El discurso como estrategia didáctica para el desarrollo de la expresión oral en estudiantes de primero de bachillerato.

This research aimed to determine the contribution of discourse as a didactic strategy for developing oral expression in first-year high school students of the "Leonardo Da Vinci" Educational Unit. We worked with a mixed approach since it combined methods to collect qualitative and quantitative data, using specific approaches without manipulating variables, which characterizes a non-experimental design. There was a population of 11 students, we also worked with the Language and Literature teacher. The survey and interview were used as techniques, the questionnaire was used as an instrument, the survey was applied to first-year high school students, and the interview was applied to the Language and Literature teacher. Among the most relevant results, it stands out that the Language and Literature teacher systematically uses discourse as a teaching strategy; he allocates specific time in each part for activities such as debates, oral presentations, and role simulations. Also, it emphasizes that speech not only develops students' critical thinking and rhetorical skills but also encourages their personal and social growth, a testament to their journey and the educator's dedication. This is corroborated by most students reporting substantial improvements in key skills such as argumentation, organization of ideas, and fluency. In addition, success in intercollegiate competitions demonstrates that the effect transcends the classroom, preparing students for real communicative challenges. These findings strongly support the general objective of the research, demonstrating that discourse is a powerful and effective tool for the comprehensive development of oral expression in students

• Hlavní autor: Guaita Analuisa, Andrés Arturo (author)
• Médium: bachelorThesis
• Jazyk: spa
• Vydáno: 2024
• Témata: Estrategias; Expresión oral; Didactica
• On-line přístup: http://dspace.unach.edu.ec/handle/51000/13892