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Arp Task Continuity Chain
Arp Task Continuity Chain
Arp Task Continuity Chain
Arp Task Continuity Chain
Arp Task Continuity Chain
Arp Task Continuity Chain
Arp Task Continuity Chain
Arp Task Continuity Chain
Arp Task Continuity Chain
Arp Task Continuity Chain
Arp Task Continuity Chain
Arp Task Continuity Chain
Arp Task Continuity Chain
Arp Task Continuity Chain
Arp Task Continuity Chain
Arp Task Continuity Chain
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Arp Task Continuity Chain

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Presentation about an Action research project on the effects of task continuity chain in L2 vocabulary acquisition in early childhood - Prekindergarteners - .

Presentation about an Action research project on the effects of task continuity chain in L2 vocabulary acquisition in early childhood - Prekindergarteners - .

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  • 1. Taskcontinuitychain<br />By Dalia Díaz & Mónica Orjuela<br />
  • 2. I wanttolearnwords in English<br />PK VOCABULARY ACQUISITION<br />
  • 3. Contents<br />
  • 4. GENERATIVE QUESTIONS<br /><ul><li>How can studentsbemotivatedtodrill and use thevocabulary at school and at home? </li></ul>- Howtodevelopvocabularyacquisition and itsusage in context?<br />
  • 5. RESEARCH QUESTION<br />What is the effect <br /> of the implementation of <br /> Task-based approach <br /> – task continuity through <br /> chained activities – <br /> on developing vocabulary acquisition at early childhood? <br /> (3 to 5 years old stage)<br />
  • 6. OBJECTIVES<br />MAIN OBJECTIVE<br />Toimplement a methodologythroughthe use of TaskBasedLearning – Task-continuity – “chaining of activities” (Nunan, 1989, p.119), tofostervocabularyacquisitionskillsthatwillprogressivelyallowstudentsplaywiththewordstobuildsentences (Willis, 2001, p.129), enhancinglanguage use in context.<br />
  • 7. SECONDARY OBJECTIVES<br /><ul><li>Todesign and implement online taskstoenhancestudents’ vocabularyacquisitionskills.
  • 8. Topromoteautonomy. </li></li></ul><li>RESEARCH DESIGN<br />
  • 9.
  • 10. THEORETICAL FRAMEWORK<br /><ul><li>Behavioural theory (Skinner, cited by Brown 2007)
  • 11. Processability Theory (Pienemann, cited by Van Patten and Williams, 2007)
  • 12. Affective Filter Hypothesis (Krashen, cited by Van Patten and Williams, 2006)
  • 13. TaskBasedApproach (Ellis, 2003, Long, 1985, Nunan2004)</li></ul>CONSTRUCTS<br />-Task continuity chaining of activities (Nunan, 1989).<br />-Vocabulary Acquisition (Mackey cited by Bygate, 1987)<br />- Early childhood.<br />
  • 14. PEDAGOGICAL INTERVENTION <br />Task continuity chain:<br />memory game, <br />charades, <br />online tasks, <br />collaborative sentence building time <br />Pictograph.<br />Retelling words in sentences.<br />Thesnakeeats a sandwich<br />http://www.gimnasiofemenino.edu.co/portal/index.php?option=com_content&view=category&id=35&Itemid=59<br />with a spoon and plays in theslide<br />in theschool, underthesun.<br />
  • 15. Sagor<br />2005<br />Norton 2007<br />
  • 16. DATA ANALYSIS PLAN<br />
  • 17. REFERENCES<br />Arnold, J. (1999) Affect in language learning. Cambridge. Cambridge University Press.<br />Bygate, M. (1987). Speaking. Oxford: Oxford University Press.<br />Brown, H. 2007. Principles of language learning and teaching. New York: Pearson Education, Inc. 3. <br />Brown, S. Earlam, C., Race, P., 1998. 500 Tips for Teachers. London. Kogan Page <br />Limited.<br />Brumfit, C. (1984). Communicativemethodology in languageteaching. Cambridge: Cambridge University Press.<br />Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press. (pp.152-160).<br />Cameron, L. (2001). Teaching languages to young learners. Oxford: Oxford University Press.<br />Cook, G. (2000). Language play, language learning. Oxford: Oxford University Press.<br />Coterall, S. (2000). Promoting learner autonomy through the curriculum: Principles for designing language courses.<br />Ellis, R. (1994). The study of second language acquisition. Oxford. Oxford University Press.<br />Ferrance, E. (2000). Themes in Education Series: Action Research. New England: LAB. <br />Laboratory at Brown University. Retrieved on June 1st, 2009 from http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf<br />Gimnasio Femenino’s PEI (2009-2010). <br />
  • 18. Libroabierto [Online image]. (n.d.). Retrieved November 13, 2009 from http://images.google.com.co/images?gbv=2&hl=es&q=libros+abiertos&sa=N&start=0&ndsp=15<br />I.S.P. Nation. (1990). Teaching and learning vocabulary. United States of America: Heinle & Heinle Publishers. <br />Mayer-Tauschitz., I. (n.d). Introducing English as a foreign language at nursery schools in Austria. Retrieved May31st, 2009 from<br />http://www.pi-linz.ac.at/ahs/bakip/link1.doc<br />Norton, L. S. (2009). Actionresearch in teaching and learning: A practical guide to<br />conductingpedagogicalresearch in universities. RutledgeEducation. (pp.116- 154).<br />Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.<br />Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.<br />Van Patten, B. & Williams, J. (Eds.). (2007). Theories in second language acquisition. New York: Lawrence Erlbaum Associates.<br />Willis, J. (2001). A framework for task-based Learning. Pearson Education Limited.<br />Sagor, R. (2005). The action research guidebook: A four-step process for educators and school teams. California: Corwin Press.<br />Saville-Troike, M. (2005). Introducing second language acquisition. Cambridge: Cambridge University Press.<br />Tanner, R & Green, C. (1998).Tasks for teacher education. A reflective approach.Trainer’s book. Harlow. Addison Wesley Longman Limited.<br />
  • 19. Thanksforyourattention….<br />Questions and suggestions are welcome!!!<br />

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