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Plantilla - Intervention - Proposal Uno
Plantilla - Intervention - Proposal Uno
Plantilla - Intervention - Proposal Uno
Facultad de Educación
Abstract
(Maximum 150 words)
Keywords: (3 - 5 words)
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Michel Osorio
Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
Table of contents
1. Introduction..............................................................................................................9
1.1. Justification......................................................................................................9
2. Literature review....................................................................................................17
3. Intervention proposal.............................................................................................32
3.3. Timing............................................................................................................ 33
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
3.6. Assessment....................................................................................................33
4. Discussion...............................................................................................................34
5. Conclusions.............................................................................................................35
References.....................................................................................................................37
Annexes......................................................................................................................... 43
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
....................................................................................................................................... 44
....................................................................................................................................... 45
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
List of figures
figura 1. Description of English proficiency assessed in Saber test 11...........................12
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
List of tables
Table 1. “Tables” from the style menu .....................................................................................8
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
1. Introduction
This project was selected as an unimplemented intervention proposal based on the
line of work methodological resources for the teaching and learning of English as a
foreign language. It is an action research with a qualitative approach whose objective is
to strengthen communication skills, specifically lexical competence, with the design of
a didactic proposal mediated by the Use of Flashcards in the meaningful learning of
English vocabulary as an alternative solution to the shortcomings presented by
students of the primary and secondary level of the Educational Institutions of the
region and Colombia, in the development of English language skills as a second
language evidenced by the low levels of performance of the communicative
competences of this language shown in the results of the standardized tests Saber 3º,
4º, 5º and 9º,1 applied by the Colombian Institute for the Promotion of Higher
Education ICFES2 and the Pisa tests3. (OCDE, 2018) Similarly, the results in English of
the Saber 11 Tests in recent years, at the national level, show a low performance with
an average score of 48.98, (Performance level A1), according to the classification by
performance levels in English based on the MCE, where the lowest performance level
corresponds to level A- and the highest performance is B+, for secondary education
institutions. Consequently, this research project raises the question : ¿ How to improve
learning in the acquisition of English vocabulary, through the use of flashcards in
students of sixth grade, of the basic secondary level ?
This is how this research arises, which is divided into six chapters. The first chapter
presents the introductory part with the introduction, statement of the problem, its
justification and objectives with a brief description of the contributions of the state of
1
Pruebas SABER 3.º, 5.º and 9.º. The main purpose of these, is to contribute to the improvement of the
quality of Colombian education through the periodic evaluation of the development of basic
competences in basic education students, as a follow-up to the quality of the education system.
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ICFES Exam. The purpose of the exam is to assess the aptitude of students in five subjects : critical
reading, mathematics, social studies, science, and English. Each question on the exam has four multiple-
choice answers, except for the English section, which offers between three and eight possible answers
for each question.
3
Pisa. The Program for International Student Assessment (PISA) assesses the development of the skills
and knowledge of 15-year-old students through three main tests : reading, mathematics and science.
The Organization for Economic Cooperation and Development (OECD)
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
the art. The second chapter refers to the theoretical framework on which the didactic
proposal is based with the postulates of Ausubel, Bruner, Vygotsky and Piaget with
their contributions of meaningful learning to language teaching, then in a second part
some of the research about the teaching and learning of lexical competence is
presented. The third chapter, shows the design and characteristics of the didactic
proposal, the central axis of this work to strengthen the meaningful learning of lexical
competence in the English language, implemented in six sessions of development of
creative-playful activities with the use of flashcards, taking into account that students
learn faster through images and sounds. Subsequently, in the fourth chapter, a
discussion is established on the achievements that can be achieved with the
implementation of the proposal and its impact on the contributions to the
strengthening of English vocabulary learning. Finally, in chapters five and six, the
conclusions are given with the difficulties and recommendations for future work.
1.1. * JUSTIFICATION
About English learning, vocabulary acquisition, Olivera (2009), says that it is important
because it "promotes interculturality and in turn drives the development of skills,
creativity, self-esteem and security; allowing the student to communicate with each
other, and in turn, to learn about other cultures". On the other hand, teaching vocabulary
in English is important, because it is used in all everyday conversations and its learning
allows students to communicate fluently, facilitates the understanding of oral and
written discourse. In addition, it is one of the pillars to improve the development of
comprehension and production skills, established by the basic standards of English
language competencies. Olivera (2009).
