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Real tasks, real communication: ESP for hospitality apprentices
| dc.contributor.author | Rodriguez Moreno, Alvaro Jersey | |
| dc.coverage.spatial | Villavicencio | |
| dc.date.accessioned | 2026-06-17T22:21:15Z | |
| dc.date.available | 2026-06-17T22:21:15Z | |
| dc.date.issued | 2025 | |
| dc.identifier.citation | Rodríguez Moreno, A. J. (2024). Real tasks, real communication: ESP for hospitality apprentices [Tesis de grado]. | es_ES |
| dc.identifier.uri | https://hdl.handle.net/11404/8785 | |
| dc.description | La tesis “Real tasks, real communication: ESP for hospitality apprentices” presenta una propuesta de intervención pedagógica orientada al fortalecimiento de la competencia comunicativa en inglés de aprendices de programas de formación en hotelería y turismo del SENA una entidad de formación profesional en Colombia. El estudio surge a partir de la necesidad de generar mayores oportunidades para que los aprendices utilicen el idioma inglés en situaciones reales relacionadas con su futuro desempeño laboral, superando enfoques tradicionales centrados únicamente en estructuras gramaticales y vocabulario aislado. La investigación se fundamenta en la integración de tres enfoques pedagógicos: la Enseñanza Comunicativa de Lenguas, el Inglés con Propósitos Específicos y el Aprendizaje Basado en Tareas. | es_ES |
| dc.description.abstract | This intervention proposal aims to enhance the English communicative competence of apprentices in a Colombian public vocational training center by addressing the need for workplace-oriented language instruction. It responds to limited opportunities for meaningful English use in vocational contexts. The proposal follows a Task-Based Learning and English for Specific Purposes framework and is designed for hospitality and tourism apprentices. The methodology involves the development of six structured sessions based on pre-task preparation, task performance, and post-task reflection, supported by formative assessment and a final integrative task. The pedagogical analysis and design process indicate that this approach is feasible and contextually appropriate, with strong potential to increase learner engagement and promote functional language use in professional scenarios. The proposal concludes that integrating communicative and task-based strategies into vocational education can strengthen apprentices’ professional communication skills while offering a flexible framework adaptable to similar training programs. | es_ES |
| dc.description.tableofcontents | Introduction -- Justification -- Brief analysis of the state of the art -- Objectives of the study -- General objective -- Specific objectives -- Literature review -- Communication and communicative skills -- Communication in the Colombian context and in vocational education -- Communicative Language Teaching (CLT) -- Communicative Language Teaching in vocational education -- English for Specific Purposes (ESP) -- Connecting CLT and ESP in vocational contexts -- Understanding Task-Based Learning (TBL) -- The role of TBL in developing communicative competence -- Integrating TBL and ESP in vocational education -- Recap -- Intervention proposal -- Aims of the proposal -- General aim -- Specific aims -- Educational context and/or Target group -- Educational context -- Target group -- Timing -- Methodology of the proposal -- Sessions and activities -- First session: Understanding workplace communication in hospitality contexts -- Second session: Explaining job functions and responsibilities in hospitality contexts -- Third session: Understanding workplace information: customer requests and service situations -- Fourth session: Interpreting workplace guidelines and service procedures -- Fifth session: Exchanging opinions in hospitality scenarios: service quality and problem cases -- Sixth session: Discussing service options and workplace solutions -- Assessment -- Learning assessment -- Assessment of the proposal -- Discussion -- Development of workplace communicative competence -- Development of professional language and interaction skills -- Promotion of meaningful and context-sensitive learning -- Conclusions -- Limitations and further research -- Limitations -- Further research -- References -- Annexes | es_ES |
| dc.format.mimetype | application/pdf | es_ES |
| dc.language.iso | Esp | es_ES |
| dc.subject.other | Idiomas | es_ES |
| dc.subject.other | Operación de equipos industrial, de transporte y oficios universales | es_ES |
| dc.title | Real tasks, real communication: ESP for hospitality apprentices | es_ES |
| dc.type | Trabajo de grado - Maestría | es_ES |
| dc.type.hasVersion | info:eu-repo/semantics/submittedVersion | es_ES |
| dc.subject.keywords | TBL, ESP, Communication, Vocational, SENA | es_ES |
| dc.type.SENA | Cartillas | es_ES |
| dc.rights.accessrights | info:eu-repo/semantics/openAccess | es_ES |
| dcterms.bibliographicCitation | ref biblio | es_ES |
| dc.description.embargo | na | es_ES |
| dc.contributor.corpauthor | Universidad Internacional de La Rioja (UNIR) | es_ES |
| dc.contributor.corpauthor | Servicio Nacional de Aprendizaje (SENA) | |
| dc.rights.creativecommons | Atribución-NoComercial-CompartirIgual | es_ES |
| dc.subject.proposal | Aprendizaje basado en tareas (ABT/TBL), inglés para propósitos específicos (IPE/ESP), competencia comunicativa, educación vocacional, SENA, hotelería y turismo, enseñanza de inglés como lengua extranjera (EFL). | es_ES |
| dc.thesis.discipline | Máster Universitario en Enseñanza de Inglés como Lengua Extranjera | es_ES |
| dc.thesis.level | Maestría | es_ES |
| dc.thesis.name | Máster Universitario en Enseñanza de Inglés como Lengua Extranjera | es_ES |
| dc.type.dcmi-type-vocabulary | Text | es_ES |
| dc.type.driver | info:eu-repo/semantics/masterThesis | es_ES |
| dc.description.logical | 70 páginas. Libro electrónico | es_ES |
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