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G:\Master Course Iv\Masters Course Elt Iv Term\Research\Blog\Arp Task Continuity Chain

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Action Research Project

Action Research Project

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

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