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Using realia in real contexts to enrich vocabulary learning in upper intermediate students under the project “mentoring” in the foreign Language Teaching program at the University of Córdoba

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dc.contributor.advisorGalván Garcés, Olga Luciaspa
dc.contributor.authorPadilla Carrascal, Santiagospa
dc.date.accessioned2023-02-05T23:46:14Z
dc.date.available2023-02-05T23:46:14Z
dc.date.issued2023-02-03
dc.description.abstractThis report describes the internship carried out at the University of Cordoba in the Foreign Language Teaching Program under the mentoring program piloting stage. This program aims to preclude student dropout as well as to diminish the level of desertion to keep and arouse the permanence of the students in the program. A population of 15 participants from upper intermediate level in Communication 5 enrolled from first to fifth semester, were diagnosed and presented academic problems in terms of language acquisition which were mainly focused on mispronunciation and misspelling new words; they also had some difficulties memorizing the new vocabulary learned in class. Add to this, they did not have self-confidence when conveying their ideas because of the lack of vocabulary, and sometimes, were not able to understand what other people were saying, specifically when questions were asked, showing insecurity and hesitation when responding. The methodology applied in the mentoring sessions was founded on using realia in real contexts as main strategy to accomplish the expected objectives and learning communicative outcomes while implementing an eclectic approach which let the mentor teach English depending on the students’ skills and the purpose of the lesson. The results demonstrated that a good number of mentees enhanced their academic records and improved their English language performance, which gave the mentor great personal and professional satisfaction to make part of their peers' learning achievement.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityPasantíasspa
dc.description.tableofcontents1. Introduction ........................................................................................................................... 7spa
dc.description.tableofcontents2. Pedagogical strategies .......................................................................................................... 10spa
dc.description.tableofcontentsa. 2.1 Mentoring ................................................................................................................... 10spa
dc.description.tableofcontentsb. 2.2 Eclectic Pedagogy ....................................................................................................... 11spa
dc.description.tableofcontentsc. 2.3 The Use of Realia ....................................................................................................... 12spa
dc.description.tableofcontentsd. 2.3.1 Vocabulary Learning ................................................................................................ 13spa
dc.description.tableofcontents3. Methodology ......................................................................................................................... 14spa
dc.description.tableofcontentsActivating previous knowledge ................................................................................................. 16spa
dc.description.tableofcontentsInterviews .................................................................................................................................. 16spa
dc.description.tableofcontentsP.O.T.D ..................................................................................................................................... 16spa
dc.description.tableofcontentsa. Table 1. Duties chart ....................................................................................................... 17spa
dc.description.tableofcontents4. Results (Experience description) ........................................................................................ 19spa
dc.description.tableofcontentsa. 4.1 lesson plan ................................................................................................................... 19spa
dc.description.tableofcontentsb. 4.2 Personal gains: ........................................................................................................... 23spa
dc.description.tableofcontents4.3 students gains ..................................................................................................................... 23spa
dc.description.tableofcontents5. Limitations ........................................................................................................................... 25spa
dc.description.tableofcontents6. Conclusions and recommendations .................................................................................... 27spa
dc.description.tableofcontents7. References ............................................................................................................................. 28spa
dc.description.tableofcontents8. Appendix............................................................................................................................... 30spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7021
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2023spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsMentoringeng
dc.subject.keywordsEclectic methodologyeng
dc.subject.keywordsRealiaeng
dc.subject.keywordsReal contexteng
dc.subject.proposalMentoríaspa
dc.subject.proposalMetodología eclécticaspa
dc.subject.proposalRealiaspa
dc.subject.proposalContexto realspa
dc.titleUsing realia in real contexts to enrich vocabulary learning in upper intermediate students under the project “mentoring” in the foreign Language Teaching program at the University of Córdobaspa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dcterms.referencesAtabekova, F. (2021) Using realia in teachingEnglishto ESL students. https://www.annalsofrscb.ro/index.php/journal/article/view/5678/4413spa
dcterms.referencesAlQhatani, M. (2015) THE IMPORTANCE OF VOCABULARY IN LANGUAGE LEARNING AND HOW TO BE TAUGHT. International Journal of Teaching and Education. https://www.eurrec.org/ijote-article-213spa
dcterms.referencesCenter for Health Leadership & Practice. (2003) Mentoring Guide - A Guide for Mentors https://www.rackham.umich.edu/downloads/more-mentoring-guide-for-mentors.pdfspa
dcterms.referencesFawcett, D. (2002) Mentoring—What It Is and How to Make It Work (Abstract) AORN Journal, 950-954. https://www.sciencedirect.com/science/article/pii/S0001209206614592spa
dcterms.referencesGao, L. (2011). Eclecticism or Principled Eclecticism. Creative Education. https://www.researchgate.net/publication/268377068_Eclecticism_or_Principled_Eclecticismspa
dcterms.referencesKumar, C.P. (2013). The Eclectic Method: Theory and Its Application to the Learning of English. International Journal of Scientific and Research Publications, 3(6).ISSN 2250-3553. https://www.ijsrp.org/research-paper-0613/ijsrp-p1844.pdfspa
dcterms.referencesMinisterio de educación Nacional. (2017) Anuario estadístico de la educación superior Colombiana https://snies.mineducacion.gov.co/1778/articles-391288_recurso_1.pdfspa
dcterms.referencesManzano, N., Martín, A., Sánchez, M., Rízquez, A., & Suárez, M. (2012). El rol del mentor en un proceo de mentoría universitaria. Educación XX1, 15(2), 93-118. http://revistas.uned.es/index.php/edu-cacionXX1/article/view/128/94spa
dcterms.referencesMENTOR/National Mentoring Partnership (2005). Cómo construir un programa de mentoría exitoso. http://fliphtml5.com/ytam/pvlq/basicspa
dcterms.referencesSucrina, V. (2012) Improving Students’ Vocabulary Mastery by Using Realia https://jurnal.unimed.ac.id/2012/index.php/jelt/article/view/735/547spa
dcterms.referencesSani, D. (2017) The Eclectic Approach to Language Teaching: Its Conceptialisation and Misconceptions. International Journal of Humanities Social Sciences and Education (IJHSSE) Volume 4, Issue 2, February 2017 http://dspace.unza.zm/bitstream/handle/123456789/7147/eclectic%20mthod%20its%20conceptions%20and%20misconceptionss%20%20david%20mwanza.pdf?sequence=1&isAllowed=yspa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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