Tabooed Topics and English Language

Abstract

The teaching and learning process is evolving in a positive, practical, and participatory way, gradually breaking down barriers and stereotypes that prevented learning from flowing naturally and spontaneously, introducing, topics, methodologies, and ideologies that allow the student to connect and adapt to an appropriate environment. Taboo topics are a little explored resource within the fieldof learning due to their sensitive nature, but addressing taboo topics can bring many benefits such as argumentation, critical thinking, and negotiation. Overall, creatingan inclusive environment where openness and understanding replace stigma and shame, among other insecurities. Therefore, the objective of this research was to analyze the effectiveness of taboo topics on the development of oral production study. Additionally, the study was no experimental with a quantitative-descriptive level and transversal. Moreover, the information was collected through the application of a survey with 14 closed questions based on the Linkert scale, which was validated through a pilot test. The participants were 28 students of which 17 were women and 11 men corresponding to the third level of Universidad Tecnológica Indoamérica. Finally, Through the survey, the opinions, strategies, importance, influence, and benefits were analyzed, and it was concluded the students demonstrated different attitudes towards such as curiosity, interest, and confidence in discussing and arguing taboo topics, being positive behaviors that indicate that in a large part of the university students there is interest in learning about these topics. In addition, many participants found the use of taboo topics to be a creative, motivating, and witty resource that can be eye-catching and influence the development of criteria and argumentation skills.