Show simple item record

dc.contributor.advisorAyala Zárate, Jairspa
dc.contributor.authorRodríguez Cadena, Yamilespa
dc.coverage.spatialBogotá, Colombiaspa
dc.description.abstractEsta tesis de maestría, una investigación de acción de tipo cualitativo, tiene como objetivo describir el papel del enfoque léxico en la presentación de pruebas estandarizadas en el proceso de aprendizaje del inglés de los estudiantes de décimo grado en una escuela pública en Bogotá e informar a la V.L.S. (Estrategias de aprendizaje de vocabulario) estos estudiantes aplican cuando se enfrentan a un examen de inglés estandarizado. Cuando un grupo de alumnos de décimo grado de Inglés como lengua Extranjera, se enfrenta a la sección de lectura de un examen de inglés estandarizado, los resultados muestran que el papel del enfoque léxico tiene una relación con el uso de tres estrategias de aprendizaje de vocabulario porque su relación con los aspectos evaluados del examen: el uso de la L1 para la adquisición de vocabulario en inglés, análisis de la morfología de palabras desconocidas para descubrir su significado, y la asociación de palabras desconocidas con el contexto que ofrece el texto para
dc.description.sponsorshipColegio Instituto Técnico Internacional IEDspa
dc.publisherUniversidad Pedagógica Nacionalspa
dc.subjectEstrategias de vocabulariospa
dc.subjectEnfoque léxicospa
dc.subjectPruebas estandarizadas (prueba SABER 11)spa
dc.titleVocabulary learning strategies in reading skills for Saber
dc.publisher.programMaestría en Enseñanza de Lenguas Extranjeras con énfasis en Inglés/Francésspa
dc.subject.keywordsLexical approacheng
dc.subject.keywordsVocabulary strategieseng
dc.subject.keywordsStandardized testeng
dc.relation.referencesAllport, G. (1937). Personality: A Psychological Interpretation. Am J
dc.relation.referencesAltenberg, B., & Granger, S. (2002). Recent Trends in Cross-Linguistic Lexical Studies. Lexis in Contrast: Corpus-Based Approaches, Amsterdam, and Philadelphia: John Benjamins,
dc.relation.referencesAnderson, N.J. (2002). The Role of Metacognition in Second Language Teaching and Learning. (Vol. 4646). Washington, D.C.:Eric Clearinghouse on Languages and
dc.relation.referencesAraya, D., Peña, R., Rodriguez, N., Spate, S., & Vergara, K. (2013). Learning Strategies and Self-Regulation in vocabulary Acquisition: A Research Project about EFL Learners Study Experience and Achievement. TEFLIN Journal, Volume 30, Number
dc.relation.referencesArévalo Guerra, M. E., & Díaz Tulena, E. S. (2017). The Relationship Between Students’ vocabulary Level and the Speaking Ability in 8th Grade Courses at Colegio Nuestra Señora de Fátima (Master's thesis, Universidad del Norte).spa
dc.relation.referencesAronoff, M., & Fudeman, K. (2011). What is Morphology? (Vol. 8). John Wiley &
dc.relation.referencesBailey, K. M. (1991). Diary Studies of Classroom Language Learning: The Doubting Game and the Believing
dc.relation.referencesBrown, T. L., & Haynes, M. (1985). Literacy Background and Reading Development in a Second language. New Directions for Child and Adolescent Development, 1985(27),
dc.relation.referencesBurns, A. (2003). Collaborative Action Research for English Language Teachers. Ernst Klett
dc.relation.referencesCarvajal Payán, M. (2019). Implementation of Created Teaching Materials for The Improvement of English Results in SABER 11Exam At A Rural Public
dc.relation.referencesÇelik, S., & Toptaş, V. (2010). Vocabulary Learning Strategy Use of Turkish EFL Learners. Procedia-Social and Behavioral Sciences, 3,
dc.relation.referencesChannarong, I. (2004). EST Students and V.L.S: A preliminary
dc.relation.referencesClayton, A. M., & Thorne, T. (2000). Diary Data Enhancing Rigour: Analysis Framework and Verification Tool. Journal of Advanced Nursing, 32(6),
dc.relation.referencesCoady, J. &. (1997). Second Language vocabulary Acquisition: A Rationale for
dc.relation.referencesCohen, L., Manion, L., Morrison, K., Bell, R., Martin, S., McCulloch, G., & O’Sullivan, C. (2007). Research Methods in Education. (Vol. 6, pp. 461-474). London:
dc.relation.referencesCouncil of Europe. Council for Cultural Co-operation. Education Committee. Modern Languages Division. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University
dc.relation.referencesCook, V. (2013). Second Language Learning and Language Teaching. Routledge. p. 57-65spa
dc.relation.referencesDenzin & Y. S. Lincoln (Eds.). (2013). Handbook of Qualitative Research. London: Sage, p.
