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Introducing English vocabulary with songs and gestures

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Detalhes bibliográficos
Resumo:This action research is related to determining if teaching with songs and gestures is effective in promoting accurate use of English and motivation to participate in class orally, in speaking activities and improving memorisation of vocabulary in Primary school. To answer these questions,multiple methods were used to gather data in a Portuguese 3rd grade class of 22 students over the course of three and a half months: observation grids, tests and questionnaires. The questionnaires sought to compare the student's opinions whether they liked and thought songs and gestures were motivating and helped them memorise English vocabulary before the start of the action research and at the end of the action research, after six months of being intensively exposed to songs and gestures in every lesson. However, English vocabulary was also introduced in different scenarios: only with songs, only with gestures and with songs and gestures.The observation grids helped track accurate oral use of vocabulary, along with correct use of gestures. Results were satisfying overall whenever songs and gestures were used together: test grades were high and observation grids showed high vocabulary oral production and gesture reproduction. The students corroborate this in their questionnaires by agreeing in high numbers that songs and gestures helped them to memorise English vocabulary. However, some limitations were present, such as the existence of vocabulary not possible to teach with gestures and not enough observation grids without songs and gestures to make fuller and more extensive comparisons between each scenario.
Autores principais:Herail, Joyce Genovieve Yvonne
Assunto:Canção Vocabulário Inglês como língua estrangeira Aulas de Inglês no primeiro ciclo Motivação Participação Song Gestures Vocabulary English as a foreign language Primary English classes Motivation Participation
Ano:2022
País:Portugal
Tipo de documento:dissertação de mestrado
Tipo de acesso:acesso aberto
Instituição associada:Universidade Nova de Lisboa
Idioma:inglês
Origem:Repositório Institucional da UNL

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