Show simple item record

dc.contributor.advisorMaldonado Chacón, Pedro Pablo
dc.contributor.authorAlonso Ramírez, Yeimy Janneth
dc.contributor.authorCausil Camargo, Levis
dc.date.accessioned2017-06-23T20:40:02Z
dc.date.available2017-06-23T20:40:02Z
dc.date.created2016
dc.date.issued2016
dc.identifier.citationAckerman, D. (2004). An alchemy of mind: The marvel and mystery of the brain. New York: Scribner.
dc.identifier.citationAmiryousefi, M. (2016). Willingness to communicate, interest, motives to communicate with the instructor, and L2 speaking: A focus on the role of age and gender. Innovation in Language Learning and Teaching, 14, 1-14. doi: 10.1080/17501229.2016.1170838
dc.identifier.citationArhar, J. M., Holly, M. L., & Kasten, W. C. (2001). Action research for teachers: Traveling the yellow brick road. Upper Saddle River, NJ: Merrill, Prentice Hall
dc.identifier.citationAugust, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research & Practice, 20(1), 50-57. doi: 10.1111/j.1540-5826.2005.00120.x
dc.identifier.citationAusubel, D. (1963). The psychology of meaningful verbal learning. Oxford, UK: Grune & Stratton.
dc.identifier.citationAvinash, M. (2016). Use of puzzle solving games to teach English. Indian Journal of Science and Technology, 9(15). doi: 10.17485/ijst/2016/v9i15/86940 or http://www.indjst.org/index.php/indjst/article/view/86940/68914
dc.identifier.citationBailey, A. L. (2005). Cambridge young learners English (YLE) tests. Language Testing, 22(2), 242-252. doi: 10.1177/026553220502200206
dc.identifier.citationBandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development, Vol. 6. Six theories of child development 1-60. Greenwich, CT: JAI Press.
dc.identifier.citationBarón, P. C., & Martínez, O. M. (2013). Metacognitive learning strategies: Their influences on vocabulary learning through a webquest. (Master’s thesis, Universidad de La Sabana, Chia, Colombia). Retrieved from: http://intellectum.unisabana.edu.co/handle/10818/8305
dc.identifier.citationBiemiller, A. (2001). Teaching vocabulary: Early, direct, and sequential. American Educator, 25(1), 24-28.
dc.identifier.citationBlachowicz, C. L. Z. & Fisher, P. (2011). Best practices in teaching vocabulary revisited. In L. Morrow & L. Gambrell (Eds.), Best practices in literacy instruction (pp. 224-249). New York: Guilford
dc.identifier.citationBlock, D., & Cameron, D. (Eds.). (2002). Globalization and language teaching. London: Routledge
dc.identifier.citationBogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods (5th Ed.). Boston: Pearson Education.
dc.identifier.citationBolton, K., & Butler, S. (2004). Dictionaries and the stratification of vocabulary: Towards a new lexicography for Philippine English. World Englishes, 23(1), 91-112. doi:10.1111/j.1467- 971X.2004.00337.x
dc.identifier.citationBorg, S. (2001). The research journal: A tool for promoting and understanding researcher development. Language Teaching Research, 5(2), 156-177. Retrieved from: http://ltr.sagepub.com/content/5/2/156.short. doi:10.1177/136216880100500204
dc.identifier.citationBouchard, T.J. (1976). Unobtrusive Measures: An Inventory of Uses. Sociological Methods & Research. 4(3), 267-300. doi: 10.1177/004912417600400301
dc.identifier.citationBrown, A. L., & Ferrara, R. A. (1985). Diagnosing zones of proximal development. In J. Wertsch (Ed.), Culture, communication and cognition: Vygotskian perspectives (pp. 273- 305). Cambridge, UK: Cambridge University Press.
dc.identifier.citationBrown, K. L. (2003). From teacher-centered to learner-centered curriculum: Improving learning in diverse classrooms. Education, 124(1), 49.
dc.identifier.citationBrown, G., & Yule, G. (1983). Teaching the spoken language. Cambridge, UK: Cambridge University Press
dc.identifier.citationBrown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Heinle & Heinle Publishers, 20 Park Plaza, Boston, MA 02116
dc.identifier.citationBurns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York, NY: Routledge
dc.identifier.citationBurns, A., & Joyce, H. (1997). Focus on speaking. National Centre for English language teaching and research, Macquarie University, Sydney, New South Wales, Australia 2109.
dc.identifier.citationButtjes, D. (1990). Teaching foreign language and culture: Social impact and political significance. Language Learning Journal, 2(1), 53-57. doi: 10.2307/3587769
