Fostering vocabulary learning through total physical response method (tpr) and the use of flashcards as effective visual aids

El proyecto de investigación tiene como propósito principal observar el impacto del método de Respuesta Física Total (TPR), y el uso de material visual como recursos en la enseñanza del vocabulario de la lengua extranjera Ingles, con a estudiantes de cuarto grado de la Institución Educativa Agropecu...

Full description

Autores:: Botina Realpe, Natali

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2018

Institución:: Universidad Santo Tomás

Repositorio:: Repositorio Institucional USTA

Idioma:: spa

id	SANTTOMAS2_e34af5ce4e287c47438fd30db1c02e67
oai_identifier_str	oai:repository.usta.edu.co:11634/19633
network_acronym_str	SANTTOMAS2
network_name_str	Repositorio Institucional USTA
repository_id_str
dc.title.spa.fl_str_mv	Fostering vocabulary learning through total physical response method (tpr) and the use of flashcards as effective visual aids
title	Fostering vocabulary learning through total physical response method (tpr) and the use of flashcards as effective visual aids
spellingShingle	Fostering vocabulary learning through total physical response method (tpr) and the use of flashcards as effective visual aids Enseñanza Pedagogía Didáctica Fostering vocabulary learning through TPR Flashcards Education
title_short	Fostering vocabulary learning through total physical response method (tpr) and the use of flashcards as effective visual aids
title_full	Fostering vocabulary learning through total physical response method (tpr) and the use of flashcards as effective visual aids
title_fullStr	Fostering vocabulary learning through total physical response method (tpr) and the use of flashcards as effective visual aids
title_full_unstemmed	Fostering vocabulary learning through total physical response method (tpr) and the use of flashcards as effective visual aids
title_sort	Fostering vocabulary learning through total physical response method (tpr) and the use of flashcards as effective visual aids
dc.creator.fl_str_mv	Botina Realpe, Natali
dc.contributor.advisor.spa.fl_str_mv	Hernández Leal, Emilena
dc.contributor.author.spa.fl_str_mv	Botina Realpe, Natali
dc.contributor.cvlac.spa.fl_str_mv	http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000422550
dc.subject.lemb.spa.fl_str_mv	Enseñanza Pedagogía Didáctica
topic	Enseñanza Pedagogía Didáctica Fostering vocabulary learning through TPR Flashcards Education
dc.subject.proposal.spa.fl_str_mv	Fostering vocabulary learning through TPR Flashcards Education
description	El proyecto de investigación tiene como propósito principal observar el impacto del método de Respuesta Física Total (TPR), y el uso de material visual como recursos en la enseñanza del vocabulario de la lengua extranjera Ingles, con a estudiantes de cuarto grado de la Institución Educativa Agropecuaria Miguel Ángel Rangel de Tajumbina, un pequeño corregimiento cerca de La Cruz, Nariño. A nivel pedagógico, el objetivo central era el mejoramiento de proceso de enseñanza y aprendizaje del inglés. Para lograr los objetivos de estudio, se hizo un test diagnóstico que permitiera identificar el conocimiento previo de los estudiantes en el vocabulario y su actitud frente al aprendizaje. En la implementación de la propuesta se desarrolló un ciclo de clases con temas escogidos de acuerdo con lo establecido en el Programa de la Asignatura y conforme a los contenidos recomendados para la enseñanza del inglés en distintos textos escolares de apoyo. Se involucró en el componente del diseño y de la práctica pedagógica, el método de Respuesta Física Total, (también conocido como TPR), desarrollado por James Asher, construido en torno a la coordinación del habla y la acción, y que intenta enseñar el lenguaje a través de la actividad física.
publishDate	2018
dc.date.issued.spa.fl_str_mv	2018
dc.date.accessioned.spa.fl_str_mv	2019-11-06T21:33:38Z
dc.date.available.spa.fl_str_mv	2019-11-06T21:33:38Z
dc.type.none.fl_str_mv	bachelor thesis
dc.type.local.spa.fl_str_mv	Tesis de pregrado
dc.type.version.none.fl_str_mv	info:eu-repo/semantics/acceptedVersion
dc.type.category.spa.fl_str_mv	Formación de Recurso Humano para la Ctel: Trabajo de grado de Pregrado
dc.type.coar.none.fl_str_mv	http://purl.org/coar/resource_type/c_7a1f
dc.type.drive.none.fl_str_mv	info:eu-repo/semantics/bachelorThesis
format	http://purl.org/coar/resource_type/c_7a1f
status_str	acceptedVersion
dc.identifier.citation.spa.fl_str_mv	Botina Realpe, N. (2018). Fostering vocabulary learning through total physical response method (tpr) and the use of flashcards as effective visual aids. Bogotá (Colombia): Universidad Santo Tomás.
