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The Effectiveness of Watching Captioned Authentic Videos for Incidental Vocabulary Learning: The Repetition VariableSinyashina, Ekaterina 03 April 2020 (has links)
La presente tesis se centra en el análisis de la efectividad del aprendizaje incidental a través de vídeos auténticos con especial atención a la variable de repetición. Además de la revisión bibliográfica y el estudio crítico de las obras anteriores, la novedad de esta tesis reside en los estudios que la componen: una encuesta y tres estudios experimentales. La encuesta proporciona información sobre las actitudes de los estudiantes de inglés como lengua extranjera (LE) sobre el uso de vídeos auténticos para el aprendizaje de inglés, en general, y su vocabulario, en particular. El objetivo principal de la parte experimental de la tesis consiste en examinar el posible aprendizaje incidental de distintos aspectos de nuevo vocabulario (forma, significado, uso en frases y acento léxico) a través de vídeos auténticos. Se presta una atención especial al posible efecto del aumento de repeticiones de nuevas palabras en vídeos auténticos para el aprendizaje incidental de nuevo léxico. Mientras que los resultados de la encuesta revelan que los estudiantes de inglés asumen la utilidad de ver vídeos auténticos para el aprendizaje de distintas destrezas del inglés, la parte experimental no proporciona una evidencia clara sobre su efectividad. En relación a la variable de repetición, con el aumento de palabras nuevas en vídeos auténticos, los resultados de los estudios demuestran que solo se observa una correlación positiva entre el aprendizaje de la forma de nuevas palabras y el aumento de repeticiones. Sin embargo, para los aspectos de significado y acento léxico, no se constata una relación positiva.
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Estudio de caso de una niña de 4 años 3 meses con dificultades en los componentes léxico semántico y morfosintáctico del lenguajeZuñiga Alfaro, Claudia Fernanda 23 June 2022 (has links)
El lenguaje es una facultad propia del ser humano capaz de expresar sentimientos y pensamientos por medio
de la palabra o signos lingüísticos; sin embargo, en la actualidad, se observa que muchos niños presentan
dificultades en la comprensión y en la expresión verbal las cuales no son propias del desarrollo evolutivo y no
les permiten comprender y comunicarse en los diversos contextos que lo rodean. El objetivo del presente
estudio de caso es diseñar un plan de valoración e intervención de acuerdo al desarrollo evolutivo del lenguaje
de una niña de 4 años y 3 meses con dificultades en los componentes léxico semántico y morfosintáctico. Se
sigue el modelo de intervención híbrido, centrado en los objetivos específicos de la niña y la especialista,
propone sesiones basadas en actividades lúdicas, dirigidas y la manipulación de materiales en concreto para
estimular las conductas lingüísticas de manera espontánea. Los resultados evidencian un incremento del
vocabulario comprensivo y expresivo en las categorías semánticas trabajadas y avances en la comprensión
de los encabezadores ¿De quién? y ¿Con qué? Asimismo, se logra la identificación de oraciones bajo la
estructura: “sujeto - verbo - objeto”; sin embargo, requiere apoyo en la verbalización espontánea de estas
oraciones en situaciones lúdicas y vivenciales. Se concluye que el plan de intervención permite a la niña
mejorar en sus habilidades lingüísticas y de ese modo, interactuar en los contextos familiar y escolar de manera
adecuada. / Language is a faculty of the human being capable of expressing feelings and thoughts through words or
linguistic signs; however, currently, it is observed that many children have difficulties in understanding and
verbal expression which are not typical of evolutionary development and do not allow them to understand and
communicate in the various contexts that surround them. The objective of this case study is to design an
assessment and intervention plan according to the evolutionary development of the language of a 4 years and
3 months old girl with difficulties in the semantic and morphosyntactic lexical components. The hybrid
intervention model is followed, focused on the specific objectives of the girl and the specialist, who proposes
sessions based on playful, directed activities and the manipulation of specific materials to stimulate linguistic
behavior spontaneously. The results show an increase in the comprehensive and expressive vocabulary in the
semantic categories worked on and advances in the understanding of the headings namely whose? and with
what? Likewise, the identification of sentences under the structure: "subject - verb - object"; however, it requires
support in the spontaneous verbalization of these sentences in playful and experiential situations. It is concluded
that the intervention plan allows the girl to improve her linguistic skills and, in this way, interact in the family and
school contexts in an adequate manner.