dc.relation.referencesDobrić, N., Graf, E. M., & Onysko, A. (Eds.). (2016). Corpora in Applied Linguistics: Current Approaches. Cambridge Scholars
dc.relation.referencesDuque Micán, A., & Cuesta Medina, L. (2017). Boosting vocabulary Learning Through Self-Assessment in An English Language Teaching Context. Assessment & Evaluation in Higher Education, 42(3),
dc.relation.referencesFolse, K. S., & Briggs, S. J. (2004). Vocabulary Myths: Applying Second Language Research to Classroom Teaching (No. Sirsi) i9780472030293). Ann Arbor: University of Michigan
dc.relation.referencesGlasser, B. G., & Strauss, A. L. (1967). The Development of Grounded Theory. Chicago, IL:
dc.relation.referencesGómez, A., Romero, R., Hammond, R., Martínez S., L., F., Reina, G., d., R., Galvis, S., M., S., & Castañeda-Peña, H. (2018). Know How: Achieving Skills, Preparing for
dc.relation.referencesGoldman, S., R., & Rakestraw Jr., J., A. (2000). Structural Aspects of Constructing Meaning from
dc.relation.referencesHagaman, J. L., Casey, K. J., & Reid, R. (2012). The Effects of the Paraphrasing Strategy on the Reading Comprehension of Young Students. Remedial and Special Education, 33(2),
dc.relation.referencesHatch, E., & Brown, C. (1995). Vocabulary, semantics, and language education. Cambridge University Press, 40 West 20th Street, New York, NY 10011-4211 (hardback: ISBN-0-521-47409-4; paperback: ISBN-0-521-47942-8).spa
dc.relation.referencesHodgkinson, H. L. (1957). Action research-A critique. The Journal of Educational Sociology, 31(4),
dc.relation.referencesHunt, A. &. Beglar, D., (2002). Current Research and Practice in Teaching vocabulary. Methodology in Language Teaching: An Anthology of Current Practice. p.256,
dc.relation.referencesHymes, D. (1974). Foundations in Sociolinguistics – An Ethnographic Approach. Philadelphia: University of Pennsylvania
dc.relation.referencesJohnoson, R.B & Christensen, L.B. (2004). Educational Research: Quantitative, Qualitative, And Mixed Approaches. Boston, MA: Allyn and
dc.relation.referencesKafipour, R., Yazdi, M., Soori, A., & Shokrpour, N. (2011). Vocabulary Levels and V.L.S Of Iranian Undergraduate Students. Studies in Literature and Language, 3(3),
dc.relation.referencesKvale, S., & Brinkmann, S. (2009). Interviews: Learning the Craft of Qualitative Research Interviewing.
dc.relation.referencesLaufer, B., & Hulstijn, J. (2001). Incidental vocabulary Acquisition in a Second Language: The Construct of Task-Induced Involvement. Applied Linguistics, 22(1),
dc.relation.referencesLawson, M. J., & Hogben, D. (1996). The vocabulary‐Learning Strategies of Foreign‐Language Students. Language Learning, 46(1),
dc.relation.referencesLewis, M. (1993). "The lexical approach: The State of ELT and The Way Forward.". Hove, England: Language Teaching
dc.relation.referencesLingard, L., Albert, M., & Levinson, W. (2008). Grounded Theory, Mixed Methods, and Action Research. BMJ, 337iul977,
dc.relation.referencesLópez, A. A., Ropero Pacheco, J., & Peralta, J. C. (2011). Estudio de Validez Del Examen De Estado SABER 11 de inglés. [Study of The Validity of SABER 11 English Exam]. Folios, 34, 77-91.
