Total physical response method (TPR) to teach vocabulary in 4th -grade students in two rural public schools
Emily Rebeca, Pallo Ayala y Nataly Mishelle, Rosero Herrera.
- 73 pàginas ; 30 cm
Incluye CD-Rom y Anexos.
Proyecto (Licenciado en Pedagogía de Lenguas Nacionales y Extranjeras, Especialidad en Inglés); Mena, Nelly ; Dir.
1.General information. 2 . Problem statement. 3. Objectives. 4 . Activities and task system in relation to the objectives proposed. 5. Justification. 6. Scientific and technical foundation. 7. Methodology. 8. Analysis and discussion of results. 9. Research impacts. 10. Conclusions and recommendations. 11. References. 12. Annexes
LOS PROYECTOS DE INVESTIGACIÓN DE GRADO SON DE USO EXCLUSIVO PARA LA SALA DE LECTURA.
Vocabulary is an important part of language proficiency, so it should be taught from an early age through physical activities that facilitate learning more quickly and easily. This research aims to determine the usefulness of the Total Physical Response method through vocabulary teaching in 4th-grade students of the Catorce de Julio and Manuelita Sáenz educational institutions. Thus, the approach used was quali-quantitative, and the research design used was descriptive. Moreover, the participants of this study consisted of 44 fourth-grade students. Also, the data collection instruments used in the study were the semi-structured interview guide and the survey sheet designed by the researchers. On the other hand, for the data analysis of the student survey, the information was classified according to each question, and the respective data processing was done through descriptive statistics in order to organize and present the data in bar graphs. It should be mentioned that the researchers selected a purposive sampling approach because they chose the appropriate participants based on the research objective. Furthermore, for the interview data collection, a guide of questions related to applying the TPR method in the four classes taught was elaborated and analyzed through the thematic analysis approach since it allowed the identification and analysis of qualitative data on the experiences and opinions of the participants. Hence, the results show that the total physical response method was useful since the students learned the target vocabulary in the four classes through different resources such as flashcards, songs, mimics, and games, which favored the immersion of knowledge and allowed the reinforcement of it by coordinating speech with action.
RESPUESTA FÍSICA TOTAL (TPR) 2 VOCABULARIO ENSEÑANZA Y CONOCIMIENTO.