Enhancing vocabulary acquisition and oral production through the use of songs and games.

Este proyecto está basado en la aplicación de actividades con cacniones y juegos para la adquisición de vocabulario en lengua inglesa y el fomento de habilidades orales dentro del aula. El proyecto se realizó en el Lice Femenino Mercedes Nariño con estudiantes de diez a once años los días Martes dur...

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Autores:: Galvis López, María Camila

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2017

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: spa

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dc.title.spa.fl_str_mv	Enhancing vocabulary acquisition and oral production through the use of songs and games.
title	Enhancing vocabulary acquisition and oral production through the use of songs and games.
spellingShingle	Enhancing vocabulary acquisition and oral production through the use of songs and games. Vocabulary Classroom speaking performance Songs Games
title_short	Enhancing vocabulary acquisition and oral production through the use of songs and games.
title_full	Enhancing vocabulary acquisition and oral production through the use of songs and games.
title_fullStr	Enhancing vocabulary acquisition and oral production through the use of songs and games.
title_full_unstemmed	Enhancing vocabulary acquisition and oral production through the use of songs and games.
title_sort	Enhancing vocabulary acquisition and oral production through the use of songs and games.
dc.creator.fl_str_mv	Galvis López, María Camila
dc.contributor.advisor.spa.fl_str_mv	Buitrago Escobar, Zulma Rocío
dc.contributor.author.spa.fl_str_mv	Galvis López, María Camila
dc.subject.spa.fl_str_mv	Vocabulary Classroom speaking performance Songs Games
topic	Vocabulary Classroom speaking performance Songs Games
description	Este proyecto está basado en la aplicación de actividades con cacniones y juegos para la adquisición de vocabulario en lengua inglesa y el fomento de habilidades orales dentro del aula. El proyecto se realizó en el Lice Femenino Mercedes Nariño con estudiantes de diez a once años los días Martes durante dos semestres académicos a quienes se les observó la carencia de suficiente vocabulario para llevar a cabo actividades orales en lengua extrajera. El uso de canciones, de juegos y de actividades para fomentar tanto la adquisición de vocabulario y la producción oral en el aula son los pilares de dicha investigación.
publishDate	2017
dc.date.issued.none.fl_str_mv	2017
dc.date.accessioned.none.fl_str_mv	2019-08-08T16:14:30Z
dc.date.available.none.fl_str_mv	2019-08-08T16:14:30Z
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dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía – Pregrado
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dc.relation.references.spa.fl_str_mv	August, D., Carlo, M., Dressler, C., and Snow, C. (2005). The Critical Role of Vocabulary Development for English Language Learners: Learning Disabilities Research & Practice. Doi: 10.1111/j.1540-5826.2005.00120. Baker, J., & Westrup, H. (2003). Essential Speaking Skills: A Handbook for English Language Teachers. London: Continuum Burns, A. and Joyce, H. (1997) Focus on Speaking. Sydney: National Centre for English Language Teaching and Research. Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge, Mass.: MIT Press. Dornyei, Z. (2009). (Motivation in Second and Foreign Language Learning. Language Teaching IV 45 Part 4), 117-135. Retrieved fromhttp://journals.cambridge.org/abstract_S026144480001315X Brown, D. (2013) Principles of Language Learning and Teaching Volume 5: Language and language learning. Michigan University: Longman. Draper, A. (2004). The Principles and Application of Qualitative Research: Proceedings of the Nutrition Society.doi:10.1079/PNS2004397 Gao, C. Z. (2001). Second Language Learning and the Teaching of Grammar. Education, 2, 326- 336. Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences. Cambridge, Massachusetts: Basic Books. Grady, M. P. (1998). Qualitative and Action Research: A Practitioner Handbook. Bloomington, In: Phi Delta Kappa Educational Foundation. Griffee, D. (1992). Songs in Action: Classroom Techniques and Resources. New York: Prentice Hall. Halliday, M. (2007). Language and Education, Collected Works of M.A.K. Halliday (9th ).Sidney, Australia: A&C Black. Hanson, S., & Padua, J. F. (2011). Teaching Vocabulary Explicitly. 1st Ed. New York: Pacific Resources for Education and Learning. Harmer, J. (1991). The Practice of English Language Teaching. The 3th Edition. Longman: London and New York. Hunt, A., & Beglar, D. 2002. Current Research and Practice in Teaching Vocabulary. In Richards, J.C. & Renandya, W. A. (Eds.), Methodology in Language Teaching: An Anthology of practice (pp. 267-272). Cambridge: Cambridge University Press. Hymes, D. H. (1972). On Communicative Competence. In Pride, J. B., & Holmes, J. (Eds.), Sociolinguistics, 269-293. Baltimore, USA: Penguin Education, Penguin Books Ltd. Jiménez, C.A., (1998). Pedagogía de la Creatividad y de la Lúdica. Colección mesa Redonda. Cooperativa Editorial Magisterio. Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. New York: Pergamon Press. Lengeling, C., Malarcher, C. (1997). From 'Index Cards: A Natural Resource for Teachers. 'Forum' Vol. 35 No 4, October - December 1997 Page 42. Liebertein, H. (1996). Makin’ Music. Song Rhythm and Creative Expression: Camping Magazine. McKernan, J. (2013). Curriculum action research: A Handbook of Methods and Resources for the Reflective Practitioner. Dublin, Ireland: Routledge. McWhorter, Katheleen T. (1989). College Reading and Study Skills. Glenview Illinois Boston London: Niagara Country Community College. Ministerio de Educación Nacional. (2006).Formar en Lenguas Extranjeras ¡El Reto! Estándares Básicos de Competencias en Lengua Extrajera: Inglés. Series 22.Bogotá. Murphey, T. (1992). Music and Song. Oxford: Oxford University Press. Nakata, Y. (2006). Motivation and Experience in Foreign Language Learning. New York, US:Peter Lang. Nation, I.S.P. (2005). Teaching and learning vocabulary. Handbook of Research in Second Language Teaching and Learning. Mahwah, N.J.: Lawrence Erlbaum. Nation, P., & Meara, P. (2010). Vocabulary. In N. Schmitt (Ed.). An Introduction to Applied Linguistics (2nd ed.) (pp. 252-267). London: Hodder Education. Nigora, A. (2016). Roles of the Communicative Language Teaching in the Process of Intensification. Retrieved from http://eesajournal.com/wpcontent/uploads/2016/04/eesj_6_p4_17-20.pdf. Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. NewYork: Newbury House Publishers. Phillips, D & Carr, K. (2010). Becoming A Teacher through Action Research :( 2th Ed.) Process, Context and Self-Study. New York, NY/US: Routledge. Richards, J. C., Rodgers, T. (2001). Approaches and Methods in Language Teaching (2nd Ed.). Cambridge University Press. Scrivener, J. (2005). Learning Teaching. United Kingdom: Macmillan Education. Silverman, R., Hartranft, A. (2015). Developing Vocabulary and Oral Language in Young Children. The Guildford Press, London, United Kingdom. Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge: Cambridge University Press Sokmen, A. (1997). Current trends in teaching second language vocabulary. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, Acquisition, and Pedagogy (pp. 237-257). Cambridge, UK: Cambridge University Press. Toth, M. (1995). Children´s Games. Scotland, Great Britain. Wilkins, D.A. (1972). Linguistics in Language Teaching. Australia: Edward Arnold. Wright, A., Betteridge, D., Buckby, M. (2006). Games for language learning. 3rd Ed. Cambridge University Press.
