Implementing the Lexical Approach in an Integrated English E-Course

Autor/in	Navas Brenes, César Alberto
Titel	Implementing the Lexical Approach in an Integrated English E-Course
Quelle	In: Research in Pedagogy, 12 (2022) 1, S.60-81 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2217-7337
Schlagwörter	Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; College Second Language Programs; Modern Languages; Language Tests; Prior Learning; Undergraduate Students; Writing Instruction; Team Teaching; Revision (Written Composition); Learning Processes; Online Courses; Foreign Countries; Outcomes of Education; Writing Evaluation; Phrase Structure; Costa Rica + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Gegenwartssprache; Language test; Sprachtest; Vorkenntnisse; Schreibunterricht; Teamteaching; Korrektur; Learning process; Lernprozess; Online course; Online-Kurs; Ausland; Lernleistung; Schulerfolg; Phrasenstruktur
Abstract	The purpose of this work is to observe and analyze if a group of thirty students of an integrated English e-course could benefit from the explicit teaching of five lexical groups and the pedagogical principles behind the Lexical Approach. These low-intermediate students (CEFR, A2) took an Integrated English e-course at the School of Modern Languages, University of Costa Rica (UCR). To begin with, the target group took a short diagnostic test related to the five lexical groups to determine their prior knowledge on such aspect. To assess the level of improvement reached, the students received explicit instruction on five lexical groups as part of the writing components of this team-taught course. After this, the instructor revised 120 compositions (60 drafts and 60 final versions). Then, after intensive practice through a series of activities based on the Lexical Approach, they took a final instrument to measure how much they have learned throughout the virtual course. The results show a positive effect of explicit instruction of lexical units on student's writing outcomes and their post test. (As Provided).
Anmerkungen	Preschool Teacher Training College "Mihailo Palov" and Serbian Academy of Education in Belgrade. Omladinski Trg 1, Vrsac, 26300 Serbia. Tel: +381-832517; Fax: +381-832517; Web site: http://research.rs
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01