Amorfino y su incidencia en la expresión oral

Abstract

Oral expression has a fundamental role in student learning, since it allows them to interact with the different members of the community, in addition to recognizing the difficulties and problems presented by the students, implementing the amorphous as a technique that allows the development of linguistic and metalinguistic skills. In the educational space there are many difficulties that are not treated correctly by teachers, this is due to many factors, such as the lack of knowledge of new methodologies or the existence of traditionalist models at present, thus generating the lack of initiative in implementing new techniques and being satisfied with the resources they have in the classroom. Thus, the present research aims to determine the incidence of the amorphous in the oral expression of students, through direct observation and documented review in order to implement this technique within the classroom context, in the John F. Kennedy school. In such a way that it is oriented with the purpose of demonstrating that this derivation of the possessed, is feasible to improve the communicational processes allowing the correct development of the linguistic abilities. Therefore, a quantitative-qualitative methodological design has been implemented, applying different instruments such as the observation guide to the educational process carried out in the classroom, an interview guide addressed to teachers and a questionnaire survey to students for the reception of information. The level of research is descriptive, explanatory, relational and propositional, in such a way that it is expected to have an approach to the studied reality, which goes hand in hand with the obtaining of information obtained from the bibliographic and field modality. In order to continue with the analysis and interpretation of data, allowing to contrast the information collected and subsequently show the results. Thus, it was determined that the students have difficulties when expressing themselves orally, especially they present poor fluency, low tone of voice and nervousness when speaking. All these problems are present because teachers do not use appropriate methodologies, techniques and materials, resorting mainly to reading texts, news, stories, legends and plays, together with the work on the blackboard, which generates in the student’s little interest in learning and low motivation in class. In the same way, there are several shortcomings in class participation, presentations, debates, discussions and reading narration, so it is essential to integrate the amorfinos as an innovative technique to promote learning and development of communication skills. Finally, in the improvement of oral expression in each student, the teacher must be an active and innovative participant, presenting the amorfinos as a technique that favors the students in the development of linguistic and metalinguistic skills in the classroom environment. These will serve as an innovative technique for both teachers and students, which will allow them to enhance their communicative abilities and skills.