Didactic strategies to reinforce vocabulary to students of eighth basic year egb at unidad educative La Libertad, La Libertad, Santa Elena. 2015 – 2016.

Abstract

Learning vocabulary represents an important aspect in the development and acquisition of a new language and English is not the exception. English language learners need to know certain number of vocabulary words in order to be skillful in English. Therefore, this research paper is focused on the vocabulary instruction and the didactic strategies that teachers may apply in order to improve the teaching and learning process of such important sub-skill as vocabulary. For the development of this research, it was necessary the application of some methods and techniques for collecting information and the design of different instruments. This investigation is qualitative due to the application of interviews to different actors (principal and English teachers at unidad educativa La Libertad, and one English language teaching expert); this information was analyzed, compared and contrasted in this paper. Additionally, this research is quantitative since surveys were directly applied to the forty-five students of eighth grade; this information was presented in charts and statistical graphics. Furthermore, the observation method was applied using an observation guide in order to evaluate teacher’s procedure for teaching English vocabulary and thus determine the problems that students face during the vocabulary teaching process. Once the problem was stated, it was relevant to design a proposal in order to solve, in a certain extent, students’ vocabulary problems: hence, the application of didactic strategies allowed the increasing of vocabulary knowledge of students since they promoted active, dynamic and motivational classes.