelines - english as a foreign language. Quito: MinEduc. Retrieved from https://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-National-Curriculum-Guidelines-EFL-Agosto-2014.pdf
Morton, T. (2016). Conceptualizing and investigating teachers’ knowledge for integrating content and language in content-based instruction. Journal of Immersion and Content-Based Language Education, 4(2), 144-167. Retrieved from DOI: https://doi.org/10.1075/jicb.4.2.01mor
Orellana Mora, S. X. (2011). Task-based learning worksheets that promote the development of multiple intelligences (Master's thesis). Cuenca: Universidad de Cuenca. Retrieved from http://dspace.ucuenca.edu.ec/jspui/handle/123456789/2800
Romero Coronel, L. G. (2011). Communicative skills for medical ESP in Ecuador. (Master's thesis). Guayaquil: Escuela Superior Politécnica del Litoral. Retrieved from https://www.dspace.espol.edu.ec/retrieve/91188/D-CSH132.pdf.
Sotamba, B. (2013). Task-based activities used to foster the speaking skills of eleventh graders at “Carlos Cueva Tamariz" high school (Bachelor's thesis). Universidad de Cuenca, Cuenca, Ecuador. Retrieved from http://dspace.ucuenca.edu.ec/handle/123456789/4368
Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0.