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/11634/19633
dc.identifier.reponame.spa.fl_str_mv	reponame:Repositorio Institucional Universidad Santo Tomás
dc.identifier.instname.spa.fl_str_mv	instname:Universidad Santo Tomás
dc.identifier.repourl.spa.fl_str_mv	repourl:https://repository.usta.edu.co
identifier_str_mv	Botina Realpe, N. (2018). Fostering vocabulary learning through total physical response method (tpr) and the use of flashcards as effective visual aids. Bogotá (Colombia): Universidad Santo Tomás. reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co
url	http://hdl.handle.net/11634/19633
dc.language.iso.spa.fl_str_mv	spa
language	spa
dc.relation.references.spa.fl_str_mv	Alliance for excellent education. (2005). Six Key Strategies for Teachers of English-Language Learners. Retrieved 2018-02-25 at: https://uteach.utexas.edu/sites/default/files/files/SixKeyStrategiesELL.pdf Asher, J. (1968). The Total Physical Response Method for Second Language Learning. San Jose, California. Psychology Department, San Jose State College. Asher, J. (1969). The Total Physical Response Approach to Second Language Learning. The Modern Language Journal. Volume 53, Issue 1, Version of Record online: 2011-10-20. San José State College. Retrieved on 2018-02-20 at: http://onlinelibrary.wiley.com/doi/10.1111/j.1540-4781.1969.tb04552.x/epdf?r3_referer=wol&tracking_action=preview_click&show_checkout=1&purchase_referrer=www.google.com&purchase_site_license Baleghizadeh, S. and Ashoori, A. (2011). The Impact of Two Instructional Techniques on EFL Learners’ Vocabulary Knowledge: Flash Cards versus Word Lists. Tehran: Shahid Beheshti University. Brown, H. D. (2000). Principles in language learning and teaching. Longman: A Pearson Education Company. Brown, H. D. (2001). Teaching by principles. Longman: A Pearson Education Company. Cherry, K. (2018). The 4 Stages of Cognitive Development. Background and Key Concepts of Piaget's Theory. Retrieved on 2018-05-30 at: https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457 Craik, F. & Lockhart's, R. (1972). Levels of Processing: A Framework for Memory Research. In Journal of Verbal Learning and Verbal Behavior 11 (pp. 671-684). Ontario, Canada. University of Toronto. Cross, D. (1992). A Practical Handbook of Language Teaching. New York, Ecole Normale Superieure, Abidjan. Prentice Hall. Cruz, E. & Velasco, L. (2016). Understanding the role of teaching materials in a beginners’ level English as a foreign language course: A case study. Profile Issues in Teachers' Professional Development, 18(2), 125-137. Bogotá. Universidad Nacional de Colombia. Retrieved 2018-03-01 at: https://revistas.unal.edu.co/index.php/profile/article/view/52813/56551 Dawson, C, (2002) Practical Research Methods. How to Books Ltd, Oxford. Easterbrook, R. (2013). The process of vocabulary learning: Vocabulary learning strategies and beliefs about language and language learning. Canberra: University of Canberra. Gardner, H., Davis, K., Christodoulou, J. and Seider, S. (2000). The Theory of Multiple Intelligences. Cambridge. Harvard Graduate School of Education. Graves, M., August, D. and Mancilla-Martnez, J. (2016). Teaching Vocabulary to English Language Learners. Washington: Teachers College Press Guevara, D. & Ordóñez, C. (2012). Teaching English to very young learners through authentic communicative performances. In Colombian Applied Linguistics Journal. Vol 14 No. 2. Bogotá. Retrieved 2018-03-30 at: https://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/3921/5632 Gleitman, L. and Gleitman, H. (1992). A Picture Is Worth a Thousand Words, but That's the Problem: The Role of Syntax in Vocabulary Acquisition. In: Current Directions in Psychological Science, Vol. 