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Teacher training in the application of literary resources as a tool for strengthening vocalization and diction.
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Teacher training in the application of literary resources as a tool for
strengthening vocalization and diction
La formación docente en aplicación de recursos literarios como herramienta de
fortalecimiento para la vocalización y dicción
Formação de professores na aplicação de recursos literários como instrumento para reforçar
a vocalização e a dicção
Inés Martha Cruz Arévalo
Bachelor's Degree, Universidad de Guayaquil, Quevedo, Ecuador, https://orcid.org/0000-
0001-6074-0121 ines.cruza@ug.edu.ec
Received July 2020 - Accepted January 2021
Revista Iberoamericana de la Educación
Vol - 4 No. 2, April - June 2021
e-ISSN: 2737-632x
Pgs 34 - 42
Abstract: This research study aims to improve the vocalization and diction
of students, applying literary resources as a complement to the teaching-
learning process, improving communication and information quickly and
effectively, so that learning is reflective and thus, enhance their learning
efficiently, during the academic period 2018- 2019. To argue this project, a
bibliographic study, statistical analysis and survey of students and an
interview with the director of the institution were carried out, where, knowing
the educational reality of the institution, drawing stimulates thinking and
reasoning, so it was proposed the design of a didactic guide to increase the
interest of students, making them protagonists of their own learning and thus,
contribute to their academic training process by developing in them a better
vocalization and diction.
Key words: literary resources, vocalization, diction and learning.
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Teacher training in the application of literary resources as a tool for strengthening vocalization and diction.
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Resumen: Con el presente estudio investigativo se pretende mejorar la
vocalización y dicción de los estudiantes, aplicando los recursos literarios
como complemento del proceso de enseñanza-aprendizaje, mejorando la
comunicación e información de manera rápida y eficaz, para que el
aprendizaje sea reflexivo y de esta manera, potenciar su aprendizaje de forma
eficiente, durante el periodo académico 2018- 2019. Para argumentar este
proyecto se realizó el estudio bibliográfico, análisis estadístico y encuesta a
los estudiantes y entrevista al directivo de la institución, en donde,
conociendo la realidad educativa de la institución se estimule con el dibujo el
pensamiento y razonamiento, por lo que se propuso el diseño de una guía
didáctica para incrementar el interés de los estudiantes, haciéndolos
protagonistas de su propio aprendizaje y de esta manera, aportar a su proceso
de formación académica desarrollando en ellos una mejor vocalización y
dicción.
Palabras clave: recursos literarios, vocalización, dicción y aprendizaje.
Resumo: Com o presente estudo investigativo pretende-se melhorar a
vocalização e dicção dos estudantes, aplicando recursos literários como
complemento ao processo ensino-aprendizagem, melhorando a comunicação
e informação de forma rápida e eficaz, de modo a que a aprendizagem seja
reflexiva e, consequentemente, melhore a sua aprendizagem de forma
eficiente, durante o período académico 2018- 2019. Para argumentar este
projecto, realizou-se o estudo bibliográfico, análise estatística e inquérito aos
estudantes e entrevista com o director da instituição, onde, conhecendo a
realidade educativa da instituição é estimulado com o pensamento e
raciocínio do desenho, pelo que foi proposto o desenho de um guia didáctico
para aumentar o interesse dos estudantes, tornando-os protagonistas da sua
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Teacher training in the application of literary resources as a tool for strengthening vocalization and diction.
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própria aprendizagem e, desta forma, contribuir para o seu processo de
formação académica, desenvolvendo neles uma melhor vocalização e dicção.
Palavras-chave: recursos literários, vocalização, dicção e aprendizagem.
INTRODUCTION
The communication process is complex when one of the forms for this
purpose is not correctly defined, a situation that confuses the attention
regarding the vocalization and diction of the message to be transmitted, taking
into account that it affects the communicational relationship, a fact that occurs
at the basic education level with students in the teaching-learning process in
the classroom.
This research develops the problem of vocalization and diction presented by
students in the eighth grade of elementary education, a situation that does not
allow them to achieve adequate communication, and the message that is
intended to be communicated may be distorted, which disconnects the
receiver from the message that is intended to be evidenced.
For a correct vocalization and diction, one of the practical ways to develop is
reading, through creative techniques with the use of literary resources, one of
the forms of language considered in several researches in Latin America.
Literary resources suggest different contributions for communication and
how to stimulate pronunciation in students in order to establish a clear
communication through vocalization and correct diction. These strategies
allow us not only to reach the students in a precise way, related to the proper
pronunciation of the message to be transmitted, but also these processes
reinforce the student's learning.
The scarce use of literary resources to strengthen vocalization and diction in
the area of language and literature causes deficiencies in the expressive
process, and that, through the use of these, with direct experiences, listening
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to both natural and artificial sounds, the pronunciation of words is improved.
Referring to the diction we can notice that together with the vocalization it
improves the functioning of the verbal language that is presented in the cycle
of the communication and in the daily life of each individual.
There are exercises to improve diction, such as reading aloud, where the
words are articulated and vocalized, always controlling breathing. One of the
problems that are conceived at the time of articulating various words is not
opening the mouth correctly, stop breathing in the middle of a sentence, which
does not allow to have a good vocalization and diction.
Vocalization and diction is an ability that every human being possesses, that
is to say that one is born with it and this is stimulated from their environment;
being the parents the first ones to make the child practice. It is important to
develop this in the classroom through exercises using literary resources, as
these provide us with a number of words for the improvement of these.
