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TFG23-Gpri-GASTON-132792

Leyre Gastón

Created on May 30, 2023

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Transcript

Young learners' vocabulary acquisition in an EFL context

International Bachelor's Degree in Primary Education

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Student: Leyre Gastón Molina Tutor: María Camino Bueno Alastuey

INDEX

INTRODUCTION

GOALS

METHODOLOGY

RESULTS AND PEDAGOGICAL IMPLICATIONS

BIBLIOGRAPHY

INTRODUCTION

Young learners?

Goals

Goal 2

Goal 1

Goal 3

Technology impact on lessons

Vocabulary acquisition (receptive/productive)

Preferences: Do students want to work with ICT?

Methodology

Context

Procedure

(Dronjic, 2019)

CPEIP Mendillorri

- 1A (20) - 1B (19)

Instruments

  • Pre-tests & Post-tests
  • Thermometer
  • Interview
  • Observation

Results and pedagogical implications

Preferences: Do students want to work with ICT?

Goal 3

Lesson 1

1A & 1B

88,35%

Lesson 2 (ICT)

1A & 1B

99%

- Motivation - Interest ≠ outcomes (Bueno-Alastuey & Nemeth, 2023)

Goal 1

Goal 2

Vocabulary acquisition (receptive/productive)

Technology impact on lessons

(order)

- Receptive > productive (Nation, 1990) - Output theory (Swain, 1995)

- Benefits: Creativity, innovation, interaction, input, engagement...

Domínguez & Fernández, 2006)

Bibliography

01

Bueno-Alastuey, M. C., & Nemeth, K. (2022). Quizlet and podcasts: effects on vocabulary acquisition. Computer Assisted Language Learning, 35(7), 1407-1436.

02

Domínguez Miguela, A., & Fernández Santiago, M. (2006). Guía para la integración de las TIC en el aula de idiomas. Huelva: Universidad de Huelva.

03

Dronjic, V. (2019). How (Not) to Teach English Vocabulary. CATESOL Journal, 31(1), 29–54.

04

Nation, P. (1990). Teaching and learning vocabulary. Heinle & Heinle.

05

Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson. (pp. 125–144). Oxford: Oxford University Press