1, No. 1. Published by: Sage Publications, Inc. on behalf of Association for Psychological Science. González, R. (2013). Teaching Vocabulary Through Short Adapted Stories. Bogotá, Universidad Santo Tomas, Vicerrectoria de la Universidad Abierta y a Distancia. Harmer, J. (2001). The Practice of English Language Teaching (3rd. Ed.). Essex: Pearson-Longman Education. Hernández, S. Fernández, C. & Baptista, M. (2014). Metodología de la Investigación. Chap. 14. Mexico. Mcgraw-Hill /Interamericana Editores, S. A. Jackson, H. (2002). Lexicography. An introduction. London and New York: Routledge. Larsen-Freeman, D. (2016). Technics and principles in language teaching. Second edition. Oxford: Oxford University Press. Lidz, J. Gleitman, H. and Gleitman, L. (2001). Syntactic Bootstrapping and the Mental Lexicon. Institute for Research in Cognitive Science. University of Pennsylvania. Ludescher, F. (2018). Total Physical Response. Retrieved 2018-03-01 at: http://www2. vobs.at/ludescher/Ludescher/LAcquisition/total_physical_response.htm Muñoz, M. & Valencia, M. (2011). Teaching English Vocabulary to third graders through the application of the Total Physical Response Method. Pereira. Universidad Tecnológica de Pereira. Niño, R. (2016). An Implementation of Alan Maley’s proposal on creative writing as a tool for developing writing skills in an EFL tenth graders group at Bravo Paez IED School. Bogotá D.C. Universidad Santo Tomás. Faculty of Education Octaviany, Y. (2007). The application of Total Physical Response in teaching English vocabulary to the fourth graders of SD negeri 04 Krajankulon Kaliwungu Kendal in the academic year of 2006/2007. Semarang, Indonesia: Universitas Negeri Semarang. Polkinghorne, D. (2005). Language and Meaning: Data Collection in Qualitative Research. University of Southern California. American Psychological Association Quiceno, L. 2012. Enhancing vocabulary through storytelling in EFL first grade students of primary from “Institución Educativa Centauros-Sede el Amor” in Villavicencio-Meta. Bogotá. Universidad SantoTtomás. Facultad de Educación Richards, J.C. & Rogers, T.S. (1999). Approaches and methods in language teaching. Cambridge. Cambridge Language Teaching Library. University Press. Sagor, R. (2000). Guiding School Improvement with Action Research. Retrieved 2018-01-30 at: http://www.ascd.org/publications/books/100047/chapters/What-Is-Action-Research%C2%A2.aspx. Shearon, B. (2016). James Asher’s Total Physical Response. A short Introduction. Retrieved 2018-03-12, at: https://enllinguistics.wikispaces.com/file/view/tpr_James+Asher%E2%80%99s+Total+Physical+Response-+A+Short+Introduction..pdf Shen, W. (2003). Current Trends of Vocabulary Teaching and Learning Strategies for EFL Settings. Feng Chia Journal of Humanities and Social Sciences. College of Humanities and Social Sciences. Feng Chia University. Retrieved 2018-01-05 at: http://www.fcu.edu.tw/wSite/publicfile/Attachment/f1378105968860.pdf Smith, C. (2000). Content Analysis and Narrative Analysis. In: H. Reis and C. Judd, ed., Handbook of Research Methods in Social and Personality Psychology. Cambridge University Press. The Pick Performance Center. (2018). Memory Techniques. Retrieved 2018-03-02 at: http://thepeakperformancecenter.com/educational-learning/learning/memory/memory-techniques Tripp, D. (2005). Action research: a methodological introduction. Murdoch University. Retrieved 2018-02-15 at: http://www.scielo.br/pdf/ep/v31n3/en_a09v31n3.pdf Wipf, J. (1984). Strategies for Teaching Second Language Listening Comprehension. Purdue University Zahedi, Y and Abdi, M. (2012). The impact of imagery strategy on EFL learners’ vocabulary learning. In: Procedia - Social and Behavioral Sciences. Volume 69. (Pages 2264-2272). Retrieved 2018-03-02 at: https://ac.els-cdn.com/S1877042812056649/1-s2.0-S1877042812056649-main.pdf?