The Impact of Audiovisual Aids in the Vocabulary Learning

Gráficas

Autores:
Martinez, Beatriz Patricia Salazar
Tipo de recurso:
Masters Thesis
Fecha de publicación:
2021
Institución:
Universidad de Caldas
Repositorio:
Repositorio Institucional U. Caldas
Idioma:
eng
spa
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oai:repositorio.ucaldas.edu.co:ucaldas/17172
Acceso en línea:
https://repositorio.ucaldas.edu.co/handle/ucaldas/17172
https://repositorio.ucaldas.edu.co/
Palabra clave:
Aprendizaje
Audiovisuales
Lenguaje
Audiovisual aids
Vocabulary learning
Listening skills
Rights
closedAccess
License
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dc.title.eng.fl_str_mv The Impact of Audiovisual Aids in the Vocabulary Learning
title The Impact of Audiovisual Aids in the Vocabulary Learning
spellingShingle The Impact of Audiovisual Aids in the Vocabulary Learning
Aprendizaje
Audiovisuales
Lenguaje
Audiovisual aids
Vocabulary learning
Listening skills
title_short The Impact of Audiovisual Aids in the Vocabulary Learning
title_full The Impact of Audiovisual Aids in the Vocabulary Learning
title_fullStr The Impact of Audiovisual Aids in the Vocabulary Learning
title_full_unstemmed The Impact of Audiovisual Aids in the Vocabulary Learning
title_sort The Impact of Audiovisual Aids in the Vocabulary Learning
dc.creator.fl_str_mv Martinez, Beatriz Patricia Salazar
dc.contributor.advisor.none.fl_str_mv RAMIREZ CONTRERAS, ODILIA
dc.contributor.author.none.fl_str_mv Martinez, Beatriz Patricia Salazar
dc.subject.lemb.none.fl_str_mv Aprendizaje
Audiovisuales
Lenguaje
topic Aprendizaje
Audiovisuales
Lenguaje
Audiovisual aids
Vocabulary learning
Listening skills
dc.subject.proposal.eng.fl_str_mv Audiovisual aids
Vocabulary learning
Listening skills
description Gráficas
publishDate 2021
dc.date.accessioned.none.fl_str_mv 2021-10-21T14:36:43Z
dc.date.available.none.fl_str_mv 2021-10-21T14:36:43Z
dc.date.issued.none.fl_str_mv 2021-10-20
dc.type.spa.fl_str_mv Trabajo de grado - Maestría
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dc.identifier.reponame.spa.fl_str_mv Repositorio institucional Universidad de Caldas
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identifier_str_mv Universidad de Caldas
Repositorio institucional Universidad de Caldas
dc.language.iso.spa.fl_str_mv eng
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dc.relation.references.spa.fl_str_mv Abbés, B. (2014). Le développement de la compétence discursive à travers Les pratiques de classe de FLE Cas de la production orale en quatrième année de l'enseignement moyen. Argelia: Université d'El-Oued Faculté des Lettres et des Langues.
Alan, H., & Beglar, D. (1998). Publications of the Japan Association for Language Teaching. Recuperado el 14 de 04 de 2019, de Current Research and Practice in Teaching Vocabulary: http://www.jalt-publications.org/old_tlt/articles/1998/01/hunt
Arnold, J. (2000). Affect in Language Learning. Beijing: Foreign Language Teaching and Research Press
Bañuelos, C. (1996). Un estudio sobre la producción oral del idioma inglés. Tijuana: Universidad Autónoma de Baja California
Bereiter, C. (1994). Constructivism, socioculturalism, and Popper's World 3.Educational Researcher, 23 (7), 21-23
Brown, D. (2004). Language assessment: Principles and classroom practices. New York: Pearson Education
Brown, H. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. Beijing: Foreign Language Teaching and Research Press.
Burton, J. (1955). Visual Aids Centre: London. Health Education Journal, 13(1), 105-112
Bygate, M. (2003). Speaking. Oxford : Oxford University Press
Canning, D. (1999). Infrastructure's contribution to aggregate output. Policy Research Working Paper Series.
Common european framework of reference for languages: learning, teaching, assessment. (s.f.). Recuperado el 17 de 04 de 2019, de https://rm.coe.int/16802fc1bf
Coombe, C. (2010). Assessing Vocabulary in the Language Classroom. Recuperado el 16 de 04 de 2019, de Researchgate: https://www.researchgate.net/publication/265002660_Assessing_Vocabulary_in_the_Lan guage_Classroom
Cooper, L. O. (1997). Listening competency in the workplace: A model for training . Business Communication Quarterly, 60, , 75-84.
