The power of videogames: teaching verbal complementation patterns to L1 spanish efl students in the 1st year of non-compulsory secondary education
Archivos
NO SE HA AUTORIZADO la consulta de los documentos asociados
Fecha
2024-05-02
Autores
Título de la revista
ISSN de la revista
Título del volumen
Editor
Jaén: Universidad de Jaén
Resumen
El presente trabajo de fin de máster proporciona una propuesta de situación de aprendizaje para los alumnos de 1º de Bachillerato de la asignatura Lengua Extranjera I (Inglés). Para ello, se ha analizado la literatura relacionada con la complementación verbal en inglés y se ha llevado a cabo un estudio de corpus de aprendices sobre el uso de patrones de complementación verbal por parte de estudiantes españoles que están aprendiendo inglés como lengua extranjera en los niveles B1, B2 y C1 del MCER. Los resultados obtenidos en el estudio del corpus de aprendices han servido de base para el diseño de esta situación de aprendizaje, cuyo objetivo es mejorar el uso que los estudiantes españoles hacen de los patrones de complementación verbal en sus producciones en inglés. Para hacer más atractiva la situación que aquí se propone, se ha utilizado como tema principal los videojuegos, ámbito con el que los estudiantes destinatarios están familiarizados. Se ha adoptado un enfoque comunicativo y un aprendizaje basado en proyectos con el fin de ayudar a los estudiantes a desarrollar su competencia comunicativa en la lengua extranjera y, por tanto, responder a las necesidades lingüísticas reales existentes en la actualidad.
This Master's thesis provides a learning proposal for 1st year Non-Compulsory Secondary Education students of the subject Foreign Language I (English). To do so, the literature related to verbal complementation in English was analysed and a learner corpus study of the use of verbal complementation patterns by Spanish students who are learning English as a foreign language at B1, B2 and C1 CEFR levels was conducted. The findings obtained from the learner corpus study have informed the design of this Learning Situation, aimed at improving Spanish students’ use of verbal complementation patterns in their productions in English. In order to make the situation proposed here more attractive, video games, with which the target students are familiar, have been used as the main topic. A communicative approach and project-based learning have been adopted in order to help students develop their communicative competence in the foreign language and, therefore, respond to the real language needs existing today.
This Master's thesis provides a learning proposal for 1st year Non-Compulsory Secondary Education students of the subject Foreign Language I (English). To do so, the literature related to verbal complementation in English was analysed and a learner corpus study of the use of verbal complementation patterns by Spanish students who are learning English as a foreign language at B1, B2 and C1 CEFR levels was conducted. The findings obtained from the learner corpus study have informed the design of this Learning Situation, aimed at improving Spanish students’ use of verbal complementation patterns in their productions in English. In order to make the situation proposed here more attractive, video games, with which the target students are familiar, have been used as the main topic. A communicative approach and project-based learning have been adopted in order to help students develop their communicative competence in the foreign language and, therefore, respond to the real language needs existing today.