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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