Implementación de la pedagogía del Método Post para mejorar la comunicación en inglés de los estudiantes de la carrera de Comunicación Social de la Universidad Técnica de Babahoyo.
Resumen
Los métodos se han aplicado según las necesidades de los estudiantes, y su aplicación ha cambiado para una mejor comunicación estudiantil. Hoy en día, el método post es visto como una alternativa a la confusión en la aplicación de estos métodos que proporcione una nueva perspectiva para enseñar no solo un idioma sino también aspectos sociales, culturales, políticos y educativos. El propósito de este estudio es analizar la efectividad del método Post para mejorar la comunicación en el octavo semestre de los estudiantes de periodismo en la Universidad Técnica de Babahoyo. La metodología aplicó las macro estrategias de kamaravadivelu y la metodología mixta. Los resultados mostraron que el método post ayuda a los estudiantes a mejorar sus habilidades comunicativas.
Citas
Al-Zahrani, R. (2011). Teaching of English in schools “successful outcome”. Al-Riyadh Journal. Retrieved from: http://www.alriyadh.com/iphone/article/676444
Auerbach, E, R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, University of Massachusetts at Boston, 27(1), pp.9-32. Retrieved from: https://ncela.ed.gov/files/rcd/BE019020/Reexamining_English_Only.pdf
Chen, M. (2014). Post method Pedagogy and Its Influence on EFL Teaching Strategies. Canadian Center of Science and Education, 7 (5), pp.17- 25.
Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford, UK: Oxford University Press.
Fareh, S. (2010). Challenges of teaching English in Arab world: Why can’t EFL programs deliver as expected? Procedia-Social and Behavioral, 3600-Sciences, 2(2), P.3604. Retrieved from: https://www.researchgate.net/publication/268361605_Challenges_of_teaching_English_in_the_Arab_world_Why_can't_EFL_programs_deliver_as_expected
Fuente, M. J. D. L. (2002). Negotiation and oral acquisition of L2 vocabulary: The roles of input and output in the receptive and productive acquisition of words. Studies in Second Language Acquisition, 24(1), pp.81-112. Retrieved from: https://www.researchgate.net/publication/232005281_NEGOTIATION_AND_ORAL_ACQUISITION_OF_L2_VOCABULARY
Herron, C., & Tomasello, M. (1992). Acquiring Grammatical Structures by Guided Induction. The French Review, 65(5), pp.708-718. Retrieved from: https://www.jstor.org/stable/395311?seq=1#page_scan_tab_contents
Khan, I. A. (2011). Learning difficulties in English: Diagnosis and pedagogy in Saudi Arabia. International Research Journal, 2(7), pp.1248-1257. Retrieved from: http://interesjournals.org/ER/pdf/2011/July/Khan.pdf
Kumaravadivelu, B. (2006a). Understanding language teaching: From method to. postmethod. Mahwah, NJ: Lawrence Erlbaum Associates
Kumaravadivelu, B. (2006b). “TESOL methods: Changing tracks, challenging trends”, TESOL Quarterly 40(1), pp.59-81.
Li, D. (2001). Teachers Perceived Difficulties in Introducing the Communicative Approach in South Korea. In Hall, R.D., In Association with Macquarie University and the Open University.
Liton, H. A. (2012). Developing EFL teaching and learning practices in Saudi colleges: A review.International Journal of Instruction, 5(2), pp.129-151. Retrieved from: http://www.e-iji.net/dosyalar/iji_2012_2_8.pdf
Masaoud, A. (2014). Kumaravadivelu’s Framework as a Basis for Improving English Language Teaching in Saudi Arabia: Opportunities and Challenges. Canadian Center of Science and Education. 7 (4), doi:10.5539/elt.v7n4p96
Mothalka, H. (2015) Exploring Postmethod Pedagogy in Teaching English as Second Language in South African Higher Education. Mediterranean Journal of Social Sciences, 6 (1), p.157. Doi:10.5901/mjss.2015.v6n1p517
Qashoa, H. S. (2013). Effects of teacher question types and syntactic structure on EFL classroom interaction. The International Journal of Social Sciences, 7(1), pp.52-62. Retrieved from: http://www.tijoss.com/7th%20volume/sulaiman.pdf
Rashidi, N. and Khajavi, Y. (2014). The Post Method Era: Opportunities and Challenges. Short Articles, ISSN 1755-9715. Retrieved from: https://www.academia.edu/8170853/English_Language_Teaching_in_the_Post-method_Er
Rezvani, E. (2011). The effect of output requirement on the acquisition of grammatical collocations by Iranian EFL learners. Journal of Language. Teaching and Research, 2 (3), pp.674- 682. Retrieved from: http://www.academypublication.com/issues/past/jltr/vol02/03/22.pdf
Rogers, E. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press.
Savignon, S.J. (2007). Beyond communicative language teaching: What's ahead? Journal of Pragmatics, 39 (1), 207-220. Retrieved from: http://www.sanjeshserv.ir/Hamgam/Files/file/Beyond%20communicative%20language%20teaching.pdf
Su, Y. (2007). Students’ changing views and the integrated-skills approach in Taiwan’s EFL college classes. Asia Pacific Education Review, 8(1), pp.27-40. Retrieved from: https://files.eric.ed.gov/fulltext/EJ768966.pdf
Vanichakorn, N. (2009). Re-examine the use of the student’s first language in the English as a foreign language classroom: A cross-case analysis from undergraduate engineering students in Bangkok, Thailand. Journal of College Teaching & Learning, 6(5), pp.1-16. Retrieved from: https://clutejournals.com/index.php/TLC/article/view/1137/1121
Vogel, S., Herron, C., Cole, S. P., & York, H. (2011). Effectiveness of a guided inductive versus a deductive approach on the learning of grammar in the intermediate-level college French classroom. Foreign Language Annals, 44(2), pp.353-380. Retrieved from: https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1944-9720.2011.01133.x