dc.relation.referencesManjarrés, N. B. (2005). Washback of The Foreign Language Test of The State Examinations in Colombia: A Case Study. Journal of Second Language Acquisition and Teaching, 12,
dc.relation.referencesMcNiff, J. (2013). Action Research: Principles and Practice.
dc.relation.referencesMerrian, S., & Tisdell, E. (2015). Qualitative Research: A Guide to Design and Implementation. San Francisco: Jossey-
dc.relation.referencesMinisterio de Educación Nacional. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: inglé
dc.relation.referencesMizumoto, A., Takeuchi, O. (2008). Exploring the Driving Forces Behind TOEIC Scores: Focusing on V.L.S, Motivation, and Study Time. 大学英語教育学会紀要, (46),
dc.relation.referencesMutlu, G., Bayram, D., & Demirbüken, I. B. (2015). Translation as a Learning Strategy of Turkish EFL Learners. International Journal on New Trends in Education and Their Implications, 6(2),
dc.relation.referencesNagy, W. E., & Anderson, R. C. (1984). How many words are there in printed school English?. Reading research quarterly,
dc.relation.referencesNagy, G. T. (2005). A Cognitive Theory of Style (Vol. 17). Peter Lang Pub
dc.relation.referencesNation, I. S. (2001). Learning vocabulary in Another Language. Ernst Klett
dc.relation.referencesNation, P., & Coady, J. (1988). Vocabulary and Reading. Vocabulary and Language Teaching, 97,
dc.relation.referencesNation, I. S. P. (Ed.) (1994). New Ways in Teaching vocabulary. New Ways Series: Innovative Classroom Techniques. TESOLspa
dc.relation.referencesNation, P., & Waring, R. (1997). Vocabulary Size, Text Coverage, and Word Lists. Vocabulary: Description, Acquisition, and Pedagogy, 14,
dc.relation.referencesNeuman, S. B., & Dwyer, J. (2009). Missing in Action: vocabulary Instruction in Pre‐K. The reading teacher, 62(5),
dc.relation.referencesOxford, R. (1990). Language Learning Strategies. New York,
dc.relation.referencesPearson, P. D., Hiebert, E. H., & Kamil, M. L. (2007). Vocabulary Assessment: What We Know and What We Need to Learn. Reading Research Quarterly, 42(2),
dc.relation.referencesPérez, L. M., & Alvira, R. (2017). The Acquisition of vocabulary Through Three Memory Strategies. Colombian Applied Linguistics Journal, 19(1),
dc.relation.referencesPolkinghorne, D. E. (2005). Language and Meaning: Data Collection in Qualitative Research. Journal Of Counseling Psychology.
dc.relation.referencesRichards, J. C., Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge University
dc.relation.referencesRubin, J., & Thompson, I. (1994). How to Be a More Successful Language Learner (2nd ed.). Boston: Heinle. p.
dc.relation.referencesSaragi, T., Nation, I. S. P., & Meister, G. F. (1978). Vocabulary Learning and Reading. System, 6,72–
dc.relation.referencesSchmitt, N. (1997). Vocabulary Learning Strategies.Vocabulary: Description, Acquisition, and Pedagogy,
dc.relation.referencesSchmitt, N. (2000). Vocabulary in Language Teaching. Ernst Klett Sprachen. p.
dc.relation.referencesSchumacher, J., & McMillan, J. H. (2005). Research in Education: A Conceptual Introduction. 5th
dc.relation.referencesSchumann, F. M., & Schumann, J. H. (1977). Diary of a Language Learner: An Introspective Study of Second Language Learning. On TESOL, 77,
dc.relation.referencesSeliger, H., & Shohamy, E. (2008). Second Language Research Methods. Oxford: University
dc.relation.referencesSeng, G. H., & Hashim, F. (2006). Use of L1 in L2 Reading Comprehension Among Tertiary ESL learners. Reading in a Foreign Language, 18(1),
dc.relation.referencesSeliger, H. W., & Shohamy, E. (2013). Second Language Research Methods-Oxford Applied Linguistics. Oxford University
dc.relation.referencesSheble, L., & Wildemuth, B. (2009). Research Diaries. Applications of Social Research Methods to Questions in Information and Library Science.
