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Investigación

14145141
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Diana Moreno

on 16 May 2014

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Transcript of Investigación

IMPLEMENTATION OF THE PROJECT BASED LEARNING APPROACH IN ENGLISH VOCABULARY ACQUISITION IN ORDER TO ENHANCE ORAL COMMUNICATIVE SKILLS IN THIRD GRADE STUDENTS AT I.E.D. LICEO FEMENINO MERCEDES NARIÑO
GENERAL OBJECTIVE

To develop oral communicative competence in third graders’ through the enhancement of vocabulary acquisition with the application of the Project Base Learning methodology at I.E.D. Liceo Mercedes Nariño.

SPECIFIC OBJECTIVES
To describe third graders’ English vocabulary acquisition process through the implementation of a Project Based Learning methodology
To describe the extent of oral communicative competence development in the students in English language learning.

FACULTAD DE HUMANIDADES DEPARTAMENTO DE
ESPAÑOL Y LENGUAS EXTRANJERAS



UNIVERSIDAD PEDAGÓGICA NACIONAL

To what extent the implementation of a Project Based Learning methodology enhance English vocabulary acquisition in order to promote oral communicative competence on third grade students at I.E.D. Liceo Mercedes Nariño?


This pedagogical approach which its main objective is to build a relation between the school and students' real life (Garcia-Vera, 2012), PBL is characterized for:


Designing projects among the students and the teacher.

It transforms the school into a democratic space where students are able to analyze their social context.

Allows students to learn to fix problems by their own.





Vocabulary Acquisition
This competence makes reference to an ability where somebody participates and express himself through:

Use of words
Pronunciation
Grammatical structures


Oral Communicative Competences
With the objective of improving students'oral communicative competences through vocabulary acquisition, two projects per year were planned, whose development allowed and evidenced the improvement process


The following phases, served as guidelines for the projects:
DATA ANALYSIS
CONCLUSIONS
The PBL requires a strong planning and sufficient time for the satisfactory developing of the project.



Recommendations
Technological tools foster interest and active participation of the students
Pedagogical Intervention
Project Based Learning (PBL)
RESEARCH QUESTION
THEORETICAL FRAMEWORK

It must be taken into account different pedagogical methologies that allows the inclusion of the students' role in their learning processes.

The PBL allows teacher guiding role of each student without leaving aside the groupal work

I want to express my gratitude for your attention and advice through this process




MIGUEL ÁNGEL HERNÁNDEZ HOYOS

Action research



A dynamic research methodology which embraces the following phases.









Diaries

Students’ artifacts

Audio recordings

Data Gathering tools

School: I.E.D. Liceo Femenino Mercedes Nariño

Students: 36 third grade students, between 8 and 9 years old.
Population


State the problem

Collect data

Data Analysis

Results



Methodological Design

“The use of vocabulary learning strategies in context-based activities aimed at teenagers in efl centro de lengua's classes”, González (2013)

“Implementing a proposal with a communicative and a project work approach by designing learning environments in efl to improve oral skills”, Camacho and Nivia (2009)


“Promoting Autonomy through Project Work”, Mesa and Frodden (2004)



State of Art

(Burns, 1999)
The project and its activities improved vocabulary acquisition
Through activities designed accordingly to the PBL methodology that involved curricular topics and students’ interests

The students resorted to vocabulary and knowledge learned in order to develop their project


PBL enhanced the use of previously acquired knowledge in the students thanks to the integration of this knowledge with the new one


Involvement nature of PBL

Meaningful projects which improves vocabulary acquisition

Students were able to present their projects through a successful communicative situation
Pronunciation and fluency improvement


The PBL implementation impacted positively pronunciation and fluency due to:

Planning of activities like songs and dialogues which followed the project and students' interests
Vocabulary helped in the confidence gained by students
A comparison made revealed the progress in the oral communicative competence of the students
Vocabulary use in oral communicative situations
PBL: a way of promoting oral communicative competence
A great part of the understanding of a language resides in the use and knowledge of its vocabulary (Hunt and Beglar, 2005), by following this precept this research study used these techniques:
“…I explained what big, small, long, and short means, then I made students repeat those adjectives. Afterwards I asked some students to say in others objects drawn in the whiteboard were big or small, long or short, once they answer correctly I gave students an activity about this topic…” (A8- L12 to 19)

“…Afterwards I made an exercise where I point at a part of the face of some student and she had to answer what part was in English, not everybody answer correctly or did not answer at all, therefore, I gave them an activity where they had to draw a part of the face according to the word written that mentioned that part…) (A9- L7 to 12)

Throughout the project students used previously learned vocabulary in speaking exercises

Colombian animals’ project:

(audio recording No. 4)

P: Hello, My name is… an… Andrea
I am pink dolphin
I. am Colombian
I has… got big nose
I have… (Inaudible) eyes
I: Excellent, very good!

Academic intensity should be reevaluated in the teaching of a foreign language

PBL implementation could change the relation between the student and teacher, because the projects can develop students' consciousness as a subject of social change.

The amount of students per class limits the teaching and learning processes
The previous annexes evidence the integration process of curricular topics and students' interest
“…then I made a review with the “what’s your name?” song, when I asked certain students to sing the part of the song that says: my name is _____, some students could not answer, according to them, they did not know what it meant and other students just answered with their names…” (A8-L 1 to 4)
Unknown words supported by the context allows students to infer them.

When a student might know the words he or she could help another one to infer it.
Make a ‘meaning bridge’ between the foreign word and its translation through images or flashcards.
Annex No. 8
Annex No. 9
Colombian animals’ project:

(audio recording No. 4)

P: Hello I am bear
I am Colombian in danger of extintion
(inaudible) a big mouth and
I av got small ears
and a short hair
Approach and type of Investigation

Qualitative Approach
DATA GATHERING TOOLS
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