Maestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo · 2019
Making connections through realia and storytelling for vocabulary learning with EFL preschoolers
This exploratory qualitative study explores how the use of realia and storytelling facilitates EFL children to make experiential and cognitive connections between real-life objects and words. The research was carried out in a private female school in Bogotá, Colombia with 12 A1 level preschool learners. This study is framed upon grounded theory and mixed-method approaches (statistical analysis) to analyze data. Data was gathered through different instruments such as a pre- and post-test, a focus group, recorded conversations, a teachers¿ journal, and students¿ artifacts. Findings revealed that the strategy of making cognitive and experiential connections and the use of realia along with storytelling not only engaged students in learning, increased the number of words they produced and helped them make connections between objects and words to learn new vocabulary but also allowed them to use oral language spontaneously.
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Contenido
- Acknowledgementsp. 2
- Abstractp. 3
- Resumenp. 3
- Table of Contentsp. 5
- Table of Figuresp. 7
- Chapter 1: Introductionp. 9
- Introduction to the studyp. 9
- Rationale for the studyp. 10
- 1.2.1 Rationale for the problem of the studyp. 10
- studyp. 13
- Research question(s) and objective(s)p. 14
- Conclusionp. 14
- Chapter 2: Literature Reviewp. 16
- Introductionp. 16
- Theoretical frameworkp. 17
- 2.2.1 Vocabularyp. 17
- 2.2.2 Making connections strategyp. 18
- 2.2.3 Storytellingp. 20
- 2.2.4 Realiap. 21
- State of the artp. 22
- 2.3.1 Previous research on making connectionsp. 22
- 2.3.2 Previous research on vocabularyp. 23
- connectionsp. 25
- 2.3.4 Justification of research question/objectivesp. 26
- Conclusionp. 14
- Chapter 3: Research Designp. 28
- Introductionp. 16
- Contextp. 29
- 3.2.1 Type of studyp. 29
- 3.2.2 Participantsp. 29
- 3.2.3 Researcher’s rolep. 30
- 3.2.4 Ethical considerationsp. 30
- Data collection instrumentsp. 31
- 3.3.1 Descriptions and justificationsp. 31
- 3.3.2 Validation and pilotingp. 33
- Conclusionp. 14
- Chapter 4: Pedagogical Intervention and Implementationp. 35
- Introductionp. 16
- Visions of language, learning, and curriculump. 35
- 4.2.1 Vision of languagep. 35
- 4.2.2 Vision of learningp. 36
- 4.2.3 Vision of curriculump. 36
- Instructional designp. 37
- 4.3.1 Lesson planningp. 37
- 4.3.2 Implementationp. 38
- Conclusionp. 14
- Chapter 5: Results and Data Analysisp. 40
- Introductionp. 16
- Data management proceduresp. 40
- 5.2.1 Validationp. 41
- 5.2.2 Data analysis methodologyp. 41
- Categoriesp. 42
- 5.3.1 Overall category mappingp. 42
- 5.3.2 Discussion of categoriesp. 43
- 5.3.3 Discussion of categoriesp. 43
- 5.3.4 Core categoryp. 52
- Conclusionp. 14
- Chapter 6: Conclusions and Pedagogical Implicationsp. 54
- Introductionp. 16
- Comparison of results with previous studies’ resultsp. 54
- Significance of the resultsp. 56
- Pedagogical challenges and recommendationsp. 57
- Research limitations on the present studyp. 58
- Further researchp. 58
- Conclusionp. 14
- Referencesp. 61
- Figure 1 Lesson plan stagesp. 38
- Figure 2 Categories and subcategoriesp. 43
- Figure 3. Lexical improvementp. 46
- Figure 4 Examples of the stories. Taken from Learning A-Z 2019 LAZEL, Incp. 47
- Figure 5 Samples of students’ artifactsp. 51
- Figure 6. Percentage of connections madep. 52