Vocabulary Learning through Activities Framed within Multimodality.
This research was carried out with second grade students who, through observations and a diagnosis, showed a lack of knowledge of basic vocabulary and classroom expressions. Therefore, an action research was proposed to use multimodality and images, the latter as a central tool within multimodality,...
- Autores:
-
Cormane Giraldo, Sara Elisa
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2021
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- eng
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/13422
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/13422
- Palabra clave:
- Aprendizaje de vocabulario
Multimodalidad
Estilos de aprendizaje
TPR
Vocabulary learning
Multimodality
Learning styles
TPR
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
| Summary: | This research was carried out with second grade students who, through observations and a diagnosis, showed a lack of knowledge of basic vocabulary and classroom expressions. Therefore, an action research was proposed to use multimodality and images, the latter as a central tool within multimodality, so that students could learn better vocabulary. Within multimodality, four main types of activities were proposed: songs, games, videos, and stories that allowed students to learn vocabulary in context and in a dynamic way. In addition, the use of these activities allowed each learning style to be taken into account, which led to significant vocabulary learning. Finally, the methodology used in class was TPR (Total Physical Response) where students not only related concepts with images but also with movement which made word learning more permanent. |
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