DFI-Comunicaciones a Congresos, Conferencias...
URI permanente para esta colecciónhttps://hdl.handle.net/10953/208
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Examinando DFI-Comunicaciones a Congresos, Conferencias... por Materia "CSE"
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Ítem A preliminary overview of English vocabulary learning and teaching. The case of collocations and idioms in CSE in Andalusia(Octaedro, 2023) Casas Pedrosa, Antonio Vicente; Lendínez Carrillo de Albornoz, MartaThe present proposal aims to reflect on the Teaching of English as a Foreign Language in Andalusian secondary schools. More specifically, attention is paid to vocabulary learning and teaching from a communicative approach as opposed to other possibilities, such as the Grammar Translation method. For the development of this topic, the context in which English is studied has been considered (namely, a public bilingual high school in the province of Málaga). Students’ profiles and their socio-cultural context are contemplated too. In fact, this project is aimed at 4th year of Compulsory Secondary Education (CSE) students, with an average of a B1 level according to the CEFRL, who are 15-16 years old. Thus, this paper is aimed at various objectives. Firstly, its main intent is to cover effective methods to enhance students’ communicative competence in English and help them expand their vocabulary in the target language by fostering their involvement in different communicative situations in class. Another crucial purpose is to research on activities, routines, and techniques to be promoted in class to improve learners’ motivation, a key element in CSE. One more goal is to suggest general measures and a suitable method to cater for mixed abilities and respond to the learners’ real needs and interests. Each of them will be discussed in the literature review, together with semantic relationships such as “antonymy”, “homonymy”, and "synonymy”, which play a relevant role in vocabulary learning and teaching. In addition, for the sake of clarity, an analysis of the context in which English is studied in this project will be provided. Moreover, other ideas, such as the fact that words do not have to be treated and taught in an isolated way when learning/teaching any foreign language, will be considered. Furthermore, it is also taken into account that the meaning of words depends on their relationships with other words and that they also group together to belong to more complex structures, such as collocations and idioms. Thus, in vocabulary learning and teaching it seems essential not only to work with words and the relationships established between each other, but also to focus on how they collocate and group to form meaning, instead of studying the meaning of lexical items separately. Taking this idea as a starting point, a wide range of approaches and techniques to teach vocabulary in the English as a Foreign Language (EFL) context will be detailed. Therefore, some of the main activities, resources, routines, and tools that can improve these intermediate level students’ motivation and willingness to participate in all the tasks will be included, as well. To conclude, vocabulary is not just a matter of writing down in a notebook a long list of words with their translation into the students’ mother tongue. Vocabulary learning will be achieved through experiencing situations in which they will see how native speakers use the language. What is more, students need to learn both collocations and idioms because they will help them speak and write English more accurately and naturally. Learning them will help them increase their range of English vocabulary, too. Dialogues seem to be the optimal method for mastering vocabulary, as learners will find themselves in such a communicative situation in the future. Since EFL teachers often face large multilevel classes which are as varied as the students in them, it appears to be necessary to integrate all the aforementioned resources and tools to facilitate learners’ comprehension of oral and written texts. Those should also encourage their active involvement as well as their inclusion and participation, thus allowing students to work and cooperate with each other and learn from one another.Ítem Implementing learning stations in the 4th year of CSE English classroom: A comparative study on its effectiveness(Octaedro, 2024) Casas Pedrosa, Antonio Vicente; Rodríguez Marcilla, MaríaThis proposal is aimed at considering the topic of active methodologies within the field of Teaching English as a Foreign Language (TEFL) in Spanish secondary schools. Close attention is paid to the learning stations methodology, which is applied to promote active learning experiences among learners. Although its implementation in the English as a Foreign Language (EFL) classroom is still scarce, this paper compares results from two groups of students (i.e. control vs experimental group) who received instruction on conditionals following two different methodologies, namely the presentation-practice-production (PPP) approach, on the one hand, and learning stations, on the other. In fact, the participants in this project are two groups of 15-16 years old students in the 4th year of Compulsory Secondary Education (CSE), with an average of an A2-B1 level according to the CEFRL. Indeed, the main purpose of this research is to assess the effects of learning stations on the EFL classroom. More precisely, the first objective is to observe if there is any statistically significant difference between instruction by means of learning stations as opposed to traditional strategies in terms of the academic performance of the students in each of the aforementioned groups. In turn, the second goal is to study whether learning stations help students get better academic results, and, finally, the third aim is to focus on the hypothesis according to which CSE students may be more motivated to learn through learning stations. In the current context and bearing in mind the wide range of teaching resources available, new methods fostering more active learning are incorporated into the educational paradigm. Particularly, in language subjects, which enhance the acquisition of communicative skills, new paths to interact and relate with others have been brought to the classroom. Active methodologies are usually understood as requiring a focus on the learner rather than the teacher. That is to say, the aim is no longer for students to become mere content-specialists in a particular area of study, but for them to develop a set of abilities, skills, and attitudes which will allow them to succeed in their future chosen professions. Therefore, changes in education include more critical, meaning-based approaches, student-centred models, collaborative and cooperative techniques, and active learning models, among others. More specifically, in this paper learning stations have been implemented to practise a particular grammar point from the EFL curriculum of the 4th year of CSE. Therefore, some previous research on grammar learning and teaching has been necessary to contextualise this experiment. Parallel to that, these resources imply some management issues which should be considered when utilizing them in the classroom. Indeed, the success of this methodology is firmly linked to the frequency of their implementation, the quality of the activities and materials designed, the heterogeneity of the groups of students, the appropriate classroom layout, and the subsequent evaluation of the process. To conclude, the results from two different groups of students were analysed and compared to draw the following conclusions. After two different teaching methodologies were used (namely, PPP and learning stations) to work on conditional sentences in the EFL classroom, results showed that the students who received grammar instruction based on the latter performed better in their post-tests. In addition, according to empirical evidence, it can be stated that there is a favourable effect on students’ academic results when they receive grammar instruction based on active methodologies, such as learning stations. Finally, these resources also foster students’ motivation when working on conditional sentences, as well as make them have a more positive perception after receiving the grammar instruction.