5. 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)
6. OBJECTIVES MAIN OBJECTIVE Toimplement a methodologythroughthe use of TaskBasedLearning – Task-continuity – “chaining of activities” (Nunan, 1989, p.119), tofostervocabularyacquisitionskillsthatwillprogressivelyallowstudentsplaywiththewordstobuildsentences (Willis, 2001, p.129), enhancinglanguage use in context.
12. Affective Filter Hypothesis (Krashen, cited by Van Patten and Williams, 2006)
13. TaskBasedApproach (Ellis, 2003, Long, 1985, Nunan2004)CONSTRUCTS -Task continuity chaining of activities (Nunan, 1989). -Vocabulary Acquisition (Mackey cited by Bygate, 1987) - Early childhood.
14. PEDAGOGICAL INTERVENTION Task continuity chain: memory game, charades, online tasks, collaborative sentence building time Pictograph. Retelling words in sentences. Thesnakeeats 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 theslide in theschool, underthesun.
17. REFERENCES 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). Communicativemethodology in languageteaching. 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.pdf Gimnasio Femenino’s PEI (2009-2010).
18. Libroabierto [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=15 I.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 from http://www.pi-linz.ac.at/ahs/bakip/link1.doc Norton, L. S. (2009). Actionresearch in teaching and learning: A practical guide to conductingpedagogicalresearch in universities. RutledgeEducation. (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.