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
In line with this, in the international field, Mejía & Villacrés (2021), in Ecuador, are
cited, who analyzed the influence of the Montessori method on the development of the
English language as a foreign language in primary school children. The authors expose
the need to develop in primary school students, their skills out of curiosity and interest
in discovering and through direct contact with elements of the environment. The
Montessori Method is presented as a teaching method that is at the forefront of foreign
language education. Similarly, Ccahual & Quispe (2019) developed a proposal to
characterize the lexical competence of English in primary and secondary school
students, whose results improved the teaching-learning processes of English vocabulary.
In this sense, Herrera & Adrade (2018), Ecuador, propose the Chunking Flaschcards
strategy to strengthen the Lexical competence of English in second-level students in a
language academy, with positive results in the motivation and participation of the
students. For their part, Sanhueza, Ferreira & Sáez (2018) in Chile, analyzed the impact
of different learning strategies on the development of lexical competence in
intermediate level students, achieving a positive impact on the participation of the
students. On the other hand, Alcaraz (2021) in Spain, studied the effect of the use of the
Technique Feature Analysis model (Nation and Webb, 2011), which divides English
lexical acquisition activities into three groups: one, through reading comprehension in
flashcards, another, reading comprehension and gap filling; and a third group, worked
on vocabulary through a crossword puzzle. This model was specifically created to
explain second language lexical processing in primary school students. In the same way,
making use of ICTs, López & Quispe (2020), in Peru, proposed to evaluate the impact
of the gamification technique by virtual applications, in secondary school students to
strengthen the meaningful learning of the English language, as a second language.,
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
Among the most relevant studies in the teaching of English vocabulary are (Ospina,
2019) , who proposed innovative didactic strategies that favor the development of
communicative skills in strengthening the teaching-learning processes of English
lexicon in primary and secondary school students. In addition, (Bolaños, 2021)
implementó una estrategia didáctica basada en el uso de las flashcards para fortalecer la
competencia léxica en estudiantes de primaria. In the same way,(Leguizamón, 2018),
studied the implementation of a didactic proposal based on CLIL, a teaching method
defined as "the set of moments and techniques, logically coordinated, to direct the
students learning towards specific objectives." And (Díaz, 2021) , promote the teaching
and learning of English in primary school children, in contextualized school
environments based on the VAK Model in three phases : deconstruction, reconstruction,
and evaluation of the effectiveness of the practice in the development of communicative
and linguistic compétences, through activities and resources oriented to the perception,
understanding, and application of knowledge, considered as their learning channels.
Also, some of Studies on the use of ICTs in learning English vocabulary were found, as
(Garcia, Severiche.Urda, Garay, & Mendez, 2019) and (Mora & Palacios, 2022) Who
analyzed the impact of innovative teaching strategies based on the use of digital
flashcards, ICTs, to strengthening of communicative-lexical competences with virtual
images in the meaningful learning of English in primary and secondary levels. In the
same way, (Chacón & Martinez, 2020), Implemented a didactic sequence for
vocabulary acquisition in intermediate-level students, mediated by the Duolingo virtual
platform with the gamification technique. In the same line, (Peña, 2019), analyzed the
influence of video games on the strengthening of lexical competence through
autonomous learning and (Suárez, Martínez, & Mosquera, 2022), Evaluated the impact
of using the didactic tools as virtual learning objects of the Canva platform on the
development of oral and written English language skills.
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
The above research studies provide guidelines for the methodological design of this
intervention proposal. The méthodologies point to give a solution to the problem of the
shortcomings in English language learning, especially, in the development of
communicative skills, specifically in lexical competence, main objective of this search
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
2. Literature review.
From the perspective of communicative and lexical competence learning, some
theoretical aspects proposed by researchers such as Ausubel, Bruner, Vygotsky and
Piaget are first cited here. Their theories promote the development of communicative
competences through meaningful learning in a specific context. Then, some aspects
about the teaching and learning of lexical competences are proposed.
"If I had to reduce all of educational psychology to a single principle, I would state this :
The most important factor influencing learning is what the learner already knows. Find
out this and teach accordingly." (Ausubel, 1983, pág. 18).
