The development of oral and written communication in the English subject in pre-university education
Keywords:
oral and written communication, English, pre-university education, didactic units, communicative approach.Abstract
This article addresses the development of oral and written communication in the English subject in twelfth grade of Pre-University Education, with emphasis on the Rural Pre-University Institute (IPR) Protesta de Baraguá. The research, grounded in the communicative approach and theoretical references from national and international authors, identifies insufficiencies in the planning of the language teaching-learning process, which limit the development of students' communicative fluency and accuracy. The elaboration of coherent didactic units that integrate meaningful and communicative practice of speech acts derived from everyday experiences and the communicative functions of the grade program is proposed. The application of theoretical and empirical methods, as well as data triangulation, confirmed positive transformations in students' oral and written performance. The results support the relevance of renewed didactic planning that prioritizes the leading role of the student and the creative mediation of the teacher in real interaction contexts. It is concluded that coherence in the planning of didactic units, the use of participatory techniques, and the integration of audio-visual media are effective pathways for developing oral and written communication in English at the pre-university level.
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