<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1657-0790</journal-id>
<journal-title><![CDATA[Profile: Issues in Teachers' Professional Development.]]></journal-title>
<abbrev-journal-title><![CDATA[profile]]></abbrev-journal-title>
<issn>1657-0790</issn>
<publisher>
<publisher-name><![CDATA[Departamento de Lenguas Extranjeras, Universidad Nacional de Colombia.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1657-07902018000200161</article-id>
<article-id pub-id-type="doi">10.15446/profile.v20n2.62938</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Promoting Listening Fluency in Pre-Intermediate EFL Learners Through Meaningful Oral Tasks]]></article-title>
<article-title xml:lang="es"><![CDATA[Desarrollo de la fluidez auditiva en estudiantes de inglés como lengua extranjera a través de tareas orales significativas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Córdoba Zúñiga]]></surname>
<given-names><![CDATA[Eulices]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rangel Gutiérrez]]></surname>
<given-names><![CDATA[Emerson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de la Amazonia  ]]></institution>
<addr-line><![CDATA[Florencia ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de la Amazonia  ]]></institution>
<addr-line><![CDATA[Florencia ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>20</volume>
<numero>2</numero>
<fpage>161</fpage>
<lpage>177</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1657-07902018000200161&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1657-07902018000200161&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1657-07902018000200161&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article reports a study on the implementation of meaningful oral tasks to promote listening fluency in ten pre-intermediate English as a foreign language learners in the English language teaching program at a Colombian public university. The tasks were implemented to overcome the weaknesses these students had to understand oral messages from audio materials and daily-life conversations in classes. A qualitative action-research study with observation field-notes and semi-structured interviews served as the basis for this research. Results indicate that this methodology provided suitable opportunities to foster listening fluency through the development of meaningful oral tasks. Participants developed dynamic assignments that included pre, while, and post intensive-extensive listening practices which allowed them to understand, to interpret oral messages, and to provide suitable responses to do the required tasks.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo reporta una investigación examinó la implementación de tareas orales significativas para promover la fluidez auditiva en diez estudiantes de inglés como idioma extranjero del programa de licenciatura en inglés de una universidad pública colombiana. Las tareas se implementaron para superar las debilidades que los alumnos tenían para comprender mensajes orales de materiales de audio y conversaciones cotidianas de clases. Un estudio de investigación acción, notas de observaciones y entrevistas semi-estructuradas sirvieron como la base metodológica del estudio. Los resultados indican que la metodología proporcionó oportunidades interesantes para fomentar la fluidez auditiva, a través del desarrollo de tareas orales significativas. Los participantes desarrollaron tareas dinámicas que incluyeron prácticas auditivas intensivas-extensivas que les permitieron comprender, interpretar mensajes orales y proporcionar respuestas adecuadas a las tareas que les fueron encomendadas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Listening fluency]]></kwd>
<kwd lng="en"><![CDATA[listening task]]></kwd>
<kwd lng="en"><![CDATA[meaningful oral tasks]]></kwd>
<kwd lng="en"><![CDATA[task-based language teaching]]></kwd>
<kwd lng="es"><![CDATA[enseñanza basada en tareas]]></kwd>
<kwd lng="es"><![CDATA[fluidez auditiva]]></kwd>
<kwd lng="es"><![CDATA[tareas de fluidez auditiva]]></kwd>
<kwd lng="es"><![CDATA[tareas orales significativas]]></kwd>
</kwd-group>
</article-meta>
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<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Task-based language learning]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Carter]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Nunan]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[The Cambridge guide to teaching English to speakers of other languages]]></source>
<year>2001</year>
<page-range>173-9</page-range><publisher-loc><![CDATA[Cambridge, UK ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