These postulates pose that cognitive learning is based on the processes by which
interactions with reality are categorized, starting from the grouping of objects, events or
concepts. Ausubel 1976, cited by (Rodriguez, 2011, págs. 31-34). This is how the
student's previous cognitive structure provides meaning, allowing them to organize their
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
experiences to go beyond the information given. Ausubel gives four important aspects
to meaningful learning :
- Education : The education that the child receives at home and also at school should
allow them to relate in an environment of motivation and affection.
- Discovery and exploration : The child's search to discover and explore the world and
their capacity to develop should not be limited.
In these processes, relevant importance is also given to the teacher, who must have very
specific characteristics in terms of knowledge, cognitive skills, pedagogical, personal
and attitudinal competence.
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
In this line, Piaget (1976) cited by (Arias & Flórez, 2011), developed the process of
construction of operational structures that is conceived as an internal event of the
organism that follows a universal course and is based on the mechanisms of
equilibrium, assimilation, and accommodation. Meanwhile, learning can be understood
as an external process of acquiring what is outside the organism. Piaget says that mental
development is a process independent of learning, and at the same time, a prerequisite
for learning. Furthermore.
Assimilation and accommodation are two processes that complement this theory.
Accommodation is the process through which the student internalizes knowledge from
the outside world. In the assimilation process, what is perceive in the outside world is
incorporated into the internal world, without changing the structure of that internal
world. In accommodation, the internal world is adjusted to the external evidence and it
is faced and must adapt by student. (Arias & Flórez, 2011).
Piaget's theory and Ausubel's theory propose that content or learning occurs in the
cognitive structure depending on the student's age in relation to their environment.
Among Piaget's main contributions to meaningful learning, is the paradigm of seeing
the students as active subjects who constructs their knowledge by means of the
continuous exploration of the environment that surrounds them. This is contrast with the
behaviorist paradigm that sees the student as a being who receives and accumulates
knowledge based on external boosts and reinforcements. Piaget (1976) cited by
(Rodríguez, 1999)
Brunner's Theory of Cognitive Learning says that cognitive learning is based on mental
processes that categorize interactions with reality by grouping objects, events, or
concepts. For example, a dog and a cat are Animals. In this way, the student builds
knowledge through propositions, hypothesis verification, and inference, according to
their own categories that are modified in their mind through their interaction with the
environment in the acquisition of knowledge. This theory is especially useful for
learning foreign languages, since students have a very active rôle in using techniques to
analyze language, deduce rules work, and learn from mistakes. Brunner (1997) cited by,
(Guilar, 2009, pág. 240).
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
In this same line, Bruner, explain how ways to represent realities are developed in
children to acquire their vocabulary. Thus, symbolic representation is possible around
the age of six or seven when children already have the ability to use abstract ideas,
linguistic and logical symbols to understand and represent a reality. Bruner 1984, p.
203, cited in (Guilar, 2009, pág. 234).
Lev Vygotsky's Theory of Learning goes against behaviorist concepts of learning where
the focus is on the structure of content taught without considering a contextual around.
Vygotsky argues that the mind is not universal but it is situated and acquires knowledge
from a specific historical, cultural, and social context that determines the learning goals,
difficulties, and disabilities of people borns and grows in a particular sociocultural
context. Consequently, there has been a theorization of educational strategies that are
developed in social groups to facilitate and promote appropriate learning within these
groups Vygotsky (1977) cited by (Chaves, 2001). In this way, Vygotsky mentions the
use of symbolic or material tools, such as technologies, which influence thought
processes and ways of acting in the world, as communication skills in different areas of
knowledge. From this perspective, perception, thought, and memory are conceived as
processes that are deeply influenced by social environment, where the forms of
classification, description, and conceptualization are generated and classified according
to the culture in which the human being has developed. (Vigostky, 1978), cited by
(Chaves, 2001).
Characteristics :
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
• He proposes the ZPD (Zone of Proximal Development) : The ZPD is the range
of tasks that the student can performs with the help of an adult or a more advanced
person. It is in this zone that the most significant learning takes place.
• There is a role for the mediator : The mediator is the person who helps the
student to perform the tasks that are in their ZDP. The mediator can be an adult, a
person, or even an object.