_tid=spdf-dde18046-f773-4780-88ce-da4202ab5c20&acdnat=1519176505_6cffdb582938a067788d59943 9912653. Pérez, L. & Alvira, R. (2017). The Acquisition of Vocabulary through Three Memory Strategies. Colomb. Appl. Linguist. J., 19(1), pp. 103-116. Received: 30-Jan-2016 / Accepted: 05-Nov-2016. Retrieved at: http://dx.doi.org/10.14483/calj.v19n1.10032/12368 Olayiwola, A. (2011). Principles and Techniques of using visual materials in teaching English grammar. Ilorin. Faculty of Education, University of Ilorin, Nigeria. Retrieved at: https://www.academia.edu/10513257/Principles_and_Techniques_of_ using_visuals_in_teaching_English_Grammar Krčelić, P. and Matijević, A. (2015). A picture and a thousand words: Visual Tools in ELT. Zagreb, Croatia. University of Applied Sciences Baltazar Zapreši. Department of Foreign Languages. Retrieved at: https://bib.irb.hr/datoteka/803345.Krcelic_Skledar.pdf Ramírez, M. (2012).Usage of Multimedia Visual Aids in the English Language Classroom: A Case Study at Margarita Salas Secondary School (Majadahonda). Retrieved 2018-02-01 at: https://www.ucm.es/data/cont/docs/119-2015-03-17-11.MariaRamirezGarcia2013.pdf Konomi, D. (1999). New perspectives in Science Education. Using Visual Materials in Teaching Vocabulary in English as a Foreign Language Classrooms with Young Learners. “Fan S. Noli”. University (Albania). Retrieved 2018-12-01 at: https://conference.pixel-online.net/NPSE/files/npse/ed0003/FP/0311-SERA209-FP-NPSE3.pdf TPR for ESL: How Total Physical Response Can Shake Up Your Classroom. Retrieved 2018-03-01 at: https://www.fluentu.com/blog/educator-english/total-physical-response-esl/ Bekirogullari, Z. (2012). Abstract Book - 3rd International Conference on Education & Educational Psychology – ICEEPSY. The United Kingdom & Editor. BBC web page: https://www.teachingenglish.org.uk/article/total-physical-response-tpr Colombian applied Linguistics Journal. Universidad Distrital Francisco José de Caldas. https://revistas.udistrital.edu.co/ojs/index.php/calj/issue/archive. https://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/3921/5632
dc.rights.*.fl_str_mv	Atribución 2.5 Colombia
dc.rights.uri.*.fl_str_mv	http://creativecommons.org/licenses/by/2.5/co/
dc.rights.local.spa.fl_str_mv	Abierto (Texto Completo)
dc.rights.accessrights.none.fl_str_mv	info:eu-repo/semantics/openAccess
dc.rights.coar.none.fl_str_mv	http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv	Atribución 2.5 Colombia http://creativecommons.org/licenses/by/2.5/co/ Abierto (Texto Completo) http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv	openAccess
dc.format.mimetype.spa.fl_str_mv	application/pdf
dc.coverage.campus.spa.fl_str_mv	CRAI-USTA Duad
dc.publisher.spa.fl_str_mv	Universidad Santo Tomás
dc.publisher.program.spa.fl_str_mv	Pregrado Licenciatura en Lengua Extranjera - Inglés
dc.publisher.faculty.spa.fl_str_mv	Facultad de Educación
institution	Universidad Santo Tomás
bitstream.url.fl_str_mv	https://repository.usta.edu.co/bitstream/11634/19633/1/Botinanatali2018.pdf https://repository.usta.edu.co/bitstream/11634/19633/2/Carta%20de%20derechos%20de%20autor.pdf https://repository.usta.edu.co/bitstream/11634/19633/3/Acta%20de%20sustentaci%c3%b3n%20de%20Trabajo%20de%20Grado.pdf https://repository.usta.edu.co/bitstream/11634/19633/4/Formato-Entrega-Docummentos-Digitales.xls https://repository.usta.edu.co/bitstream/11634/19633/5/RAE.pdf https://repository.usta.edu.co/bitstream/11634/19633/6/license_rdf https://repository.usta.edu.co/bitstream/11634/19633/7/license.txt https://repository.usta.edu.co/bitstream/11634/19633/8/Botinanatali2018.pdf.jpg https://repository.usta.edu.co/bitstream/11634/19633/9/Carta%20de%20derechos%20de%20autor.pdf.jpg https://repository.usta.edu.co/bitstream/11634/19633/10/Acta%20de%20sustentaci%c3%b3n%20de%20Trabajo%20de%20Grado.pdf.jpg https://repository.usta.edu.co/bitstream/11634/19633/11/RAE.pdf.jpg