dc.identifier.citationBygate, M. (2006). Areas of research that influence L2 speaking instruction. In E. Uso-Juan, & A. Martinez-Flor (Eds.), Current trends in the development and teaching of the four language skills. (pp. 159-186). Berlin, Germany: Mouton de Gruyter.
dc.identifier.citationCarrier, M., & the Centre for British Teachers. (1985). Take 5: games and activities for the language learners. Nelson, Walton-on-Thames, Surrey
dc.identifier.citationCelce-Murcia, M. (2001). Language teaching approaches: An overview. Teaching English as a second or foreign language, 2, 3-10.
dc.identifier.citationCinamon, D. & Elding, S. (1998). Tracking Talk. In Holderness, J. & Lalljee, B. (Eds), Introduction to oracy: Frameworks for talk. London, England: A&C Black.
dc.identifier.citationCoady, J., & Huckin, T. (1997). Second language vocabulary acquisition: A rationale for pedagogy. Cambridge, UK: Cambridge University Press.
dc.identifier.citationCook, G. (1994). Repetition and learning by heart: An aspect of intimate discourse, and its implications. ELT journal, 48(2), 133-141. doi: 10.1093/elt/48.2.133
dc.identifier.citationCorbin, J., & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory. Los Angeles, CA: Sage Publications, Inc.
dc.identifier.urihttp://hdl.handle.net/10818/30770
dc.description112 Páginas.es_CO
dc.description.abstractThe objective of this action research was to check the effectiveness of guided vocabulary practice through board games as a strategy to improve students’ level of oral production in English. This study was conducted with two groups of 12 students each, from two different public schools located in the south of Bogotá, Colombia. 11 boys and 13 girls, ranging in age from 10 to 13, whose English level was A1, according to the Common European Framework of Reference (2001), made up the group of 24 participants. The two groups evidenced common behaviours of apathy and poor participation in activities that involved oral communication in English. The initial analysis revealed the lack of vocabulary as the main reason students felt restrained and insecure when they were required to participate in oral activities. The instruments used to collect the information before, during, and after the pedagogical intervention were vocabulary tests, oral production tests, questionnaires, checklists and teachers’ journals. The data analysis revealed positive results regarding the implementation of teaching and learning vocabulary guided through games. There was evidence that students increased their vocabulary in English as they improved their attitude towards oral activities in the target language. The results of this study provided a pedagogical alternative for the development of oral production skills in second language learners. First, this pedagogical intervention emphasized the need to teach vocabulary in context and provide students with the tools for them to become able to participate actively in oral activities. In this sense, the learning and practice of a high-frequency words list through board games presented positive results. Second, promoting collaborative work and practice of the target language, through board games, raised learners’ self-confidence and security.es_CO
dc.formatapplication/pdfes_CO
dc.language.isoenges_CO
dc.publisherUniversidad de La Sabanaes_CO
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectVocabulary development
dc.subjectEducational games
dc.subjectTeacher directed practice
dc.subjectSpeaking skills
dc.subject.otherJuegos educativos
dc.subject.otherEducación -- Enseñanza
dc.subject.otherPronunciación
dc.titleThe impact of guided vocabulary practice through board games to enhance A1 sixth graders’ oral production in Englishes_CO
dc.typemasterThesises_CO
dc.publisher.programMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomoes_CO
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjerases_CO
dc.identifier.local265052
dc.identifier.localTE09112
dc.type.spaTesis de maestría
dc.type.hasVersionpublishedVersiones_CO
dc.rights.accessRightsopenAccesses_CO
dc.creator.degreeMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomoes_CO


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

Attribution-NonCommercial-NoDerivatives 4.0 InternationalExcept where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International