Consciousness raising tasks for the learning of grammar in high school English language classrooms
From the pedagogical mediation of English grammar, many instructors heavily rely on textbooks, but many textbooks promote memorization instead of conscious use of grammar. Based on this premise, this article aims to evaluate the effectiveness of Consciousness Raising Grammar Tasks as a strategy to t...
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| Formato: | Online |
| Lenguaje: | eng spa |
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Universidad de Costa Rica
2018
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| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/34330 |
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| author | Salazar Miranda, Jean Pool Quesada Fallas, Estefany Rojas Blanco, Massiel Barrantes Salas, Dayana Madrigal Alfaro, Luis Diego Vargas Vásquez, José Miguel |
| author_facet | Salazar Miranda, Jean Pool Quesada Fallas, Estefany Rojas Blanco, Massiel Barrantes Salas, Dayana Madrigal Alfaro, Luis Diego Vargas Vásquez, José Miguel |
| author_sort | Salazar Miranda, Jean Pool |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | From the pedagogical mediation of English grammar, many instructors heavily rely on textbooks, but many textbooks promote memorization instead of conscious use of grammar. Based on this premise, this article aims to evaluate the effectiveness of Consciousness Raising Grammar Tasks as a strategy to teach three verb tenses in English. The study followed a mixed method approach with a component of classroom action research, where the researchers taught the simple past, the past continuous, and the present perfect to a group of ninth graders in the Reading and Writing class at the Palmares Bilingual High School, Alajuela, Costa Rica within the tasks studied. The data analyzed consisted of the mean scores of the tasks (pre-post-delayed) and the triangulation of the perspectives of students, cooperating teacher, and the researchers. The results of the mean scores revealed an improvement in all the tenses in the post test and that most scores were retained in the delayed test. Through the triangulation of perspectives, the researchers identified that these tasks were positively assessed and that they encouraged active participation and critical thinking on the part of students. The conclusions pointed to a possible cumulative effect of the implementation of the tasks and to a need for exploring the impact of these tasks on the students’ ability for self-monitoring in more independent practice. |
| format | Online |
| id | INIE-RAIE-article-34330 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | eng spa |
| publishDate | 2018 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-343302023-06-07T19:35:54Z Consciousness raising tasks for the learning of grammar in high school English language classrooms Consciousness raising tasks for the learning of grammar in high school English language classrooms Salazar Miranda, Jean Pool Quesada Fallas, Estefany Rojas Blanco, Massiel Barrantes Salas, Dayana Madrigal Alfaro, Luis Diego Vargas Vásquez, José Miguel inglés gramática educación secundaria english teaching grammar secondary education From the pedagogical mediation of English grammar, many instructors heavily rely on textbooks, but many textbooks promote memorization instead of conscious use of grammar. Based on this premise, this article aims to evaluate the effectiveness of Consciousness Raising Grammar Tasks as a strategy to teach three verb tenses in English. The study followed a mixed method approach with a component of classroom action research, where the researchers taught the simple past, the past continuous, and the present perfect to a group of ninth graders in the Reading and Writing class at the Palmares Bilingual High School, Alajuela, Costa Rica within the tasks studied. The data analyzed consisted of the mean scores of the tasks (pre-post-delayed) and the triangulation of the perspectives of students, cooperating teacher, and the researchers. The results of the mean scores revealed an improvement in all the tenses in the post test and that most scores were retained in the delayed test. Through the triangulation of perspectives, the researchers identified that these tasks were positively assessed and that they encouraged active participation and critical thinking on the part of students. The conclusions pointed to a possible cumulative effect of the implementation of the tasks and to a need for exploring the impact of these tasks on the students’ ability for self-monitoring in more independent practice. Desde la mediación pedagógica de la gramática inglesa, muchos profesores dependen en gran medida de libros de texto, pero muchos de estos promueven la memorización en lugar del uso consciente de la gramática. Basado en esta premisa, este artículo pretende evaluar la efectividad de las actividades para la concientización formal de elementos lingüísticos para el aprendizaje de la gramática como una estrategia para enseñar tres tiempos verbales en inglés. Este estudio siguió un diseño de método mixto con un componente de investigación-acción donde los investigadores enseñaron pasado simple, pasado continuo y presente perfecto a un grupo de estudiantes de noveno año en clases de escritura y lectura en el Colegio Bilingüe de Palmares, Alajuela, Costa Rica a través de las actividades investigadas. Los datos analizados consistieron en los puntajes promedio de las actividades (examen previo, posterior y final) y la triangulación de las perspectivas de los estudiantes, el docente cooperador y los investigadores. Los resultados de los promedios revelaron una mejora en todos los tiempos en la prueba posterior y la mayoría de las puntuaciones se mantuvieron en la prueba final. Mediante la triangulación de perspectivas, los investigadores identificaron que estas actividades fueron positivas y que alentaron la participación activa y el pensamiento crítico de los estudiantes. Las conclusiones indicaron un posible efecto acumulativo de la implementación de las actividades y la necesidad de explorar el efecto de estas actividades en la habilidad de los estudiantes para auto monitorearse en una práctica más independiente. Universidad de Costa Rica 2018-09-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion mixed research Article investigación mixta application/pdf text/html https://revistas.ucr.ac.cr/index.php/aie/article/view/34330 10.15517/aie.v18i3.34330 Actualidades Investigativas en Educación; Vol. 18 No. 3: (September-December) Actualidades Investigativas en Educación; Vol. 18 Núm. 3: (Setiembre - Diciembre) Actualidades Investigativas en Educación; v. 18 n. 3: (Setiembre - Diciembre) 1409-4703 eng spa https://revistas.ucr.ac.cr/index.php/aie/article/view/34330/33919 https://revistas.ucr.ac.cr/index.php/aie/article/view/34330/37507 Derechos de autor 2018 Actualidades Investigativas en Educación |
| spellingShingle | inglés gramática educación secundaria english teaching grammar secondary education Salazar Miranda, Jean Pool Quesada Fallas, Estefany Rojas Blanco, Massiel Barrantes Salas, Dayana Madrigal Alfaro, Luis Diego Vargas Vásquez, José Miguel Consciousness raising tasks for the learning of grammar in high school English language classrooms |
| title | Consciousness raising tasks for the learning of grammar in high school English language classrooms |
| title_alt | Consciousness raising tasks for the learning of grammar in high school English language classrooms |
| title_full | Consciousness raising tasks for the learning of grammar in high school English language classrooms |
| title_fullStr | Consciousness raising tasks for the learning of grammar in high school English language classrooms |
| title_full_unstemmed | Consciousness raising tasks for the learning of grammar in high school English language classrooms |
| title_short | Consciousness raising tasks for the learning of grammar in high school English language classrooms |
| title_sort | consciousness raising tasks for the learning of grammar in high school english language classrooms |
| topic | inglés gramática educación secundaria english teaching grammar secondary education |
| topic_facet | inglés gramática educación secundaria english teaching grammar secondary education |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/34330 |
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