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Defensa Final

This document presents a proposal for an intervention to motivate high school students to improve their English vocabulary learning. The proposal involves 10 sessions focusing on topics related to Ecuadorian culture. Various motivational strategies are suggested, including games, sensory activities, and grouping work. The objectives are to analyze motivational techniques, identify useful vocabulary learning practices, and plan student-centered activities. Assessments include rubrics to evaluate pronunciation, sentence use, vocabulary application, and cultural understanding. Limitations concern research experience and inability to test the proposal during the pandemic. Further research opportunities are noted.

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Gisell Lema
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© © All Rights Reserved
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Download as PDF, TXT or read online on Scribd
66 views

Defensa Final

This document presents a proposal for an intervention to motivate high school students to improve their English vocabulary learning. The proposal involves 10 sessions focusing on topics related to Ecuadorian culture. Various motivational strategies are suggested, including games, sensory activities, and grouping work. The objectives are to analyze motivational techniques, identify useful vocabulary learning practices, and plan student-centered activities. Assessments include rubrics to evaluate pronunciation, sentence use, vocabulary application, and cultural understanding. Limitations concern research experience and inability to test the proposal during the pandemic. Further research opportunities are noted.

Uploaded by

Gisell Lema
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Teaching English as a Foreign Language

Master´s Degree in Teaching English as a Foreign Language

Gisell Monserrath Lema Sananay

Motivational Strategies for vocabulary


learning in English as a foreign language

Universidad Internacional de La Rioja


Index

► Section 1: Introduction
► Section 2: Objectives of the TFM
► Section 3: Theoretical framework
► Section 4: Intervention Proposal
► Section 5: Limitations and Perspectives

2
SECTION 1: Introduction

The
enviroment

The lack of
the interest

Improve
vocabulary
knowledge

Extrinsic and
intrinsic

3
SECTION 2: OBJECTIVES OF THE TFM

General objective

To design an intervention proposal focused on the application of motivational


strategies to enhance students’ vocabulary learning in a communicative
context for students of first year of High School.

Specific objectives

• To analyze the didactic strategies that motivate students to learn


vocabulary in the English language.
• To identify the learning practices that are useful to vocabulary building in
the English language.
• To plan pedagogical strategies based on interests and students’ needs to
promote a better vocabulary learning.

4
SECTION 3: Theoretical Framework

Behaves in the power unit of the source of energy that


certain manner learning conducts the human
behavior.

MOTIVATION

5
SECTION 3: Theoretical Framework

TYPES OF
MOTIVATION

Figure 1. Hierchary of needs according to Maslow

Intrinsic Extrinsic
SECTION 3: Theoretical Framework

Figure 2. Vocabulary learning and memorization strategies


SECTION 4: Intervention Proposal

This intervention proposal has been prepared


for students of First year of Baccalaureate

❖“Puruhá” High School

❖Motivational strategies to enhance students’ vocabulary learning in a


communicative context for students of first year of baccalaureate.

❖Election of First Baccalaureate as suitable students for the Motivational


strategies to enhance students ’vocabulary learning in a communicative
context
SECTION 4: Intervention Proposal

10 sessions

90 minutes each session

The proposal is aimed at 12 students between the ages of 15


and 16

English level A2.2

Students with educational diversity are not present

9
SECTION 4: Intervention Proposals
Timing

Session 1: Origin of Humans Through…


Session 2: Wonderful Ecuador
Session 3:Ecuadorian Treasures
Session 4:The History of Paja Toquilla Hats
Session 5: Tagua nut jewelry
Session 6: Pastaza Balsa Wood Animal…
Session 7: Ponchos and Their Meaning
Session 8: Food as Part of Identity
Session 9: Ecuador and Sports
Session 10:Ecuadorian goals

10
SECTION 4: Intervention Proposals
Session 2: Wonderful Ecuador

Motivational Objective
Strategy Contents

Semantic Strategy To review and play Simple present


Game with vocabulary tense
related to Game Regions of Ecuador
Ecuadorian region Pronunciation
SECTION 4: Intervention Proposals
Session 4: The history of Paja Toquilla

Motivational Objective Contents


Strategy
Sensory strategy: To enhance students’ Simple Past
mental images cultural awareness The History of
Game: Kahoot through the revision of Panama Hats
some characteristics of
the history of handicrafts
of Ecuador like Panama
Hats.
SECTION 4: Intervention Proposals
Session 8: Food as part of identity and
traditions

Motivational Objective Assesment


Strategy
Image strategy To compare and contrast Rubric that contains
Grouping using vocabulary related to the following aspects:
Game the day of Dead between 1. Clear pronunciation
Mexico and Ecuador. of words
2. Complete
sentences.
3. Use of main
vocabulary.
4. Appropriate
vocabulary to
traditions in Ecuador
and Mexico
SECTION 4: Intervention Proposals

ASSESSMENT

the students’ learning the process of the


proposal to analyze if it
can be successful or
not.
at the end of each
session

Kahoot- the topics


SECTION 5: Limitations and Perspectives

Limitations Further research

➢ The big number of research ➢ The search for effective and


documents in this field. attractive methodologies for
students.
➢ The most of the platforms for this
objective ask for a fee. ➢ The implementation of a
proposal based on games as a
➢ The little researcher’s experience motivational strategy.

➢ There was not the opportunity to ➢ This intervention proposal could


practice with the sessions with be designed for other years of
students due to the Pandemic high school.
context.
The best way to predict the
future is to create it
SECTION 5:References

References
Goleman, D. (1988). Working with emotional intelligence. Barcelona: Editorial
Kairós. S.A.
Fithri, S. (2018). Students’ Motivation in EFL Learning. TELL-US Journal, Vol. 4,,
107-119.
Dişlen, G. (2013). The Reasons of Lack of Motivation from the Students’ and
Teachers’ Voices. The Journal of Academic Social Science (1), 35-45.
Oxford Dictionary. (2021). Oxford Learners' Dictionary. Retrieved from Oxford
University
Press:https://www.oxfordlearnersdictionaries.com/us/definition/english/motivation?q
=mo tivation
Maslow, A. (1975). Motivación y Personalidad. Barcelona: Sagitario.
Naranjo, L. (2009). Motivación: Perspectivas Teóricas y Algunas Consideraciones
de su Importancia en el Ámbito Educativo. Revista Educación 33(2), 153-170.
www.unir.net

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