Enhanced vocabulary in seventh grade students by using traditional and nontraditional methods: Comparative study amongst three State schools in Bogotá

1 archivo de lectura en pdf.

Autores:
Bacarez Moreno, Francy Janeth
Mateus Rivera, Gerson Orlando
Jaramillo Serna, Juan Carlos
Tipo de recurso:
Fecha de publicación:
2016
Institución:
Universidad de la Sabana
Repositorio:
Repositorio Universidad de la Sabana
Idioma:
eng
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oai:intellectum.unisabana.edu.co:10818/24323
Acceso en línea:
http://hdl.handle.net/10818/24323
http://intellectum.unisabana.edu.co/
Palabra clave:
Ingles -- Enseñanza -- Colombia
Inglés técnico
Inglés básico
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License
http://purl.org/coar/access_right/c_abf2
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oai_identifier_str oai:intellectum.unisabana.edu.co:10818/24323
network_acronym_str REPOUSABA2
network_name_str Repositorio Universidad de la Sabana
repository_id_str
dc.title.es_CO.fl_str_mv Enhanced vocabulary in seventh grade students by using traditional and nontraditional methods: Comparative study amongst three State schools in Bogotá
title Enhanced vocabulary in seventh grade students by using traditional and nontraditional methods: Comparative study amongst three State schools in Bogotá
spellingShingle Enhanced vocabulary in seventh grade students by using traditional and nontraditional methods: Comparative study amongst three State schools in Bogotá
Magíster en Didáctica del Inglés para el Aprendizaje Autodirigido
Ingles -- Enseñanza -- Colombia
Inglés técnico
Inglés básico
title_short Enhanced vocabulary in seventh grade students by using traditional and nontraditional methods: Comparative study amongst three State schools in Bogotá
title_full Enhanced vocabulary in seventh grade students by using traditional and nontraditional methods: Comparative study amongst three State schools in Bogotá
title_fullStr Enhanced vocabulary in seventh grade students by using traditional and nontraditional methods: Comparative study amongst three State schools in Bogotá
title_full_unstemmed Enhanced vocabulary in seventh grade students by using traditional and nontraditional methods: Comparative study amongst three State schools in Bogotá
title_sort Enhanced vocabulary in seventh grade students by using traditional and nontraditional methods: Comparative study amongst three State schools in Bogotá
dc.creator.fl_str_mv Bacarez Moreno, Francy Janeth
Mateus Rivera, Gerson Orlando
Jaramillo Serna, Juan Carlos
author Magíster en Didáctica del Inglés para el Aprendizaje Autodirigido
author_facet Magíster en Didáctica del Inglés para el Aprendizaje Autodirigido
author_role author
dc.contributor.advisor.none.fl_str_mv Sylvester Mcdougald, Jermaine
dc.contributor.author.none.fl_str_mv Bacarez Moreno, Francy Janeth
Mateus Rivera, Gerson Orlando
Jaramillo Serna, Juan Carlos
dc.contributor.author.fl_str_mv Magíster en Didáctica del Inglés para el Aprendizaje Autodirigido
dc.subject.armarc.none.fl_str_mv Ingles -- Enseñanza -- Colombia
Inglés técnico
Inglés básico
topic Ingles -- Enseñanza -- Colombia
Inglés técnico
Inglés básico
description 1 archivo de lectura en pdf.
publishDate 2016
dc.date.accessioned.none.fl_str_mv 2016-05-24T16:17:38Z
dc.date.available.none.fl_str_mv 2016-05-24T16:17:38Z
dc.date.created.none.fl_str_mv 2016
dc.date.issued.none.fl_str_mv 2016-04-26
dc.type.es_CO.fl_str_mv masterThesis
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
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 Ausubel, D. (1976). Psicología educativa: un punto de vista cognoscitivo. México D.F. Trillas.
Barón, C. Martínez, M. (2013). Metacognitive learning strategies: their influences on vocabulary learning through a web quest. Universidad de la Sabana. Chía, Colombia.
Byrne, D. (1986). Teaching oral English. Harlow: Longman.
