Examinando por Materia "Vocabulario"

Mostrando 1 - 5 de 5
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    La comprensión lectora mediante el enriquecimiento del vocabulario
    (2023-02-02) Nisperuza Miranda, Julio David; Sierra Salcedo, Martha Liliana; Morales Guerrero, Enrique Rafael
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    Enhancing vocabulary and oral skills through gamification in 4th grade students at Santa María Goretti school under the national internship program
    (Universidad de Córdoba, 2024-12-09) Caballero Moreno, Laura Vanesa; Lozano Hoyos, Levis Leonardo; Barboza Diaz, Alex Gabriel
    The following report describes my internship experience at Santa Maria Goretti Educational Institution. It consisted of teaching in-person lessons to 4th-grade primary students between the ages of 9-12. The goal of this internship was to implement a meaningful strategy to get children involved in English learning. In this way, gamification as an educational strategy was applied to enhance vocabulary and oral skills. The lessons were designed and planned based on dynamic and mechanical techniques to provide a playful and accessible learning experience. In addition, this document discusses the underlying theories, methodology, gains, conclusions, limitations, and recommendations of the process in which I was immersed.
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    internship at Institucion Educativa Antonia Santos, gamification as a pedagogical strategy to teach english vocabulary in preschool
    (2022-07-30) Caicedo Rincón, María Paula; Martínez Díaz, Luis
    In Colombia, the government has only been promoting English teaching, with main focus, from primary to secondary education, although preschool is also recently suggested in the national educational policies. Consequently, there is a gap in the teaching-learning of the second language from the foundations of schooling. Nevertheless, early childhood education promotes different dimensions of development and competencies through a comprehensive environment where soft skills and competencies such as language acquisition and interpersonal skills are fortified. Thus, this report describes my experience during my internship teaching preschool students at Antonia Santos School in Monteria, trying to address this gap and contribute to the student’s communicative development in English as a foreign language. In this way, Gamification as an educational methodology was applied with the purpose of enhancing students' vocabulary acquisition. In addition, this document illustrates the findings and achievements related to my students’ growth, personal improvements, and professional advancement.
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    Internship at public school: teaching vocabulary to preschoolers through a play-based learning approach
    (2022-07-30) Álvarez Rojas, Angie Sofía; Romero, Yanilis
    In Colombia, the government promotes the teaching and learning of foreign languages from primary education, although not in preschool education. As a result, there is a gap in learning a foreign language since children get enrolled in the education system. Nevertheless, early childhood education provides environments to train students around integral education promoting different dimensions of development and competencies, such as language acquisition and soft skills. Thus, this paper describes my experience during my internship with preschool students at Antonia Santos school in Monteria, Cordoba. As part of my internship, I applied a play-based learning approach with the help of videos to expand vocabulary in preschool students. Furthermore, this paper presents the findings and gains related to my students' growth, my personal improvements, and my professional advancement.
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    Interpretive tasks Based on e-posters to help ninth graders learn english vocabulary
    (Universidad de Cordoba, 2023-12-12) Burgos Carrascal, Kevin Rafael; Castro Julio, Jesús Daniel; Naranjo, José Luis; Martinez Diaz, Luis Alfredo; Racero Diz, José María
    Vocabulary, comprising words used in a language, varies across languages and evolves with cultural and situational influences. It serves as a social skill, fostering interaction, meaning making, and communication between individuals, with its primary aim being effective communication. Acquiring vocabulary in a second language poses a significant challenge for students, who often ponder how to learn and retain numerous words. In a public school in Monteria, students faced difficulties memorising new words, analysing authentic texts, interpreting images. Moreover, English teachers in this context seldom utilise engaging and authentic materials for teaching this skill, despite having valuable technological resources at their disposal. Consequently, this study sought to explore interpretive tasks based on e-posters to help ninth graders learn English vocabulary. Specifically, we aimed to elucidate potential changes in students' vocabulary learning and image interpretation abilities, while also understanding the challenges and limitations faced by EFL students following the integration of these pedagogical models. To achieve this, our action research utilised data sources including video-recorded observations, a teacher's journal, interpretive task activities, e-poster creations, semi-structured interviews, and a focus group. Subsequently, upon analysing the data, conclusive results emerged regarding changes in students' vocabulary learning, authentic materials' interpretation, and e-poster creation abilities. Students demonstrated an improved grasp of the main idea and notable enhancement in comprehending specific information based on the applied methodology.