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Adressing students´ vocabulary challenges: a description of vocabulary thematic approach and its implementation in the mentorship program at Universidad de Córdoba

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dc.audience
dc.contributor.advisorGalván De la Ossa, Aura Melissa
dc.contributor.authorCausil Morales, María Fernanda
dc.contributor.educationalvalidatorGalvan de la Ossa, Aura Melissa
dc.contributor.jurySánchez Cuello, Jhon Jairo
dc.date.accessioned2024-12-19T16:12:04Z
dc.date.available2024-12-19T16:12:04Z
dc.date.issued2024-12-12
dc.description.abstractThis report outlines my internship experience within the Mentoring Program at Universidad de Córdoba, which paves the way for academic and social integration. It is intended to prevent students’ dropout from the first, second, and fifth semesters, who have been identified with academic needs, particularly in English grammar and communication skills. Fourteen learners showed learning needs in grammar, conversation, vocabulary, pronunciation, and listening comprehension areas, which hindered their ability to effectively express themselves during their semester progress. Hence, vocabulary acquisition is the central focus of this mentoring program and within this area, emotional support was conducted. These gaps not only hamper students’ development in language skills but also affect their academic progress and their active participation in class, particularly during speaking activities. This delves into feelings of inferiority compared to their peers, which has significantly inhibited their ability to engage fully in learning activities and significantly impacted their academic progress. To counteract these problems during my internship, the approach applied during the tutoring sessions was Thematic Vocabulary Teaching, which ensures the positive emotional support of L2 learners and provides meaningful linked contexts for learning. This combination fostered trust among the students, encouraged teamwork, and resulted in valuable constructive criticism and feedback to address and transform challenges into success to achieve students' academic goals.eng
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglés
dc.description.modalityPasantías
dc.description.tableofcontents1. Introduction...................................................7eng
dc.description.tableofcontents2.Pedagogical Strategies................................10eng
dc.description.tableofcontents2.1. Mentoring.................................................11eng
dc.description.tableofcontents2.1.1 One-on-One Mentoring.......................14eng
dc.description.tableofcontents2.1.2 Group Mentoring..................................14eng
dc.description.tableofcontents2.1.3 Peer Mentoring.....................................14eng
dc.description.tableofcontents2.1.4 Academic Mentoring...........................15eng
dc.description.tableofcontents2.2 Role of a Mentor.....................................15eng
dc.description.tableofcontents2.3 Thematic Vocabulary Approach...........16eng
dc.description.tableofcontents3. Methodology.............................................20eng
dc.description.tableofcontents3.1 Duty Chart...............................................26eng
dc.description.tableofcontents4. Findings......................................................27eng
dc.description.tableofcontents4.1 Lesson Plan.............................................30eng
dc.description.tableofcontents4.1.1 Professional Gains..............................37eng
dc.description.tableofcontents4.1.2 Personal Gains....................................38eng
dc.description.tableofcontents4.1.3 Students Gains....................................39eng
dc.description.tableofcontents5. Limitations................................................40eng
dc.description.tableofcontents6. Conclusions and recommendations.....42eng
dc.description.tableofcontentsReferences....................................................44eng
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio Universidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/8847
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Educación Básica con Énfasis en Humanidades-Inglés
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dc.relation.referencesBurns, A., & de Silva Joyce, H. (2005). Focus on speaking. National Centre for English Language Teaching and Research.
dc.relation.referencesCrisp, G., & Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and 2007. Research in Higher Education, 50(6), 525–545. https://doi.org/10.1007/s11162-009-9130-2
dc.relation.referencesEby, L. T., Allen, T. D., Evans, S. C., Ng, T., & DuBois, D. L. (2013). Does mentoring matter? A multidisciplinary meta-analysis comparing mentored and non-mentored individuals. Journal of Vocational Behavior, 83(1), 106–120. https://doi.org/10.1016/j.jvb.2013.03.008
dc.relation.referencesGarcía-Morales, V. J., et al. (2022). Academic mentoring and its impact on student development: A comprehensive analysis. Education Research Journal, 39(4), 1–25.
dc.relation.referencesGershenfeld, S. (2014). A review of undergraduate mentoring programs. Review of Educational Research, 84(3), 365–391. https://doi.org/10.3102/0034654313520512.
dc.relation.referencesGraves, M. F., & Watts-Taffe, S. M. (2002). The place of word consciousness in a research-based vocabulary program. In J. Baumann & E. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 140–164). Guilford Press.
dc.relation.referencesHulstijn, J. H. (2001). Intentional and incidental second language vocabulary learning: A review of acquisition research. Review of Applied Linguistics, 21(1), 75–93. https://doi.org/10.1017/S0267190501000040
dc.relation.referencesKrashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
dc.relation.referencesLim, C. H., et al. (2017). The benefits of thematic vocabulary teaching for language retention. Applied Linguistics Journal, 28(2), 90–105.
dc.relation.referencesMcCarthy, M. (1990). Vocabulary. Oxford University Press.
dc.relation.referencesMcDonald, K., & Reynolds, M. (2023). The role of thematic clusters in vocabulary learning: Strategies to reduce learner anxiety. Language Teaching Review, 25(3), 45–60.
dc.relation.referencesMiller, J. B., & Stiver, I. P. (2019). The healing connection: How women form relationships in therapy and in life. Beacon Press.
dc.relation.referencesNation, P. (2001). Learning vocabulary in another language. Cambridge University Press.
dc.relation.referencesO’Brien, E., et al. (2020). Emotional support in mentoring and its effect on student motivation. Educational Psychology Review, 32(1), 1–20.
dc.relation.referencesSchmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press.
dc.relation.referencesTerrion, J. L., & Leonard, D. (2010). Peer mentoring in higher education: Variations and key considerations. Journal of College Student Retention: Research, Theory & Practice, 11(3), 275–291. https://doi.org/10.2190/CS.11.3.a
dc.relation.referencesTinto, V. (2017). Completing college: Rethinking institutional action. University of Chicago Press.
dc.relation.referencesVilaça, R. (2008). Teaching vocabulary with an emotional approach: Enhancing language learning outcomes. Journal of Applied Linguistics, 12(1), 15–30.
dc.relation.referencesWilkins, D. A. (1972). Linguistics in language teaching. Edward Arnold.
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.keywordsMentoring program
dc.subject.keywordsThematic vocabulary approach
dc.subject.keywordsVocabulary deficiency among learners
dc.subject.proposalPrograma de mentorías
dc.subject.proposalEnfque temático del vocabulario
dc.subject.proposalDeficiencia de vocabulario entre estudiantes
dc.titleAdressing students´ vocabulary challenges: a description of vocabulary thematic approach and its implementation in the mentorship program at Universidad de Córdoba
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
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