Implementation of imagery as a learning strategy to promote writing
El objetivo principal de la investigación fue describir cómo, el uso de imágenes influye en la producción escrita de los estudiantes parar mejorar esta habilidad, ayudándoles a activar sus conocimientos previos para hacer posible una descripción en el aula de forma agradable, y producir resultados s...
- Autores:
-
Romero Villamil, Luis Enrique
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2021
- Institución:
- Universidad Santo Tomás
- Repositorio:
- Repositorio Institucional USTA
- Idioma:
- spa
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- oai:repository.usta.edu.co:11634/34197
- Acceso en línea:
- http://hdl.handle.net/11634/34197
- Palabra clave:
- writing
images
strategy
descriptive text
Licenciatura en Lenguas Extranjeras Inglés
Estrategias de aprendizaje
Didáctica
Escritura
Imágenes
Estrategia
Descripción escrita
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- openAccess
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
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Implementation of imagery as a learning strategy to promote writing |
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Implementation of imagery as a learning strategy to promote writing |
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Implementation of imagery as a learning strategy to promote writing writing images strategy descriptive text Licenciatura en Lenguas Extranjeras Inglés Estrategias de aprendizaje Didáctica Escritura Imágenes Estrategia Descripción escrita |
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Implementation of imagery as a learning strategy to promote writing |
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Implementation of imagery as a learning strategy to promote writing |
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Implementation of imagery as a learning strategy to promote writing |
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Implementation of imagery as a learning strategy to promote writing |
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Romero Villamil, Luis Enrique |
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Hernández Leal, Emilena |
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Romero Villamil, Luis Enrique |
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https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000422550 |
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writing images strategy descriptive text |
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writing images strategy descriptive text Licenciatura en Lenguas Extranjeras Inglés Estrategias de aprendizaje Didáctica Escritura Imágenes Estrategia Descripción escrita |
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Licenciatura en Lenguas Extranjeras Inglés Estrategias de aprendizaje Didáctica |
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Escritura Imágenes Estrategia Descripción escrita |
| description |
El objetivo principal de la investigación fue describir cómo, el uso de imágenes influye en la producción escrita de los estudiantes parar mejorar esta habilidad, ayudándoles a activar sus conocimientos previos para hacer posible una descripción en el aula de forma agradable, y producir resultados significativos en la escritura. Las imágenes como estrategia contribuyen a motivar a los estudiantes para el desarrollo de procesos escriturales y por ende el proceso de aprendizaje de la lengua. Cabe mencionar que de acuerdo con sus necesidades y preferencias los estudiantes, centran su atención en los temas a tratar mejorando la habilidad escrita. Este estudio fue realizado con 23 estudiantes de grado 7-2 en el Colegio José Celestino Mutis, en Ibagué (Tolima), de agosto a octubre de 2015. El método de investigación seleccionado, en este caso, se trata de investigación-acción que está concebido en cuatro etapas: La primera, es la planificación de las clases basándose en las necesidades e intereses de los estudiantes; la segunda, es la ejecución del plan mediante la aplicación de guías de aprendizaje; la tercera es la observación directa, que es un instrumento importante para conocer y documentar las reacciones de los estudiantes usando las imágenes; y la última es la reflexión, todos estos elementos son objeto de análisis e interpretación en forma cualitativa. |
