| 1 |
Chimamanda Ngozi Adichie's Olikoye a design-of-materials proposal to introduce literature in the EFL classroom
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Proposta d'unitat didàctica: mètode integrat de llengua i literatura a partir de l'obra de Joan Fuster
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
How to make the most of the english language assistant in a secondary school. The case of IES Botànic Cavanilles
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Introducing literature inthe EFL clasroom: William Shakespeare's night's dream
|
|
|
|
Abstract:
Treball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi SAP429. Curs: 2020/2021 ; Literature has always been seen as a great pillar for the acquisition and development of a mother tongue; however, this relevance has traditionally become secondary when acquiring a second or foreign language. Either for lack of training or for syllabus constraints, literature continues being a great forgotten within the EFL classroom. For this reason, the purpose of the present work is to design a didactic proposal in which literature is highly beneficial for the acquisition of English as a second language. Thus, through the use of the Shakespearean play A Midsummer Night’s Dream, a didactic proposal has been designed to be developed in 7 sessions. This proposal intends that students and teachers become aware of the importance of literature within the EFL classroom. Literature provides students with valuable lexical resources, idiomatic phrases and collocations. Besides, it contributes to enhancing students' personal and intercultural relationships and fosters their critical thinking. To achieve this purpose, this work will be divided into different parts. First, a theoretical framework will be provided, in which the importance of literature and its benefits for second language acquisition will be discussed. This section will also underscore the relevance of using authentic materials in the classroom, the different types of reading (bottom-up vs. top-down and Intensive vs. Extensive Reading), as well as the Three-Model Approach, as described by Carter & Long (1991). This section will provide a solid foundation for our didactic proposal. Following this theoretical framework, a brief description of the centre and the group chosen to implement this proposal will be presented, as well as the justification for the selected materials, the objectives of the proposal and the methodology employed. After that, the didactic proposal will be presented, followed by a description of the assessment criteria and the possible limitations of this proposal. Finally, some conclusions will be provided. Keywords: Literature, Language Acquisition, EFL classroom, Shakespeare, Three-Model Approach.
|
|
Keyword:
EFL classroom; Formació Professional i Ensenyaments d'Idiomes; Formación Profesional y Enseñanzas de Idiomas; language acquisition; literature; Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat; Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato; Master's Degree in Secondary Education; Shakespeare; Three-Model Approach; Vocational Training and Language Teaching
|
|
URL: http://hdl.handle.net/10234/195495
|
|
BASE
|
|
Hide details
|
|
|
| 7 |
La expresión oral en Educación Secundaria: realización de un puzzle de Aronson en 1º de la ESO
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Introducing Active Learning Strategies in the EFL Secondary Education Classroom: A Didactic Proposal
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Què se'ns diu des d'Europa als docents de català quant al plurilingüisme i la diversitat lingüística? Implicacions de la política educativa lingüística europea per al País Valencià
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Teaching english students how to make a correct use of dictionaries
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Multimodality in the EFL classroom a proposal to improve Spanish EFL students' oral skills
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Other voices, other cultures A Design-of-Materials Proposal to Teach English through Literature in the English as a Foreign Language Classroom
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Introducing Literature in the EFL Classroom: "The boy in the striped pyjamas" by John BoyneE (2006) “get off your pyjamas and read"”
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Introducing Literature in the English as a Foreign Language (EFL) classroom: an approach to culture, language and personal growth through the dystopian novel "Brave new world" (1932).
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Motivación y competencias en economía de la empresa. Propuesta de mejora para fomentar la presentación oral
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Young Adult Literature (YAL) and EFL teaching: Sherman Alexie’s "The absolutely true diary of a part-time indian" (2007)
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Learning Multimodal Discourse Strategies in the EFL Classroom
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Phrasal verbs teaching in the EFL classroom: An improved proposal for secondary education
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Propuesta didáctica para el estudio de los complementos verbales
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
An experimental comparison of Cognitive versus Traditional approaches to teaching the prepositions in, on, at
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
