Phrasal verbs teaching in the EFL classroom: An improved proposal for secondary education
Metadatos
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comunitat-uji-handle2:10234/71345
comunitat-uji-handle3:10234/92228
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Título
Phrasal verbs teaching in the EFL classroom: An improved proposal for secondary educationAutoría
Tutor/Supervisor; Universidad.Departamento
Navarro i Ferrando, Ignasi; Universitat Jaume I. Departament d'Estudis Anglesos.Fecha de publicación
2018-07-13Editor
Universitat Jaume IResumen
Nowadays, learning a foreign language implies that students have to acquire a language
proficiency level in the four skills: writing, reading, listening and speaking. However, in order
to achieve a suitable language ... [+]
Nowadays, learning a foreign language implies that students have to acquire a language
proficiency level in the four skills: writing, reading, listening and speaking. However, in order
to achieve a suitable language level, it is necessary to take into consideration an essential part
of any language, its vocabulary. Thus, the acquisition of the aforementioned skills cannot be
completed if the lexicon of the language, in this case English, is not granted in the EFL
classroom.
In this paper, it is intended to show strategies for teaching and facilitating the
acquisition of a distinctive piece of the English lexicon, phrasal verbs, which constitute a
huge difficulty to most of EFL students. Then, two different methodologies, a traditional
approach and a cognitive-based one, will be implemented in the teaching of phrasal verbs to
students in 4 th ESO.
The traditional methodology is based on the grammar-translation approach which will
be complemented with traditional activities, whereas the cognitive-based approach focuses on
explaining the different meanings of the particles following Rudzka-Ostyn’s standpoint and
the phrasal verbs will be practised through games.
Therefore, the purpose of my study is to compare which of the two methodologies
obtains better results by means of a final test in which the students will show their acquisition.
Moreover, my hypothesis is that the students who receive the cognitive approach teaching
methodology will obtain better marks since this approach is based on games, a type of activity
that favours students’ motivation. [-]
Palabras clave / Materias
Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes | Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas | Master's Degree in Secondary Education, Vocational Training and Language Teaching | Phrasal verbs | Vocabulary acquisition | Traditional teaching methods | Cognitive approach | Games | English as a Foreign Language
Descripción
Treball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi: SAP419. Curs: 2017/2018.
Tipo de documento
info:eu-repo/semantics/masterThesisDerechos de acceso
info:eu-repo/semantics/openAccess
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