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
Based on the above, here are some examples of didactic strategies based on the theories
of Piaget, Bruner, Vygotsky, and Ausubel :
• Educational games : Games can be an effective tool for learning, as they allow
children to explore, experiment, and discover the world around them, such as the use of
flashcards, both virtual and manual.
In conclusion, these theories have had a great impact on the development of didactic
strategies since they are based on the natural way children learn, which have been very
effective in children's learning because that They offer a basis for the construction of
knowledge in the design and development of learning language strategies. These
postulates constitute the axis or foundation within the theoretical framework of this
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
research project, whose design will be able to observe the assimilation between new
information and the previous knowledge that the student's cognitive structure possesses,
as well as, the influence of the sociocultural environment on the acquisition of English
vocabulary.
It is important to note that the paradigms of meaningful learning have become the
theoretical foundations for the inclusion of Technologies in education with the creation
of Digital Educational Resources, which have their origins or theoretical bases in
meaningful learning. The use of ICT can be a valuable tool for developing
communicative competence. By providing students with access to information,
promoting collaboration, and providing opportunities for practice, ICT can help students
to become more confident and effective communicators. (Luján & Salas, 2009)
Finally, these postulates also give relevant importance to the role of the teacher, who
must possess very specific characteristics in knowledge of the subject in cognitive,
technological, and attitudinal competencies. (OCDE, 2018).
In this sense, John Dewey, philosopher and pedagogue who defends active pedagogy,
says that education is a process of life, not a preparation for life. According to him, the
school should provide to students a very real and vital experience like as they live in
their daily context. (Dewey, 1995),
In this way, Dewey formulated a philosophical theory of education that responds to the
needs and demands of a modern democratic society. This theory seeks to restructure
educational institutions in their teaching practices in values and experiences for healthy
convivence and the development of educational processes in an equitable, responsible,
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
and inclusive way ; according to this postulate, learning is achieved through doing.
(Dewey, 1995).
2.3.Linguistic Competences.
Chomsky argues that all human beings are born with an innate capacity for language.
This capacity is based on Universal Grammar (UG), which is a set of grammatical
principles that are common to all languages. In his generative approach, Chomsky
proposes that language learning is a creative process in which students use UG to
generate new sentences. This theorist places special importance on grammar, arguing
that it is fundamental for language learning. Students need to understand the structure of
the language i to express themselves in correct an understandable way. So, Chomsky
proposes teaching language through the naturalistic approach, which is based on the
idea that students learn a language best when they are exposed to it naturally. This way,
Chomsky's ideas have made significant contributions to the study of language and
language teaching. They have had a significant impact on the way language is taught
and learned today. Some of these contributions are :
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
Lexical competence refers to the ability to understand and use the vocabulary of a
language effectively. It is not just about knowing a certain number of words, but
understanding them in depth and being able to use them appropriately according to the
context. Consequently, vocabulary teaching is a complex and dynamic field of
research.
That is how there are several theorists who have made important contributions to the
study of teaching and learning of English vocabulary. Among them are : Lewis (1993)
and (2012), who has developed the lexical theory where he proposes that vocabulary is
learned gradually and through exposure to language in different contexts. Nation (1990)
and (1982), has studied the lexical approach as the main objective in foreign language
teaching. Boers (2013), (2017), says that vocabulary learning is incidental, that is,
without the explicit intention of learning it. Beck (2013), (2017), explains that
vocabulary development is a complex process that involves different cognitive skills.
Coxhead (2008). (2014), poses the model of lexical frequency of word use, which is an
important factor in vocabulary learning.
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
This theory explains that memory is strengthened through spaced repetition. That is how
the pedagogical strategy of using flashcards is framed in this theory, since flashcards
allow students to practice and review vocabulary regularly, which facilitates
memorization. Among the theorists who propose this type of vocabulary learning in a
language are Hull (1943), Skinner (1948), (1957), and Melton (1964).
This theory complements learning by repetition. It explains that people learn better
when information is presented visually. It focusse on how people learn through images
and videos, because that, they can facilitate information processing and concept
understanding. The theory of visual learning has a solid research based and it is used in
a variety of educational contexts. They are the frame of reference for the use of
flashcards in the teaching and learning processes of the lexicon because flashcards use
images and colors to make learning more attractive and effective, either virtually or
manually.
