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/
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Vocabulary Learning through Activities Framed within Multimodality. |
| title |
Vocabulary Learning through Activities Framed within Multimodality. |
| spellingShingle |
Vocabulary Learning through Activities Framed within Multimodality. Aprendizaje de vocabulario Multimodalidad Estilos de aprendizaje TPR Vocabulary learning Multimodality Learning styles TPR |
| title_short |
Vocabulary Learning through Activities Framed within Multimodality. |
| title_full |
Vocabulary Learning through Activities Framed within Multimodality. |
| title_fullStr |
Vocabulary Learning through Activities Framed within Multimodality. |
| title_full_unstemmed |
Vocabulary Learning through Activities Framed within Multimodality. |
| title_sort |
Vocabulary Learning through Activities Framed within Multimodality. |
| dc.creator.fl_str_mv |
Cormane Giraldo, Sara Elisa |
| dc.contributor.advisor.none.fl_str_mv |
Mellizo Guaqueta, Nelson |
| dc.contributor.author.none.fl_str_mv |
Cormane Giraldo, Sara Elisa |
| dc.subject.spa.fl_str_mv |
Aprendizaje de vocabulario Multimodalidad Estilos de aprendizaje TPR |
| topic |
Aprendizaje de vocabulario Multimodalidad Estilos de aprendizaje TPR Vocabulary learning Multimodality Learning styles TPR |
| dc.subject.keywords.spa.fl_str_mv |
Vocabulary learning Multimodality Learning styles TPR |
| description |
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. |
| publishDate |
2021 |
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2021-07-12T14:25:48Z |
| dc.date.available.none.fl_str_mv |
2021-07-12T14:25:48Z |
| dc.date.issued.none.fl_str_mv |
2021 |
| dc.type.local.spa.fl_str_mv |
Tesis/Trabajo de grado - Monografía - Pregrado |
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http://purl.org/coar/resource_type/c_7a1f |
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http://hdl.handle.net/20.500.12209/13422 |
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instname:Universidad Pedagógica Nacional |
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reponame: Repositorio Institucional UPN |
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repourl: http://repositorio.pedagogica.edu.co/ |
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http://hdl.handle.net/20.500.12209/13422 |
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instname:Universidad Pedagógica Nacional reponame: Repositorio Institucional UPN repourl: http://repositorio.pedagogica.edu.co/ |
| dc.language.iso.spa.fl_str_mv |
eng |
| language |
eng |
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Abdullah, M., Ahmadi, M., & Ismail, H. (2012). Improving Vocabulary Learning in Foreign Language Learning Through Reciprocal Teaching Strategy. International Journal of Learning & Development, 2(6), 186-201. Acuña, M., Concha, R., Estrada, N., & Díaz, C. (2016). The impact of multimodal instruction on the acquisition of vocabulary. Trabalhos Em Linguística Aplicada, 55(1), 129–154. https://doi.org/10.1590/010318134842170942 Alam, Q. (2013). Improving English Oral Communication Skills of Pakistani Public School's Students. International Journal of English Language Teaching, 1(2), 17-36. Retrieved from http://www.eajournals.org/wp-content/uploads/Improving-English-Oral-Communication-Skills-Of-Pakistani-Public-Schools-Students.pdf Albaladejo, S., Coyle, Y., & de Larios, J. R. (2018). Songs, stories, and vocabulary acquisition in preschool learners of English as a foreign language. System, 76, 116–128. https://doi.org/10.1016/j.system.2018.05.002 Alvarado, J., & Mendoza, A. (2016). Use of Multimodal Tools in Teaching English as a Foreign Language. Educación y Territorio, 