From the drums of ancestors’ tales to the pop tunes of today: Teaching formulaic sequences with legends and songs [draft version]
<a href="/items/browse?advanced%5B0%5D%5Belement_id%5D=49&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=Ense%C3%B1anza+de+lenguas+extranjeras">Enseñanza de lenguas extranjeras</a>
<p align="justify">En el libro convergen los conocimientos recogidos de las lecturas y estudios de dos proyectos de investigación (<a href="http://bibliotecadelenguas.uncoma.edu.ar/items/show/203">J023</a> de 2013 a 2017 y <a href="http://bibliotecadelenguas.uncoma.edu.ar/items/show/334">J033</a> de 2018 a 2022) que se llevaron a cabo en la Facultad de Lenguas, Universidad Nacional del Comahue así como de la práctica docente especializada por parte de los integrantes del equipo de investigación. Este libro se compone de tres partes: una sección destinada a los lectores donde se ofrece una guía al libro. La segunda sección se ocupa de los lineamientos teóricos de adquisición de vocabulario en lengua extranjera sobre los que se apoya este abordaje formulaico, su aplicación y efectividad. Además, se esbozan principios orientadores para docentes de inglés de la comunidad sobre el manejo del material didáctico para lograr resultados eficaces en la adquisición de secuencias formulaicas por parte de sus estudiantes. La tercera parte, que se destina a las prácticas áulicas, consta de seis capítulos que ofrecen una compilación de planes de trabajo basados en la enseñanza y aprendizaje de diferentes grupos de secuencias formulaicas extraídas de tres leyendas y tres canciones canciones auténticas y contemporáneas y leyendas en inglés alternadas. Están orientadas a estudiantes de inglés como lengua extranjera en escuelas primarias con un nivel elemental de proficiencia lingüística en inglés. Cada unidad didáctica cuenta con una guía de trabajo para los y las estudiantes con actividades de repaso e integradoras de las secuencias formulaicas trabajadas en cada unidad didáctica con ilustraciones originales en color. Está acompañada de guías didácticas con pasos detallados para los docentes que deseen implementarlas en sus aulas y en algunos casos actividades adicionales.<br /><br /><a href="https://bibliotecadelenguas.uncoma.edu.ar/exhibits/show/from-the-drums" target="_blank" rel="noopener">El libro cuenta con archivos multimedia para las actividades.</a><br /><br /><strong>Nota:</strong> <b><span style="color: black;">LIBRO EN PRENSA. Esta es una versión preliminar.</span></b></p>
<a href="/items/browse?advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=Zinkgr%C3%A4f%2C+Magdalena">Zinkgräf, Magdalena</a>
<a href="/items/browse?advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=Castro%2C+Anal%C3%ADa">Castro, Analía</a>
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<a href="/items/browse?advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=Fern%C3%A1ndez+Ferrari%2C+Nadia">Fernández Ferrari, Nadia</a>
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Universidad Nacional del Comahue. Facultad de Lenguas
2022
Mirenda, Pablo José (ilustrador)
Gutiérrez, Amelia (ilustradora)
Valls, Lucía Soledad (ilustradora)
Chacón Beltrán, Rubén (prólogo)
Espinosa, Gonzalo Eduardo (edición de audio)
Magdalena Zinkgräf
<a href="https://bibliotecadelenguas.uncoma.edu.ar/exhibits/show/from-the-drums" title="Complementary media files"><span>Complementary media files and activities for using the book “<em>From the drums of ancestors’ tales to the pop tunes of today: Teaching formulaic sequences with legends and songs</em> [draft version].” </span><span>by Magdalena Zinkgräf </span><i>et. al.</i></a>
en
libro
<a href="https://bibliotecadelenguas.uncoma.edu.ar/items/show/673">https://bibliotecadelenguas.uncoma.edu.ar/items/show/673</a>
ISBN 978-987-46558-4-4
Let’s teach vocabulary through legendary lessons
<a href="/items/browse?advanced%5B0%5D%5Belement_id%5D=49&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=Ense%C3%B1anza+de+idiomas">Enseñanza de idiomas</a>
<a href="/items/browse?advanced%5B0%5D%5Belement_id%5D=49&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=English+language--Study+and+teaching">English language--Study and teaching</a>
New perspectives on vocabulary learning and teaching have shifted away from the conception of vocabulary as merely single words to adopt a more comprehensive approach that includes formulaic sequences. These expressions, defined by Wray (2002) as a string “continuous or discontinuous of words […] that is stored and retrieved whole from memory at the time of use” (p. 7), amount to approximately 52 % of written discourse, according to Erman and Warren (2000). This “pervasiveness” becomes evident in fictional narrative texts such as myths and legends, which additionally share unique grammatical, lexical and stylistic features. The wealthy lexical content that pervades these text types certainly deserves special treatment in the EFL classroom. Both myths and legends offer an array of formulaic expressions that can be explicitly taught not only to enrich learners’ vocabulary, but also to boost their receptive and productive skills. To start with, the audience will be given a brief introduction to what a formulaic sequence is and the benefits that EFL learners can derive from becoming aware of them and using them effectively. Subsequently, they will read an abridged version of a legend for a group of children. After that, they will be presented with a set of pre-reading tasks, which they will have to order considering their linguistic and task complexity. Once their didactic sequences have been discussed, they will be briefly introduced to Nation (2001)’s three processes for learning a lexical item: noticing, retrieval and generative use. Afterwards, they will solve and analyse a series of while-reading tasks aimed at helping EFL learners to both notice a set of selected formulaic sequences and re-use them through more or less guided practice. During their group discussion, they will fill in a checklist through which they will reflect upon the type of task, the context for each task and the possibility for EFL learners to predict the meaning of these chunks, among some other relevant features. Finally, different post-reading tasks will prompt the participants to discuss the possibility for learners to employ the selected formulaic sequences in a new context. We invite participants to genuinely embrace our proposal, discovering in them texts which abound in sequences worth teaching due to the considerable advantages they offer EFL learners.
