The impact of guided vocabulary practice through board games to enhance A1 sixth graders’ oral production in English

112 Páginas.

Autores:: Alonso Ramírez, Yeimy Janneth
Causil Camargo, Levis

Tipo de recurso:

Fecha de publicación:: 2016

Institución:: Universidad de la Sabana

Repositorio:: Repositorio Universidad de la Sabana

Idioma:: eng

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network_name_str	Repositorio Universidad de la Sabana
repository_id_str
dc.title.es_CO.fl_str_mv	The impact of guided vocabulary practice through board games to enhance A1 sixth graders’ oral production in English
title	The impact of guided vocabulary practice through board games to enhance A1 sixth graders’ oral production in English
spellingShingle	The impact of guided vocabulary practice through board games to enhance A1 sixth graders’ oral production in English Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo Vocabulary development Educational games Teacher directed practice Speaking skills Juegos educativos Educación -- Enseñanza Pronunciación
title_short	The impact of guided vocabulary practice through board games to enhance A1 sixth graders’ oral production in English
title_full	The impact of guided vocabulary practice through board games to enhance A1 sixth graders’ oral production in English
title_fullStr	The impact of guided vocabulary practice through board games to enhance A1 sixth graders’ oral production in English
title_full_unstemmed	The impact of guided vocabulary practice through board games to enhance A1 sixth graders’ oral production in English
title_sort	The impact of guided vocabulary practice through board games to enhance A1 sixth graders’ oral production in English
dc.creator.fl_str_mv	Alonso Ramírez, Yeimy Janneth Causil Camargo, Levis
author	Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
author_facet	Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
author_role	author
dc.contributor.advisor.none.fl_str_mv	Maldonado Chacón, Pedro Pablo
dc.contributor.author.none.fl_str_mv	Alonso Ramírez, Yeimy Janneth Causil Camargo, Levis
dc.contributor.author.fl_str_mv	Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
dc.subject.none.fl_str_mv	Vocabulary development Educational games Teacher directed practice Speaking skills
topic	Vocabulary development Educational games Teacher directed practice Speaking skills Juegos educativos Educación -- Enseñanza Pronunciación
dc.subject.other.none.fl_str_mv	Juegos educativos Educación -- Enseñanza Pronunciación
description	112 Páginas.
publishDate	2016
dc.date.created.none.fl_str_mv	2016
dc.date.issued.none.fl_str_mv	2016
dc.date.accessioned.none.fl_str_mv	2017-06-23T20:40:02Z
dc.date.available.none.fl_str_mv	2017-06-23T20:40:02Z
dc.type.es_CO.fl_str_mv	masterThesis
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dc.type.coar.fl_str_mv	http://purl.org/coar/resource_type/c_bdcc
dc.type.local.none.fl_str_mv	Tesis de maestría
dc.type.hasVersion.es_CO.fl_str_mv	publishedVersion
dc.identifier.citation.none.fl_str_mv	Ackerman, D. (2004). An alchemy of mind: The marvel and mystery of the brain. New York: Scribner. Amiryousefi, 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 Arhar, 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 August, 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 Ausubel, D. (1963). The psychology of meaningful verbal learning. Oxford, UK: Grune & Stratton. Avinash, 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 Bailey, A. L. (2005). Cambridge young learners English (YLE) tests. Language Testing, 22(2), 242-252. doi: 10.1177/026553220502200206 Bandura, 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. Barón, 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 Biemiller, A. (2001). Teaching vocabulary: Early, direct, and sequential. American Educator, 25(1), 24-28. Blachowicz, 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 Block, D., & Cameron, D. (Eds.). (2002). Globalization and language teaching. London: Routledge Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods (5th Ed.). Boston: Pearson Education. Bolton, 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 Borg, 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 Bouchard, T.J. (1976). Unobtrusive Measures: An Inventory of Uses. Sociological Methods & Research. 