Task continuity chain

By Dalia Díaz & Mónica Orjuela

PK VOCABULARY ACQUISITION

I want to learn words in English

3. Pedagogicalintervention

(Implementation,data collection

and data analysis plan)

2. Theoretica

l Framework Research

design

Contents

- 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

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)

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.

SECONDARY OBJECTIVES

•To design and implement online tasks to enhance students’ vocabulary acquisition skills.

•To promote autonomy.

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.

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

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.

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.

Norton 2007

Sagor2005

DATA ANALYSIS PLAN

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

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.

Thanks for your attention….Questions and suggestions

are welcome!!!