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Vocabulary memory strategies in a Task-based class: Impact on eighth graders' speaking skill
dc.contributor.advisor | Ramírez Contreras, Odilia | |
dc.contributor.author | Livis Adriana Restan Pacheco | |
dc.date.accessioned | 2021-08-19T21:04:34Z | |
dc.date.available | 2021-08-19T21:04:34Z | |
dc.date.issued | 2021-08-18 | |
dc.identifier.uri | https://repositorio.ucaldas.edu.co/handle/ucaldas/16977 | |
dc.description | Ilustracioens, gráficas | spa |
dc.description.abstract | Spa: Este proyecto presenta un estudio de investigación-acción para descubrir cómo las estrategias de memorización de vocabulario afectaron la habilidad de habla en inglés. Se llevó a cabo con veinte alumnos de octavo grado de una escuela pública rural de la costa norte colombiana. En seis talleres, los participantes exploraron cuatro estrategias de memoria: crear vínculos mentales, aplicar imágenes y sonidos, repasar bien y emplear acción, en combinación con estrategias de habla, como discusión grupal, presentación oral, descripción de imágenes, juego de roles, narración de historias y juego de roles en entrevistas. La recolección de datos incluyó observación, encuestas a estudiantes y un para registrar los comportamientos observados. Además, el investigador utilizó una rúbrica para evaluar el desempeño oral de los estudiantes durante las principales actividades. El análisis de datos se centró en la fluidez, la interacción, la organización del discurso, el vocabulario y las estrategias de vocabulario. Los resultados sugieren que las estrategias de memorización pueden considerarse una opción significativa para fomentar la habilidad del habla, especialmente para reforzar la fluidez, la interacción, la organización del habla y el vocabulario y tener mejores actitudes hacia las clases de inglés como lengua extranjera. Las implicaciones pedagógicas señalan la importancia de implementar este tipo de estrategias en el sistema escolar público. | spa |
dc.description.abstract | Eng: This project presents an action research study to find out how vocabulary memory strategies affected the speaking skill. It was conducted in a public rural school in North coast of Colombia with twenty students in eighth grade. In six workshops, the participants explored four memory strategies: creating mental linkage, applying images and sounds, reviewing well, and employing action in combination with speaking strategies such as group discussion, oral presentation, picture description, role play, storytelling and interview role play. Data collection included peer observation, student´s surveys and a teacher’s journal to record the behaviors observed. In addition, the researcher used a speaking rubric to assess students’ oral performance during the main tasks. Data analysis focused on fluency, interaction, speech organization, vocabulary, and vocabulary strategies. The results suggest that memory strategies can be considered a significant option to foster the speaking skill, especially to reinforce fluency, interaction, speech organization and vocabulary and, have better attitudes toward EFL classes. Pedagogical implications state the importance of implementing these kinds of strategies in the public school system. | eng |
dc.description.tableofcontents | Introduction / 1 1. Research problem/ 1.1 Rationale/ 1.2 Description of the context and setting/ 1.3 Description of the problem / 1.4 Research question and objectives / 1.4.1 Research question / 1.4.2 Objectives / 2. Literature review / 2.1 Theoretical framework / 2.1.1 Vocabulary / 2.1.2 Importance of vocabulary learning / 2.1.3 Vocabulary teaching / 2.1.4 Assessing vocabulary / 2.1.5 Memory strategies / 2.1.6 The speaking skill / 2.1.1 Assessing the speaking skill / 2.2 Previous related studies / 3. Research methodology / 3.1 Type of study / 3.2 Participants / 3.3 Instruments / 4. Research stages / 4.1 Diagnostic stage / 4.2 Instructional design / 4.3 Action stage / 4.4 Evaluation stage / 5. Findings / 6. Conclusions, Pedagogical Implications, Limitations, And Questions for further Research/ References. | eng |
dc.format.mimetype | application/pdf | spa |
dc.language.iso | eng | spa |
dc.language.iso | spa | spa |
dc.title | Vocabulary memory strategies in a Task-based class: Impact on eighth graders' speaking skill | eng |
dc.type | Trabajo de grado - Maestría | spa |
dc.description.degreelevel | Maestría | spa |
dc.description.notes | A la espera de publicación de articulo. | spa |
dc.identifier.instname | Universidad de Caldas | spa |
dc.identifier.reponame | Repositorio institucional Universidad de Caldas | spa |
dc.identifier.repourl | https://repositorio.ucaldas.edu.co/ | spa |
dc.publisher.faculty | Facultad de Artes y Humanidades | spa |
dc.publisher.place | Coveñas Sucre | spa |
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dc.rights.accessrights | info:eu-repo/semantics/closedAccess | spa |
dc.subject.lemb | Lingüística | |
dc.subject.lemb | Pedagogía | |
dc.subject.lemb | Didáctica | |
dc.subject.proposal | Memorization | eng |
dc.subject.proposal | Strategies | eng |
dc.subject.proposal | Speaking | eng |
dc.subject.proposal | Vocabulary | eng |
dc.subject.proposal | Fluency | eng |
dc.subject.proposal | Interaction | eng |
dc.type.coar | http://purl.org/coar/resource_type/c_bdcc | spa |
dc.type.content | Text | spa |
dc.type.driver | info:eu-repo/semantics/masterThesis | spa |
dc.type.redcol | https://purl.org/redcol/resource_type/TM | spa |
dc.type.version | info:eu-repo/semantics/publishedVersion | spa |
oaire.version | http://purl.org/coar/version/c_ab4af688f83e57aa | spa |
oaire.accessrights | http://purl.org/coar/access_right/c_14cb | spa |
dc.description.degreename | Magister en Didáctica del Inglés - Cartagena | spa |
dc.publisher.program | Maestría en Didáctica del Inglés - Cartagena | spa |