Página 44 item belonging to a library; meanwhile, the other students had to guess the word and say it out loud correctly. All students were engaged and participated; it especially boosted their enthusiasm to play in teams. Next, the teacher played “Tic Tac Toe” with the students in order to practice words and sounds. During this game, students also had to write sentences in order to play. This made students more interested in creating their own sentences through collaborative work. All students participated. The teacher also provided a crossword puzzle for students to practice vocabulary in pairs. Even though this technique was performed individually, it allowed engaging students in the search for words in a systematically conducted way. All students participated in this activity. Finally, the teacher played charades with the students. Students were sorted into five groups. Then, students had to perform an action, but they were not allowed to say anything or give any clues. Students had to guess the word for points. This turned out to be a really fun lesson and drew lots of positive reactions from students.
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The task proposed in this paper consists of several activities addressed to 4ºESO learners. These activities are aimed at extending the students’ vocabulary by means of introducing it in terms of semantic frames and dealing with basic level categories. Some metaphorical senses (often considered as unrelated and unsystematic) are introduced as well, so as to draw learners’ attention to specific metaphorical expressions within this domain through contextualized use.
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English subject is in the curriculum of every level of education and hence, in Secondary Schools. Its objective is to develop an elementary level of communicative competence. However, teachers frequently discover that this goal has not been achieved at the end of Secondary School. During the academic year 2015-2016, the authoress carried out a research in order to find out the main problems in the teaching learning process of English at Gerardo Abreu Secondary School. She realized that the students´ vocabulary was one of the main troublesome areas when speaking and that the students were not motivated towards learning English. In the current academic year, the authoress continued with the idea of developing the students´ vocabulary. At that point, she decided to use games as activities that would link vocabulary and motivation. The idea was presented to an informal group of discussion who agreed that it is a very important research topic.
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the blind acceptance of grammar as an object of veneration, the regrettable outcome being that this supremacy came to be regarded as axiomatic. A grammar-based syllabus naturally led to the relegation of lexis to the mere role of spectator. However, grammar and lexis are not incompatible. In fact, research in first and second language acquisition (Peters 1983; Clark 1993) shows that there is a complex interplay between syntax and the lexicon. Yet, the fact that lexis plays an important role in language acquisition does not entail that grammar should be subdued. Rather, such interplay suggests that a balance is needed. Extremes -either too much emphasis on grammar alone or lexis alone- are dangerous. This implies that vocabulary teaching is possible within a structurally-oriented lesson. Even if the focus is on grammar, vocabulary may constitute the basis on which to build further grammatical knowledge. An expanded lexicon offers the advantage of enabling teachers to present grammar in more elaborate and mature contexts thus making grammar instruction less tedious for learners.
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Despite the growing importance of corpora in linguistic research, the use of these language databases is relatively scarce in the area of language teaching (Granger 1994; Palacios 2005). This paper discusses the teaching potential of corpora in EFL settings (Oghigian & Chujo 2010), paying special attention to their role in the study of English vocabulary (Johns 1991, Leech 1997, Carter 1998). After examining several of the most outstanding corpus tools at our disposal, this work offers some practical ideas on the use of corpora for vocabulary teaching. It presents four different corpus-based activities and four different ways of working with these resources in the classroom. The ultimate objective of this paper consists in showing the pedagogical usefulness of corpora for vocabulary teaching and learning, the contribution of corpus work to the development of some basic
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During decades, there has been growing interest in the realm of English Language Teaching (ELT) in connection to vocabulary learning and teaching. Some authors have shown that this concern was sometimes related to the influence these processes may have on students’ written productions and the learning of another language. The purpose of the present study is to address the following query: To what extent lexical items are taught through vocabulary lists or incidentally derived from context in Colleges of Education in the City of Buenos Aires and what effect do these two vocabulary teaching methods have on future retrieval, recall and instances of actual use in students’ written productions. Qualitative research was carried out in order to fully understand this phenomenon. In addition, quantitative techniques were implemented because they contributed to the understanding of the issue. In order to collect the data, a group of English Language teachers at Colleges of Education were interviewed, students attending the same Colleges of Education in which the teachers mentioned above teach English Language I were also surveyed, and samples of written productions by these students collected through a random sampling technique were also analyzed. Research results have shown that teachers agree that vocabulary should be given as part of a context, not in isolation. According to the teachers, this will help students build up the meaning of the items and better understand their collocations, the register in which they should be used, among others, but especially it will help them learn how to use the new vocabulary in their productions.