<a href="/items/browse?advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=Valcarce%2C+Mar%C3%ADa+del+Mar">Valcarce, María del Mar</a>
<a href="/items/browse?advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=Valls%2C+Carla">Valls, Carla</a>
<a href="/items/browse?advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=Fern%C3%A1ndez%2C+Gabriela">Fernández, Gabriela</a>
Ponencia presentada en XVII APIZALS Teachers’ Conference, San Carlos de Bariloche, 18-19 Octubre 2019.
Universidad Nacional del Comahue. Facultad de Lenguas
2019
documento de conferencia
<a href="http://bibliotecadelenguas.uncoma.edu.ar/items/show/449">http://bibliotecadelenguas.uncoma.edu.ar/items/show/449</a>
Peeping into myths and legends for chunks: an exploratory study
Fictional narrative texts such as short stories, novels, fables, legends and myths share certain grammatical, lexical and stylistic features that make them unique. For this reason, it is of prime importance that students of English as a foreign language deal with this specificity in the classroom especially by exploring how ideas are developed and how meaning is conveyed through the use of specific vocabulary in these text types.
New perspectives on vocabulary learning and teaching have led linguists, such as Sinclair (1991), Lewis (1993, 1997 & 2000), Hoey (2005), Meunier & Granger (2008) and Schmitt (2010), among others, to redefine the Lexicon by claiming that this inventory is not only made up of morphemes and words but also formulaic sequences. Precisely, a single instance of this recurrent language phenomenon is defined as, “a sequence continuous or discontinuous, of words” [...] “which is, or appears to be prefabricated: that is, stored and retrieved whole from memory at the time of use, rather than being subject to generation or analysis by the language grammar" (Wray 2002: 9).
In this exploratory study, we set out to investigate the recurrence of FSs in unabridged versions of myths and legends from different parts of the world in English. We report on a number of steps that were followed in order to build a small corpus of FSs which are inherent in these narrative text types. A subsequent selection of those strings of words which are both frequently used and pedagogically relevant for ESL primary school students from this corpus will lead to the design of teaching material for this group of young learners.
<a href="/items/browse?advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=Fern%C3%A1ndez%2C+Gabriela">Fernández, Gabriela</a>
<a href="/items/browse?advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=Valcarce%2C+Mar%C3%ADa+del+Mar">Valcarce, María del Mar</a>
<a href="/items/browse?advanced%5B0%5D%5Belement_id%5D=39&advanced%5B0%5D%5Btype%5D=is+exactly&advanced%5B0%5D%5Bterms%5D=Valls%2C+Carla">Valls, Carla</a>
<div class="csl-bib-body">
<div class="csl-entry">Espinosa, Gonzalo Eduardo, Fernández Beschtedt, Mercedes, Formiga, Paola, & Verdú, María Angélica (Eds.). (2019). <i>Conocimiento y diversidad en el estudio y la enseñanza de lenguas · Biblioteca Digital de la Facultad de Lenguas. Universidad Nacional del Comahue</i>. Neuquén: Universidad Nacional del Comahue. Facultad de Lenguas. <strong><a href="http://bibliotecadelenguas.uncoma.edu.ar/items/show/426">VER</a></strong></div>
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<br /><br />
Universidad Nacional del Comahue. Facultad de Lenguas
2019
parte de libro