Cardenas, M (2001). The challenge of effective Vocabulary Teaching. PROFILE 2. Vol 1 issues in teachers´ professional development. Retrieved from http://revistas.unal. edu.co/index.php/profile/issue/view/1279/showToc
Chapelle, C. (2009) The Relationship between Second Language Acquisition Theory and Computer-Assisted Language Learning. Modern Language Journal. Vol. 93. Iowa State University. p.741-753
Council of Europe (n.d) Common European Framework of reference for languages: Learning, teaching assessment. Retrieved from: http://www.coe.int/t/dg4 /linguistic/source/framework_en.pdf
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal learning and Verbal behaviour, 11, 671-684.
Díaz B. A, (2005). El docente y los programas escolares Lo institucional y lo didáctico. Barcelona-México. Ediciones Pomares, S. A.
DSS International Language Services. (n.d) PPP TEFL Teaching Methodology The Teaching Process for EFL. Retrieved from: http://seetefl.com/ppp-tefl-teachingmethodology/
Dunlosky, J & Metcalfe, J (2009) Metacognition, a textbook for cognitive, educational, lifespan & applied psychology. Sage Publications
Egbert, J. & Petrie, G. (2005). CALL Research Perspectives. Washington State University. Lawrence Erlbaum Associates, Publishers. Mahwah, New Jersey.
Ellis, Rod. (1988) The Role of Practice in Classroom Learning. AILA Review 5: 20-39
Engin, A.(2009). Second Language Learning success and motivation. SOCIAL BEHAVIOR AND PERSONALITY 37(8), 1035-1042DOI 10.2224
Ferrance, E. (2000). Action Research. Brown University; Retrieved from: http://www.lab.brown.edu/pubs/themes_ed/act_research.pdf
García, M. (2000). Estrategias de aprendizaje de vocabulario de inglés utilizadas por los estudiantes de secundaria. i.e.s. heliche (sevilla). Retrieved from: ruc.udc.es/bitstream/2183/8115/1/lyt_15_2000_art_6.pdf
Garner, R. (1988). Learning and Study Strategies: Issues in Assessment, Instruction, and Evaluation. Verbal report data on cognitive and metacognitive strategies. Academic Press, Inc. San Diego, California. P. 63- 74
Gaser, G. & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
Hannan, A. (2007). Questionnaires in education research. University of Plymouth Retrieved from http://www.edu.plymouth.ac.uk/resined/QUESTS/index.htm
Hauck, M. (2005). Metacognitive knowledge, metacognitive Strategies, and CALL. CALL Research Perspectives. Washington State University. Lawrence Erlbaum Associates, Publishers. Mahwah, New Jersey. p. 65- 86
Harley, B. (1995). The lexicon in language research. In B. Harley (Ed.), Lexical issues in language learning (pp.1–28). Amsterdam: Benjamins.
Hazlitt, H. (1916) Thinking as a Science. E.P.Duttoni company, 1916.Edited by Hans F. P. 44
Higgs, T. & Clifford, R (1982). The Push Towards Communication. In Theodore V. Higgs (Ed.), Curriculum, competence, and the foreign language teacher (pp. 57–79). Lincolnwood, IL: National Textbook Company.
Johnson, A. (2002). A short guide to action research. Boston, MA: Allyn and Bacon
Johnson, R et all. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112–133. Retrive from: http://www.wellsreserve.org /writable/files/ctp/Qualitative_Research/mixed_methods.pdf
Joseph, N (2010). Metacognition Needed: Teaching Middle and High School Students to Develop Strategic Learning Skills. Preventing School Failure. Oakland University. Vol. 54, No. 2. P, 99- 103
Krashen, S.(1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. Modern Language Journal. Vol. 73, No. 4. p. 440-464
Lan, Y. (2012). The effect of Technology-supported co-sharing on l2 vocabulary strategy Development. Department of Applied Chinese Languages and Culture, National Taiwan Normal University, Taiwan.
Laufer, B. (1997). The lexical plight in second language reading: Words you don't know, words you think you know, and words you can't guess. Cambridge: Cambridge University Press.
Lewis, M. (1993). "The lexical approach: The state of ELT and the way forward." Hove, England: Language Teaching Publications. Retrived from: http://www.ericdigests.org/2002-2/lexical.htm
McCarthy, J. (2002). A Thematic Guide to Optimality Theory. Cambridge: Cambridge University Press.
