Hits 1.441 – 1.451 of 1.451
| 1441 |
Linguistic diversity as a motivating and inclusive factor in primary shool
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| 1442 |
Are EFL writers motivated or demotivated by model texts and task repetition? Evidence from young collaborative writers
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| 1444 |
Hot Potatoes activities to improve grammatical accuracy across different proficiency courses ; Hot potatoes para la mejora de los tiempos verbales en cursos de distintos niveles lingüísticos
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| 1445 |
Collaborative writing: product, process and students' perceptions in secondary school EFL writing
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| 1446 |
Vocabulary notebooks: a tool to enhance memory or a memories notebook?
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Abstract:
Durante las últimas décadas el campo de la adquisición de una segunda lengua o de una lengua extranjera ha visto renacer el interés por el estudio de vocabulario como elemento fundamental dentro de las estrategias de aprendizaje. La atención en este área de estudio ha generado una gran cantidad de trabajos de investigación que tratan este aspecto de la lengua, y en particular, cómo el estudio de vocabulario puede contribuir a conseguir autonomía en el aprendizaje. El presente estudio intenta replicar un estudio original de Walters, JoDee y Bozkurt, Neval (2009) The effect of keeping vocabulary notebooks on vocabulary acquisition, Language Teaching Research 13,4; p. 403-423; sobre la efectividad y validez del uso de cuadernos de vocabulario como estrategia de aprendizaje mediante su implementación en la clase de inglés de un grupo de 13 alumnos de lengua materna castellano. El estudio analiza la retención de vocabulario por parte del alumnado a través del uso de un cuaderno de vocabulario durante un período de cuatro semanas e incluye una misma prueba previa a un grupo de control y un grupo de tratamiento, la puesta en práctica de un cuaderno de vocabulario en el grupo de tratamiento y del aprendizaje de ese mismo vocabulario de modo incidental en el grupo de control, y una prueba posterior en ambos grupos sobre la lista de vocabulario tratada en la prueba previa. ; Over the last three decades the field of second and foreign language acquisition has seen the resurgence of interest in the vocabulary study as a key aspect of language learning strategies. This consideration towards vocabulary learning strategies has led to considerable research in this field, in particular on how vocabulary instruction contributes to learner autonomy. This study replicates an original study by Walters, JoDee and Bozkurt, Neval (2009) The effect of keeping vocabulary notebooks on vocabulary acquisition, Language Teaching Research 13,4; pp. 403-423; on the effectiveness and classroom validity of the use of vocabulary notebooks as an efficient learning strategy for the EFL classroom with a school group of 13 Spanish learners of English. The study examines the students’ vocabulary retention through a vocabulary notebook programme implemented in a four week schedule which includes: (i) a vocabulary pre test to a control group and a treatment group (ii) notebook programme implementation in treatment group and incidental learning of vocabulary to control group through text reading and (iii) a vocabulary post test to both work groups. Results suggest that whereas students from the treatment group performed slightly better than the control group in terms of vocabulary acquisition, none of the strategies seem to be totally successful in terms of positive perception by students regarding learning strategy validity or usefulness. Also, the use of a vocabulary notebook does not seem to have a significant impact on vocabulary retention by itself, and some variations to enhance its learning potential are recommended. ; Máster Universitario en Profesorado de Educación Secundaria por la Universidad Pública de Navarra ; Bigarren Hezkuntzako Irakasletzako Unibertsitate Masterra Nafarroako Unibertsitate Publikoan
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Keyword:
Adquisición de vocabulario; Cuadernos de vocabulario; EFL; ILE (Inglés); Vocabulary acquisition; Vocabulary notebooks
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URL: https://hdl.handle.net/2454/9823
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| 1447 |
Teachers’ beliefs about oral corrective feedback: a comparison of secondary and adult education
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Roothooft, Hanne. - : Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa
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| 1448 |
Motivation towards the foreign language (English) and regional language (Basque) in immersion schools: does CLIL in the foreign language make a difference?
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| 1449 |
Flipping the EFL classroom in a secondary education setting: Students’ perceptions and academic performance
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| 1450 |
Benefits of using translation and the L1 in the EFL classroom
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| 1451 |
Intercultural learning and Dörnyei´s L2 motivational self system: a study on the relationship between the learning situation and the ideal and ought-to L2 selves
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