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spelling	Buitrago Escobar, Zulma RocíoGalvis López, María Camila2019-08-08T16:14:30Z2019-08-08T16:14:30Z2017TE-21509http://hdl.handle.net/20.500.12209/10011instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Este proyecto está basado en la aplicación de actividades con cacniones y juegos para la adquisición de vocabulario en lengua inglesa y el fomento de habilidades orales dentro del aula. El proyecto se realizó en el Lice Femenino Mercedes Nariño con estudiantes de diez a once años los días Martes durante dos semestres académicos a quienes se les observó la carencia de suficiente vocabulario para llevar a cabo actividades orales en lengua extrajera. El uso de canciones, de juegos y de actividades para fomentar tanto la adquisición de vocabulario y la producción oral en el aula son los pilares de dicha investigación.Submitted by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2019-05-22T13:47:40Z No. of bitstreams: 1 TE-21509.pdf: 1273343 bytes, checksum: 4d49d379550b1ee27ab4784856b543e0 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2019-08-08T16:14:30Z (GMT) No. of bitstreams: 1 TE-21509.pdf: 1273343 bytes, checksum: 4d49d379550b1ee27ab4784856b543e0 (MD5)Made available in DSpace on 2019-08-08T16:14:30Z (GMT). No. of bitstreams: 1 TE-21509.pdf: 1273343 bytes, checksum: 4d49d379550b1ee27ab4784856b543e0 (MD5)Licenciado en Español y Lenguas ExtranjerasTesis de pregradoPDFapplication/pdfspaUniversidad Pedagógica NacionalLicenciatura en Español y Lenguas ExtranjerasFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/Acceso abiertoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://purl.org/coar/access_right/c_abf2reponame:Repositorio Institucional de la Universidad Pedagógica Nacionalinstname:Universidad Pedagógica NacionalVocabularyClassroom speaking performanceSongsGamesEnhancing vocabulary acquisition and oral production through the use of songs and games.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAugust, D., Carlo, M., Dressler, C., and Snow, C. (2005). The Critical Role of Vocabulary Development for English Language Learners: Learning Disabilities Research & Practice. Doi: 10.1111/j.1540-5826.2005.00120.Baker, J., & Westrup, H. (2003). Essential Speaking Skills: A Handbook for English Language Teachers. London: ContinuumBurns, A. and Joyce, H. (1997) Focus on Speaking. Sydney: National Centre for English Language Teaching and Research.Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge, Mass.: MIT Press.Dornyei, Z. (2009). (Motivation in Second and Foreign Language Learning. Language Teaching IV 45 Part 4), 117-135. Retrieved fromhttp://journals.cambridge.org/abstract_S026144480001315XBrown, D. (2013) Principles of Language Learning and Teaching Volume 5: Language and language learning. Michigan University: Longman.Draper, A. (2004). The Principles and Application of Qualitative Research: Proceedings of the Nutrition Society.doi:10.1079/PNS2004397Gao, C. Z. (2001). Second Language Learning and the Teaching of Grammar. Education, 2, 326- 336.Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences. Cambridge, Massachusetts: Basic Books.Grady, M. P. (1998). Qualitative and Action Research: A Practitioner Handbook. Bloomington, In: Phi Delta Kappa Educational Foundation.Griffee, D. (1992). Songs in Action: Classroom Techniques and Resources. New York: Prentice Hall.Halliday, M. (2007). Language and Education, Collected Works of M.A.K. Halliday (9th ).Sidney, Australia: A&C Black.Hanson, S., & Padua, J. F. (2011). Teaching Vocabulary Explicitly. 