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Estudio de caso de un niño de 4 años 7 meses con dificultades en el contenido y forma del lenguajeCupen Mejia, Carmen Elena 23 June 2022 (has links)
El lenguaje es una facultad inherente del ser humano, el cual le permite interactuar con su entorno haciendo
posible la socialización mediante la expresión de ideas e intereses. No obstante, hoy en día se observa muchos
niños en edad escolar que presentan dificultades en el lenguaje, lo que no les permite expresar adecuadamente
sus necesidades, intereses y experiencias en su entorno social, familiar y escolar, ocasionando un clima
desfavorable para el menor. El objetivo del estudio de caso es diseñar un plan de valoración e intervención
acorde a las necesidades que presenta un niño de 4 años 7 meses con dificultades en el contenido y forma
del lenguaje, es decir, en los componentes léxico semántico, morfosintáctico y fonético fonológico; de esta
manera ayudar a desarrollar y afianzar sus competencias lingüísticas. Los resultados evidencian logros en el
incremento de vocabulario comprensivo y expresivo en las categorías programadas, también en la justificación
de asociación de elementos de los mismos campos semánticos trabajados en el vocabulario. Así mismo, se
obtuvo logros en la identificación y verbalización de oraciones bajo la estructura “Sujeto+ Verbo+ Frase
Preposicional “con”. De igual forma, en la identificación de palabras y pseudopalabras de 2 y 3 sílabas que
difieren en una sílaba. Se concluye que el plan de intervención aplicado le permitió al niño mostrar avances en
los componentes léxico semántico, morfosintáctico y fonético fonológico. / Language is an inherent faculty of the human being, which allows him to interact with his environment, making
socialization possible through the expression of ideas and interests. However, today there are many school age children who have language difficulties, which does not allow them to adequately express their needs,
interests and experiences in their social, family and school environment, causing an uncomfortable atmosfere
for the child. The objective of the case study is to design an assessment and intervention plan according to the
needs of a 4-year-7-month-old child with difficulties in the content and form of language, that is, in the lexical semantic, morphosyntactic and phonetic-phonetic components; in this way help to develop and strengthen their
language skills.. The results show achievements in the increase of comprehensive and expressive vocabulary
in the programmed categories, also in the justification of the association of elements from the same semantic
fields worked on in the vocabulary. Likewise, achievements were obtained in the identification and verbalization
of sentences under the structure "Subject + Verb + Prepositional Phrase" with. Similarly, in the identification of
words and pseudowords of 2 and 3 syllables that differ by one syllable. In conclusion the intervention plan
applied allowed the child to show progress in the lexical-semantic, morphosyntactic and phonetic-phonological
components.
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Desempeño del vocabulario expresivo y la fluidez léxica en niños de 5 años de dos instituciones educativas estatales de diferente nivel socioeconómicoCosser Carlos, Yesenia Marilu, Fernández Arotaype, Liz Evelin 30 January 2020 (has links)
Investigación no experimental, de tipo descriptivo comparativo, cuyo
objetivo general fue determinar las diferencias en el nivel de desempeño del
vocabulario expresivo y la fluidez léxica en niños de 5 años de dos I.E.E de
diferente nivel socioeconómico.
La muestra de estudio estuvo conformada por 200 niños, de 5 años, 50% de
ellos pertenecientes a un nivel socioeconómico bajo y el otro 50% a un nivel
medio, provenientes de dos instituciones educativas estatales. La técnica de
muestro empleada fue la no probabilística de tipo intencional.