Cozby, P., C. (2009). Methods in behavioral research. Boston: McGraw Hill Higher Education
Diamond, L., & Gutlohn, L. (s.f.). reading Rockets. Recuperado el 10 de Abril de 2019, de http://www.readingrockets.org/article/teaching-vocabulary
Ellis, G., & Brewster, J. (2014). Tell it Again! The Storytelling Handbook for Primary English Language Teachers. London: British Council
Fortes Ferreira, L. H. (2007). How to teach vocabulary effectively. An analysis of the course book Eyes and Spies. Praia: ISE
Fountas I.C., & Pinnell, G.S. (1996). Guided Reading: Good First Teaching for all Children. Portsmouth, NH: Heinemann Publishing.
Freeman, J. (1998) ‘Mentoring gifted pupils’, in S. Goodlad (Ed.) Mentoring and Tutoring by Students. London: Kogan Page
Gairns, R., & Redman, S. (1986). Working with words: A guide to teaching and learning vocabulary. USA: Cambridge University Press
García Conesa, S. M., & Juan Rubio, A. D. (2015). The use of rhymes and songs in the Teaching of English in Primary Education. Docencia e Investigación Nº 25.2, 88-101.
Harmer, J. (2007). The practice of English language teaching. Longman Handbooks for Language Teachers. New York: Pearson Longman
Heaton, J. B. (1990). Classroom testing. New York: Longman.
Henriksen, B. (1996). Semantisation, Retention and accessibility: Key Concepts in Vocabulary Learning. Presentation at the conference AILA 1996 . Jyvaskyla
Henter, R. (2014). Affective factors involved in learning a foreign language. Procedia - Social and Behavioral Sciences 127 , 373-378.
Hornby, A. S. (1995). Oxford Advanced Learner’s Dictionary. Oxford : Oxford University Press.
Jakobovits, L. (1970). Foreign Language Learning: a Psycholinguistic Analysis of the Issue. Rowley: Newbury House.
Joklová, K. (2009). Using pictures in teaching vocabulary . Brno: Masaryk University
Kemmis, S. and McTaggart, R. The Action Research Reader. Third edition. Deakin University Press, Victoria, 1988.
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
Krashen, S. and Terrel, T. (1984). The language approach: Language acquisition in the classroom. Oxford: Pergamon
Melka, F. (1997). Receptive vs. productive aspects of vocabulary. En N. Schmitt, & M. McCarthy, Vocabulary. Description, Acquisition and Pedagogy (págs. 84-102). Cambridge: Cambridge University Press
Merdas, M. (2015). Effects of Audio-Visual Aids on Teaching English Active Vocabulary to EFL Learners (thesis dissertation, Faculty of Arabic Language Arts and Foreign Languages). Retrieved from http://dspace.univbiskra.dz:8080/jspui/bitstream/123456789/5826/1/MERDAS%20Sabrina.pdf
Mills, G. E. (2003). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Merrill/Prentice Hall
Mohamed, L. (2015). La production orale en FLE. Cas des étudiants de première année universitaire Du département des lettres et langue française Université de M’sila. M’sila: Université de M'Sila . Argelia: Universidad de M'sila.
Mora, S. (2001). Teaching vocabulary to advanced students: a lexical approach. São Paulo
Nalliveettil, G. & Hammoud, A. (2013). A Study on the Usefulness of Audio-Visual Aids in EFL Classroom: Implications for Effective Instruction. Advance online publication. Doi: doi:10.5430/ijhe.v2n2p86.
Neuman, S., & Dwyer, J. (2009). Missing in Action: Vocabulary instruction in Pre-K. The Reading Teacher, 62 (5), 384–392.
Neuman, S., & Dwyer, J. (2009). Missing in Action: Vocabulary instruction in Pre-K. The Reading Teacher, 62 (5), 384–392.
Ni, H. (2012). The effects of affective factors in sla and pedagogical implications. Theory and Practice in Language Studies, Vol. 2, No. 7, 1508-1513
Palmberg, R. (1987). Patterns of Vocabulary Development in Foreign-Language Learners. Studies in Second Language Acquisition, 9(2), 201-219
Qing-xue, L., & Jin-fang, S. (2007). An Analysis of Language Teaching Approaches and Methods —Effectiveness and Weakness. US-China Education Review Volume 4, No.1 (Serial No.26), 69-71.
Read, J., & Carol, C. (2011). A framework for second language vocabulary assessment. Language Testing, 18(1), 1-32.
