La oralidad como competencia comunicativa en estudiantes rurales de educación secundaria.
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2026-08-17
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Escuela de Educación Superior Pedagógica Pública Víctor Andrés Belaunde
Resumen
El trabajo de investigación tuvo como propósito analizar la oralidad como competencia comunicativa en estudiantes rurales de educación secundaria según la literatura de investigación publicada entre los años 2021-2025, entendida como la habilidad lingüística fundamental para articular y transmitir y recibir ideas, pensamientos, emociones y conocimientos, acorde con el contexto. La metodología consistió en una revisión narrativa sistematizada de la literatura científica sobre la comunicación oral, en revistas acreditadas en Scopus, Scielo, Dialnet y Eric, complementada con Google Académico e informes de investigación de la biblioteca institucional. Se aplicaron criterios de inclusión como artículos de investigación, acceso al texto completo, pertinencia temática y publicación dentro del periodo establecido, y los datos fueron compilados en un cuadro de análisis y síntesis de literatura académica. Los principales hallazgos evidencian que la neurolingüística vincula aspectos gramaticales, fonéticos, sintácticos y morfológicos de la comunicación oral, y que esta se desarrolla en interacción social y en el contexto, al vincularse con el entorno o hablar en público, de manera procesal, en condiciones contextuales favorables y con diversas estrategias con las que media el docente. Se concluye que la oralidad como competencia comunicativa requiere un proceso contextualizado y estratégico para su adecuado desarrollo en estudiantes rurales.
The purpose of this research study was to analyze orality as a communicative competence among rural secondary school students based on research literature published between 2021 and 2025. Orality is understood as the fundamental linguistic ability to articulate, convey, and receive ideas, thoughts, emotions, and knowledge according to the context. The methodology consisted of a systematized narrative review of the scientific literature on oral communication published in journals indexed in Scopus, SciELO, Dialnet, and ERIC, complemented by Google Scholar and research reports. Inclusion criteria included research articles, full-text availability, thematic relevance, and publication within the established period. The selected data were compiled into a literature analysis and synthesis matrix. The main findings indicate that neurolinguistics links the grammatical, phonetic, syntactic, and morphological aspects of oral communication, and that oral competence develops through social interaction and contextual engagement by connecting with the environment or speaking in public, following a gradual process under favorable contextual conditions and through various teaching strategies mediated by the teacher. It is concluded that orality as a communicative competence requires a contextualized and strategic process for its effective development among rural secondary school students.
The purpose of this research study was to analyze orality as a communicative competence among rural secondary school students based on research literature published between 2021 and 2025. Orality is understood as the fundamental linguistic ability to articulate, convey, and receive ideas, thoughts, emotions, and knowledge according to the context. The methodology consisted of a systematized narrative review of the scientific literature on oral communication published in journals indexed in Scopus, SciELO, Dialnet, and ERIC, complemented by Google Scholar and research reports. Inclusion criteria included research articles, full-text availability, thematic relevance, and publication within the established period. The selected data were compiled into a literature analysis and synthesis matrix. The main findings indicate that neurolinguistics links the grammatical, phonetic, syntactic, and morphological aspects of oral communication, and that oral competence develops through social interaction and contextual engagement by connecting with the environment or speaking in public, following a gradual process under favorable contextual conditions and through various teaching strategies mediated by the teacher. It is concluded that orality as a communicative competence requires a contextualized and strategic process for its effective development among rural secondary school students.
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Comunicación oral, aprendizaje, enseñanza rural, Oral communication, rural teaching, learning