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2021-05-07 |
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Romero Villamil, L. E. (2021). Implementation of imagery as a learning strategy to promote writing. [Trabajo de grado, Licenciatura en Lenguas Extranjeras Inglés, Universidad Santo Tomás] Repositorio Institucional USTA |
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Romero Villamil, L. E. (2021). Implementation of imagery as a learning strategy to promote writing. [Trabajo de grado, Licenciatura en Lenguas Extranjeras Inglés, Universidad Santo Tomás] Repositorio Institucional USTA reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co |
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Allen, C. (2003). Writing skills. E,P,S Educator Publishing Service , 3. Badger, R., & White, G. (14 de 05 de 2015). Research Gate. Obtenido de A process genre approach t teaching writing: https://www.researchgate.net/publication/31211657_A_process_genre_approach_to_teaching_writing Byrne, J. (s.f). Friends for Mental Health. Obtenido de Normal teenage behaviour vs. early warning signs of mental illness: http://www.asmfmh.org/resources/publications/normal-teenage-behaviour-vs-early-warning-signs-of-mental-illness/ Bromley, K. (2003). building a sound writing program. In Strategies for learning and teaching . http://learner3.learner.org/workshops/readingk2/support/SoundWritingProgram.1.pdf. Brown, C. y. (1991). Teaching reading. En C. y. Brown, The written word surrounds us daily. (pp. 50 - 51). Brown, D. (2007). Teaching by Principles an interactive Approach to Language Pedagogy. San Francisco State University: third edition : Person Longman. Burden, M. (1997). Psychology for language teachers. Cambridge: Cambridge University. Burmark, L. (2009). Visual Literacy: Learn to See, See To Learn. LinelyBurkman. Burns. (2013). Calls for the participation of teachers in classroom-centered research . . . were mounting. Cali, K. (2003). Learn Lc. From de Teaching and Learning from the UNC School of Education: http://www.learnnc.org/lp/editions/few/3 Cambridge University. (s.f.). Cambridge Dictionary. Recuperado el 2 de 10 de 2019, de https://dictionary.cambridge.org/es/ CEDEC. (2016). slideshare.net. Obtenido de Documento de los REA del Proyecto EDIA de Inglés para Secundaria: https://es.slideshare.net/cedecite/rubric-to-assess-a-descriptive-text Coffin, C. M. J. (2003). Teaching and Academic Writing. A toolkit for higher education .The Open University, UK: Routledge. Chandra, D. (2013). Increasing vocabulary mastery through picture stories at the first year students of SMPN 01 tambang. Chin, A. (2015). The Role of Grammar In Improving Student's Writing.Sadlier - Oxford Dawson, C. (2002). Practical Research Methods. How to books.Oxford, United Kingdom Duchak, O. (2014): Visual literacy in educational practice. Czech-Polish Historical and Pedagogical Journal, 6/2, 41–48. doi: 10.247/cphpj-2014-0017 Drolet C. (2002). Sungkyul University. From Using Comics in the Development of EFL Reading and Writing, 1-23: http://scholar.lib.vt.edu/theses/available/etd-021899-102353/unrestricted/etd.pdf Elbow, P. (1973). Writing without Teachers, pp. 12–75. New York, NY: Oxford University Press Ellis, R. (2013). Language teaching research y language pedagogy. Wiley - Blackwell. Fonseca, J. A. (2004). University of Murcia. From Multiple Intelligence Theory and Foreign Language Learning: https://dialnet.unirioja.es/descarga/articulo/919582.pdf Fraida, E. O. (s.f.). Course Design: Developing Programs and Materials for Language Learning. Cambridge: Cambridge University press. Frances, C., Donald, D. D., Shumaker, J. B., Alley, G., & Warner, M. (18 de 09 de 2016). PENNSYLVANIA STATE UNIVERSITY. Obtenido de Visual imagery and self- questioning: Strategies to improve comprehension of written material: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1024.4647&rep=rep1&type=pdf. Fitria, U., & Rusdi, N. R. (2014). imagery strategy in teaching writing a imagery strategy in teaching writing. JELT, 2, 96-102Group, T. N. (1996). A Pedagogy of Multiliteracies: Designing Social Futures. The President and Fellows of Harvard College Harmer, J. (2001). How to Teach English. Pearson Longman. Edinburgh Gate. Harlow Hiland, K. (2002). Teaching and Researching Writing. Pearson Education