Los instrumentos utilizados fueron el Test Figura-Palabra de vocabulario
expresivo de Gardner y el subtest de Expresión Verbal del Test de Illinois de
Aptitudes Psicolingüísticas (ITPA).
Los resultados indican que no existe diferencias estadísticamente
significativas en el desempeño del vocabulario expresivo y la fluidez léxica en
niños de 5 años de diferente nivel socioeconómico (bajo y medio). Asimismo
indican, respecto al nivel de desempeño, que en la variable vocabulario expresivo
el nivel que predomina en la muestra es el medio, en tanto que el nivel que
predomina en la variable fluidez léxica es el bajo, indistintamente que los niños
pertenezcan a diferente nivel socioeconómico. / Non-experimental research, of a comparative descriptive type whose overall
objective was to determine the differences in expressive vocabulary performance
and lexical fluency in 5-year-old children from two Public Schools of different
socioeconomic status.
The study sample consisted of 200, 5-year-old children, 50% of them
belonging to low socioeconomic status and 50% to middle class, from two Public
Schools. The sampling technique used was not intentional probabilistic type.
The instruments used were the Picture-Word Test on expressive vocabulary by
Gardner and Verbal Expression Skills Sub-Test from the Psycholinguistic
Aptitude Test from Illinois (ITPA).
The results indicate that there is no statistically significant difference in the
performance of expressive vocabulary and lexical fluency in children 5 years of
age from different socioeconomic status (low and medium). They also indicate,
regarding the level of performance, that on the variable expressive vocabulary, the
prevailing level in the sample is the average, while the level prevailing on the
lexical fluency variable is low, regardless of the socioeconomic status the children
come from.
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Vocabulario expresivo de niños y niñas de 3, 4, y 5 años de edad de diferentes instituciones educativas del nivel inicial: programas no escolarizados de educación inicial, instituciones educativas públicas e instituciones educativas privadas de Urubamba – CuscoCastilla Diaz, Haydee, Lopez Vasquez, Karen Elizabeth 13 October 2021 (has links)
La presente investigación, de tipo descriptivo comparativo, tuvo por objetivo principal determinar si existe diferencia significativa en el vocabulario expresivo entre los 90 niños y niñas de 3, 4 y 5 años de edad en tres diferentes tipos de Instituciones Educativas (estatal, particular, PRONOEI) de la provincia de
Urubamba-Cusco. Para el logro de dicho objetivo, se utilizó la prueba adaptada y estandarizada del test figura/palabra del vocabulario expresivo de Gardner para niños de 3 a 11 años 11 meses, el cual evalúa el nivel de vocabulario expresivo en el niño a través de la denominación de imágenes. En el test se hicieron los ajustes lingüísticos y pictográficos los cuales se ajustan al contexto donde se desarrolló la
investigación. Dentro de los principales resultados obtenidos, se encontró que existe diferencia significativa en el vocabulario expresivo, en función del tipo de la institución educativa y edad. Dicha diferencia se halla en la institución educativa particular y en la edad de 5 años
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Um estudo sobre o uso de vocabulário rico por aprendizes de inglês na sessão oral do teletandem institucional integrado /Toledo, Luciana Dias Leal. January 2017 (has links)
Orientador: Suzi Marques Spatti Cavalari / Banca: Solange Aranha / Banca: Ana Cristina Biondo Salomão / Resumo: O projeto Teletandem Brasil (TELLES, 2006) é um projeto pedagógico e de pesquisa, que se apresenta como uma opção de prática telecolaborativa (O‟DOWD, 2013), e tem como um de seus objetivos proporcionar a aprendizagem de línguas estrangeiras e a aproximação de pessoas que estão distantes geograficamente dentro das instituições de ensino usando, principalmente, ferramentas de videoconferência. O projeto Teletandem tem hoje diferentes modalidades, conforme as oportunidades e necessidades das universidades envolvidas. Nesse contexto, investigamos o uso de vocabulário rico (MALVERN; RICHARDS, 2012) na produção oral de dois aprendizes brasileiros de inglês como língua estrangeira que participaram das sessões de teletandem (TTD) na modalidade institucional integrada (ARANHA; CAVALARI, 2014) em parceria com aprendizes norte-americanos de português. Nosso objetivo é caracterizar as sessões orais de teletandem (SOT) em relação ao uso de vocabulário rico (VR), e descobrir quais características do cenário de aprendizagem (FOUCHER, 2010) mostram-se mais relevantes ao uso de VR nas SOTs. Nosso estudo se caracteriza como uma pesquisa de métodos mistos (DÖRNYEI, 2007), e nosso principal instrumento de coleta de dados é um programa de computador usado para registrar as interações em áudio e