bitstream.checksum.fl_str_mv	fd364287268da7e5a46c6e990a59eb70 e3546a605cd7fe8820aec92198ac5515 9586728c4afbd0e4efaa375d62277cec 3611e689ffe37d6c88940aa143c077b5 f7306053d236aca67e2953374c2e5d00 1608e658af296c3febc577e957e919bf f6b8c5608fa6b2f649b2d63e10c5fa73 33ad7d1c3adda39dda2facad5c28adca 5e087435eaad5b7a90e66b462cb46b62 01775bcbf2eef840cb6a7e1a8dc97bd1 11f8e7981946034f84cca5ec3edb3bda
bitstream.checksumAlgorithm.fl_str_mv	MD5 MD5 MD5 MD5 MD5 MD5 MD5 MD5 MD5 MD5 MD5
repository.name.fl_str_mv	Repositorio Universidad Santo Tomás
repository.mail.fl_str_mv	noreply@usta.edu.co
_version_	1782026088236449792
spelling	Hernández Leal, EmilenaBotina Realpe, Natalihttp://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=00004225502019-11-06T21:33:38Z2019-11-06T21:33:38Z2018Botina Realpe, N. (2018). Fostering vocabulary learning through total physical response method (tpr) and the use of flashcards as effective visual aids. Bogotá (Colombia): Universidad Santo Tomás.http://hdl.handle.net/11634/19633reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEl proyecto de investigación tiene como propósito principal observar el impacto del método de Respuesta Física Total (TPR), y el uso de material visual como recursos en la enseñanza del vocabulario de la lengua extranjera Ingles, con a estudiantes de cuarto grado de la Institución Educativa Agropecuaria Miguel Ángel Rangel de Tajumbina, un pequeño corregimiento cerca de La Cruz, Nariño. A nivel pedagógico, el objetivo central era el mejoramiento de proceso de enseñanza y aprendizaje del inglés. Para lograr los objetivos de estudio, se hizo un test diagnóstico que permitiera identificar el conocimiento previo de los estudiantes en el vocabulario y su actitud frente al aprendizaje. En la implementación de la propuesta se desarrolló un ciclo de clases con temas escogidos de acuerdo con lo establecido en el Programa de la Asignatura y conforme a los contenidos recomendados para la enseñanza del inglés en distintos textos escolares de apoyo. Se involucró en el componente del diseño y de la práctica pedagógica, el método de Respuesta Física Total, (también conocido como TPR), desarrollado por James Asher, construido en torno a la coordinación del habla y la acción, y que intenta enseñar el lenguaje a través de la actividad física.Licenciado en Lengua Extranjera - Ingléshttp://www.ustadistancia.edu.co/?page_id=3956Pregradoapplication/pdfspaUniversidad Santo TomásPregrado Licenciatura en Lengua Extranjera - InglésFacultad de EducaciónAtribución 2.5 Colombiahttp://creativecommons.org/licenses/by/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Fostering vocabulary learning through total physical response method (tpr) and the use of flashcards as effective visual aidsbachelor thesisTesis de pregradoinfo:eu-repo/semantics/acceptedVersionFormación de Recurso Humano para la Ctel: Trabajo de grado de Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisEnseñanzaPedagogíaDidácticaFostering vocabulary learning through TPRFlashcardsEducationCRAI-USTA DuadAlliance for excellent education. (2005). Six Key Strategies for Teachers of English-Language Learners. Retrieved 2018-02-25 at: https://uteach.utexas.edu/sites/default/files/files/SixKeyStrategiesELL.pdfAsher, J. (1968). The Total Physical Response Method for Second Language Learning. San Jose, California. Psychology Department, San Jose State College.Asher, J. (1969). The Total Physical Response Approach to Second Language