Limited. Jhonson, C. (2003). Writing skills. E.P.S Educator Publishing Service, 3. Joshi, R, Treiman, R., Carreker, S., & Moats, L. (2008-2009, winter). The real magic of spelling: improving reading and writing. American Educator, 9. http: www.aft.org/sites/default/files/periodicals/joshi.pdf p, 4. Mack, N. W. (2005). A DATA COLLECTORS’ FIELD GUIDE. Qualitative Research Methods:Family Health International. Metros, S. E. (2008). The Educator´s Role in Preparing Visually Literate Learners.OHIO: The Ohio StateUniversity. Ministerio de Educación Nacional. (2006). Estandares Básicos de Competencias en Lenguas Extranjeras: Ingles- Formar en lenguas extranjeras.Bogotá: El Reto Revolución educativa. Serie Guía 22. Murray, K. (1999). Responding to students´writing: A-do-it-yourself, in services kit, in B. (ed), : continuinin conversation, Norwood, SA, ATEresponding to student´s writing. Mutis, I. E. (2015). Proyecto Educativo Institucional. Ibagué. Nunan, D. (2005). Practical English Language Teaching. Young learners. McGraw-Hill College, New York Oxford, R. L. (1990). What Every Teacher Should Know. En H. &. Heinle, Language Learning Strategies. Boston. Parr, E. (2009). The Writer's Little Book... with Big Ideas. Paper Back.U.K Pesik, R. (2010). Department of Educational Psychology and Leadership Studies. Obtenido de Improving Student´s Performance and Writing Skills by Using Photography, Autophotography and Music: https://dspace.library.uvic.ca:844 Raimes, A. (1983). Techniques in teaching writing. Oxford: Oxford University. Richards, J. C. (22 de May de 2012). YouTube. From Cambridge University Press ELT: https://www.youtube.com/watch?v=ZT2S5IrjUzU Richards, J. &. (2005). Strategies for Teacher Learning. PROFESSIONAL DEVELOPMMENT FOR LANGUAGE TEACHERS . Riesland, E. (2005). Johns Hopkins School of Education. Obtenido de Visual Literacy and the Classroom: http://education.jhu.edu/PD/newhorizons/strategies/topics/literacy/articles/visual-literacy-and-the-classroom/index.html Roswell, J. &. (2011). Rethinking literacy education in new times: Multimodality, multiliteracies and new literacies. Brock Education,, 53–62. . Saeed Al Ibraheem - Ja´Afari, S. S. (2008). academia.edu. From using pictures in teaching vocabulary in grade 5 classrooms, development: http://www.academia.edu/4859258/Using_pictures_in_teaching_vocabulary_in_grades_5_and_6_clas Sedillo, A. (16 de 09 de 2015). Study.com. Obtenido de Descriptive Writing: Definition, Techniques & Examples: http://study.com/academy/lesson/descriptive-writing-definition-techniques-examples.html Sharqiya, I. a. (2001). Using Pictures in Teaching Vocabulary in Grade 5 and 6 Classrooms. Article Language Teaching Research, 132. Sinatra, R. (1981). Using Visuals to Help the Second Language Learner. En R. Sinatra, the reading teacher (pp. 539-546 ). international literacy association. Singh, S. (25 de 03 de 2015). Linked In. From Importance of Punctuation Marks: https://www.linkedin.com/pulse/importance-punctuation-marks-sarwan-singh Stephen Kemmis, R. M. (1988). The Action Research Planner. Deakin University. Stosky, S. (1983). Research on Reading/Writing Relationships: A Synthesis and Suggested Directions. En S. Stosky, language arts (pp. 627 - 642). National Council of Teachers of English. Syamsuduha, Satria, Munawwarah, Ammang, L., & Suriani. (2017). Improving The Students Writing Hability Through Imagery Strategy . Prosing Konfensi Nasional Ke-6 Asiosiasi Program Pascasarjana Perguruan Tinggi Muhammadiyah Aisyiyah , 183- 187. Thompson, James, R (2004) Using Technology to Improve the Literacy Skills of Students with Disabilities, Illinois State University. UlfaFitria, Rudsi Noor Rosa (2014) EnglishDepartment. Using Imagery Strategy in Teaching Writing a Descriptive Text to Junior High School Students http://ejournal.unp.ac.id/index.php/jelt/article/viewFile/3711/2948 Wielinga, L. H.-S.-W. (05 de 11 de 2004). Science Direct. ObtainedfromClassification of user image descriptions: http://www.sciencedirect.com/science/article/pii/S1071581904000412 Wileman, R. E. (1993). Visual communicating. Englewood Cliffs, N.J.: Educational Technology Publications. Y. Nirmala, M. (2 de 2 de 2013). Language in India. From Teaching writing using picture stories as tools: http://www.languageinindia.com/feb2013/nirmalamphildissertation.pdf Zahedi, Y., & Mortaza, A. (12 de 2012). ScienceDirect. Obtenido de The impact strategy on EFL learners vocabulary learning: https://www.sciencedirect.com/science/article/pii/S1877042812056649 |
