Improving the communicative grammatical competence through games base on flashcards.
Trabajo de grado llevado a cabo en el Centro de Lenguas de la Universidad Pedagógica Nacional, con un grupo de estudiantes de entre diez a doce años de edad. El objetivo principal del estudio era determinar el impacto que tiene la implementación de diferentes juegos comunicativos basados en flashcar...
- Autores:
-
Gómez Arevalo, Mauricio
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2017
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- spa
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/9981
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/9981
- Palabra clave:
- Centro de lenguas de la Universidad Pedagógica Nacional - Niños - Bogotá
Enseñanza del inglés - Gramática
Vocabulario - Adquisición
Juego - Estrategia didáctica
- Rights
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Improving the communicative grammatical competence through games base on flashcards. |
| title |
Improving the communicative grammatical competence through games base on flashcards. |
| spellingShingle |
Improving the communicative grammatical competence through games base on flashcards. Centro de lenguas de la Universidad Pedagógica Nacional - Niños - Bogotá Enseñanza del inglés - Gramática Vocabulario - Adquisición Juego - Estrategia didáctica |
| title_short |
Improving the communicative grammatical competence through games base on flashcards. |
| title_full |
Improving the communicative grammatical competence through games base on flashcards. |
| title_fullStr |
Improving the communicative grammatical competence through games base on flashcards. |
| title_full_unstemmed |
Improving the communicative grammatical competence through games base on flashcards. |
| title_sort |
Improving the communicative grammatical competence through games base on flashcards. |
| dc.creator.fl_str_mv |
Gómez Arevalo, Mauricio |
| dc.contributor.advisor.spa.fl_str_mv |
Mellizo Guaqueta, Nelson |
| dc.contributor.author.spa.fl_str_mv |
Gómez Arevalo, Mauricio |
| dc.subject.spa.fl_str_mv |
Centro de lenguas de la Universidad Pedagógica Nacional - Niños - Bogotá Enseñanza del inglés - Gramática Vocabulario - Adquisición Juego - Estrategia didáctica |
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Centro de lenguas de la Universidad Pedagógica Nacional - Niños - Bogotá Enseñanza del inglés - Gramática Vocabulario - Adquisición Juego - Estrategia didáctica |
| description |
Trabajo de grado llevado a cabo en el Centro de Lenguas de la Universidad Pedagógica Nacional, con un grupo de estudiantes de entre diez a doce años de edad. El objetivo principal del estudio era determinar el impacto que tiene la implementación de diferentes juegos comunicativos basados en flashcards en la competencia comunicativa gramatical de los estudiantes que participaron en el proyecto. A través de la implementación de juegos comunicativos basados en flashcards se abordan aspectos gramaticales específicos, que les permiten a los estudiantes fortalecer su competencia gramatical al abordarla mediante actividades comunicativas y significativas. |
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2017 |
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2019-07-23T13:22:08Z |
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2019-07-23T13:22:08Z |
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Avedon, E.M. (1971). The structural elements of games. In Avedon, E.M and Sutton Smith, B. (Eds) The study of games (pp 419-426). New York: John Wiley and Sons, Inc. Baleghizadeh, S. & Ashoori, A. (2011). The Impact of Two Instructional Techniques on EFL Learners’ Vocabulary Knowledge: Flashcards versus Word Lists. MEXTESOL Journal. pp. 35(2), 70-82. Bekiri, R. (August, 2003). Playing with questions-A game for young learners. The Internet TESL Journal. Retrieved fom http://iteslj.org/Lessons/Bekiri-QuestionGame/ Beltran, P. (2015). Vocabulary Learning Through Pictures. (Under-graduate thesis) Universidad Pedagógica Nacional. Bogotá Brown, H., Malmkjaer, P. & Williams, T. (2002). Teaching by Principles: Interactive Language Teaching Methodology. New York: Prentice Hall Regents. Burns, A. (2010). Doing action research in English language teaching: a guide for Practitioners. New York: Rouyledge. Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics. pp. 1-47. Cohen, L., Manion, L., & Morrison, K. (1980). Research methods in education. Routledge. Cross, D. (2000). A practical handbook of language teaching. Harlow: Longman. Denzin, N.K. & Lincoln, Y.S. (2005). Introduction: The discipline and practice of qualitative research. In N.K. Denzin & Y.S. Lincoln (Eds.), The sage handbook of qualitative research (2nd ed.). Thousand Oaks, CA: Sage. Díaz-Rico, L. T. & Weed, K. Z. (2010). The crosscultural, language, and academic development handbook: A complete K-12 reference guide (4th ed.). Boston: Allyn & Bacon. Ehri, L. C., & Roberts, K. T. (1979). Do beginners learn printed words better in context or in isolation? Child Development, 50(3), 675-685. Elgort, I. (2011). Deliberate learning and vocabulary acquisition in a second language. Language Learning, (61), 367-413. Elgort, I., & Nation, P. (2010). Vocabulary learning in a second language: Familiar answers to new questions. In P. Seedhouse, S. Walsh, & C. Jenks (Eds.), Conceptualizing Learning in Applied Linguistics (pp. 89-104). New York: Palgrave Macmillan. Elliot, J. (1993). Action Research for Educational Change. Milton Keynes: Open University Press. Ellis, R., & Fotos, S. (1999). Learning a second language through interaction. Amsterdam, NL: John Benjamins Publishing Company. Gunn, C., & McCallum, A. (2005). Climbing grammar mountain: An interactive learning experience. English Teaching Forum, (43), 38-41. Hussein, A. (2009). The use of triangulation in social sciences research: Can qualitative and quantitative methods be combined? Journal of Comparative Social Work, 4(1), 1-26. Hulstijn, J. H. (2003). Incidental and intentional learning. In C. J. Doughty, & M. H. Long (Eds.), The Handbook of Second Language Acquisition (pp. 349-381). Malden, MA: Blackwell. Hymes D.H. (1972). On communicative competence. In Gumperz J.J. & D. Hymes (Eds.), Directions in Sociolinguistics. Holt: Rinehart & Winston. Komachali, M. E., & Khodareza, M. (2012). The effect of using vocabulary flash card on Iranian pre-university students’ vocabulary knowledge. International Education Studies, 5(3). 134-147. Retrieved from http://dx.doi.org/10.5539/ies.v5n3p134 Larsen-Freeman, D. (2001). Teaching grammar. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 251-266). Boston, MA: Heinle & Heinle. Leech, G. & Svartvik J. (2013). A communicative grammar of English. Great Britain: Routledge. Lyster, R. (1996). Question forms, conditionals, and second-person pronouns used by adolescent native speakers across two levels of formality in written and spoken French. The Modern Language Journal (80), 165-182. McCallum, G. P. (1980). 101 word games: For students of English as a second or foreign language. Oxford: Oxford University Press. McCarthy, M., 1990. Vocabulary. Oxford: Oxford University Press. McCullough, C. (1955). Flash cards-The opiate of the reading program? Elementary English (32), 379-381. Merriam, S. B. (2002). Introduction to qualitative research. Qualitative research in practice: Examples for discussion and analysis. San Francisco: Jossey Bass. Nagy, W. E., Herman P. A., & Anderson, R. C. (1988). Learning words from context. Reading Research Quarterly (23), 122-134. Nation, P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press. Nation, I. S. P. (2011). Research into practice: Vocabulary. Language Teaching, 44(4), 529–539. O'Donoghue, T. & Punch K. (2003). Qualitative Educational Research in Action: Doing and Reflecting. London: Routledge. Pham, V.P.H. & Binh, N. T. (2014). The effects of communicative grammar teaching on students’ achievement of grammatical knowledge and oral production. English Language Teaching, 7(6), 15-20. Nguyen-Giao, Q. & Nguyen-Hoa, T. N. (2014). Applying Communicative Methods to Teaching Grammar: An Experiment. Teacher’s Edition, (pp. 16-25). Richards, J. C. (2016). Teaching listening and speaking. Cambridge: University Press. Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge: University Press. Rixon, S., Flavell, R. H. & Vincent, M. (1991). How to use games in language teaching. Hong Kong: Modern English. Sagor, R. (2005). Guiding school improvement with action research. Alexandria, VA: ASCD. Slavin, R. E. (1980). Cooperative learning. Review of Educational Research (50), 315- 342. Vernon, S. (February, 2006). Teaching grammar with fun learning games. Retrieved from http://www.simplyesl.com/articles/97/1/Teaching-Grammar-with-Fun-LearningGames/Page1.html. Vygotsky, L. S. (1978). Mind in Society. The Development of Higher Psychological Processes. Cambridge: Harvard University Press. Wesche, M. & Paribakht, T. S. (1996). Assessing second language vocabulary knowledge: Depth versus breadth. Canadian Modern Language Review (53), 13–40. Wright, Andrew. (2011, May 23). Grammar Practice: Mechanical and Communicative. [Blog post]. Retrieved from https://andrewarticlesandstories.wordpress.com/articles/grammarpractice-mechanical-and-communicative/ |
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Mellizo Guaqueta, NelsonGómez Arevalo, Mauricio2019-07-23T13:22:08Z2019-07-23T13:22:08Z2017TE-21472http://hdl.handle.net/20.500.12209/9981instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Trabajo de grado llevado a cabo en el Centro de Lenguas de la Universidad Pedagógica Nacional, con un grupo de estudiantes de entre diez a doce años de edad. El objetivo principal del estudio era determinar el impacto que tiene la implementación de diferentes juegos comunicativos basados en flashcards en la competencia comunicativa gramatical de los estudiantes que participaron en el proyecto. A través de la implementación de juegos comunicativos basados en flashcards se abordan aspectos gramaticales específicos, que les permiten a los estudiantes fortalecer su competencia gramatical al abordarla mediante actividades comunicativas y significativas.Submitted by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2019-05-21T15:11:22Z No. of bitstreams: 1 TE-21472.pdf: 1821563 bytes, checksum: 84a655434c95bdec807731275b6491fb (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2019-07-23T13:22:08Z (GMT) No. of bitstreams: 1 TE-21472.pdf: 1821563 bytes, checksum: 84a655434c95bdec807731275b6491fb (MD5)Made available in DSpace on 2019-07-23T13:22:08Z (GMT). No. of bitstreams: 1 TE-21472.pdf: 1821563 bytes, checksum: 84a655434c95bdec807731275b6491fb (MD5)Licenciado en Español e InglésTesis de pregradoPDFapplication/pdfspaUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad 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 NacionalCentro de lenguas de la Universidad Pedagógica Nacional - Niños - BogotáEnseñanza del inglés - GramáticaVocabulario - AdquisiciónJuego - Estrategia didácticaImproving the communicative grammatical competence through games base on flashcards.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAvedon, E.M. (1971). The structural elements of games. In Avedon, E.M and Sutton Smith, B. (Eds) The study of games (pp 419-426). New York: John Wiley and Sons, Inc.Baleghizadeh, S. & Ashoori, A. (2011). The Impact of Two Instructional Techniques on EFL Learners’ Vocabulary Knowledge: Flashcards versus Word Lists. MEXTESOL Journal. pp. 35(2), 70-82.Bekiri, R. (August, 2003). Playing with questions-A game for young learners. The Internet TESL Journal. Retrieved fom http://iteslj.org/Lessons/Bekiri-QuestionGame/Beltran, P. (2015). Vocabulary Learning Through Pictures. (Under-graduate thesis) Universidad Pedagógica Nacional. BogotáBrown, H., Malmkjaer, P. & Williams, T. (2002). Teaching by Principles: Interactive Language Teaching Methodology. New York: Prentice Hall Regents.Burns, A. (2010). Doing action research in English language teaching: a guide for Practitioners. New York: Rouyledge.Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics. pp. 1-47.Cohen, L., Manion, L., & Morrison, K. (1980). Research methods in education. Routledge.Cross, D. (2000). A practical handbook of language teaching. Harlow: Longman.Denzin, N.K. & Lincoln, Y.S. (2005). Introduction: The discipline and practice of qualitative research. In N.K. Denzin & Y.S. Lincoln (Eds.), The sage handbook of qualitative research (2nd ed.). Thousand Oaks, CA: Sage.Díaz-Rico, L. T. & Weed, K. Z. (2010). The crosscultural, language, and academic development handbook: A complete K-12 reference guide (4th ed.). Boston: Allyn & Bacon.Ehri, L. C., & Roberts, K. T. (1979). Do