Learning. The Modern Language Journal. Volume 53, Issue 1, Version of Record online: 2011-10-20. San José State College. Retrieved on 2018-02-20 at: http://onlinelibrary.wiley.com/doi/10.1111/j.1540-4781.1969.tb04552.x/epdf?r3_referer=wol&tracking_action=preview_click&show_checkout=1&purchase_referrer=www.google.com&purchase_site_licenseBaleghizadeh, S. and Ashoori, A. (2011). The Impact of Two Instructional Techniques on EFL Learners’ Vocabulary Knowledge: Flash Cards versus Word Lists. Tehran: Shahid Beheshti University.Brown, H. D. (2000). Principles in language learning and teaching. Longman: A Pearson Education Company.Brown, H. D. (2001). Teaching by principles. Longman: A Pearson Education Company.Cherry, K. (2018). The 4 Stages of Cognitive Development. Background and Key Concepts of Piaget's Theory. Retrieved on 2018-05-30 at: https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457Craik, F. & Lockhart's, R. (1972). Levels of Processing: A Framework for Memory Research. In Journal of Verbal Learning and Verbal Behavior 11 (pp. 671-684). Ontario, Canada. University of Toronto.Cross, D. (1992). A Practical Handbook of Language Teaching. New York, Ecole Normale Superieure, Abidjan. Prentice Hall.Cruz, E. & Velasco, L. (2016). Understanding the role of teaching materials in a beginners’ level English as a foreign language course: A case study. Profile Issues in Teachers' Professional Development, 18(2), 125-137. Bogotá. Universidad Nacional de Colombia. Retrieved 2018-03-01 at: https://revistas.unal.edu.co/index.php/profile/article/view/52813/56551Dawson, C, (2002) Practical Research Methods. How to Books Ltd, Oxford.Easterbrook, R. (2013). The process of vocabulary learning: Vocabulary learning strategies and beliefs about language and language learning. Canberra: University of Canberra.Gardner, H., Davis, K., Christodoulou, J. and Seider, S. (2000). The Theory of Multiple Intelligences. Cambridge. Harvard Graduate School of Education.Graves, M., August, D. and Mancilla-Martnez, J. (2016). Teaching Vocabulary to English Language Learners. Washington: Teachers College PressGuevara, D. & Ordóñez, C. (2012). Teaching English to very young learners through authentic communicative performances. In Colombian Applied Linguistics Journal. Vol 14 No. 2. Bogotá. Retrieved 2018-03-30 at: https://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/3921/5632Gleitman, L. and Gleitman, H. (1992). A Picture Is Worth a Thousand Words, but That's the Problem: The Role of Syntax in Vocabulary Acquisition. In: Current Directions in Psychological Science, Vol. 1, No. 1. Published by: Sage Publications, Inc. on behalf of Association for Psychological Science.González, R. (2013). Teaching Vocabulary Through Short Adapted Stories. Bogotá, Universidad Santo Tomas, Vicerrectoria de la Universidad Abierta y a Distancia.Harmer, J. (2001). The Practice of English Language Teaching (3rd. Ed.). Essex: Pearson-Longman Education.Hernández, S. Fernández, C. & Baptista, M. (2014). Metodología de la Investigación. Chap. 14. Mexico. Mcgraw-Hill /Interamericana Editores, S. A.Jackson, H. (2002). Lexicography. An introduction. London and New York: Routledge.Larsen-Freeman, D. (2016). Technics and principles in language teaching. Second edition. Oxford: Oxford University Press.Lidz, J. Gleitman, H. and Gleitman, L. (2001). Syntactic Bootstrapping and the Mental Lexicon. Institute for Research in Cognitive Science. University of Pennsylvania.Ludescher, F. (2018). Total Physical Response. Retrieved 2018-03-01 at: http://www2. vobs.at/ludescher/Ludescher/LAcquisition/total_physical_response.htmMuñoz, M. & Valencia, M. (2011). Teaching English Vocabulary to third graders through the application of the