McKernan, J., (1988). The Countenance of Curriculum Action Research: Traditional, Collaborative and Critical-Emancipatory Conceptions. Journal of Curriculum and Supervision, 3,(34 Spring:173-200 as cited in McKernan, J., (1991). Curriculum Action Research. A Handbook of Methods and Resources for the Reflective Practitioner London: Kogan Page
Mertler, Craig A. (2009). Action research. Teachers as researchers in the classroom. [Kindle II edition]. Retrieved from https://books.google.com.co/books? hl=es&lr=&id=nVGyeyEzjFUC&oi=fnd&pg=PR1&dq=action+research+for+teach ers&ots=NvyNbnjy5f&sig=a3J77hbKPo4AOE6Aceff_zgnWXc&redir_esc=y#v=on epage&q=action%20research%20for%20teachers&f=false
Moreno, F. (2011). La multimedia como herramienta para el aprendizaje autónomo del vocabulario del inglés por parte de los niños. Colombian Applied Linguistics Journal. Bogotá: Facultad de Ciencias y Educación de la Universidad Distrital, Bogotá, Colombia
Moreno, J.(2012). Multimedia Resources and Mnemonics for Vocabulary Acquisition in English. Revista virtual universidad católica del norte, año 2013. Número 38, febrero-mayo. Retrieved from: http://webcache.googleusercontent.com/search?q=cache:6RHauTwHZjgJ:revistavirtual.ucn.edu.co/in dex.php/RevistaUCN/article/viewFile/408/805+&cd=2&hl=es&ct=clnk&gl=co
Mosquera, C. (2013). Applying Metacognitive Strategies for Vocabulary Acquisition Through Learning Portfolios. Universidad de la Sabana. Chía, Colombia.
Namey,E. Guest,G. Thairu, L. Johnson L (2007)Data Reduction Techniques for Large Qualitative Data Sets. Retrieved from: http://web.stanford.edu/ ~thairu/07_184.Guest.1sts.pdf
Nation, I.S.P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
Nunan, D. (1999) Second Language Teaching & Learning. Heinle & Heinle Publishers.
Nunan, D. (1991). Teaching vocabulary. Language Teaching Methodology. Hemel Hempstead: Vocabulary acquisition in the communicative classroom -127- Prentice Hall Int. pp. 116-400
Nunan, D & Bailey, K. (2009) Exploring Second Language Classroom Language Research. A Comprehensive Guide. Heinlee, Cengage Learning.
O'Dell, F. (1997). Incorporating Vocabulary into the Syllabus. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: description, acquisition and pedagogy. Cambridge: Cambridge University Press
Okoza, J., Aluede, & Sologo, O. (2013). Assessing students’ metacognitive awareness of learning strategiesamong secondary school students in Edo Stat Nigeria. National Open University of Nigeria, Benin City Study Centre, Nigeria. Research in Education, Number 90. Manchester University Press. P, 82-97
Prensky M, (2001). Digital Natives, Digital Inmigrants. In the Horizon MCB University Press, Vol. 9 No. 5, October 2001.
Scott, H. (2009). Data Analysis: Getting Conceptual. The Grounded Theory Review: An international journal, 8(2), 89 – 109.
Rojas, L. (1998). Cómo aprenden los estudiantes una lengua extranjera. Ed. Magisterio. Bogota.
Thorpe, R., & Holt, R. (2008). The SAGE dictionary of qualitative management research. London etc.: Sage Publications.
Tomlinson, B. (2010). Principles And Procedures For Self-Access Materials. Studies in Self-Access Learning. Journal, 1(2), 72-86. Retrieved from: http://sisaljournal.org/archives/sep10/tomlinson/?like=1&_wpnonce=469fbe03a0 /archives/sep10/tomlinson/
Wilkins, D. A. (1976) Notional Syllabuses. Oxford: Oxford University Press.
Yoshida, K (2006). Theoretical frameworks of testing in SLA: Processing perspectives and strategies in testing situations. Shiken: JALT Testing & Evaluation SIG Newsletter. Vol. 10 No. 1. Mar. 2006. (p. 2 - 7) [ISSN 1881-5537] Retrieved from: http://jalt.org/test/yos_1.htm
Zabala, B. (2012). Presentation, practice and production versus task based learning using From focused tasks. Maestría en Educación con Mención en Enseñanza de inglés como Lengua Extranjera. Universidad de Piura. Facultad de Ciencias de la Educación. Piura, Perú. Retrieved from:http://pirhua.udep.edu.pe/bitstream/handle/123456789 /1801/MAE_EDUC_095.pdf?sequence=1
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/10818/24323
dc.identifier.local.none.fl_str_mv 262106
TE08288
dc.identifier.repourl.none.fl_str_mv http://intellectum.unisabana.edu.co/
identifier_str_mv Ausubel, D. (1976). Psicología educativa: un punto de vista cognoscitivo. México D.F. Trillas.