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At present there are very few schools with trained personnel specifically to handle students with disabilities, there are specialized places for people with visual disabilities, both private and no government and government institutions. The challenge increases when is about learning to speak the English language through the use of the Braille system as a teaching tool, The ideal is to have a combination of English teachers who use the Braille system to increase the chances of learning another language in an inclusive environment and be as competent as other people as says (Kinash, 2006). The Braille system provides the opportunity for students with visual disabilities to learn through their use, developing skills that will allow them to be included and is a real alternative for those who cannot see.
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Since I want my students to eventually be able to read, speak, write and understand more fluently in English, I create learning activities based on topics that are relevant to their lives, culture or social interests, as for example teaching with events in the news, using technology they usually handle in their daily life to teach (YouTube videos, pod casts, etc), proposing discussion activities to perform in pairs or groups, providing real writing models as a starting point for a written task, finding real reading texts, introducing vocabulary in a varied way, elaborating projects, power point presentations, etc. The use of these strategies should contribute to presenting or expanding the topic dealt with at that point of the syllabus, not as a kind of reward apart from the every day work but as a teaching tool.
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Subsequently, the interview was conducted and consisted of 12 questions: 10 open and 2 closed questions to collect more data about teachers’ perspectives and to triangulate the information provided by the first instrument and to provide confidential data. The first and second questions inquired about personal information to support the ques- tionnaire “Are you working at a state-run or a private school?” and “Which classes do you teach?”. The third and fourth questions were used to collect information about the vocabulary problems that Palestinian and Spanish students encounter “Do your stu- dents find difficulties in learning English vocabulary?” If yes, teachers should answer the next question “What are the main problems that you face while teaching English Vocabulary?”. The fifth question delved into teachers’ knowledge on technological tools “What technology do you use to teach Vocabulary?”. The next two were about online computer games “Have you ever used online computer games to teach English? Why?”; “What are the online games that you use in the classroom?”. Questions eight to eleven looked into teachers’ opinions about online computer games “What is your opinion about using online computer games to teach English vocabulary?”; “How do your students feel when you use online computer games to teach them?”; “What are the advantages of using online computer games to teach vocabulary?”; “What are the disadvantages of using online computer games to teach English?”. The last question inquired about the name of the games to know how many teachers knew which games they use in the classroom “What are the names of the online games that you use to teach English vocabulary?”.
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It was detected that the students lacked vocabulary related to the specific communicative functions worked at this level. Due to the lack of vocabulary they cannot communicate ideas and mix English and Spanish. It is showed when students hesitate so much at the time of speaking. Besides that, they usually forget about the English contents that were already taught. When checking the exercise orally the students pronounce the words as they are written. Moreover, the students showed difficulties in the following vocabulary area: School objects and family members. It could also be noticed problems in word order, mainly in the position of colors. Besides that, they presented problems with the pronunciation of vowels and final sounds that do not exist in Spanish. Further, it was noticed that the students had problems with the spelling in combination of letters that do not exist in mother tongue.
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kinesthetic activities to teach vocabulary in an English as a foreign language (EFL) class. Kinesthetic involves: body language, facial expressions, tactile and corporal movements, and children may gain such abilities from being exposed to learning by multiple sensory channels. As Axtell, 1998 claims: “The world is a giddy montage of vivid gestures – traffic police, street vendors’ expressway drivers, teachers, and children on play grounds, athletes, with their exuberant hugging and clenched fists, and high fives. People all over the world use their hands, heads, and bodies to communicate expressively.” p. 2
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The validity of the online test was shown as a statistical chart using the information of the students as a predictive validity source, so the teacher had the necessary information to create games and activities to advance student language learning based on their specific learning styles throughout the course. This is a reliable test as it is individualized and will show similar results in future investigation depending on the students learning style. The questionnaires used at the beginning and end of the course were reliable investigative tools for university level students of UNAE in Ecuador. They asked questions focused on participants of this country and region. Assessment exams supported these findings through students increased knowledge when they participated in activities that were created for their specific learning style. The assessment tools used were reliable standardized exams and quizzes from the Cambridge Touchstone Series for English language learning by McCarthy (2014). These exams measured students’ knowledge for the advanced beginner level and reading, writing, listening and speaking skills practiced and learned throughout the course. The valid statistical analysis of the questionnaires gave the professor the necessary information to move forward and provide answers to the research question being investigated in this paper. The discussions with academic peers gave a valid correlation to how results would change based on teaching to students learning styles and the use of strategies to motivate students or not. These results are fairly reliable depending on teacher strategies and levels of student proficiency in English. The assessment tools were important to give concrete evidence of how games supported and increased student’s ability to use the new information taught, internalize it and most importantly advance in the English language learning process. The tools used in this research are reliable information gathering tools for this group of particular students as they analyze their specific situation in UNAE in Azogues, Ecuador to give information to support the results found in this paper. 2.6 Data Analysis
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I decided to research about the Loci Technique because when I was studying Vocabulary in my classes at the university I read about the mnemonic techniques and I had realized that there were many of them. Also I saw that there are not many books or examples about the Loci technique. During my classes I found this technique very interesting and I considered it could be useful for my young students as it develops children’s memory. This technique has been tested through the different activities applied in the English classroom. This research will be helpful for English teachers who want to use something else besides the textbook and have time to create more exercises with new topics;I gave some examples of how I used it and what were the results that I obtained in Chapter four.
