ANALYSIS OF RECEPTIVE GRAMMAR PERFORMANCE IN PRIMARY EDUCATION: A CASE STUDY
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2021-10-25
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Jaén: Universidad de Jaén
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[ES] El siguiente estudio analiza el grado de dominio de gramática receptiva en inglés por parte de alumnado español de 3o a 6o de Educación Primaria de un centro escolar determinado. Para llevarlo a cabo, se utilizó el cuestionario ELIAS Grammar Test II (Kersten et al., 2012), el cual engloba 12 fenómenos gramaticales diferentes. De este modo se han examinado los resultados en cada uno de ellos, el grado en el que estos se adquieren a lo largo de los distintos cursos académicos y cómo diferentes variables pueden afectar a dichos resultados. Por consiguiente, esta investigación comienza con la presentación de un marco teórico, explicando conceptos clave tales como la gramática, sus procesos y su enseñanza. A continuación, se describe el diseño de la investigación, para terminar con los resultados obtenidos y sus conclusiones, las limitaciones del estudio y las posibles futuras líneas de investigación.
[EN] The following study analyses the degree of mastery of English receptive grammar in Spanish 3rd to 6th grade Primary Education students from a specific school. To conduct it, the ELIAS Grammar Test II (Kersten et al., 2012) was used, which encompasses 12 different grammatical phenomena. Thus, the results in each of them have been examined, the extent to which these are acquired over the various academic years and how different variables may affect those results. Consequently, this research begins with a theoretical framework, explaining key concepts such as grammar, its processes, and its teaching. Then, the research design is addressed and this MA Thesis finishes with the results obtained from the study and its conclusions, limitations, and lines of future research.
[EN] The following study analyses the degree of mastery of English receptive grammar in Spanish 3rd to 6th grade Primary Education students from a specific school. To conduct it, the ELIAS Grammar Test II (Kersten et al., 2012) was used, which encompasses 12 different grammatical phenomena. Thus, the results in each of them have been examined, the extent to which these are acquired over the various academic years and how different variables may affect those results. Consequently, this research begins with a theoretical framework, explaining key concepts such as grammar, its processes, and its teaching. Then, the research design is addressed and this MA Thesis finishes with the results obtained from the study and its conclusions, limitations, and lines of future research.