dc.relation.referencesSilva, M. G., Fernandes, J. D., Rebouças, L. C., Rodrigues, G. R. S., Teixeira, G. A., & de Oliveira Silva, R. M. (2013). Publicações que Utilizaram o Grupo Focal Como Técnica de Pesquisa: ¿o que Elas nos Ensinam? /Publications that Used Focal Group as Research Technique: What do They Teach us. Ciência, Cuidado e Saúde, 12(2),
dc.relation.referencesSuesca Torres F.J., (2018). English Teachers’ Beliefs About the National Standardized “SABER 11” Test at a Rural School in Cundinamarca. (Maestría). Universidad Pedagógica y Tecnológica de
dc.relation.referencesSutton, J., & Austin, Z. (2015). Qualitative Research: Data Collection, Analysis, and Management. The Canadian Journal of Hospital Pharmacy, 68(3), 226–231. doi:10.4212/cjhp. v68i3.1456spa
dc.relation.referencesTrujillo Becerra, C. L., Álvarez Ayure, C. P., Zamudio Ordoñez, M. N., & Morales Bohórquez, G. (2015). Facilitating vocabulary Learning Through Metacognitive Strategy Training and Learning Journals. Colombian Applied Linguistics Journal, 17(2),
dc.relation.referencesVasylivna, B. M. (2019). Teaching Lexical Material During Foreign Language Classes. Науковий вісник Мукачівського державного університету. Серія «Педагогіката психологія»: зб. наук. пр./Ред. кол.: Товканець ГВ (гол. ред.) та ін. SCIENTIFIC BULLETIN of Mukachevo State University Series. PedaVasylivna, B. M. (2019). Teaching Lexical Material During Foreign Language Classes. Науковий вісник Мукачівського державного університету. Серія «Педагогіката психологія»: зб. наук. пр./Ред. кол.: Товканець ГВ (гол. ред.) та ін. SCIENTIFIC BULLETIN of Mukachevo State University Series. Pedagogy and Psychology. Collection of scientific articles. –252 с., 172-174.gogy and Psychology. Collection of scientific articles. –252 с.,
dc.relation.referencesWallace, M. J. (2006). Action Research for Language Teachers. Ernst Klett
dc.relation.referencesWiddowson, H.G. (1989). Knowledge of Language and Ability for Use. Applied Linguistics. 10(2),
dc.relation.referencesXia, Y. (2011). Efficient Reading in Standardized Tests for EFL Learners: A Case Study of Reading Strategies Used by Chinese English Major Students in TEM-4.
dc.relation.referencesYin, R. K. (2011), Qualitative Research from Start to Finish, New York, NY, Guildford
dc.publisher.facultyFacultad de Humanidadesspa
dc.type.localTesis/Trabajo de grado - Monografía - Maestríaspa
dc.description.degreenameMagister en Enseñanza de Lenguas Extranjerasspa
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.description.abstractenglishThis Master's thesis, an action research of qualitative type, is a study aims to describe the role of the lexical approach in the presentation of standardized tests in the English learning process of the tenth-grade students at a public school in Bogota and to inform the V.L.S. (Vocabulary Learning Strategies) these students apply when facing a standardized English test. When a group of tenth graders of EFL test-taking the reading section of a standardized English test, the findings show that the role of the lexical approach has a relationship with the use of three vocabulary learning strategies because their relationship with the exam aspects evaluated: use of the L1 for the acquisition of vocabulary in English, analysis the morphology of unknown words to discover their meaning, and the association of unknown words with the context offered by the text to read.eng
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International

Files in this item


This item appears in the following Collection(s)

Show simple item record
Except where otherwise noted, this item's license is described as