Barón, C. Martínez, M. (2013). Metacognitive learning strategies: their influences on vocabulary learning through a web quest. Universidad de la Sabana. Chía, Colombia.
Byrne, D. (1986). Teaching oral English. Harlow: Longman.
Cardenas, M (2001). The challenge of effective Vocabulary Teaching. PROFILE 2. Vol 1 issues in teachers´ professional development. Retrieved from http://revistas.unal. edu.co/index.php/profile/issue/view/1279/showToc
Chapelle, C. (2009) The Relationship between Second Language Acquisition Theory and Computer-Assisted Language Learning. Modern Language Journal. Vol. 93. Iowa State University. p.741-753
Council of Europe (n.d) Common European Framework of reference for languages: Learning, teaching assessment. Retrieved from: http://www.coe.int/t/dg4 /linguistic/source/framework_en.pdf
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal learning and Verbal behaviour, 11, 671-684.
Díaz B. A, (2005). El docente y los programas escolares Lo institucional y lo didáctico. Barcelona-México. Ediciones Pomares, S. A.
DSS International Language Services. (n.d) PPP TEFL Teaching Methodology The Teaching Process for EFL. Retrieved from: http://seetefl.com/ppp-tefl-teachingmethodology/
Dunlosky, J & Metcalfe, J (2009) Metacognition, a textbook for cognitive, educational, lifespan & applied psychology. Sage Publications
Egbert, J. & Petrie, G. (2005). CALL Research Perspectives. Washington State University. Lawrence Erlbaum Associates, Publishers. Mahwah, New Jersey.
Ellis, Rod. (1988) The Role of Practice in Classroom Learning. AILA Review 5: 20-39
Engin, A.(2009). Second Language Learning success and motivation. SOCIAL BEHAVIOR AND PERSONALITY 37(8), 1035-1042DOI 10.2224
Ferrance, E. (2000). Action Research. Brown University; Retrieved from: http://www.lab.brown.edu/pubs/themes_ed/act_research.pdf
García, M. (2000). Estrategias de aprendizaje de vocabulario de inglés utilizadas por los estudiantes de secundaria. i.e.s. heliche (sevilla). Retrieved from: ruc.udc.es/bitstream/2183/8115/1/lyt_15_2000_art_6.pdf
Garner, R. (1988). Learning and Study Strategies: Issues in Assessment, Instruction, and Evaluation. Verbal report data on cognitive and metacognitive strategies. Academic Press, Inc. San Diego, California. P. 63- 74
Gaser, G. & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
Hannan, A. (2007). Questionnaires in education research. University of Plymouth Retrieved from http://www.edu.plymouth.ac.uk/resined/QUESTS/index.htm
Hauck, M. (2005). Metacognitive knowledge, metacognitive Strategies, and CALL. CALL Research Perspectives. Washington State University. Lawrence Erlbaum Associates, Publishers. Mahwah, New Jersey. p. 65- 86
Harley, B. (1995). The lexicon in language research. In B. Harley (Ed.), Lexical issues in language learning (pp.1–28). Amsterdam: Benjamins.
Hazlitt, H. (1916) Thinking as a Science. E.P.Duttoni company, 1916.Edited by Hans F. P. 44
Higgs, T. & Clifford, R (1982). The Push Towards Communication. In Theodore V. Higgs (Ed.), Curriculum, competence, and the foreign language teacher (pp. 57–79). Lincolnwood, IL: National Textbook Company.
Johnson, A. (2002). A short guide to action research. Boston, MA: Allyn and Bacon
Johnson, R et all. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112–133. Retrive from: http://www.wellsreserve.org /writable/files/ctp/Qualitative_Research/mixed_methods.pdf
Joseph, N (2010). Metacognition Needed: Teaching Middle and High School Students to Develop Strategic Learning Skills. Preventing School Failure. Oakland University. Vol. 54, No. 2. P, 99- 103
Krashen, S.(1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. Modern Language Journal. Vol. 73, No. 4. p. 440-464
Lan, Y. (2012). The effect of Technology-supported co-sharing on l2 vocabulary strategy Development. Department of Applied Chinese Languages and Culture, National Taiwan Normal University, Taiwan.