Scott, W., & Ytreberg, L. (1990). Teaching English to children. London: Longman
Sorez, H. (1995). Prendre la parole. Paris: Hatier
Spear Swerling, L. (2016). Common types of reading problems and how to help children who have them. The Reading Teacher, 69, 513-522.
Sühendan, D. (2013). 3rd World Conference on Learning, Teaching and Educational Leadership WCLTA 2012. Using Total Physical Response Method in Early Childhood Foreign Language Teaching Environments. Turquá: Elsevier
Tugrul, C. (2013). The direct method: A good start to teach oral language. Iraq: Department of languages, Ishik University.
Ur, P. (1996). A course in language teaching: practice and theory. Cambridge: Cambridge University Press.
Webb, S. (2005). Receptive and productive vocabulary learning: the effects of reading and writing on word knowledge. Studies in Second Language Acquisition, 27(1), 33-52. .
Webb, S. (2008). Receptive and Productive Vocabulary Sizes of L2 Learners. Studies in Second Language Acquisition, v30 n1, 79-95.
Wolff, et. al. (1983). Language, Brain and Hearing. Methuen young books.
Yella Reddy, N. (2013). Audio visual aids in teaching, training and extension. New Delhi: Extension Education Institute.
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spelling RAMIREZ CONTRERAS, ODILIAb7b907a576a63aed6e10ba9e49226c57600Martinez, Beatriz Patricia Salazar5c9f1ebef7b9afe75cc90e74b58eeed22021-10-21T14:36:43Z2021-10-21T14:36:43Z2021-10-20https://repositorio.ucaldas.edu.co/handle/ucaldas/17172Universidad de CaldasRepositorio institucional Universidad de Caldashttps://repositorio.ucaldas.edu.co/Gráficasspa: Este proyecto trata sobre el aprendizaje del vocabulario de los estudiantes y el desarrollo de las habilidades auditivas mediante el uso de ayudas audiovisuales. Se utilizó un diario del maestro, un formulario de observación no participante, un cuestionario de los estudiantes y un informe de medición del lenguaje para identificar la falta de vocabulario y la baja comprensión auditiva de los estudiantes de jardín de infantes. Se implementaron seis talleres y se utilizaron los mismos instrumentos para intervenir la situación bajo un enfoque de Investigación Acción. Los resultados informaron que los estudiantes lograron un progreso significativo en el reconocimiento del vocabulario, tuvieron un buen desempeño oral y una buena comprensión auditiva, y mostraron una alta preferencia por las ayudas audiovisuales, aunque algunos estudiantes aún informaron una comprensión auditiva débil y un vocabulario deficiente. Las conclusiones afirman que las ayudas audiovisuales fomentan y mejoran el reconocimiento del vocabulario, la escucha y el habla y la motivación entre los niños de kindergarten. Se presentan las implicaciones pedagógicas para la promoción de ayudas audiovisuales para profesores, administradores y responsables políticos.eng: This project is about students’ vocabulary learning and listening skills development under the use of audiovisual aids. A teacher’s journal, a non-participant observation form, a students’ questionnaire and a language measurement report were used to identify the lack of vocabulary and a low listening comprehension of kindergarten learners. Six workshops were implemented and the same instruments used to intervene the situation under an Action Research approach. Findings reported that students made significant progress in the vocabulary recognition, had a good oral performance and a good listening comprehension, and showed a high preference for audiovisual aids, although some learners still reported weak listening comprehension and poor vocabulary. Conclusions state that audiovisual aids foster and improve vocabulary recognition, listening and speaking performance, and motivation among kindergarteners. Pedagogical implications for the promotion of audiovisual aids are presented for teachers, administrators, and policy makers.Abstract/ Resumen / Introduction / 1. Justification/Rationale / 2. Context of the research, setting and description of the problem / 2.1 Description of the context of research/ 2.2 Description of the problema/ 3. Research question and objectives/ 3.1Research question/ 3.2 Objectives / 3.2.1 General objective (s)/ 3.2.2 Specific objectives/ 4. Theoretical Framework/ 3 4.1 Vocabulary / 4.1.1 The process to teach vocabulary/ 4.1.2 Assessment of