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Hernández Leal, EmilenaRomero Villamil, Luis Enriquehttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=00004225502021-05-24T15:29:51Z2021-05-24T15:29:51Z2021-05-07Romero Villamil, L. E. (2021). Implementation of imagery as a learning strategy to promote writing. [Trabajo de grado, Licenciatura en Lenguas Extranjeras Inglés, Universidad Santo Tomás] Repositorio Institucional USTAhttp://hdl.handle.net/11634/34197reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEl objetivo principal de la investigación fue describir cómo, el uso de imágenes influye en la producción escrita de los estudiantes parar mejorar esta habilidad, ayudándoles a activar sus conocimientos previos para hacer posible una descripción en el aula de forma agradable, y producir resultados significativos en la escritura. Las imágenes como estrategia contribuyen a motivar a los estudiantes para el desarrollo de procesos escriturales y por ende el proceso de aprendizaje de la lengua. Cabe mencionar que de acuerdo con sus necesidades y preferencias los estudiantes, centran su atención en los temas a tratar mejorando la habilidad escrita. Este estudio fue realizado con 23 estudiantes de grado 7-2 en el Colegio José Celestino Mutis, en Ibagué (Tolima), de agosto a octubre de 2015. El método de investigación seleccionado, en este caso, se trata de investigación-acción que está concebido en cuatro etapas: La primera, es la planificación de las clases basándose en las necesidades e intereses de los estudiantes; la segunda, es la ejecución del plan mediante la aplicación de guías de aprendizaje; la tercera es la observación directa, que es un instrumento importante para conocer y documentar las reacciones de los estudiantes usando las imágenes; y la última es la reflexión, todos estos elementos son objeto de análisis e interpretación en forma cualitativa.The main objective of the research was to describe how the use of imagery positively influences and improves students writing production. By promoting writing skills, students activate their background knowledge to make an enjoyable description in a classroom and make meaningful writing possible. The images used contribute to develop the process of the students’ language learning. The images oblige the students to pay attention to the topics that they, then can select and organize according to their individual needs and preferences. This study was conducted with 23 students 7-2 grade at José Celestino Mutis High School, in Ibague (Tolima) from August to October, 2015. The selected research method in this case is Action Research that is implemented in four stages: The first one is about a plan that is elaborated based on students’ needs and interests; the second one is the implementation of the plan which applies writing sequence activities; the third is direct observation which is an important instrument to get to know students’ reactions when using images; finally the last one is reflection, which involves data analysis and interpretation in a qualitative way.Licenciado en Lengua Extranjera - Ingléshttp://www.ustadistancia.edu.co/?page_id=3956Pregradoapplication/pdfspaUniversidad Santo TomásPregrado Licenciatura en Lengua Extranjera - InglésFacultad de EducaciónAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Implementation of imagery as a learning strategy to promote writingwritingimagesstrategydescriptive textLicenciatura en Lenguas Extranjeras InglésEstrategias de aprendizajeDidácticaEscrituraImágenesEstrategiaDescripción escritaTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA DuadAllen, C. (2003). Writing skills. E,P,S Educator Publishing Service , 3. Badger, R., & White, G. (14 de 05 de 2015). Research Gate. Obtenido de A process genre approach t teaching writing: https://www.researchgate.net/publication/31211657_A_process_genre_approach_to_teaching_writingByrne, J. (s.f). Friends for Mental Health. Obtenido de Normal teenage behaviour vs. early warning signs of mental illness: http://www.asmfmh.org/resources/publications/normal-teenage-behaviour-vs-early-warning-signs-of-mental-illness/Bromley, K. (2003). building a sound writing program. In