Conceptual metaphor in EFL teaching: a comparison between two approaches to teach lexicon through metaphors
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Metadatos
Título
Conceptual metaphor in EFL teaching: a comparison between two approaches to teach lexicon through metaphorsAutoría
Tutor/Supervisor; Universidad.Departamento
Silvestre-López, Antonio-José; Universitat Jaume I. Departament d'Estudis AnglesosFecha de publicación
2020-06-12Editor
Universitat Jaume IResumen
During the last few years, vocabulary retention has been identified as a
problematical area in the EFL classroom (Boers, 2013). In this sense, there are
numerous teaching methods whose effectiveness has been questioned ... [+]
During the last few years, vocabulary retention has been identified as a
problematical area in the EFL classroom (Boers, 2013). In this sense, there are
numerous teaching methods whose effectiveness has been questioned taking in
to consideration that the work that we live in is constantly changing (Boers &
Lindstromberg, 2008). Taking this into consideration, Conceptual-Metaphors
have been identified as useful cognitive tool to boost vocabulary retention
(Littlemore & Low, 2006). Besides, numerous teaching approaches can be used
in order to improve EFL students’ performance regarding vocabulary retention.
In this study, two teaching approaches to deal with this linguistic area in the EFL
context from a CM basis are explored in order to test which one is more effective.
These two are the Grammar-Translation approach and the Game-Based Learning
approach (Celce-Murcia, 2001). The first relies on students mother tongue to
make them memorize the target vocabulary. The latter tries to make students
achieve the learning of the target language by making students engage in games
by making them the center of the learning process. The main objective of this
study is to test which one of these two teaching approaches is more efficient in
the observed EFL context to deal with vocabulary retention. In the same line,
this study also aims at testing if conceptual-metaphor based pedagogical
implementations can help students with vocabulary retention. In order to do so,
two different teaching treatments were implemented in two different groups.
Additionally, a pre-test was completed before the pedagogical treatment and
post-test after it in order to observe the process. Finally, results show that
Conceptual-Metaphor based materials seem to work in the context of this study.
In the same way, Game-Based Learning seems to work better in the EFL context
with vocabulary retention. Still, further research on the topic of this study should
be completed with a larger number of participants and statistical analyses in
order to complement this research. [-]
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 | Game-Based Learning | Grammar-Translation | Conceptual Metaphor | vocabulary retention | EFL
Descripción
Treball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi SAP419. Curs: 2019/2020
Tipo de documento
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