6(11), 71-86. Arlette, V. (2020). Promoting TPR (Total Physical Response) Method in Teaching Vocabulary for EFL Beginners in Benin Secondary Schools. Australian International Academic Centre, 9(6), 23-31. Assadi, N., & Farjami, F. (2013). Analysis of the Impediments to English Vocabulary Learning and Teaching. International Journal of Language and Linguistics, 4(1), 1-5. doi: 10.11648/j.ijll.s.20130101.11 Astutik, Y., Fika., M. Nisak, Ch. (2019). Total Physical Response (TPR): How is it used to Teach EFL Young. International Journal of Learning, Teaching and Educational Research, 18(1), 92-103. Asyiah, D. (2017). The vocabulary teaching and vocabulary learning: perception, strategies, and influences on students’ vocabulary mastery. Journal Bahasa Lingua Scientia, 9(2), 293-318. Ayuni, L. (2013). Communication Strategies in English as a Second Language (ESL) Context. Advances in Language and Literary Studies, 4 (1), 129-133. Retrieved from http://www.journals.aiac.org.au/index.php/alls/article/view/75/71 Balcı, Ö., & Çakir, A. (2011). Teaching vocabulary through collocations in EFL Classes: The case of Turkey. International Journal of Research Studies in Language Learning, 1(1). Barreras, M. (2010). How to use tales for the teaching of vocabulary and grammar in a primary education English class. Resla, 23, 31-52. Bejarano, M. (2018). Gramática visual en lectura inferencial de textos multimodales. Universidad Pedagógica Nacional. Tesis de pregrado. Bezerra, (2011). Multimodality in the EFL classroom. BELT Journal, 2(2), 167-177. Retrieved from file:///C:/Users/Sara/Downloads/9671-39662-1-PB%20(3).pdf Biklen, S., & Bodgan, R. (1998). Qualitative Research for Education. Allyn and Bacon. Bode, J., Marquis, J., Oetting, J., Pae, S., & Rice, M. (1994). Frequency of Input Effects on Word Comprehension of Children with Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 37(1), 106-122. Bolderston, A., & Palmer, C. (2006). A Brief Introduction to Qualitative Research. The Canadian Journal of Medical Radiation Technology. https://www.researchgate.net/publication/237892956_A_Brief_Introduction_to_Qualitative_Research Brown, D. (2000). Teaching by Principles: An Interactive Approach to Language Pedagogy. Longman. Brown, L. (2009). Protocols of professional learning. ASCD. Buenger, A., Butler, S., Eisenhart, C., Gonzalez, N. & Hunt, M. (2010). A Review of the Current Research. National Reading Technical Assistance Center. Burns, A., & Joyce, H. (1997). Focus on Speaking. National Centre for English Language Teaching and Research. Burns, A. (2010). Doing Action Research in English Language Teaching a Guide for Practitioners. Routledge. Celis, J., Onatra, C., Tatiana, A., & Córdoba, Z. (2017). Educational videos: a didactic tool for strengthening English vocabulary through the development of affective learning in kids. Gist Education and Learning Research Journal, 14, 68–87. Chairiah, T. (2020). Teaching vocabulary to young learner using video on YouTube at English course. Language Research in Society, 1(1), 41-46. Chen, G., & FU, X. (2003). "Effects of multimodal information on learning performance and judgment of learning". Journal of Educational Computing Research, 29(3), 349-362. Cohen, L. (2011). Research Methods in Education. Routledge. Cohen. D., & Crabtree. B. (2006). Qualitative Research Guidelines Project. Robert Wood Johnson Foundation. Retrieved from http://www.qualres.org/HomeMemb-3649.html Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. Routledge. Combs, B. (2012). Assessing and Addressing Literacy Needs: Cases and Instructional Strategies. SAGE. Council of Europe. (2011). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press. Cronin, J. J. (2009). Upgrading to Web 2.0: An experiential project to build a marketing Wiki. Journal of Marketing Education, 31(1), 66-75. Delgado, J., & Chapetón, M. (2015). Getting the Picture of Iconography: An innovative way to teach English to young learners. Editorial Aula de Humanidades. Evans, V. (2016). Design Features for Linguistically-Mediated Meaning Construction: The Relative Roles of the Linguistic and Conceptual Systems in Subserving the Ideational Function of Language. Frontiers in Psychology, 7, 1-12. Fang, L. (2004). English Learners’ Incidental Vocabulary Acquisition in the Video-based CALL Program. Asian EFL Journal, 12(4). Forster, E. (2006) The value of songs and chants for young learners. Journal of Research and Innovation in the Language Classroom, 16, 63-68. Ganapathy (2016). The Effects of Using Multimodal Approaches in Meaning-Making of 21st Century Literacy Texts Among ESL Students in a Private School in Malaysia. Advances in Language and Literary Studies,7(2), 143-155. doi:10.7575/aiac.alls.v.7n. 2p. 143 García, S. & Valderrama, D. (2016). Reading Tales and Audiovisual Sources As Means to Develop Vocabulary Learning in EFL. Universidad Distrital. Tesis de grado. Gardner, H. (2006). Multiple intelligences: New horizons. Basic Books. Ghaderpour, M., Hamzehlou, S., & Zainalb, Z. (2012). A Review on the Important Role of Vocabulary Knowledge in Reading Comprehension Performance. Procedia - Social and Behavioral Science, 66(12), 555 – 563. Ghalebi, R., Sadegh, M., & Sadighi, F. (2020). Vocabulary learning strategies: A comparative study of EFL learners. Cogent Psychology, 7(1), 1-12. https://doi.org/10.1080/23311908.2020.1824306 Gilakjani, A. (2004). Visual, Auditory, Kinesthetic Learning Styles and Their Impacts on English Language Teaching. Journal of Studies in Education, 2 (1), 104-113. doi: https://doi.org/10.5296/jse.v2i1.1007 Glaser, B. G. (1992). Basics of grounded theory analysis. Sociological Press. Glaser, B. & Strauss, A. (1967). The discovery of grounded theory. Aldine Press. González, S. (2017). Audiovisual aids as a tool to promote meaningful EFL vocabulary learning. Universidad Pedagógica Nacional. Tesis de pregrado. Gordon, T. (2007). Teaching Young Children a Second Language. Praeger Publishers. Hadfield, J. (1999). Beginners’ communication games. Pearson Education Limited. Haijing, H. (2015). Multimodal English Vocabulary Teaching. International Journal of Arts and Commerce. 4(5), 40-46. Han, F. (2015). Word recognition research in foreign language reading: A systematic review. University of Sydney Papers in TESOL, 10, 57-91. Hayes, L., & Flanigan, K. (2014). An Introduction to Word Recognition. Guilford Publications. https://www.guilford.com/excerpts/hayes4.pdf?t Haynes, J., & Zacarian, D. (2010). Teaching English Language Learners Across the Content Areas. ASCD. Hatch, A. (2002). Doing Qualitative Research in Education Settings. Albany. Hazamy, A. (2009). Influence of Pictures on Word Recognition. Digital Commons Georgia Southern. Hiebert, E., & Kamil, M. (2005). Teaching and Learning Vocabulary. Bringing Research to Practice. Routledge. Horst, M. (2019). Focus on Vocabulary Learning. Oxford. Hubbard, R., & Power, B. (1999). Living the questions: A guide for teacher-researchers. Stenhouse. Hurtado, C. J. (2002). Lexical hierarchies as a strategy of teaching vocabulary. Gewehr. Hymes, D. (1971) The communicative Approach to Language Teaching. University Press. Ika, D. (2009). The use of songs to increase English vocabulary to the first-grade. https://core.ac.uk/download/pdf/12352008.pdf Jewitt, C., & Kress, G. (2003). Multimodal literacy. Lang. Johnson, A. (2016). 