Laufer, B. (1997). The lexical plight in second language reading: Words you don't know, words you think you know, and words you can't guess. Cambridge: Cambridge University Press.
Lewis, M. (1993). "The lexical approach: The state of ELT and the way forward." Hove, England: Language Teaching Publications. Retrived from: http://www.ericdigests.org/2002-2/lexical.htm
McCarthy, J. (2002). A Thematic Guide to Optimality Theory. Cambridge: Cambridge University Press.
McKernan, J., (1988). The Countenance of Curriculum Action Research: Traditional, Collaborative and Critical-Emancipatory Conceptions. Journal of Curriculum and Supervision, 3,(34 Spring:173-200 as cited in McKernan, J., (1991). Curriculum Action Research. A Handbook of Methods and Resources for the Reflective Practitioner London: Kogan Page
Mertler, Craig A. (2009). Action research. Teachers as researchers in the classroom. [Kindle II edition]. Retrieved from https://books.google.com.co/books? hl=es&lr=&id=nVGyeyEzjFUC&oi=fnd&pg=PR1&dq=action+research+for+teach ers&ots=NvyNbnjy5f&sig=a3J77hbKPo4AOE6Aceff_zgnWXc&redir_esc=y#v=on epage&q=action%20research%20for%20teachers&f=false
Moreno, F. (2011). La multimedia como herramienta para el aprendizaje autónomo del vocabulario del inglés por parte de los niños. Colombian Applied Linguistics Journal. Bogotá: Facultad de Ciencias y Educación de la Universidad Distrital, Bogotá, Colombia
Moreno, J.(2012). Multimedia Resources and Mnemonics for Vocabulary Acquisition in English. Revista virtual universidad católica del norte, año 2013. Número 38, febrero-mayo. Retrieved from: http://webcache.googleusercontent.com/search?q=cache:6RHauTwHZjgJ:revistavirtual.ucn.edu.co/in dex.php/RevistaUCN/article/viewFile/408/805+&cd=2&hl=es&ct=clnk&gl=co
Mosquera, C. (2013). Applying Metacognitive Strategies for Vocabulary Acquisition Through Learning Portfolios. Universidad de la Sabana. Chía, Colombia.
Namey,E. Guest,G. Thairu, L. Johnson L (2007)Data Reduction Techniques for Large Qualitative Data Sets. Retrieved from: http://web.stanford.edu/ ~thairu/07_184.Guest.1sts.pdf
Nation, I.S.P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
Nunan, D. (1999) Second Language Teaching & Learning. Heinle & Heinle Publishers.
Nunan, D. (1991). Teaching vocabulary. Language Teaching Methodology. Hemel Hempstead: Vocabulary acquisition in the communicative classroom -127- Prentice Hall Int. pp. 116-400
Nunan, D & Bailey, K. (2009) Exploring Second Language Classroom Language Research. A Comprehensive Guide. Heinlee, Cengage Learning.
O'Dell, F. (1997). Incorporating Vocabulary into the Syllabus. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: description, acquisition and pedagogy. Cambridge: Cambridge University Press
Okoza, J., Aluede, & Sologo, O. (2013). Assessing students’ metacognitive awareness of learning strategiesamong secondary school students in Edo Stat Nigeria. National Open University of Nigeria, Benin City Study Centre, Nigeria. Research in Education, Number 90. Manchester University Press. P, 82-97
Prensky M, (2001). Digital Natives, Digital Inmigrants. In the Horizon MCB University Press, Vol. 9 No. 5, October 2001.
Scott, H. (2009). Data Analysis: Getting Conceptual. The Grounded Theory Review: An international journal, 8(2), 89 – 109.
Rojas, L. (1998). Cómo aprenden los estudiantes una lengua extranjera. Ed. Magisterio. Bogota.
Thorpe, R., & Holt, R. (2008). The SAGE dictionary of qualitative management research. London etc.: Sage Publications.