1st Ed. New York: Pacific Resources for Education and Learning.Harmer, J. (1991). The Practice of English Language Teaching. The 3th Edition. Longman: London and New York.Hunt, A., & Beglar, D. 2002. Current Research and Practice in Teaching Vocabulary. In Richards, J.C. & Renandya, W. A. (Eds.), Methodology in Language Teaching: An Anthology of practice (pp. 267-272). Cambridge: Cambridge University Press.Hymes, D. H. (1972). On Communicative Competence. In Pride, J. B., & Holmes, J. (Eds.), Sociolinguistics, 269-293. Baltimore, USA: Penguin Education, Penguin Books Ltd.Jiménez, C.A., (1998). Pedagogía de la Creatividad y de la Lúdica. Colección mesa Redonda. Cooperativa Editorial Magisterio.Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. New York: Pergamon Press.Lengeling, C., Malarcher, C. (1997). From 'Index Cards: A Natural Resource for Teachers. 'Forum' Vol. 35 No 4, October - December 1997 Page 42.Liebertein, H. (1996). Makin’ Music. Song Rhythm and Creative Expression: Camping Magazine.McKernan, J. (2013). Curriculum action research: A Handbook of Methods and Resources for the Reflective Practitioner. Dublin, Ireland: Routledge.McWhorter, Katheleen T. (1989). College Reading and Study Skills. Glenview Illinois Boston London: Niagara Country Community College.Ministerio de Educación Nacional. (2006).Formar en Lenguas Extranjeras ¡El Reto! Estándares Básicos de Competencias en Lengua Extrajera: Inglés. Series 22.Bogotá.Murphey, T. (1992). Music and Song. Oxford: Oxford University Press.Nakata, Y. (2006). Motivation and Experience in Foreign Language Learning. New York, US:Peter Lang.Nation, I.S.P. (2005). Teaching and learning vocabulary. Handbook of Research in Second Language Teaching and Learning. Mahwah, N.J.: Lawrence Erlbaum.Nation, P., & Meara, P. (2010). Vocabulary. In N. Schmitt (Ed.). An Introduction to Applied Linguistics (2nd ed.) (pp. 252-267). London: Hodder Education.Nigora, A. (2016). Roles of the Communicative Language Teaching in the Process of Intensification. Retrieved from http://eesajournal.com/wpcontent/uploads/2016/04/eesj_6_p4_17-20.pdf.Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. NewYork: Newbury House Publishers.Phillips, D & Carr, K. (2010). Becoming A Teacher through Action Research :( 2th Ed.) Process, Context and Self-Study. New York, NY/US: Routledge.Richards, J. C., Rodgers, T. (2001). Approaches and Methods in Language Teaching (2nd Ed.). Cambridge University Press.Scrivener, J. (2005). Learning Teaching. United Kingdom: Macmillan Education.Silverman, R., Hartranft, A. (2015). Developing Vocabulary and Oral Language in Young Children. The Guildford Press, London, United Kingdom.Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge: Cambridge University PressSokmen, A. (1997). Current trends in teaching second language vocabulary. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, Acquisition, and Pedagogy (pp. 237-257). Cambridge, UK: Cambridge University Press.Toth, M. (1995). Children´s Games. Scotland, Great Britain.Wilkins, D.A. (1972). Linguistics in Language Teaching. Australia: Edward Arnold.Wright, A., Betteridge, D., Buckby, M. (2006). Games for language learning. 3rd Ed. Cambridge University Press.Investigación acción - MetodologíaEnseñanza del inglésVocabulario - AdquisiciónProducción oral - DesarrolloCanciones - Estrategia didácticaJuego - Estrategia didácticaTHUMBNAILTE-21509.pdf.jpgTE-21509.pdf.jpgIM Thumbnailimage/jpeg4141http://repository.pedagogica.edu.co/bitstream/20.500.12209/10011/3/TE-21509.pdf.jpg0084765c2bc3850e7abb4cfc4af9b771MD53LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/10011/2/license.txt8a4605be74aa9ea9d79846c1fba20a33MD52ORIGINALTE-21509.pdfTE-21509.pdfapplication/pdf1273343http://repository.pedagogica.edu.co/bitstream/20.500.12209/10011/1/TE-21509.pdf4d49d379550b1ee27ab4784856b543e0MD5120.500.12209/10011oai:repository.pedagogica.edu.co:20.500.12209/100112021-06-22 14:39:42.976Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.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

Enhancing vocabulary acquisition and oral production through the use of songs and games.

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