vídeo, o Evaer®. Para proceder à análise quantitativa dos dados, transcrevemos as sete SOTs de dois interagentes e submetemos os textos ao programa computacional RANGE, que traça o LFP, ou perfil lexical... / Abstract: Teletandem Brasil (TELLES, 2006) is a pedagogical and research project that is an option in telecollaborative practice (O'Dowd, 2013). One of its objectives is to provide foreign language learning, and the approximation of people who are geographically distant within the educational institutions, using mainly videoconferencing tools. The Teletandem project has different modalities, according to the opportunities and needs of the universities involved. In this context, we investigated the use of rich vocabulary (MALVERN; RICHARDS, 2012) in the oral production of two Brazilian learners of English as a foreign language who participated in the teletandem (TTD) sessions in the integrated institutional modality (ARANHA; CAVALARI, 2014). The Brazilians were working in partnership with North American learners of Portuguese. Our goal with this study is to characterize oral teletandem sessions (OTS) regarding the use of rich vocabulary (RV), and to discover which characteristics of the learning scenario (FOUCHER, 2010) are more relevant to the use of RV in the OTS. Our study is characterized as a mixed methods research (DÖRNYEI, 2007), and our main data collection tool is a computer program used to record the audio and video interactions: Evaer®. In order to quantitatively analyze data, we transcribed the seven OTS of the two students and submitted the texts to the computer program RANGE, which shows the lexical frequency profile (LFP) (LAUFER; NATION, 1995) of the students. The LFP is a measure of language quality that shows the percentage of RV use as well as the percentage of basic and intermediate vocabulary used. The results showed us the OTS that stood out regarding the use of RV, as well as the specific occurrences. These data were used in the qualitative analysis, in which we identified the characteristics of the learning scenario (LS) that were most relevant to oral RV production. For the ... / Mestre
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Effects of a virtual platform in reading comprehension and vocabulary: An alternative to improve reading abilities in Elementary school / Efecto de una plataforma virtual en comprensión de lectura y vocabulario: Una alternativa para mejorar las capacidades lectoras en primariaThorne, Cecilia, Morla, Kim, Ucelli, Paola, Nakano, Teresa, Mauchi, Beatriz, Landeo, Lorena, Vásquez, Angie, Huerta, Román 25 September 2017 (has links)
Given, on the one hand, the poor results obtained by Peruvian children in the national and international reading assessments. And on the other hand, the increased investment intechnology for schools in the country, this study aimed to develop and test an online tool to improve reading comprehension. In order to do this, the reading comprehension strategies and vocabulary activities from the research-based digital environment ICON were adapted to design the platform LEO. A total of 88 fifth graders from urban middle-to-low-income private schools from Lima participated in this quasi-experimental study, which involved acontrol group and a treatment group that participated in a 12-week teacher-mediated digital intervention. All participants were administered reading and vocabulary assessments pre and post intervention. Results revealed that students who participated in the intervention achieved higher comprehension scores for narrative texts and higher vocabulary scores than those of the control group. / Frente a los bajos resultados que los niños peruanos obtienen en las pruebas nacionales e internacionales de comprensión de lectura y tomando en consideración el aumento de inversión en tecnología en las instituciones educativas del país, el presente estudio buscó desarrollar y evaluar una herramienta virtual para mejorar la comprensión de lectura. Para ello, se adaptaron las estrategias de comprensión de lectura y ejercicios de vocabulario del entorno virtual ICON y se diseñó la plataforma LEO. Un total de 88 estudiantes de quinto grado de primaria, provenientes de colegios privados de nivel socioeconómico medio-bajo de Lima Metropolitana, participaron en este estudio cuasi-experimental, con un grupo control y un grupo que participó en la intervención digital a lo largo de 12 semanas. Todos los participantes fueron evaluados utilizando pruebas de entrada y salida de comprensión de lectura y vocabulario. Los resultados revelaron que los estudiantes que interactuaron con la plataforma LEO obtuvieron resultados significativamente más altos en la comprensión de textos narrativos y vocabulario luego de finalizada la intervención, respecto a sus puntajes al inicio de la misma y también en comparación con el grupo que no empleó la plataforma.
