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dc.contributorNavarro Ferrando, Ignasi
dc.contributorUniversitat Jaume I. Departament d'Estudis Anglesos
dc.contributor.authorGarcía Moya, Ingrid
dc.date.accessioned2015-01-28T07:47:57Z
dc.date.available2015-01-28T07:47:57Z
dc.date.issued2014-11-24
dc.identifier.urihttp://hdl.handle.net/10234/113460
dc.descriptionTreball Final del Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi: SAP419. Curs acadèmic 2013-2014ca_CA
dc.description.abstractLearning a language implies dominating different skills, including vocabulary. Teachers usually give a word list which the students have to study. In addition, the exercises and the test to verify that the students have learnt what they were expected to, do not facilitate the students' learning process. My proposal is to use a Cognitive methodology. The purpose of my study is to see which methodology, Behaviourist or Cognitive-based, enhances students motivation. I also want to check in which way students learn and acquire the vocabulary easier and faster. I believe that by using Cognitive techniques and activities the students will learn vocabulary easily. I also believe that it is related to motivation. From my point of view, the Cognitive-based methodology enhances students' motivation and helps them to enjoy the learning process. In the present study I intend to discover if my assumptions are correct and to check if the students feel more motivated and learn easily by using a Cognitive method in which they can relate the vocabulary to their previous experiences and knowledge. I had the opportunity of implementing a lesson plan to analyse how the students learn vocabulary easily. I could check the level of motivation of the students and learn about the factors that influence them. Moreover, I was able to see which methodology worked better to teach and learn vocabulary in a Secondary school classroom. With the results obtained in the final test conducted by the two groups involved in the study and the results of the writings of the student body, two main conclusions can be drawn. On the one hand, the Cognitive-based method proved to be more useful for teaching vocabulary in a Secondary Education class. The students who were taught with this technique obtained better results than the students who learnt with a behaviouristbased method. On the other hand, the students who had a high motivation also obtained better results and they acquired the vocabulary with ease by using the Cognitive methodology.ca_CA
dc.format.extent57 p.ca_CA
dc.format.mimetypeapplication/pdfca_CA
dc.language.isoengca_CA
dc.publisherUniversitat Jaume Ica_CA
dc.rightsAttribution-NonCommercial-NoDerivs 4.0 Spain*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectMàster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomesca_CA
dc.subjectMáster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomasca_CA
dc.subjectMaster's Degree in Secondary Education, Vocational Training and Language Teachingca_CA
dc.subjectMotivationca_CA
dc.subjectCognitive methodca_CA
dc.subjectBehaviourist methodca_CA
dc.subjectVocabulary teachingca_CA
dc.subjectVocabulary learningca_CA
dc.titleEnhancing motivation in vocabulary learning: a cognitive approachca_CA
dc.typeinfo:eu-repo/semantics/masterThesisca_CA
dc.educationLevelEstudios de Postgradoca_CA
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_CA


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Attribution-NonCommercial-NoDerivs 4.0 Spain
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