Total Physical Response Method. Pereira. Universidad Tecnológica de Pereira.Niño, R. (2016). An Implementation of Alan Maley’s proposal on creative writing as a tool for developing writing skills in an EFL tenth graders group at Bravo Paez IED School. Bogotá D.C. Universidad Santo Tomás. Faculty of EducationOctaviany, Y. (2007). The application of Total Physical Response in teaching English vocabulary to the fourth graders of SD negeri 04 Krajankulon Kaliwungu Kendal in the academic year of 2006/2007. Semarang, Indonesia: Universitas Negeri Semarang.Polkinghorne, D. (2005). Language and Meaning: Data Collection in Qualitative Research. University of Southern California. American Psychological AssociationQuiceno, L. 2012. Enhancing vocabulary through storytelling in EFL first grade students of primary from “Institución Educativa Centauros-Sede el Amor” in Villavicencio-Meta. Bogotá. Universidad SantoTtomás. Facultad de EducaciónRichards, J.C. & Rogers, T.S. (1999). Approaches and methods in language teaching. Cambridge. Cambridge Language Teaching Library. University Press.Sagor, R. (2000). Guiding School Improvement with Action Research. Retrieved 2018-01-30 at: http://www.ascd.org/publications/books/100047/chapters/What-Is-Action-Research%C2%A2.aspx.Shearon, B. (2016). James Asher’s Total Physical Response. A short Introduction. Retrieved 2018-03-12, at: https://enllinguistics.wikispaces.com/file/view/tpr_James+Asher%E2%80%99s+Total+Physical+Response-+A+Short+Introduction..pdfShen, W. (2003). Current Trends of Vocabulary Teaching and Learning Strategies for EFL Settings. Feng Chia Journal of Humanities and Social Sciences. College of Humanities and Social Sciences. Feng Chia University. Retrieved 2018-01-05 at: http://www.fcu.edu.tw/wSite/publicfile/Attachment/f1378105968860.pdfSmith, C. (2000). Content Analysis and Narrative Analysis. In: H. Reis and C. Judd, ed., Handbook of Research Methods in Social and Personality Psychology. Cambridge University Press.The Pick Performance Center. (2018). Memory Techniques. Retrieved 2018-03-02 at: http://thepeakperformancecenter.com/educational-learning/learning/memory/memory-techniquesTripp, D. (2005). Action research: a methodological introduction. Murdoch University. Retrieved 2018-02-15 at: http://www.scielo.br/pdf/ep/v31n3/en_a09v31n3.pdfWipf, J. (1984). Strategies for Teaching Second Language Listening Comprehension. Purdue UniversityZahedi, Y and Abdi, M. (2012). The impact of imagery strategy on EFL learners’ vocabulary learning. In: Procedia - Social and Behavioral Sciences. Volume 69. (Pages 2264-2272). Retrieved 2018-03-02 at: https://ac.els-cdn.com/S1877042812056649/1-s2.0-S1877042812056649-main.pdf?_tid=spdf-dde18046-f773-4780-88ce-da4202ab5c20&acdnat=1519176505_6cffdb582938a067788d59943 9912653.Pérez, L. & Alvira, R. (2017). The Acquisition of Vocabulary through Three Memory Strategies. Colomb. Appl. Linguist. J., 19(1), pp. 103-116. Received: 30-Jan-2016 / Accepted: 05-Nov-2016. Retrieved at: http://dx.doi.org/10.14483/calj.v19n1.10032/12368Olayiwola, A. (2011). Principles and Techniques of using visual materials in teaching English grammar. Ilorin. Faculty of Education, University of Ilorin, Nigeria. Retrieved at: https://www.academia.edu/10513257/Principles_and_Techniques_of_ using_visuals_in_teaching_English_GrammarKrčelić, P. and Matijević, A. (2015). A picture and a thousand words: Visual Tools in ELT. Zagreb, Croatia. University of Applied Sciences Baltazar Zapreši. Department of Foreign Languages. Retrieved at: https://bib.irb.hr/datoteka/803345.Krcelic_Skledar.pdfRamírez, M. (2012).Usage of Multimedia Visual Aids in the English Language Classroom: A Case Study at Margarita Salas Secondary School (Majadahonda). Retrieved 