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[en] INTERACTION AND PEDAGOGICAL PRACTICE AS MEDIATORS OF VOCABULARY LEARNING IN CLASSES OF ENGLISH AS A SECOND LANGUAGE / [pt] A INTERAÇÃO E AS ATIVIDADES PEDAGÓGICAS COMO MEDIADORES NA APRENDIZAGEM DE VOCABULÁRIO EM AULAS DE INGLÊS COMO SEGUNDA LÍNGUAPAULA SILVEIRA GARDEL 15 May 2006 (has links)
[pt] Nesta dissertação, investigo o processo de aprendizagem
lexical em
segunda língua no contexto de uma sala de aula. Meu
objetivo é entender a
relação entre a interação em sala de aula e as atividades
de vocabulário do
material didático e como esses dois mediadores influenciam
a construção de
conhecimento lexical dos alunos. Para tal investigação,
conduzi trabalho de
campo em duas turmas de inglês básico constituídas de
alunos entre 12 e 13 anos.
Gravei e transcrevi em áudio e vídeo aulas de dois módulos
do programa para a
análise da interação. Analisei também as atividades de
vocabulário do material
impresso utilizado nas aulas (livro didático e material de
apoio). Dentre outros
achados, a análise indicou que alunos e professores
recorrem com freqüência a
práticas conversacionais como a conversa instrucional, o
andaimento e a
contribuição individual para a construção de significado.
Porém, isso
normalmente acontece quando há um afastamento da atividade
proposta do livro.
Também foi observado que o material didático cria o mapa
semântico para alunos
e professor, provendo o vocabulário e oportunidades para a
recuperação deste. De
uma forma geral, as atividades de vocabulário do livro
didático abrangem todos os
aspectos e níveis de conhecimento da palavra. No entanto,
as atividades de
vocabulário cuja proposta é o uso em contextos múltiplos
estão restritas à
apresentações orais e encenações, o que restringe o uso
espontâneo do
vocabulário aprendido. / [en] This dissertation investigates the process of learning
vocabulary in a
second language in a classroom environment. Its objective
is to understand the
relationship between the classroom interaction and the
vocabulary activities found
in the textbook, as well as how these mediators affect the
construction of lexical
knowledge. To achieve this, two classes of basic English
formed by 12 and 13
year-old students have been analysed. The data include the
printed exercises of
vocabulary used in class (textbook and other supporting
material), field
observation, video-tapes and transcription of
interactions. Among other results,
the analyses have indicated that students and teachers
often use conversational
strategies, like instructional conversation, scaffolding
and individual contribution,
to construct meaning. However, these strategies usually
happen when there is a
break in the activity suggested by the book. They have
also shown that the
textbook creates a semantic map for students and teachers,
providing the
vocabulary and opportunities to review it. Generally, the
vocabulary activities in
the textbook cover all the aspects and levels of knowledge
of words, but the
activities of generative use seem to be restricted to oral
presentations and
roleplays, which implies non-spontaneous use of the
learned vocabulary.
