Arp Task Continuity Chain
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Transcript of Arp Task Continuity Chain
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Task continuity chain
By Dalia Díaz & Mónica Orjuela
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PK VOCABULARY ACQUISITION
I want to learn words in English
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3. Pedagogicalintervention
(Implementation,data collection
and data analysis plan)
2. Theoretica
l Framework Research
design
Contents
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- How can students be motivated to drill and use the vocabulary at school and at home?
- How to develop vocabulary acquisition and its usage in context?
GENERATIVE QUESTIONS
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RESEARCH QUESTION
What is the effect of the implementation of Task-based approach
– task continuity through chained activities –
on developing vocabulary acquisition at early childhood?
(3 to 5 years old stage)
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OBJECTIVES
MAIN OBJECTIVE
To implement a methodology through the use of Task Based Learning – Task-continuity – “chaining of activities” (Nunan, 1989, p.119), to foster vocabulary acquisition skills that will progressively allow students play with the words to build sentences (Willis, 2001, p.129), enhancing language use in context.
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SECONDARY OBJECTIVES
•To design and implement online tasks to enhance students’ vocabulary acquisition skills.
•To promote autonomy.
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RESEARCH DESIGN
Type of study Action Research
Researchers‘ role Models, observers, online tasks’ designers.
Context and participantsContextThree PK groups at Gimnasio Femenino, a Bilingual Private school in Bogotá
English hours a week: 8 (40’ each) Participants 44 girls aged 3-5 years old. Level 1-Starting, (TESOL Standards, March 2006).They attempt to use English to express basic needs and identify people, animals, places and objects surrounding them.
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Implementation Task continuity chain procedure:Introducing letter sound and corresponding words, playing memory game, charades, online task, collaborative sentence building time, pictograph and recalling words in sentences..
Data collection instruments
Pre-stageSurveys for parents and studentsDiagnostic activity – ProformasVideos and note taking
While-stageProformasDocuments Sentences building Video.Sentences building drawings.Parents feedback at random.PhotosAutonomy chart (daily achievements)Log – Observation and note takingBlog: http://vocabularyacquisition-pk.blogspot.com/
Post-stageQuestionnaire for parents Post-intervention Diagnostic activity for studentsVideos and note taking
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THEORETICAL FRAMEWORK
-Behavioural theory (Skinner, cited by Brown 2007)- Processability Theory (Pienemann, cited by Van Patten and Williams, 2007)- Affective Filter Hypothesis (Krashen, cited by Van Patten and Williams, 2006)-Task Based Approach (Ellis, 2003, Long, 1985, Nunan 2004)
CONSTRUCTS-Task continuity chaining of activities (Nunan, 1989).-Vocabulary Acquisition (Mackey cited by Bygate, 1987)- Early childhood.
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PEDAGOGICAL INTERVENTION Task continuity chain:
memory game,
charades,
online tasks,
collaborative sentence
building time
Pictograph.
Retelling words in
sentences.
The snake eats a sandwich
http://www.gimnasiofemenino.edu.co/portal/index.php?option=com_content&view=category&id=35&Itemid=59
with a spoon and plays in the slide
in the school, under the sun.
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Norton 2007
Sagor2005
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DATA ANALYSIS PLAN
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Arnold, J. (1999) Affect in language learning. Cambridge. Cambridge University Press.Bygate, M. (1987). Speaking. Oxford: Oxford University Press.Brown, H. 2007. Principles of language learning and teaching. New York: Pearson Education, Inc. 3. Brown, S. Earlam, C., Race, P., 1998. 500 Tips for Teachers. London. Kogan Page Limited.Brumfit, C. (1984). Communicative methodology in language teaching. Cambridge: Cambridge University Press.Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press. (pp.152-160).Cameron, L. (2001). Teaching languages to young learners. Oxford: Oxford University Press.Cook, G. (2000). Language play, language learning. Oxford: Oxford University Press.Coterall, S. (2000). Promoting learner autonomy through the curriculum: Principles for designing language courses.Ellis, R. (1994). The study of second language acquisition. Oxford. Oxford University
Press.Ferrance, E. (2000). Themes in Education Series: Action Research. New England: LAB. Laboratory at Brown University. Retrieved on June 1st, 2009 from http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdfGimnasio Femenino’s PEI (2009-2010).
REFERENCES
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Libro abierto [Online image]. (n.d.). Retrieved November 13, 2009 from http://images.google.com.co/images?gbv=2&hl=es&q=libros+abiertos&sa=N&start=0&ndsp=15I.S.P. Nation. (1990). Teaching and learning vocabulary. United States of America: Heinle & Heinle Publishers. Mayer-Tauschitz., I. (n.d). Introducing English as a foreign language at nursery schools in Austria. Retrieved May31st, 2009 fromhttp://www.pi-linz.ac.at/ahs/bakip/link1.docNorton, L. S. (2009). Action research in teaching and learning: A practical guide to conducting pedagogical research in universities. Rutledge Education. (pp.116- 154).Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.Van Patten, B. & Williams, J. (Eds.). (2007). Theories in second language acquisition. New York: Lawrence Erlbaum Associates.Willis, J. (2001). A framework for task-based Learning. Pearson Education Limited.Sagor, R. (2005). The action research guidebook: A four-step process for educators and school teams. California: Corwin Press. Saville-Troike, M. (2005). Introducing second language acquisition. Cambridge: Cambridge University Press.Tanner, R & Green, C. (1998).Tasks for teacher education. A reflective approach.Trainer’s book. Harlow. Addison Wesley Longman Limited.
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Thanks for your attention….Questions and suggestions
are welcome!!!