Estrategias comunicativas orales en el aula. Una revisión sistemática
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Horizontes Rev. Inv. Cs. Edu.
Abstract
Los agentes educativos deben generar motivación para el trabajo en equipo. Es decir, tanto los directivos y docentes tienen la responsabilidad desarrollar un trabajo cooperativo para lograr tener éxito en la implementación de la propuesta comunicativa. Para ello, es necesario analizar las estrategias comunicativas orales que se aplican en el aula. Metodológicamente el estudio se estableció como una revisión sistemática; la búsqueda se realizó en las bases de datos Scopus, Scielo, Redalyc, Google Académico, Latindex y DOAJ encontrándose un total de 70 estudios de los cuales se seleccionaron 30 por cumplir con los criterios de inclusión. Como resultado de búsqueda se encontraron 9 teorías que sustentan las estrategias comunicativas orales. Se encontraron 8 funciones sobre estrategias comunicativas orales. Se destacan además can 5 estrategias como programa, las emotivas, las que usan el Moodle, las evaluativas y las lúdicas. Finalmente se pude concluir que en efectos las estrategias comunicativas orales en el aula se pueden catalogar como muy favorables, destacables, muy positivos y positivos.
Educational agents must generate motivation for teamwork. That is, both managers and teachers have the responsibility to develop a cooperative work to achieve success in the implementation of the communicative proposal. To this end, it is necessary to analyze the oral communicative strategies applied in the classroom. Methodologically, the study was established as a systematic review; the search was carried out in the databases Scopus, Scielo, Redalyc, Google Scholar, Latindex and DOAJ, finding a total of 70 studies of which 30 were selected for meeting the inclusion criteria. As a result of the search, 9 theories were found that support oral communicative strategies. Eight functions on oral communicative strategies were found. In addition, 5 strategies stand out as program, emotional, Moodle, evaluative and ludic. Finally, it can be concluded that the oral communicative strategies in the classroom can be classified as very favorable, outstanding, very positive and positive.
Educational agents must generate motivation for teamwork. That is, both managers and teachers have the responsibility to develop a cooperative work to achieve success in the implementation of the communicative proposal. To this end, it is necessary to analyze the oral communicative strategies applied in the classroom. Methodologically, the study was established as a systematic review; the search was carried out in the databases Scopus, Scielo, Redalyc, Google Scholar, Latindex and DOAJ, finding a total of 70 studies of which 30 were selected for meeting the inclusion criteria. As a result of the search, 9 theories were found that support oral communicative strategies. Eight functions on oral communicative strategies were found. In addition, 5 strategies stand out as program, emotional, Moodle, evaluative and ludic. Finally, it can be concluded that the oral communicative strategies in the classroom can be classified as very favorable, outstanding, very positive and positive.
Description
Vol. 7, No. 30