Strategies for learning and teaching . http://learner3.learner.org/workshops/readingk2/support/SoundWritingProgram.1.pdf.Brown, C. y. (1991). Teaching reading. En C. y. Brown, The written word surrounds us daily. (pp. 50 - 51).Brown, D. (2007). Teaching by Principles an interactive Approach to Language Pedagogy. San Francisco State University: third edition : Person Longman.Burden, M. (1997). Psychology for language teachers. Cambridge: Cambridge University.Burmark, L. (2009). Visual Literacy: Learn to See, See To Learn. LinelyBurkman.Burns. (2013). Calls for the participation of teachers in classroom-centered research . . . were mounting.Cali, K. (2003). Learn Lc. From de Teaching and Learning from the UNC School of Education: http://www.learnnc.org/lp/editions/few/3Cambridge University. (s.f.). Cambridge Dictionary. Recuperado el 2 de 10 de 2019, de https://dictionary.cambridge.org/es/CEDEC. (2016). slideshare.net. Obtenido de Documento de los REA del Proyecto EDIA de Inglés para Secundaria: https://es.slideshare.net/cedecite/rubric-to-assess-a-descriptive-textCoffin, C. M. J. (2003). Teaching and Academic Writing. A toolkit for higher education .The Open University, UK: Routledge.Chandra, D. (2013). Increasing vocabulary mastery through picture stories at the first year students of SMPN 01 tambang.Chin, A. (2015). The Role of Grammar In Improving Student's Writing.Sadlier - OxfordDawson, C. (2002). Practical Research Methods. How to books.Oxford, United KingdomDuchak, O. (2014): Visual literacy in educational practice. Czech-Polish Historical and Pedagogical Journal, 6/2, 41–48. doi: 10.247/cphpj-2014-0017Drolet C. (2002). Sungkyul University. From Using Comics in the Development of EFL Reading and Writing, 1-23: http://scholar.lib.vt.edu/theses/available/etd-021899-102353/unrestricted/etd.pdfElbow, P. (1973). Writing without Teachers, pp. 12–75. New York, NY: Oxford University PressEllis, R. (2013). Language teaching research y language pedagogy. Wiley - Blackwell.Fonseca, J. A. (2004). University of Murcia. From Multiple Intelligence Theory and Foreign Language Learning: https://dialnet.unirioja.es/descarga/articulo/919582.pdfFraida, E. O. (s.f.). Course Design: Developing Programs and Materials for Language Learning. Cambridge: Cambridge University press.Frances, C., Donald, D. D., Shumaker, J. B., Alley, G., & Warner, M. (18 de 09 de 2016). PENNSYLVANIA STATE UNIVERSITY. Obtenido de Visual imagery and self- questioning: Strategies to improve comprehension of written material: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1024.4647&rep=rep1&type=pdf.Fitria, U., & Rusdi, N. R. (2014). imagery strategy in teaching writing a imagery strategy in teaching writing. JELT, 2, 96-102Group, T. N. (1996). A Pedagogy of Multiliteracies: Designing Social Futures. The President and Fellows of Harvard CollegeHarmer, J. (2001). How to Teach English. Pearson Longman. Edinburgh Gate. HarlowHiland, K. (2002). Teaching and Researching Writing. Pearson Education Limited.Jhonson, C. (2003). Writing skills. E.P.S Educator Publishing Service, 3.Joshi, R, Treiman, R., Carreker, S., & Moats, L. (2008-2009, winter). The real magic of spelling: improving reading and writing. American Educator, 9. http: www.aft.org/sites/default/files/periodicals/joshi.pdf p, 4.Mack, N. W. (2005). A DATA COLLECTORS’ FIELD GUIDE. Qualitative Research Methods:Family Health International.Metros, S. E. (2008). The Educator´s Role in Preparing Visually Literate Learners.OHIO: The Ohio StateUniversity.Ministerio de Educación Nacional. (2006). Estandares Básicos de Competencias en Lenguas Extranjeras: Ingles- Formar en lenguas extranjeras.Bogotá: El Reto Revolución educativa. Serie Guía 22.Murray, K. (1999). Responding to students´writing: A-do-it-yourself, in services kit, in B. (ed), : continuinin conversation, Norwood, SA, ATEresponding to student´s writing.Mutis, I. E. (2015). Proyecto Educativo Institucional. Ibagué.Nunan, D. (2005). Practical English Language Teaching. Young learners. McGraw-Hill College, New YorkOxford, R. L. (1990). What Every Teacher Should Know. En H. &. Heinle, Language Learning Strategies. Boston.Parr, E. (2009). The Writer's Little Book... with Big Ideas. Paper Back.U.KPesik, R. (2010). Department of Educational Psychology and Leadership Studies. 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