4(3), 267-300. doi: 10.1177/004912417600400301 Brown, A. L., & Ferrara, R. A. (1985). 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Retrieved from home.cc.gatech.edu/je77/uploads/3/hobbits-sg.pdf https://en.islcollective.com/wuploads/preview_new/big_26214_places_around_town_dic e_game_1.jpg https://en.islcollective.com/wuploads/preview/big_islcollective_esl_city_domino_doc_24 6384d77a88ce50a25_64791020.jpg http://www.eslprintables.com.es/preview/thumb801242204560778.jpg https://en.islcollective.com/wuploads/preview_new/big_59918_city_places__crossword_ 1.jpg http://www.lost-in-indonesia.com/uploads/6/1/5/4/61541525/6709843_orig.jpg https://en.islcollective.com/wuploads/preview_new/full_522_jobs_and_occupations_1.jp g http://roble.pntic.mec.es/jheb0015/Ework/Places_town.GIF http://us.123rf.com/450wm/djvstock/djvstock1409/djvstock140901231/32025189-helpgraphic-design--illustration.jpg?ver=6 http://previews.123rf.com/images/kasto/kasto1511/kasto151100012/47498711-Rubiacauc-sico-mujer-de-negocios-hablando-por-tel-fono-celular-viajando-en-autob-s-Eltransporte-p--Foto-de-archivo.jpg http://irescate.es/bomberos-de-londres-podrian-usar-las-redes-sociales-para-emergencias/ https://thumb9.shutterstock.com/display_pic_with_logo/2089952/170611226/stockvector-mum-says-to-the-boy-what-to-play-about-with-matches-it-is-impossible-the-firein-the-house-the-170611226.jpg http://images.clipartlogo.com/files/ss/thumb/585/58503031/the-man-with-emptypockets_small.jpg http://1.bp.blogspot.com/-V-1zcA1LjQ0/VZi9jQ3g89I/AAAAAAAACSQ/pFTOgOSXF MA/s1600/animasi%2Blagi%2Bgak%2Benak%2Bbadan%2Bbergerak.gif http://teachers.onlineenglishexpert.com/prepositions-of-place-english-lesson-plan-a1/
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identifier_str_mv	Ackerman, D. (2004). An alchemy of mind: The marvel and mystery of the brain. New York: Scribner. Amiryousefi, 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 Arhar, 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 August, 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 Ausubel, D. (1963). The psychology of meaningful verbal learning. Oxford, UK: Grune & Stratton. Avinash, 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 Bailey, A. L. (2005). Cambridge young learners English (YLE) tests. Language Testing, 22(2), 242-252. doi: 10.1177/026553220502200206 Bandura, 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. Barón, 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 Biemiller, A. (2001). Teaching vocabulary: Early, direct, and sequential. American Educator, 25(1), 24-28. Blachowicz, 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 Block, D., & Cameron, D. (Eds.). (2002). Globalization and language teaching. London: Routledge Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods (5th Ed.). Boston: Pearson Education. Bolton, 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 Borg, 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 Bouchard, T.J. (1976). Unobtrusive Measures: An Inventory of Uses. Sociological Methods & Research. 4(3), 267-300. doi: 10.1177/004912417600400301 Brown, A. L., & Ferrara, R. A. (1985). 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spelling	Maldonado Chacón, Pedro PabloAlonso Ramírez, Yeimy JannethCausil Camargo, LevisMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo2017-06-23T20:40:02Z2017-06-23T20:40:02Z20162016Ackerman, D. (2004). An alchemy of mind: The marvel and mystery of the brain. New York: Scribner.Amiryousefi, 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: 10.1080/17501229.2016.1170838Arhar, J. M., Holly, M. L., & Kasten, W. C. (2001). Action research for teachers: Traveling the yellow brick road. Upper Saddle River, NJ: Merrill, Prentice HallAugust, 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.xAusubel, D. (1963). The psychology of meaningful verbal learning. Oxford, UK: Grune & Stratton.Avinash, 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/86940/68914Bailey, A. L. (2005). Cambridge young learners English (YLE) tests. Language Testing, 22(2), 242-252. doi: 10.1177/026553220502200206Bandura, 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.Barón, 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/10818/8305Biemiller, A. (2001). Teaching vocabulary: Early, direct, and sequential. American Educator, 25(1), 24-28.Blachowicz, 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: GuilfordBlock, D., & Cameron, D. (Eds.). (2002). Globalization and language teaching. London: RoutledgeBogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods (5th Ed.). Boston: Pearson Education.Bolton, 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.xBorg, 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:10.1177/136216880100500204Bouchard, T.J. (1976). Unobtrusive Measures: An Inventory of Uses. 