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
The different theorists have developed approaches and strategies for vocabulary
teaching, an choicing the most appropriate approach, dépends on the characteristics of
the students, the learning context, and the specific objectives of the teaching.
Didactic Activities : These are the different tasks or exercises that a person or group of
people carry out with the purpose of advancing the learning process.
Meaningful Learning : Ausubel argues that this learning depends on the connection of
new information with the cognitive structure.
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
Teaching : Knowledge, idea, experience, skills or set of them that a person learns from
another or from something.
Cognitive Structure : It is the set of concepts and ideas that the student possesses.
Vocabulary : It refers to the words that designate entities, concepts, qualities, actions
or circumstances. Lexical meaning is proper to nouns, qualifying adjectives, verbs and
adverbs.
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
Vocabulary : It refers to the words that designate entities, concepts, qualities, actions
or circumstances. Lexical meaning is proper to nouns, qualifying adjectives, verbs and
adverbs.
2.5.NORMATIVE FRAMEWORK :
The teaching and learning of languages is legally governed in Colombia by the Political
Constitution of Colombia, in article 67, which poses that "education is a right of the
person and a public service that has a social function" (Const., 1991). Likewise, Law 115
of 1994 (General Law of Education), in article 4, states the obligation that the State
must assume to provide quality education.
In this sense, article 5 emphasizes the purposes of education, among which numeral 9
refers to "the development of critical, reflective and analytical thinking that strengthen
national scientific and technological progress" (Ley 115, 1994, art. 5).
The Ministry of National Education, MEN, in its projection proposes to achieve the
literacy and improvement of students' communicative skills in English. The government
has directed different programs to promote the development of communicative skills
in English, such as the National Bilingualism Program (PNB) 2004-2019. Foreign
Language Strengthening Program (PFDCLE) 2010-2014 and the National English
Program (PNI) 2015-2025 "Colombia Very Well". In this line, Ley 1651 of 2013
(Bilingualism Law), in article 2, promotes communicative skills with the purpose that
the students expresses theirselves adequately in a second language.
Finally, the Ministry of National Education, MEN (2006), in guide 22, Basic Standards of
Competences in Foreign Languages, English, based the structure of these standards on
the scale of performance levels of the MCERL standards, explained in the problem
statement, in its educational system to define the skills and abilities that a student
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
must acquire in learning a second language. This framework specifies six levels of
domain, in which the students must progress according to their progress in Linguistic
Competence. In this regard, this competence "refers to the knowledge of the formal
resources of the language as system and the ability to use them in the formulation of
well-formed and meaningful messages" (MEN, 2006, p. 11).
2.6.CONTEXTUAL FRAMEWORK.
Institución Educativa Antonio Lenis It has three headquarters in the city, two bélong to
the primary school and the main headquarters belongs to the secondary school, at
Plaza Majagual. The main headquarter count with a platform for cultural activities, a
court for physical activities, a placé to make copies, two bathrooms (one for girls and
one for boys) large, a cafeteria to purchase snacks, teachers' room, room for the
administrative part, this is the rector of the institution, academic coordinator,
coordinator of discipline and secretary.
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
The participants of this study are a group of 29 high school students, 13 girls and 16
boys
From sixth grade. The majority of them come from middle/lower class families who
live in neighborhoods around the school.
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
3. Intervention proposal
3.1.Aims of the proposal
3.3.Timing
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
3.6.Assessment
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4. Discussion
4.1.“Título 2” del menú de estilos
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
5. Conclusions
5.1.“Título 2” del menú de estilos
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
Sanhueza, C. C., Ferreira, C. A., & Sáez C., K. (2018). Development of lexical
competence through vocabulary learning strategies in learners of English as a
foreign language. PUCP Magazine. Lexis, 42(2), 273-326.,
https://revistas.pucp.edu.pe/index.php/lexis/article/view/20570
Suárez, C. L., Martínez, L. J., & Mosquera, M. J. (2022). Strengthening speaking and
writing in the English language through virtual learning objects in fourth grade
students of the Paulo VI institution in Bogotá. Obtained from repository:
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
Annexes
Anexos 1- Deberes básicos de aprendizaje. Inglés- grado sexto
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
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Teaching proposal using flash cards to strengthen meaningful learning of Lexical Competence in English
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