10 Essential Instructional Elements for Students with Reading Difficulties: A Brain-Friendly Approach. Corwin Publishers. Jimenez, R., & Terrazas, M. (2008). The receptive vocabulary of English foreign language young learners. Journal of English studies, 5(6), 173-191. Kalmbach, D., & Carr, K. (2010). Becoming a Teacher through Action Research. Routledge. Kemmis, S., & Brennan Kemmis, R. (2003). Making and writing the history of the future together: Exploratory action in participatory action research. SAGE. Kolb, D. (1983). Experiential Learning: Experience as the Source of Learning and Development. Pearson Education. Kolb, A.Y., & Kolb, D.A. (2009) Experiential Learning Theory: A Dynamic, Holistic Approach to Management Learning, Education and Development. SAGE. https://doi.org/10.4135/9780857021038.n3 Kress, G (2010). Multimodality. A Social Semiotic Approach to Contemporary Communication. Routledge. Kress, G., Jewitt, C., Bourne, J., Franks, A., Hardcastle, J., Jones, K., et al. (2005). English in Urban classrooms: A multimodal perspective on teaching and learning. Routledge Falmer. Kress, G., & Van, L. (2001). Multimodal discourse: The modes and media of contemporary communication. Arnold. Kumar, R. (2011). Research Methodology a step-by-step guide for Beginners. Retrieved from http://www.sociology.kpi.ua/wp-content/uploads/2014/06/Ranjit_Kumar-Research_Methodology_A_Step-by-Step_G.pdf Lee, H-C. (2014). Using an arts-integrated multimodal approach to promote English learning: A case study of two Taiwanese junior college students. English Teaching: Practice and Critique, 13(2), 55-75. Retrieved from http://files.eric.ed.gov/fulltext/EJ1042518.pdf Lin, L. (2004). English Learners’ Incidental Vocabulary Acquisition in the Video-based CALL Program. Asian EFL Journal, 12(14). Littlewood, W. (1981). Communicative language teaching: An introduction. Cambridge University Press. Marchetti, P & Cullen, P. (2016). A Multimodal Approach in the Classroom for Creative Learning and Teaching. Psychological and creative approaches to language teaching. Retrieved from http://casajc.ff.cuni.cz/Documents/CASAJC_online/1501/bull2016 McCormick, C., & Samuels, S. J. (1979). Word Recognition by Second Graders: The Unit of Perception and Interrelationships among Accuracy, Latency, and Comprehension. Journal of Reading Behavior, 11(2), 107–118. https://doi.org/10.1080/10862967909547314 Mehring, J., G. (2005). Developing Vocabulary in Second Language Acquisition: From Theories to the Classroom. http://www.hpu.edu/CHSS/International_Studies/TESOL/ProfessionalDevelopment/200680TWPfall06/03Mehring.pdf. Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass. Merriam, S., & Tisdell, E. (2016). Qualitative research a guide to design and implementation. Retrieved from https://www.amazon.com/Qualitative-Research-Guide-Design-Implementation/dp/111900361X Montaño, H. (2016). Developing Oral Interaction Skills in Foreign Language Learners through Media Literacy. (Tesis de pregrado). 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Visual Evidence in Qualitative Research: The Role of Videorecording. The Qualitative Report. https://doi.org/10.46743/2160-3715/2004.1928 Pinzón, R., & Castañeda, P. (2014). English teaching through project based learning method, in rural área. Cuadernos de Lingüística Hispánica, 23, 151–170. http://www.scielo.org.co/pdf/clin/n23/n23a09.pdf Prado Veraniego School. (2015). Educational Community Handbook. Bogotá. Putri, A. R. (2016). Teaching English for young learners using a total physical response (TPR) method. Jurnal Edulingua, 3(2), 15-22. Rasti-Behbahani, A. (2021). Why Digital Games Can Be Advantageous in Vocabulary Learning. Theory and Practice in Language Studies, 11(2), 111-118. DOI: http://dx.doi.org/10.17507/tpls.1102.01 Richards, J., Rodgers, T. (2001). Approaches and Methods in Language Teaching. Cambridge University Press. Scott, A., & Ytreberg, H. (1990). Teaching English to Children. Longman. Shao, C. (2015). Productive Vocabulary Development in EFL Writing: A Corpus-based Study. Atlantis Press. Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press. Shpancer, N. (2004). What makes classroom learning a worthwhile experience? The nea higher education journal. https://bit.ly/3eKlJK0 Singh, S. (2003). Functional Perspective on Teaching of English as a Second Language. South Asian Language Review,8 (1), 60-68. Retrieved from http://www.geocities.ws/southasianlanguagereview/SecondLanguage/sukhdev.pdf Skowron, J. (2015). Powerful Lesson Planning: Every Teacher's Guide to Effective Instruction. Skyhorse publishing. Thornbury, S. (2005). How to Teach Speaking. Longman. Topa, N. (2019). Interactive Games for the Contextualized Vocabulary Learning. Universidad Técnica de Ambato. Tesis de grado. Tudor, I. (2001). The dynamics of the language classroom. Ernst Klett Sprachen. Wei, M. (2007). An investigation into vocabulary learning strategies used by senior high schools in Taiwan. Unpublished Master thesis, National Chengchi University, Taiwan. Wilkins, D. (1972). Linguistics in language teaching. Oxford Dictionary Online. In Oxford Dictionary. Available at: http://www.oxforddictionaries.com/us/definition/americanenglish/word?SearchDict Code=all. Wright, A. (1995). Storytelling with Children. Oxford. Yassaei, S. (2012). Using Original Video and Sound Effects to Teach English. English Teaching Forum. https://americanenglish.state.gov/files/ae/resource_files/50_1_4_yassaei.pdf Zainudin, A. (2018). TPR: The Old but Gold Strategy in Enlarging Young Learners ‘Vocabulary. Journal bahasa & sastra, 18(2), 119-124. |
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Mellizo Guaqueta, NelsonCormane Giraldo, Sara ElisaBogotá, Colombia2017-20192021-07-12T14:25:48Z2021-07-12T14:25:48Z2021http://hdl.handle.net/20.500.12209/13422instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/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.Submitted by Sara Cormane (dle_scormane737@pedagogica.edu.co) on 2021-06-24T15:42:13Z No. of bitstreams: 2 Vocabulary Learning Through Activities.pdf: 3019879 bytes, checksum: ae8a5549765b4566eadd9911c49cbb80 (MD5) Licencia de uso.pdf: 282522 bytes, checksum: ec0c39745b135166c5a89c6a0b77e553 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2021-06-24T17:33:36Z (GMT) No. of bitstreams: 2 Vocabulary Learning Through Activities.pdf: 3019879 bytes, checksum: ae8a5549765b4566eadd9911c49cbb80 (MD5) Licencia de uso.pdf: 282522 bytes, checksum: ec0c39745b135166c5a89c6a0b77e553 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2021-07-12T14:25:48Z (GMT) No. of bitstreams: 2 Vocabulary Learning Through Activities.pdf: 3019879 bytes, checksum: ae8a5549765b4566eadd9911c49cbb80 (MD5) Licencia de uso.pdf: 282522 bytes, checksum: ec0c39745b135166c5a89c6a0b77e553 (MD5)Made available in DSpace on 2021-07-12T14:25:48Z (GMT). No. of bitstreams: 2 Vocabulary Learning Through Activities.pdf: 3019879 bytes, checksum: ae8a5549765b4566eadd9911c49cbb80 (MD5) Licencia de uso.pdf: 282522 bytes, checksum: ec0c39745b135166c5a89c6a0b77e553 (MD5) Previous issue date: 2021Universidad Pedagógica NacionalColegio Prado VeraniegoLicenciado en Español e InglésPregradoapplication/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalAprendizaje de vocabularioMultimodalidadEstilos de aprendizajeTPRVocabulary learningMultimodalityLearning stylesTPRVocabulary Learning through Activities Framed within Multimodality.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAbdullah, M., Ahmadi, M., & Ismail, H. (2012). 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