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Interpretive tasks Based on e-posters to help ninth graders learn english vocabulary

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dc.audience
dc.contributor.advisorNaranjo, José Luis
dc.contributor.authorBurgos Carrascal, Kevin Rafael
dc.contributor.authorCastro Julio, Jesús Daniel
dc.contributor.juryMartinez Diaz, Luis Alfredo
dc.contributor.juryRacero Diz, José María
dc.date.accessioned2024-01-22T13:27:43Z
dc.date.available2024-01-22T13:27:43Z
dc.date.issued2023-12-12
dc.description.abstractVocabulary, 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.eng
dc.description.abstractEl vocabulario, que comprende palabras usadas en un idioma, varía entre idiomas y evoluciona con influencias culturales y situacionales. Sirve como una habilidad social, fomentando la interacción, la toma de significados y la comunicación entre los individuos, con su objetivo principal es la comunicación efectiva. Adquirir vocabulario en un segundo idioma plantea un desafío significativo para los estudiantes, que a menudo reflexionan sobre cómo aprender y retener numerosas palabras. En una escuela pública de Montería, los estudiantes tuvieron dificultades para memorizar nuevas palabras, analizar textos auténticos e interpretar imágenes. Además, los profesores de inglés en este contexto rara vez utilizan materiales atractivos y auténticos para enseñar esta habilidad, a pesar de tener valiosos recursos tecnológicos a su disposición. En consecuencia, este estudio buscó explorar tareas interpretativas basadas en carteles electrónicos para ayudar a los estudiantes de noveno grado a aprender vocabulario en inglés. En concreto, nuestro objetivo era dilucidar los posibles cambios en el aprendizaje del vocabulario de los estudiantes y en sus capacidades de interpretación de imágenes, a la vez que comprender los retos y limitaciones a los que se enfrentan los estudiantes de EFL tras la integración de estos modelos pedagógicos. Para lograr esto, nuestra investigación de acción utilizó fuentes de datos que incluyen observaciones grabadas en video, actividades de tareas interpretativas, creaciones de carteles electrónicos, entrevistas semiestructuradas y un grupo de enfoque. Posteriormente, al analizar los datos, surgieron resultados concluyentes sobre los cambios en el aprendizaje del vocabulario de los estudiantes, la interpretación de materiales auténticos y las habilidades de creación de carteles electrónicos. Los estudiantes demostraron una mejor comprensión de la idea principal y una mejora notable en la comprensión de la información específica basada en la metodología aplicada.spa
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglés
dc.description.modalityTrabajos de Investigación y/o Extensión
dc.description.tableofcontentsIntroduction ........................................................................................................... 7eng
dc.description.tableofcontents2. Theoretical Framework ................................................................................... 10eng
dc.description.tableofcontents2. 1. Conceptual Framework............................................................................ 10eng
dc.description.tableofcontents2. 1. 1. Vocabulary ........................................................................................ 10eng
dc.description.tableofcontents2. 1. 2. Multimodality. ................................................................................... 11eng
dc.description.tableofcontents2. 1. 3. Multimodal Social Semiotic Approach ............................................. 12eng
dc.description.tableofcontents2.1.4. Interpretive Task…………………………………………………………………………….13eng
dc.description.tableofcontents2.1.5. Multimodal Text……………………………………………….……………………………15eng
dc.description.tableofcontents3. Literature Review ..................................................................................... 16eng
dc.description.tableofcontents4. Methodology ............................................................................................... 20eng
dc.description.tableofcontents4. 1. Type of Research ...................................................................................... 20eng
dc.description.tableofcontents4. 2. Context and Participants.......................................................................... 23eng
dc.description.tableofcontents4. 3. Data Collection Techniques...................................................................... 23eng
dc.description.tableofcontents4.4. Data Analysis ............................................................................................. 24eng
dc.description.tableofcontents5. Findings......................................................................................................... 27eng
dc.description.tableofcontents5.1.1 Interpretive task as a mean to enhance learners’ vocabulary................ 27eng
dc.description.tableofcontents5.1.2. E-posters (multimodal texts) as a means to enhance learners' vocabulary............................................................................................. 34eng
dc.description.tableofcontents5.3.Challenges students faced when learning English vocabulary through Interpretive tasks based on e-posters ..................................................... 37eng
dc.description.tableofcontents5.3.1. Challenges concerning the Interpretive tasks sequence......................................................................... 37eng
dc.description.tableofcontents5.3.2. Challenges concerning the use and design of e-posters...........................................................................38eng
dc.description.tableofcontents6. Discussion.............................................................................................. 39eng
dc.description.tableofcontents7. Conclusion ....................................................................................................... 43eng
dc.description.tableofcontents8. References......................................................................................................... 44eng
dc.description.tableofcontentsAppendixes............................................................................................................... 48eng
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/8049
dc.language.isoeng
dc.publisherUniversidad de Cordoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglés
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dc.rightsCopyright Universidad de Córdoba, 2024
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordsVocabulary
dc.subject.keywordsInterpretive tasks
dc.subject.keywordsE-posters
dc.subject.keywordsMultimodality
dc.subject.proposalVocabulario
dc.subject.proposalE-posters (Carteles Electronicos)
dc.subject.proposalMultimodalidad
dc.titleInterpretive tasks Based on e-posters to help ninth graders learn english vocabularyeng
dc.typeTrabajo de grado - Pregrado
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
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