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dc.contributor.authorCárdenas Arroyave, Javier Andrés
dc.contributor.authorDíaz Tibaduiza, Natalia
dc.contributor.authorGuevara Hincapié, Juan Sebastián
dc.contributor.authorConcha Vargas, Sebastian; Asesor
dc.coverage.spatialBogotá D.C.es_ES
dc.description.abstractThe following research project is a qualitative action research that emerged after a series of observations made in an EFL first grade class at a private school in Fontibón, Bogota. Bearing in mind the situations, procedures and activities that took place into this context, it was possible to identify some obstacles that were making the vocabulary activation and the interaction promotion difficult and interrupted processes. As an intervention plan, a Situational Syllabus Wilkins (1972), based on the main Communicative Language Teaching Principles Richards (2006), was designed and implemented to cover the units of the fourth school term. Its objective was to provide the learning experience with contextualized situations and interactive activities that encouraged the students to be active participants and users of the target vocabulary in order to activate prior knowledge, exchange information and understand English language as a way to perceive the world.en
dc.publisherCorporación Universitaria Minuto de Diosen
dc.subjectSituational Syllabus Designen
dc.subjectCommunicative Language Teachingen
dc.titleA situational syllabus proposal, based on CLT principles, to activate vocabulary.en
dc.subject.lembLENGUAS GERMÁNICASes
dc.publisher.programLicenciatura en Idioma Extranjero - Ingléses_ES
Appears in Collections:Licenciatura en Idioma Extranjero - Inglés

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