beginners learn printed words better in context or in isolation? Child Development, 50(3), 675-685.Elgort, I. (2011). Deliberate learning and vocabulary acquisition in a second language. Language Learning, (61), 367-413.Elgort, I., & Nation, P. (2010). Vocabulary learning in a second language: Familiar answers to new questions. In P. Seedhouse, S. Walsh, & C. Jenks (Eds.), Conceptualizing Learning in Applied Linguistics (pp. 89-104). New York: Palgrave Macmillan.Elliot, J. (1993). Action Research for Educational Change. Milton Keynes: Open University Press.Ellis, R., & Fotos, S. (1999). Learning a second language through interaction. Amsterdam, NL: John Benjamins Publishing Company.Gunn, C., & McCallum, A. (2005). Climbing grammar mountain: An interactive learning experience. English Teaching Forum, (43), 38-41.Hussein, A. (2009). The use of triangulation in social sciences research: Can qualitative and quantitative methods be combined? Journal of Comparative Social Work, 4(1), 1-26.Hulstijn, J. H. (2003). Incidental and intentional learning. In C. J. Doughty, & M. H. Long (Eds.), The Handbook of Second Language Acquisition (pp. 349-381). Malden, MA: Blackwell.Hymes D.H. (1972). On communicative competence. In Gumperz J.J. & D. Hymes (Eds.), Directions in Sociolinguistics. Holt: Rinehart & Winston.Komachali, M. E., & Khodareza, M. (2012). The effect of using vocabulary flash card on Iranian pre-university students’ vocabulary knowledge. International Education Studies, 5(3). 134-147. Retrieved from http://dx.doi.org/10.5539/ies.v5n3p134Larsen-Freeman, D. (2001). Teaching grammar. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 251-266). Boston, MA: Heinle & Heinle.Leech, G. & Svartvik J. (2013). A communicative grammar of English. Great Britain: Routledge.Lyster, R. (1996). Question forms, conditionals, and second-person pronouns used by adolescent native speakers across two levels of formality in written and spoken French. The Modern Language Journal (80), 165-182.McCallum, G. P. (1980). 101 word games: For students of English as a second or foreign language. Oxford: Oxford University Press.McCarthy, M., 1990. Vocabulary. Oxford: Oxford University Press.McCullough, C. (1955). Flash cards-The opiate of the reading program? Elementary English (32), 379-381.Merriam, S. B. (2002). Introduction to qualitative research. Qualitative research in practice: Examples for discussion and analysis. San Francisco: Jossey Bass.Nagy, W. E., Herman P. A., & Anderson, R. C. (1988). Learning words from context. Reading Research Quarterly (23), 122-134.Nation, P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.Nation, I. S. P. (2011). Research into practice: Vocabulary. Language Teaching, 44(4), 529–539.O'Donoghue, T. & Punch K. (2003). Qualitative Educational Research in Action: Doing and Reflecting. London: Routledge.Pham, V.P.H. & Binh, N. T. (2014). The effects of communicative grammar teaching on students’ achievement of grammatical knowledge and oral production. English Language Teaching, 7(6), 15-20.Nguyen-Giao, Q. & Nguyen-Hoa, T. N. (2014). Applying Communicative Methods to Teaching Grammar: An Experiment. Teacher’s Edition, (pp. 16-25).Richards, J. C. (2016). Teaching listening and speaking. Cambridge: University Press.Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge: University Press.Rixon, S., Flavell, R. H. & Vincent, M. (1991). How to use games in language teaching. Hong Kong: Modern English.Sagor, R. (2005). Guiding school improvement with action research. Alexandria, VA: ASCD.Slavin, R. E. (1980). Cooperative learning. Review of Educational Research (50), 315- 342.Vernon, S. (February, 2006). Teaching grammar with fun learning games. Retrieved from http://www.simplyesl.com/articles/97/1/Teaching-Grammar-with-Fun-LearningGames/Page1.html.Vygotsky, L. S. (1978). Mind in Society. The Development of Higher Psychological Processes. Cambridge: Harvard University Press.Wesche, M. & Paribakht, T. S. (1996). Assessing second language vocabulary knowledge: Depth versus breadth. Canadian Modern Language Review (53), 13–40.Wright, Andrew. (2011, May 23). Grammar Practice: Mechanical and Communicative. [Blog post]. 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