Tomlinson, B. (2010). Principles And Procedures For Self-Access Materials. Studies in Self-Access Learning. Journal, 1(2), 72-86. Retrieved from: http://sisaljournal.org/archives/sep10/tomlinson/?like=1&_wpnonce=469fbe03a0 /archives/sep10/tomlinson/
Wilkins, D. A. (1976) Notional Syllabuses. Oxford: Oxford University Press.
Yoshida, K (2006). Theoretical frameworks of testing in SLA: Processing perspectives and strategies in testing situations. Shiken: JALT Testing & Evaluation SIG Newsletter. Vol. 10 No. 1. Mar. 2006. (p. 2 - 7) [ISSN 1881-5537] Retrieved from: http://jalt.org/test/yos_1.htm
Zabala, B. (2012). Presentation, practice and production versus task based learning using From focused tasks. Maestría en Educación con Mención en Enseñanza de inglés como Lengua Extranjera. Universidad de Piura. Facultad de Ciencias de la Educación. Piura, Perú. Retrieved from:http://pirhua.udep.edu.pe/bitstream/handle/123456789 /1801/MAE_EDUC_095.pdf?sequence=1
262106
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spelling Sylvester Mcdougald, JermaineBacarez Moreno, Francy JanethMateus Rivera, Gerson OrlandoJaramillo Serna, Juan CarlosMagíster en Didáctica del Inglés para el Aprendizaje Autodirigido2016-05-24T16:17:38Z2016-05-24T16:17:38Z20162016-04-26Ausubel, D. (1976). Psicología educativa: un punto de vista cognoscitivo. México D.F. Trillas.Barón, C. Martínez, M. (2013). Metacognitive learning strategies: their influences on vocabulary learning through a web quest. Universidad de la Sabana. Chía, Colombia.Byrne, D. (1986). Teaching oral English. Harlow: Longman.Cardenas, M (2001). The challenge of effective Vocabulary Teaching. PROFILE 2. Vol 1 issues in teachers´ professional development. Retrieved from http://revistas.unal. edu.co/index.php/profile/issue/view/1279/showTocChapelle, C. (2009) The Relationship between Second Language Acquisition Theory and Computer-Assisted Language Learning. Modern Language Journal. Vol. 93. Iowa State University. p.741-753Council of Europe (n.d) Common European Framework of reference for languages: Learning, teaching assessment. Retrieved from: http://www.coe.int/t/dg4 /linguistic/source/framework_en.pdfCraik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal learning and Verbal behaviour, 11, 671-684.Díaz B. A, (2005). El docente y los programas escolares Lo institucional y lo didáctico. Barcelona-México. Ediciones Pomares, S. A.DSS International Language Services. (n.d) PPP TEFL Teaching Methodology The Teaching Process for EFL. Retrieved from: http://seetefl.com/ppp-tefl-teachingmethodology/Dunlosky, J & Metcalfe, J (2009) Metacognition, a textbook for cognitive, educational, lifespan & applied psychology. Sage PublicationsEgbert, J. & Petrie, G. (2005). CALL Research Perspectives. Washington State University. Lawrence Erlbaum Associates, Publishers. Mahwah, New Jersey.Ellis, Rod. (1988) The Role of Practice in Classroom Learning. AILA Review 5: 20-39Engin, A.(2009). Second Language Learning success and motivation. SOCIAL BEHAVIOR AND PERSONALITY 37(8), 1035-1042DOI 10.2224Ferrance, E. (2000). Action Research. Brown University; Retrieved from: http://www.lab.brown.edu/pubs/themes_ed/act_research.pdfGarcía, M. (2000). Estrategias de aprendizaje de vocabulario de inglés utilizadas por los estudiantes de secundaria. i.e.s. heliche (sevilla). Retrieved from: ruc.udc.es/bitstream/2183/8115/1/lyt_15_2000_art_6.pdfGarner, R. (1988). Learning and Study Strategies: Issues in Assessment, Instruction, and Evaluation. Verbal report data on cognitive and metacognitive strategies. Academic Press, Inc. San Diego, California. P. 63- 74Gaser, G. & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.Hannan, A. (2007). Questionnaires