vocabulary. / 4.2 Audiovisual aids/ 4.3 The teaching and learning of the listening and speaking skills/ 4.5 Teaching English to children/ 4.6 Teaching strategies or approaches/ 4.7 Previous related studies/ 5. Methodology/ 5.1 Type of study/ 5.2 Participants/5.3 Data Collection and Instruments / 6. Research stages / Phases of the study/ 6.1 Diagnostic stage/ 6.2 Action stage/ 6.2.1 Workshop 1: Drawing maps and describing pictures/ 6.2.2 Workshop 2: Vegetables Storytelling/ 6.2.3. Workshop 3: Learning vocabulary through songs/ 6.2.4 Workshop 4: learning vocabulary through rhymes. / 6.2.5 Workshop 5: Learning vocabulary through reading aloud/ 6.2.6 Workshop 6: learning vocabulary through wall pictures/ 6.3 Evaluation stage/ 7. Findings/ 8. Conclusions / pedagogical implications / Recommendations / References / Appendices .MaestríaMagister en Didáctica del Inglés - Manizalesapplication/pdfengspaThe Impact of Audiovisual Aids in the Vocabulary LearningTrabajo de grado - Maestríahttp://purl.org/coar/resource_type/c_bdccTextinfo:eu-repo/semantics/masterThesishttps://purl.org/redcol/resource_type/TMhttp://purl.org/coar/version/c_970fb48d4fbd8a85Facultad de Artes y HumanidadesManizalesMaestría en Didáctica del Inglés - ManizalesAbbés, B. (2014). Le développement de la compétence discursive à travers Les pratiques de classe de FLE Cas de la production orale en quatrième année de l'enseignement moyen. Argelia: Université d'El-Oued Faculté des Lettres et des Langues.Alan, H., & Beglar, D. (1998). Publications of the Japan Association for Language Teaching. Recuperado el 14 de 04 de 2019, de Current Research and Practice in Teaching Vocabulary: http://www.jalt-publications.org/old_tlt/articles/1998/01/huntArnold, J. (2000). Affect in Language Learning. Beijing: Foreign Language Teaching and Research PressBañuelos, C. (1996). Un estudio sobre la producción oral del idioma inglés. Tijuana: Universidad Autónoma de Baja CaliforniaBereiter, C. (1994). Constructivism, socioculturalism, and Popper's World 3.Educational Researcher, 23 (7), 21-23Brown, D. (2004). Language assessment: Principles and classroom practices. New York: Pearson EducationBrown, H. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. Beijing: Foreign Language Teaching and Research Press.Burton, J. (1955). Visual Aids Centre: London. Health Education Journal, 13(1), 105-112Bygate, M. (2003). Speaking. Oxford : Oxford University PressCanning, D. (1999). Infrastructure's contribution to aggregate output. Policy Research Working Paper Series.Common european framework of reference for languages: learning, teaching, assessment. (s.f.). Recuperado el 17 de 04 de 2019, de https://rm.coe.int/16802fc1bfCoombe, C. (2010). Assessing Vocabulary in the Language Classroom. Recuperado el 16 de 04 de 2019, de Researchgate: https://www.researchgate.net/publication/265002660_Assessing_Vocabulary_in_the_Lan guage_ClassroomCooper, L. O. (1997). Listening competency in the workplace: A model for training . Business Communication Quarterly, 60, , 75-84.Cozby, P., C. (2009). Methods in behavioral research. Boston: McGraw Hill Higher EducationDiamond, L., & Gutlohn, L. (s.f.). reading Rockets. Recuperado el 10 de Abril de 2019, de http://www.readingrockets.org/article/teaching-vocabularyEllis, G., & Brewster, J. (2014). Tell it Again! The Storytelling Handbook for Primary English Language Teachers. London: British CouncilFortes Ferreira, L. H. (2007). How to teach vocabulary effectively. An analysis of the course book Eyes and Spies. Praia: ISEFountas I.C., & Pinnell, G.S. (1996). Guided Reading: Good First Teaching for all Children. Portsmouth, NH: Heinemann Publishing.Freeman, J. (1998) ‘Mentoring gifted pupils’, in S. Goodlad (Ed.) Mentoring and Tutoring by Students. London: Kogan PageGairns, R., & Redman, S. (1986). Working with words: A guide to teaching and learning vocabulary. USA: Cambridge University PressGarcía Conesa, S. M., & Juan Rubio, A. D. (2015). The use of rhymes and songs in the Teaching of English in Primary Education. Docencia e Investigación Nº 25.2, 88-101.Harmer, J. (2007). The practice of English language teaching. Longman Handbooks for Language Teachers. New York: Pearson LongmanHeaton, J. B. (1990). Classroom testing. New York: Longman.Henriksen, B. (1996). Semantisation, Retention and accessibility: Key Concepts in Vocabulary Learning. Presentation at the conference AILA 1996 . JyvaskylaHenter, R. (2014). Affective factors involved in learning a foreign language. Procedia - Social and Behavioral Sciences 127 , 373-378.Hornby, A. S. (1995). Oxford Advanced Learner’s Dictionary. Oxford : Oxford University Press.Jakobovits, L. (1970). Foreign Language Learning: a Psycholinguistic Analysis of the Issue. Rowley: Newbury House.Joklová, K. (2009). Using pictures in teaching vocabulary . Brno: Masaryk UniversityKemmis, S. and McTaggart, R. The Action Research Reader. Third edition. Deakin University Press, Victoria, 1988.Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.Krashen, S. and Terrel, T. (1984). The language approach: Language acquisition in the classroom. Oxford: PergamonMelka, F. (1997). Receptive vs. productive aspects of vocabulary. En N. Schmitt, & M. McCarthy, Vocabulary. Description, Acquisition and Pedagogy (págs. 84-102). Cambridge: Cambridge University PressMerdas, M. (2015). Effects of Audio-Visual Aids on Teaching English Active Vocabulary to EFL Learners (thesis dissertation, Faculty of Arabic Language Arts and Foreign Languages). Retrieved from http://dspace.univbiskra.dz:8080/jspui/bitstream/123456789/5826/1/MERDAS%20Sabrina.pdfMills, G. E. (2003). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Merrill/Prentice HallMohamed, L. (2015). La production orale en FLE. Cas des étudiants de première année universitaire Du département des lettres et langue française Université de M’sila. M’sila: Université de M'Sila . Argelia: Universidad de M'sila.Mora, S. (2001). Teaching vocabulary to advanced students: a lexical approach. São PauloNalliveettil, G. & Hammoud, A. (2013). A Study on the Usefulness of Audio-Visual Aids in EFL Classroom: Implications for Effective Instruction. Advance online publication. Doi: doi:10.5430/ijhe.v2n2p86.Neuman, S., & Dwyer, J. (2009). Missing in Action: Vocabulary instruction in Pre-K. The Reading Teacher, 62 (5), 384–392.Neuman, S., & Dwyer, J. (2009). Missing in Action: Vocabulary instruction in Pre-K. The Reading Teacher, 62 (5), 384–392.Ni, H. (2012). The effects of affective factors in sla and pedagogical implications. Theory and Practice in Language Studies, Vol. 2, No. 7, 1508-1513Palmberg, R. (1987). Patterns of Vocabulary Development in Foreign-Language Learners. Studies in Second Language Acquisition, 9(2), 201-219Qing-xue, L., & Jin-fang, S. (2007). An Analysis of Language Teaching Approaches and Methods —Effectiveness and Weakness. US-China Education Review Volume 4, No.1 (Serial No.26), 69-71.Read, J., & Carol, C. (2011). A framework for second language vocabulary assessment. Language Testing, 18(1), 1-32.Scott, W., & Ytreberg, L. (1990). Teaching English to children. London: LongmanSorez, H. (1995). Prendre la parole. Paris: HatierSpear Swerling, L. (2016). Common types of reading problems and how to help children who have them. The Reading Teacher, 69, 513-522.Sühendan, D. (2013). 3rd World Conference on Learning, Teaching and Educational Leadership WCLTA 2012. Using Total Physical Response Method in Early Childhood Foreign Language Teaching Environments. Turquá: ElsevierTugrul, C. (2013). The direct method: A good start to teach oral language. Iraq: Department of languages, Ishik University.Ur, P. (1996). A course in language teaching: practice and theory. Cambridge: Cambridge University Press.Webb, S. (2005). Receptive and productive vocabulary learning: the effects of reading and writing on word knowledge. Studies in Second Language Acquisition, 27(1), 33-52. .Webb, S. (2008). Receptive and Productive Vocabulary Sizes of L2 Learners. Studies in Second Language Acquisition, v30 n1, 79-95.Wolff, et. al. (1983). Language, Brain and Hearing. Methuen young books.Yella Reddy, N. (2013). Audio visual aids in teaching, training and extension. 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Thumbnailimage/jpeg8357https://repositorio.ucaldas.edu.co/bitstream/ucaldas/17172/10/Carta%20de%20autorizacion%20para%20la%20publicacion%20de%20contenidos%20en%20el%20repositorio%20institucional%20de%20la%20universidad%20de%20caldas.pdf.jpg2d465e997336cebda2e1a9572ca2ec48MD510ucaldas/17172oai:repositorio.ucaldas.edu.co:ucaldas/171722021-10-22 03:00:56.975Repositorio Digital de la Universidad de 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