Licenciatura En Lenguas Modernas

TEACHING BEYOND WORDS:
VERBAL AND NON VERBAL COMMUNICATION IN THE FRAME OF TEACHERS’ DISCOURSE

RESEARCH PROJECT

Juan Pablo Ramírez, Jorge Enrique Rodríguez and
Jhon E. Solano

La Salle University
BA in Spanish, English and French

Professor:
Ximena Bonilla2011-2012
Maria Teresa Beltran Aponte 2012 October 12, 2012
TABLE OF CONTENT
1. ABSTRACT
2. STATEMENT OF THE PROBLEM
2.1BACKGROUND
2.2 DESCRIPTION OF THE PROBLEM
2.3 RESEARCH QUESTION
3. OBJETIVES
3.1. GENERAL OBJECTIVE
3.2. SPECIFIC OBJETIVES
4. THEORETICAL FRAMEWORK
5. RESEARCH DESIGN
6. DATA ANALYSIS
6.1 FINDINGS AND CONCLUSIONS
6.2 RECOMMENDATIONS
REFERENCES
APPENDICES

Resumen
Esta investigación se enfoca en la identificación de los elementos encontrados en el marco del concepto del discurso delprofesor en la enseñanza del idioma Inglés como lengua extranjera. Muchos otros estudios se han concentrado en la manera como se analiza el discurso del profesor desde una perspectiva metodológica y como alternativa de estrategias de enseñanza para una segunda lengua. Este documento se concentra en la identificación y distinción de los elementos constructivos del concepto del discurso delprofesor, a saber: actos de habla de persuasión, de postura y de aserción teniendo en cuenta la comunicación verbal y no verbal en el contexto de la clase de inglés.
Abstract
This paper aims to focus on the identification of elements found on teacher’s discourse in language teaching. Most of the studies concentrate on the way that teacher’s discourse is analyzed from a methodological perspective or analternative point of view of strategies in teaching a foreign language; in this paper the concern will be the identification and distinction of constitutive elements of the concept of teacher discourse spreading from: persuasion, engagement of a topic, assertiveness and speech acts, mainly considering verbal and non-verbal communication observed in the context of an English class.
Key words:Discourse, verbal communication non-verbal communication, persuasion, engagement, context, assertiveness.
Statement of the problem
Background
English language teaching process has become a priority within the academic field in Colombia, in which most universities and institutions have established intercultural knowledge in agreement with several prestigious institutions abroad in order to developsuccessful programs in teaching English as a foreign language. Based on this tendency, many programs have established an inclusion of language competence and in general, EFL communicative concepts. Many programs are being followed at Universities with faculties in foreign language such as: Universidad Nacional de Colombia, Universidad Javeriana, Universidad de La Salle, la Universidad de losAndes, among others mentioning only in Bogotá.
One thing that explained this tendency is the inclusion of English language by competences in programs at the nationwide context in Colombia. Due to this inclusion, the English language teaching directions have been sharing the same purpose that the central Colombian government has had since the “Programa Nacional de Bilinguismo 2004-2019” (Ministerio deEducación en Colombia) was established. As a response to the globalization process, the program aims to set communicative competences in a foreign language in order to lead people to be able to speak at least a second language.
There are many factors involved in the inclusion of a second language, which are: the facility of acquisition of a new set of communicative construction, comprehensivegrammar structure, and the strong influence of intercultural phenomenon in the whole America Continent. Thus, English language was the target language of the Bilingualism program currently existing in Colombia. English language has had a predominant insertion among institutions and in general terms, in all the academic field in Colombia; in addition, the competitive aspect on the working,...