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Alroe and Reinders (2015) sought to test the results obtained from previous research which claimed that using translation to learn new words was more effective than learning these from context (words appearing in L2 sentences). One thousand and three first year Thai university students participated in the study. They were distributed into three groups, each dealing with vocabulary differently. One of the groups used translation pairs (English word and Thai word), another group had the target words underlined in English sentences together with an illustration and the third group had the same material as the second group plus the target words translated into the L1. The students sat a post-test in which they had to fill in the gaps and translate. The results obtained from this test showed that the two groups that learnt new words from context outperformed the group that used translation pairs. Other findings also took place, such as that translating from English into their native language was easier than vice versa.
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Students learn through the following strategies methodologies: answering the assigned questions, even if they do not understand the words individually. They often learn indirectly, that is to say that they take the information from all sides and also learn from things that surround them instead of focusing only on the theme that is being taught. Their learning is not only from the explanations that they receive in class but also from what they see and hear. This way, they have the chance of playing and interacting with the language. 2. How would you rate the methodological strategy for the teaching that
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Vocabulary instruction has been extensively focused on writing rather than the other skills; however, it is evidently necessary for the rest of the language skills. In speaking, vocabulary errors tend to prevent comprehension more than grammatical errors. Lexical errors are more frequent. Native speakers tend to punctuate lexical errors as more serious than grammatical errors. The main issue when learners produce the target language is that they often use basic vocabulary while native speakers use more precise lower-frequency words. In order to solve this problem, learners have to improve their vocabulary size until it becomes effective. Learners can improve their vocabulary size through the use of vocabulary learning strategies (Schmitt, 2000).
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From a few years to this part the age of the teaching of English as a foreign language is extended and it tends to its total implantation. (PÉREZ Esteve, 2009, page 77). Hence, many doubts arise as to how to propose teaching at this level, it is necessary to establish a starting point that will gradually develop and grow, giving shape to the development of history until the end, which is directly related to the Beginning, forming an infinite circle in which everything that happens has relation.
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2.2.6 DIGITAL GAMES IN THE TEACHING-LEARNING PROCESS Loewenstein, Ocasio, and Jones (2012) claim that English Language Learners (ELL) considered that acquiring new vocabulary is a boring activity since they have to memorize lists of words in order to complete lots of exercises. Therefore, making learning fun is key to any teaching situation and especially for teaching new vocabulary. One good way to generate enthusiasm and excitement about words is to create many opportunities to interact with words in risk-free, safe, and non- evaluative settings. Recent years have seen a growing interest in the pedagogical potential of digital games. Reinders (2012) states that “the educational value of games has long been recognized, but digital games in particular are now acknowledged as having great potential to engage learners and to encourage interaction in the target language”.
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construction, even when it is one of the weaknesses of a common situational syllabus. In addition, it was important to select adequate activities and some aspects that the researchers needed to consider when selecting and applying them to be appropriate for a typical situational syllabus context. The first one, was checking if the activities were useful in terms of vocabulary activation, even when the dynamics were related to cooperative work, information exchanging based on conversation models and basic vocabulary learnt. The second one was the necessity to choose activities that engaged students to participate actively because they were assuming an active role in the given situations provided. Finally, it was crucial to vary the activities avoiding that students did not fall into monotony which was the main factor why students felt bored and when using this syllabus, it was vital to evade it as much as possible.
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Currently society requires the use of English in different circumstances and situations in life and it is precisely in the education field that teaching strategies should be implemented to allow learners to develop English vocabulary to consolidate the acquired knowledge, and look for new knowledge, always supervised by teachers in their role of guides of the process. The present research paper has been done through a challenge whose principal objective is to develop English vocabulary through teaching strategies on students of eighth grade at Escuela de Educación Básica Teodoro Wolf. It is important to recognize that vocabulary is a sub-skill of language learning; it has a vital role in the learning teaching process. There are several features in vocabulary learning, the peculiarity between word and vocabulary, its importance and why a teacher has to establish vocabulary learning goals and what vocabulary learning approaches and strategies are. Results showed that students developed their English vocabulary after implementing teaching strategies in consequence it is recommended that Escuela de Education Básica “Teodoro Wolf” use these strategies as extra didactic tools in the development of the English learning process of the students.
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