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Retrieved from home.cc.gatech.edu/je77/uploads/3/hobbits-sg.pdfhttps://en.islcollective.com/wuploads/preview_new/big_26214_places_around_town_dic e_game_1.jpghttps://en.islcollective.com/wuploads/preview/big_islcollective_esl_city_domino_doc_24 6384d77a88ce50a25_64791020.jpghttp://www.eslprintables.com.es/preview/thumb801242204560778.jpghttps://en.islcollective.com/wuploads/preview_new/big_59918_city_places__crossword_ 1.jpghttp://www.lost-in-indonesia.com/uploads/6/1/5/4/61541525/6709843_orig.jpghttps://en.islcollective.com/wuploads/preview_new/full_522_jobs_and_occupations_1.jp ghttp://roble.pntic.mec.es/jheb0015/Ework/Places_town.GIFhttp://us.123rf.com/450wm/djvstock/djvstock1409/djvstock140901231/32025189-helpgraphic-design--illustration.jpg?ver=6http://previews.123rf.com/images/kasto/kasto1511/kasto151100012/47498711-Rubiacauc-sico-mujer-de-negocios-hablando-por-tel-fono-celular-viajando-en-autob-s-Eltransporte-p--Foto-de-archivo.jpghttp://irescate.es/bomberos-de-londres-podrian-usar-las-redes-sociales-para-emergencias/https://thumb9.shutterstock.com/display_pic_with_logo/2089952/170611226/stockvector-mum-says-to-the-boy-what-to-play-about-with-matches-it-is-impossible-the-firein-the-house-the-170611226.jpghttp://images.clipartlogo.com/files/ss/thumb/585/58503031/the-man-with-emptypockets_small.jpghttp://1.bp.blogspot.com/-V-1zcA1LjQ0/VZi9jQ3g89I/AAAAAAAACSQ/pFTOgOSXF MA/s1600/animasi%2Blagi%2Bgak%2Benak%2Bbadan%2Bbergerak.gifhttp://teachers.onlineenglishexpert.com/prepositions-of-place-english-lesson-plan-a1/http://hdl.handle.net/10818/30770265052TE09112112 Páginas.The 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.application/pdfengUniversidad de La SabanaMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje AutónomoDepartamento de Lenguas y Culturas ExtranjerasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2Universidad de La SabanaIntellectum Repositorio Universidad de La SabanaVocabulary developmentEducational gamesTeacher directed practiceSpeaking skillsJuegos educativosEducación -- EnseñanzaPronunciaciónThe impact of guided vocabulary practice through board games to enhance A1 sixth graders’ oral production in EnglishmasterThesisTesis de maestríapublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_bdccORIGINALYeimy Janneth Alonso Ramírez (Tesis).pdfYeimy Janneth Alonso Ramírez (Tesis).pdfVer documento en PDFapplication/pdf3333481https://intellectum.unisabana.edu.co/bitstream/10818/30770/1/Yeimy%20Janneth%20Alonso%20Ram%c3%adrez%20%28Tesis%29.pdf09580d5de59114ac88563f9161ef1f32MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-81223https://intellectum.unisabana.edu.co/bitstream/10818/30770/2/license_rdf7c9ab7f006165862d8ce9ac5eac01552MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8498https://intellectum.unisabana.edu.co/bitstream/10818/30770/3/license.txtf52a2cfd4df262e08e9b300d62c85cabMD53Yeimy Janneth Alonso Ramírez (Carta).pdfYeimy Janneth Alonso Ramírez (Carta).pdfapplication/pdf577445https://intellectum.unisabana.edu.co/bitstream/10818/30770/4/Yeimy%20Janneth%20Alonso%20Ram%c3%adrez%20%28Carta%29.pdf9d2185184609d9ea9ef176027f677fa9MD54TEXTYeimy Janneth Alonso Ramírez (Tesis).pdf.txtYeimy Janneth Alonso Ramírez (Tesis).pdf.txtExtracted Texttext/plain182939https://intellectum.unisabana.edu.co/bitstream/10818/30770/5/Yeimy%20Janneth%20Alonso%20Ram%c3%adrez%20%28Tesis%29.pdf.txtcdf1f05be50554a8643ed34286000f68MD5510818/30770oai:intellectum.unisabana.edu.co:10818/307702019-12-10 15:55:41.61Intellectum Universidad de la Sabanacontactointellectum@unisabana.edu.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

The impact of guided vocabulary practice through board games to enhance A1 sixth graders’ oral production in English

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