Two approaches to deal with vocabulary in the EFL classroom from a conceptual-metaphor basis
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Two approaches to deal with vocabulary in the EFL classroom from a conceptual-metaphor basisAutoria
Tutor/Supervisor; Universitat.Departament
Silvestre-López, Antonio-José; Universitat Jaume I. Departament d'Estudis AnglesosData de publicació
2019-07-15Editor
Universitat Jaume IResum
In the EFL classroom, most students face several problems to study vocabulary since
they all are used to complete activities repeatedly and to employ drills and many
methods to memorize it. For that reason, there ... [+]
In the EFL classroom, most students face several problems to study vocabulary since
they all are used to complete activities repeatedly and to employ drills and many
methods to memorize it. For that reason, there is an extended need among English
teachers to encounter an appealing way of teaching vocabulary, which makes students
retain what they are learning. Research shows that conceptual metaphors are an
excellent tool to work within the classroom since it helps students to learn vocabulary
(Littlemore & Low, 2006; Low, 2008). However, it is crucial to take into consideration
how a lesson is approached to students since the essential objective is always to benefit
the students’ learning. In this wise, this master’s thesis presents two different
approaches, a deductive and an inductive, to deal with vocabulary in the EFL classroom
from a conceptual-metaphor basis. The deductive approach consists of presenting the
theory and then, applying the rule, whereas the inductive one presents the examples and,
later on, the rules are inferred. The main aim of this thesis is to test which approach has
more gains in terms of achievement and students’ perception. To prove it, two
pedagogical implementations were designed and carried into practice in two groups of
EFL students. Data was collected with a pre-test and a post-test before and after the
pedagogical implementation, which allowed seeing which approach has given better
results regarding achievement; and with a qualitative questionnaire to consider student’s
perception regarding both approaches. Finally, the study concluded confirming the
usefulness of both approaches. However, the inductive one showed better results
regarding achievement as well as students’ perception. [-]
Paraules clau / Matèries
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 | inductive approach | deductive approach | conceptual metaphor | vocabulary | EFL
Descripció
Treball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi SAP419. Curs: 2018/2019.
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info:eu-repo/semantics/masterThesisDrets d'accés
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