in education research. University of Plymouth Retrieved from http://www.edu.plymouth.ac.uk/resined/QUESTS/index.htmHauck, M. (2005). Metacognitive knowledge, metacognitive Strategies, and CALL. CALL Research Perspectives. Washington State University. Lawrence Erlbaum Associates, Publishers. Mahwah, New Jersey. p. 65- 86Harley, B. (1995). The lexicon in language research. In B. Harley (Ed.), Lexical issues in language learning (pp.1–28). Amsterdam: Benjamins.Hazlitt, H. (1916) Thinking as a Science. E.P.Duttoni company, 1916.Edited by Hans F. P. 44Higgs, T. & Clifford, R (1982). The Push Towards Communication. In Theodore V. Higgs (Ed.), Curriculum, competence, and the foreign language teacher (pp. 57–79). Lincolnwood, IL: National Textbook Company.Johnson, A. (2002). A short guide to action research. Boston, MA: Allyn and BaconJohnson, R et all. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112–133. Retrive from: http://www.wellsreserve.org /writable/files/ctp/Qualitative_Research/mixed_methods.pdfJoseph, N (2010). Metacognition Needed: Teaching Middle and High School Students to Develop Strategic Learning Skills. Preventing School Failure. Oakland University. Vol. 54, No. 2. P, 99- 103Krashen, S.(1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. Modern Language Journal. Vol. 73, No. 4. p. 440-464Lan, Y. (2012). The effect of Technology-supported co-sharing on l2 vocabulary strategy Development. Department of Applied Chinese Languages and Culture, National Taiwan Normal University, Taiwan.Laufer, B. (1997). The lexical plight in second language reading: Words you don't know, words you think you know, and words you can't guess. Cambridge: Cambridge University Press.Lewis, M. (1993). "The lexical approach: The state of ELT and the way forward." Hove, England: Language Teaching Publications. 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The Grounded Theory Review: An international journal, 8(2), 89 – 109.Rojas, L. (1998). Cómo aprenden los estudiantes una lengua extranjera. Ed. Magisterio. Bogota.Thorpe, R., & Holt, R. (2008). The SAGE dictionary of qualitative management research. London etc.: Sage Publications.Tomlinson, B. (2010). Principles And Procedures For Self-Access Materials. Studies in Self-Access Learning. Journal, 1(2), 72-86. Retrieved from: http://sisaljournal.org/archives/sep10/tomlinson/?like=1&_wpnonce=469fbe03a0 /archives/sep10/tomlinson/Wilkins, D. A. (1976) Notional Syllabuses. Oxford: Oxford University Press.Yoshida, K (2006). Theoretical frameworks of testing in SLA: Processing perspectives and strategies in testing situations. Shiken: JALT Testing & Evaluation SIG Newsletter. Vol. 10 No. 1. Mar. 2006. (p. 2 - 7) [ISSN 1881-5537] Retrieved from: http://jalt.org/test/yos_1.htmZabala, B. (2012). Presentation, practice and production versus task based learning using From focused tasks. Maestría en Educación con Mención en Enseñanza de inglés como Lengua Extranjera. Universidad de Piura. Facultad de Ciencias de la Educación. Piura, Perú. Retrieved from:http://pirhua.udep.edu.pe/bitstream/handle/123456789 /1801/MAE_EDUC_095.pdf?sequence=1http://hdl.handle.net/10818/24323262106TE08288http://intellectum.unisabana.edu.co/1 archivo de lectura en pdf.Conscientes del reto de enseñar Inglés como lengua extranjera en una población que la ve inútil para su contexto de vida, en la preparación de hombres y mujeres que aporten al proceso de desarrollo de su entorno y por ende a procesos de globalización del país, tres docentes del sector público desarrollaron un estudio a partir de la evidencia de necesidades enfocadas en la adquisición de vocabulario planteando la pregunta: ¿De qué forma la