How do literary resources impact as a strengthening tool for vocalization and
diction in students of eighth parallel year "A" Higher Basic Education of the
Escuela de Educación Básica Completa Fiscal "José Martínez Queirolo",
district 8 zone 8, circuit 1, Guayas province, Guayaquil canton, Tarqui parish,
period 2018-2019?
The present research work aims to improve the teaching and learning process
in the educational community in the eighth year students of General Basic
Education of the Educational Unit "José Martínez Queirolo", located in the
Pascuales parish of the Guayaquil canton, through the recognition and
application of literary resources for the importance for the integral formation
of the students in the subject of Literature and Spanish, through the reading
of stories.
By using techniques of reading aloud and standing in front of a mirror and
gesturing appropriately at each word, vocalization and diction can be
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Teacher training in the application of literary resources as a tool for strengthening vocalization and diction.
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improved. Another technique for good vocalization and diction is to practice
with a pencil horizontally in the mouth, because it helps to develop a good
pronunciation of each word. In this research project the direct beneficiaries
will be the students of the Escuela de Educación Básica Completa Fiscal "José
Martínez Queirolo" district 8, zone 8, circuit 1, Guayas province, Guayaquil
canton, Tarqui parish.
The work has valuable importance because there is an important deficit in the
development of students' vocalization and diction, due to the fact that they do
not have the skills and abilities to carry out a good vocalization and diction.
The project will contribute to a change of knowledge, in the aspect of ways
to have a better vocalization and diction, to pronounce sentences or
paragraphs correctly, to activate mental structures, reasoning and
communication, both oral and written. In that way, this research is selected,
thus, the justification is given by its social impact that contributes to the good
living of students, instructors and educational entity.
Delimitation of the Problem Field: Education, area: Language and literature,
aspects: didactic-pedagogical, title: Literary resources as a strengthening tool
for vocalization and diction.
Research premises: Literary resources favor communication, vocalization
and diction improve communication in the social environment, and
innovative techniques for working with literary resources in the classroom
develop correct word intonation.
Therefore, repositories of various universities, articles and scientific journals
were used as the basis for the development of this project.
One of the investigations that supports this project is the one on the topic:
"(Des) cosmetic veils of the literary resource in high school textbooks" by the
author Rocío Rosales Guillén of the University of Chile, Faculty of
Philosophy and Humanities, where she indicates that: "Literary resources
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Teacher training in the application of literary resources as a tool for strengthening vocalization and diction.
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present important study methods to achieve the objectives proposed in the
educational curriculum. Therefore, the use of these resources helps to meet
the objectives previously established within the curriculum and the
construction of each student.
MATERIALS AND METHODS
The research carried out is qualitative-quantitative, the type of research is
bibliographic, explanatory, descriptive. The methods used were theoretical:
analysis-synthesis, inductive-deductive, historical-logical, the techniques
used were observation, survey, interview and the instrument was the
questionnaire.
The purpose of this research is to establish appropriate recommendations to
improve and optimize the development of the subject at present, through the
implementation of new and renewed methodologies that provide and
strengthen the development of students in their academic and professional
training, with the conception and implementation of a didactic guide that
promotes the use of literary resources to improve vocalization and diction.
The research techniques used were: observation, survey, interview, which
will allow gathering data to corroborate the causes and statistical data
obtained, helping to provide a feasible solution to the problem.
Regarding the use of literary resources, we want to know if the teachers use
the appropriate literary resources for the development of their classes and the
improvement of vocalization and diction. With respect to vocalization and
diction, we seek to know the causes that affect the poor development of these
in order to provide a practical solution.
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RESULTS
As a result, it can be identified that another work used for the development of
this educational project is that of the Universidad Pontificia de Salamanca in
2014; with the theme:" The literary text in ELE classes: a didactic and
motivating resource", this research describes that: "This article aims to
highlight the importance that literature and specifically the literary text should
achieve in the educational field of ELE teaching (...)". To conclude, it also
analyzes the advantages provided by literary texts, since they are real samples
of language that complement the teaching-learning process. Finally, it
establishes the selection criteria when choosing the most appropriate literary
texts to bring to the classroom.
The literary resources of any time and author can be very good allies for the
teaching of the subject of language and literature, because, it has a double
interest, on the one hand, by the possible referential value of the contents of
the text, for the student gives an opening and expansion of their knowledge,
on the other hand, complements any teaching.
Several characteristics should be taken into account when selecting a literary
resource. Authentic texts or readings adapted from literary works can be
introduced in the classroom.
To select these texts or literary resources, one can choose books that contain
Hispanic American culture or those that deal with lexical and
morphosyntactic factors, as well as literary style factors. It should be
remembered that the essential rule when choosing a literary resource to be
able to comment on it is prudence and care, and common sense on the part of
the teacher to ensure that the students or reader comes to recognize and
assimilate the literary data and to expand and use the linguistic ones in their
communicative production.
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It is important to emphasize in the research that vocalization and diction for
students are part of a product of rigorous preparation ways to promote student
participation in presentations on academic subjects.
CONCLUSIONS
That the development of the teaching work is complicated due to the lack of
knowledge of the techniques for its execution. That literary resources are a
didactic means that is used using vocalization and diction to generate interest
in different areas of study, but that it is not used more frequently.
That the ability to achieve better attention to narrative elements through
vocalization and diction facilitates the development and capacity of attention
and perception of words. That the scarcity of didactic material does not allow
the dynamization in the development of the class, in order to achieve a
dynamic learning. That the lack of specialization of teachers in the area of
language and literature is reflected in the teaching-learning processes, where
the relevant methodology is not applied.
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