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[en] A FRAMEWORK FOR VOCABULARY BUILDING HEURISTIC AND YOURS APPLICATION TO THE CAR SEQUENCING PROBLEM / [pt] UM FRAMEWORK PARA CONSTRUÇÃO DE VOCABULÁRIO E SUA APLICAÇÃO AO PROBLEMA DE SEQÜENCIAMENTO DE CARROSDARLINTON BARBOSA FERES CARVALHO 18 September 2007 (has links)
[pt] Construção de vocabulário é uma heurística para problemas
de otimização
combinatória que propõe identificar porções de boas
soluções e recombiná-las de modo a intensificar a busca em
regiões do espaço de soluções identificadas como
promissoras. A técnica de construção de vocabulário pode
ser
aplicada de diversas maneiras na resolução de problemas.
Para facilitar a
implementação e comparação de algoritmos de um mesmo
domínio, a tecnologia de frameworks é uma solução que já
demonstrou ser muito eficaz. O
objetivo deste trabalho é desenvolver um framework para a
implementação
de heurísticas baseadas em construçao de vocabulário. O
desenvolvimento
foi fundamentado em extensa revisão bibliográfica sobre a
técnica e em boas
práticas de engenharia de software, como frameworks
orientados a objetos
e padrões de projeto. Como um estudo de caso, foram
geradas aplicações
a partir do framework para a resolução do problema de
seqüenciamento da
produção de carros, que é um problema combinatório
proposto a partir de
necessidades reais da indústria / [en] Vocabulary building is a heuristic for solving
combinatorial optimization
problems, based on the identification of solution
fragments which are
common to good solutions and on their combination to
intensify the search
on promising regions of the solution space. This technique
can be vastly
applied on problem solving. The technology of frameworks
is an efficient
strategy to facilitate the implementation and comparison
of same domain
algorithms. The objective of this work is to develop a
framework for the
implementation of heuristics based on vocabulary building.
Its development
was based on a wide bibliographic revision about the
technique and good
software engineering practices, like oriented objects
frameworks and design
patters. We generated applications of the framework to
solve the car
sequencing problem, which is a combinatorial problem
proposed by real
requirements of the industry
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Diferencias léxicas entreinmigrantes de distintageneración : Un estudio piloto sobre el cambiointergeneracional de conocimientos de español / Lexical differences among immigrants from different generations : A pilot study about intergenerational change of knowledge in SpanishMazón Larson, Erik Ramón January 2017 (has links)
This pilot project studies the differences in knowledge about Spanish language between inmigrants from Spanish speaker countries and its descendants in Växjö, a small town insouthern Sweden. It has been noticed the extended use of Swedish terms and structuresamong inmigrants. This phenomenon has been studied by other researchers as an exampleof language displacement where users of a mimority language, in our case Spanish,gradually change their vocabulary and grammar for that of a present language of morecommon use in the community, which is Swedish in Växjö. Unlike most them, we suggestthat in the case of new users of the minority language, this is, descendants of originalinmigrants, there is no displacement but actually a lack of learning of the minoritylanguage, due to a limited acces to Spanish resources, which is compensated with the useof Swedish terms. This would results in an apparent language displacement.Based on different theories, among which we should name Bloomfield´s model oflanguage learning, Sarmiento´s division of identity in three aspects: language, traditionsand appearance, and Esquivel´s findings about adjacent languages; researchers havedeveloped these questions: what effect has over Spanish language the genealogicaldistance between first inmigrants and each successive generation? What other variablescan influence language differences? And where can these differences be found? Theresults of our study show a factual tendency to the impoverishment of the Spanishlanguage for every generation after the migration, although the results are not statisticallysignificant, what makes it interesting to continue the study at a bigger scale. We have alsofound out a correlation between Spanish language knowledge and language identity andthe perception of acceptance by the Swedish community. Among the studied areas ofknowledge, the ones that present with biggest lacks are technical subjects.
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