TFG23-Gpri-GASTON-132792

International Bachelor's Degree in Primary Education

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Young learners' vocabulary acquisition in an EFL context

Student: Leyre Gastón MolinaTutor: María Camino Bueno Alastuey

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INDEX

INTRODUCTION

2

3

1

GOALS

METHODOLOGY

RESULTS AND PEDAGOGICAL IMPLICATIONS

BIBLIOGRAPHY

INTRODUCTION

Young learners?

Vocabulary acquisition (receptive/productive)

Goal 1

Goals

Preferences: Do students want to work with ICT?

Goal 3

Technology impact on lessons

Goal 2

Procedure

Context

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

Instruments

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

Methodology

CPEIP Mendillorri

(Dronjic, 2019)

Preferences: Do students want to work with ICT?

Goal 3

Goal 1

99%

1A & 1B

Lesson 2 (ICT)

Results and pedagogical implications

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

88,35%

1A & 1B

Lesson 1

Vocabulary acquisition (receptive/productive)

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

Technology impact on lessons

Goal 2

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

Domínguez & Fernández, 2006)

(order)

Bibliography

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

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

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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

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

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

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