2018-02-01 at: https://www.ucm.es/data/cont/docs/119-2015-03-17-11.MariaRamirezGarcia2013.pdfKonomi, D. (1999). New perspectives in Science Education. Using Visual Materials in Teaching Vocabulary in English as a Foreign Language Classrooms with Young Learners. “Fan S. Noli”. University (Albania). Retrieved 2018-12-01 at: https://conference.pixel-online.net/NPSE/files/npse/ed0003/FP/0311-SERA209-FP-NPSE3.pdfTPR for ESL: How Total Physical Response Can Shake Up Your Classroom. Retrieved 2018-03-01 at: https://www.fluentu.com/blog/educator-english/total-physical-response-esl/Bekirogullari, Z. (2012). Abstract Book - 3rd International Conference on Education & Educational Psychology – ICEEPSY. The United Kingdom & Editor.BBC web page: https://www.teachingenglish.org.uk/article/total-physical-response-tpr Colombian applied Linguistics Journal. Universidad Distrital Francisco José de Caldas. https://revistas.udistrital.edu.co/ojs/index.php/calj/issue/archive. https://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/3921/5632ORIGINALBotinanatali2018.pdfBotinanatali2018.pdfapplication/pdf3806355https://repository.usta.edu.co/bitstream/11634/19633/1/Botinanatali2018.pdffd364287268da7e5a46c6e990a59eb70MD51open accessCarta de derechos de autor.pdfCarta de derechos de autor.pdfapplication/pdf265875https://repository.usta.edu.co/bitstream/11634/19633/2/Carta%20de%20derechos%20de%20autor.pdfe3546a605cd7fe8820aec92198ac5515MD52metadata only accessActa de sustentación de Trabajo de Grado.pdfActa de sustentación de Trabajo de Grado.pdfapplication/pdf643872https://repository.usta.edu.co/bitstream/11634/19633/3/Acta%20de%20sustentaci%c3%b3n%20de%20Trabajo%20de%20Grado.pdf9586728c4afbd0e4efaa375d62277cecMD53metadata only accessFormato-Entrega-Docummentos-Digitales.xlsFormato-Entrega-Docummentos-Digitales.xlsapplication/vnd.ms-excel224256https://repository.usta.edu.co/bitstream/11634/19633/4/Formato-Entrega-Docummentos-Digitales.xls3611e689ffe37d6c88940aa143c077b5MD54metadata only accessRAE.pdfRAE.pdfapplication/pdf190933https://repository.usta.edu.co/bitstream/11634/19633/5/RAE.pdff7306053d236aca67e2953374c2e5d00MD55metadata only accessCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8914https://repository.usta.edu.co/bitstream/11634/19633/6/license_rdf1608e658af296c3febc577e957e919bfMD56open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-8807https://repository.usta.edu.co/bitstream/11634/19633/7/license.txtf6b8c5608fa6b2f649b2d63e10c5fa73MD57open accessTHUMBNAILBotinanatali2018.pdf.jpgBotinanatali2018.pdf.jpgIM Thumbnailimage/jpeg4765https://repository.usta.edu.co/bitstream/11634/19633/8/Botinanatali2018.pdf.jpg33ad7d1c3adda39dda2facad5c28adcaMD58open accessCarta de derechos de autor.pdf.jpgCarta de derechos de autor.pdf.jpgIM Thumbnailimage/jpeg9849https://repository.usta.edu.co/bitstream/11634/19633/9/Carta%20de%20derechos%20de%20autor.pdf.jpg5e087435eaad5b7a90e66b462cb46b62MD59open accessActa de sustentación de Trabajo de Grado.pdf.jpgActa de sustentación de Trabajo de Grado.pdf.jpgIM Thumbnailimage/jpeg11362https://repository.usta.edu.co/bitstream/11634/19633/10/Acta%20de%20sustentaci%c3%b3n%20de%20Trabajo%20de%20Grado.pdf.jpg01775bcbf2eef840cb6a7e1a8dc97bd1MD510open accessRAE.pdf.jpgRAE.pdf.jpgIM Thumbnailimage/jpeg9155https://repository.usta.edu.co/bitstream/11634/19633/11/RAE.pdf.jpg11f8e7981946034f84cca5ec3edb3bdaMD511open access11634/19633oai:repository.usta.edu.co:11634/196332023-07-19 18:12:34.916open accessRepositorio Universidad Santo Tomásnoreply@usta.edu.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

Fostering vocabulary learning through total physical response method (tpr) and the use of flashcards as effective visual aids

Publicaciones similares