implementación de métodos tradicionales y/o no tradicionales puede mejorar el proceso de aprendizaje de vocabulario en séptimo grado en tres colegios públicos en Bogotá?. Este estudio comparativo tuvo una intervención de veinte sesiones de clases, (tres y cuatro horas), en tres colegios públicos: Alemania Unificada, Moralba sur oriental y San José sur oriental. En este participaron estudiantes de séptimo grado, cuyas edades estaban entre 11 y 15 años, y tenían un nivel A1 del dominio del inglés según MCER, (Marco Común Europeo de Referencia). La teoría investigación-acción de éste estudio usó como instrumentos cuestionario de necesidades, pruebas pre y post, notas de campo y entrevistas, y pretendía conocer y comparar los aspectos comunes entre el método tradicional de enseñanza PPP (presentación, práctica y producción) y el método no tradicional CALL (Aprendizaje de una Lengua Asistido por Computador) y descubrir posibles diferencias que apoyaban o detenían el aprendizaje de nuevo vocabulario en Inglés. Resultados de éste evidenciaron aumento de vocabulario a través del uso de métodos no tradicionales como el CALL, aumento de niveles de confianza para participar en clase y mostrar tareas escritas y desarrollo de autonomía para explorar y manejar herramientas en el aprendizaje del inglés.application/pdfengUniversidad de La SabanaMaestría en Didáctica del Inglés para el Aprendizaje AutodirigidoDepartamento de Lenguas y Culturas Extranjeras.Universidad de La SabanaIntellectum Repositorio Universidad de La SabanaEnhanced vocabulary in seventh grade students by using traditional and nontraditional methods: Comparative study amongst three State schools in BogotámasterThesisTesis de maestríapublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_bdccIngles -- Enseñanza -- ColombiaInglés técnicoInglés básicohttp://purl.org/coar/access_right/c_abf2ORIGINALFrancy Janeth Bacarez Moreno (tesis).pdfFrancy Janeth Bacarez Moreno (tesis).pdfVer documento en PDFapplication/pdf3973673https://intellectum.unisabana.edu.co/bitstream/10818/24323/1/Francy%20Janeth%20Bacarez%20Moreno%20%28tesis%29.pdf1465ec88316c290d3e5f388c3487ac1cMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-8498https://intellectum.unisabana.edu.co/bitstream/10818/24323/2/license.txtf52a2cfd4df262e08e9b300d62c85cabMD52Francy Janeth Bacarez Moreno (carta).pdfFrancy Janeth Bacarez Moreno (carta).pdfapplication/pdf173957https://intellectum.unisabana.edu.co/bitstream/10818/24323/4/Francy%20Janeth%20Bacarez%20Moreno%20%28carta%29.pdf0e07effcab49adeb5707e6b359aa15b8MD54TEXTFrancy Janeth Bacarez Moreno (tesis).pdf.txtFrancy Janeth Bacarez Moreno (tesis).pdf.txtExtracted Texttext/plain197687https://intellectum.unisabana.edu.co/bitstream/10818/24323/3/Francy%20Janeth%20Bacarez%20Moreno%20%28tesis%29.pdf.txt6fc76ecb3069d80136c53d5980000706MD5310818/24323oai:intellectum.unisabana.edu.co:10818/243232019-09-13 10:04:02.69Intellectum Universidad de la Sabanacontactointellectum@unisabana.edu.coPGEgcmVsPSJsaWNlbnNlIiBocmVmPSJodHRwOi8vY3JlYXRpdmVjb21tb25zLm9yZy9saWNlbnNlcy9ieS1uYy1uZC8zLjAvIj48aW1nIGFsdD0iTGljZW5jaWEgQ3JlYXRpdmUgQ29tbW9ucyIgc3R5bGU9ImJvcmRlci13aWR0aDowIiBzcmM9Imh0dHA6Ly9pLmNyZWF0aXZlY29tbW9ucy5vcmcvbC9ieS1uYy1uZC8zLjAvODh4MzEucG5nIiAvPjwvYT48YnIgLz5Fc3RlIDxzcGFuIHhtbG5zOmRjdD0iaHR0cDovL3B1cmwub3JnL2RjL3Rlcm1zLyIgaHJlZj0iaHR0cDovL3B1cmwub3JnL2RjL2RjbWl0eXBlL1RleHQiIHJlbD0iZGN0OnR5cGUiPm9icmE8L3NwYW4+IGVzdMOhIGJham8gdW5hIDxhIHJlbD0ibGljZW5zZSIgaHJlZj0iaHR0cDovL2NyZWF0aXZlY29tbW9ucy5vcmcvbGljZW5zZXMvYnktbmMtbmQvMy4wLyI+bGljZW5jaWEgQ3JlYXRpdmUgQ29tbW9ucyBSZWNvbm9jaW1pZW50by1Ob0NvbWVyY2lhbC1TaW5PYnJhRGVyaXZhZGEgMy4wIFVucG9ydGVkPC9hPi4K

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