Diagnostic study of lexical retention challenges in an english as a fo.reign language (EFL) student with down syndrome at the pre-A1 level
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Fecha
2025
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Universidad Católica de Cuenca
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Descripción
The quality of the English teacher’s daily work undoubtedly depends on the teaching materials, which facilitate the acquisition teaching of concepts, skills and abilities through the stimulation of the senses; therefore, it is important to adjust them to the specific learning requirements of the students. The teacher’s choice, preparation and application of teaching materials require adequate planning to achieve the purposes for the course. The objective of this research is to analyze didactic materials in teaching English vocabulary and how this can be applied with Kichwa Cañari EFL students. Using a mixed method research, the study evaluates the impact of the material through the collection and analysis of quantitative and qualitative data. The qualitative part corresponds to the application of the checklist in two learning scenarios: with and without the teaching material. The quantitative part corresponds to the application of the surveys to students and teachers, data that were subjected to a percentage analysis. The findings conclude on the importance of using didactic materials for teaching English vocabulary because it provides teachers and students with the necessary tools to create a dynamic, motivating and interesting learning environment, which represents an opportunity to develop positive learning experiences.
Palabras clave
LEXICAL RETENTION, CHALLENGES, FACTORS, ENGLISH AS A FOREIGN LANGUAGE (EFL), DOWN SYNDROME.
Citación
Murillo Pavón, M. J., & Valdiviezo Ramírez, E. A. (2024). Estudio diagnóstico de los desafíos de retención léxica en un estudiante de inglés como lengua extranjera (efl) con síndrome de down en el nivel pre-a1. Revista Conrado, 20(101), 416–424. Recuperado a partir de https://conrado.ucf.edu.cu/index.php/conrado/article/view/4189
