Professional Documents
Culture Documents
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Contenido
Abstract ........................................................................................................................................3
1. Introduction ...........................................................................................................................4
2. Problem Description. .............................................................................................................4
3. Hypothesis .............................................................................................................................6
4. Research Question .................................................................................................................6
5. General Objective. .................................................................................................................6
6. Especific Objective .................................................................................................................6
7. Justification ............................................................................................................................7
8. Background ............................................................................................................................8
9. Impacts ................................................................................................................................10
10. Theoretical framework ........................................................................................................10
10.1. General principles and on the learning and teaching of languages ............................10
10.2. Language. ...................................................................................................................11
10.3. Teaching and learning. ...............................................................................................12
10.4. Native language, second language, foreign language .................................................12
10.5. Postulates of Krashen on learning and language acquisition. ....................................13
10.6. Hypothesis of the natural order. ................................................................................13
10.7. Theory of monitoring..................................................................................................14
10.8. Hypothesis of the Input. .............................................................................................14
10.9. Acquisition and Learning. ...........................................................................................15
10.10. Reflections on teaching-learning approaches and their influence in the teaching-
learning processes of vocabulary. ........................................................................................16
10.11. The Common Europea Framework of reference for languages: learning, teaching,
Assessments. .......................................................................................................................17
10.12. Development of the lexical competence. ...................................................................18
11. Research design (Method). ..................................................................................................20
11.1. ACTIVE – PARTICIPATORY METHODOLOGY ................................................................20
11.2. Characteristics ............................................................................................................21
12. Participants: Population and sample ...................................................................................21
13. Data colletion.......................................................................................................................21
13.1. Analysis of data. .........................................................................................................23
14. Points of reference ..............................................................................................................23
14.1. Diagnostic test ............................................................................................................25
14.2. Inquiry ........................................................................................................................29
2
15. Findings and conclusions .....................................................................................................33
16. Bibliography .........................................................................................................................35
Abstract
The present research is related to the lexical knowledge improvement in English through
institution San José of Guare; this arises from the interest to renew pedagogical practices
within this educational institution. Which led to the investigation was adjusted to the
schedule of the institution in order to maintain the thematic programming assigned to the
grade. This study was conducted with 14 students between the ages of 11 and 12 years
who reside in the population, which has the name of the educational institution (San José
of Guare).
Used vocabulary learning strategies that sought to increase the level after performing
interviews, a follow-up in a field diary and to receive the views of students in each class, it
was concluded that the strategies can be a good tool to improve the level of vocabulary of
the students, after comparing the results of the lexicon in English of the students. Different
vocabulary in English.
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1. Introduction
The research was conducted because it found shortcomings in the level of knowledge of a
foreign language (English) by students of the school San Jose of GUARE (6th) of basic
secondary education. The problem not only observed in an educational institution, there
are many schools in Colombia, where learners aren’t motivated to become familiar with a
new speech, and lose interest in learning it. This investigation was aimed to find out what
The readers of this project will be able to find timely contributions on the importance of
2. Problem Description.
Learning a speech goes beyond the mere memorization of grammatical and syntactic
norm, there is a need for a large corpus of vocabulary and understanding of some
Learn English in Colombian and more specifically in the context of Guapi Cauca in the
educational institution San José of Guare is a great challenge. Still, there are flaws in the
approach of the program of national bilingualism, but who does not eliminate the need of
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Where, by the trade and tourism, it is necessary that the inhabitants have a basic
broadcast in English, and if students are not ready will continue to lose opportunities for
progress.
For this reason it is necessary to renew the strategies what have been used in the
institution that will promote the development of the basic competencies for the
management of the English language, because students present low performance in all his
skills.
Within the most significant difficulties in the students are: the lack of a corpus of
vocabulary, which makes the process of reading; the resistance to the use of the
dictionary; difficulty in learning new words, low memory, spelling; low retention of word
worked; problem in working the grammatical and formal aspects of the language; and the
creation of texts.
The students are in the process of completing sentences. Despite the efforts of the teachers
to establish positive ideas about learning English, pupil continue with copying tasks and
using translators.
In addition, we cannot ignore what the evidence To Know 11 are, more than a
requirement, a challenge that students must deal with the best tools and databases to have
This is why we must make a more structured work to be able to develop the
communicative competence and improve the four skills. Two are receptive: read and listen
to, and two are from production: write and speak; but all are complement of the language.
The speak are essentially terms, as stated by Scott Thornbury "all languages have an
expression; a language emerges first as words, both historically and in the way in which
each one of us learned their mother tongue and any another subsequent". (Thornbury,
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2002, p.1) Therefore, develop a good level of knowledge of vocabulary can help the learner
If one considers the lack of vocabulary as initial problem, you can begin to work with
students to develop appropriate strategies for the development of their language ability,
3. Hypothesis
The educational institution in San Jose by far has been teaching English in a
traditional way based on old methods that have made that the students to
students lead their own learning, and regain the confidence; the results would
be best to those who today they show in English classes and state tests.
4. Research Question
A question that arises from this research is ¿ How to improve level the vocabulary in
English in the student of degree 6th of the Educational Institution San José of Guare?
5. General Objective.
Implement learning strategies to improve and expand the lexicon in English of the San José
of Guare school 6th grade students
6. Especific Objective
Planning strategy for teaching and learning of vocabulary based on the
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Systematize the pedagogical activities to follow-up the process of learning
of new words in English
Make a bank of educational tools such as games, story, texts, images, poems,
rhymes, among others, to facilitate the learning of vocabulary.
7. Justification
The English is considered as the second more spoken language in the world, with a
population that ranges among 840-850 million native speakers and foreign. The growth
and use of this language is due in part to the phenomenon of globalization, which led to
convert the English in one of the most important languages and necessary to establish
As a result, the Colombian Ministry of Education saw the need to establish a national
in the various educational institutions, with the objective to create new opportunities for
In view of the above, learning a foreign language is of vital importance in Colombia, since it
not only allows the relationship between countries, but also the entrance to the world of
information and knowledge. However, the level of English in our country has not had the
results that have been expected from, a percentage of outstanding professors of English as
a foreign language does not have a mastery of the language necessary to be able to teach
the language. What is to say, most teachers do not have the level C1-C2 of the Common
In addition, the project of bilingualism at the national level will continue their way, in spite
of all the difficulties that have been presented up to the moment because.
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Colombia needs to improve the development of all the skills of pupils, and cannot be left
out of this group the linguistic competence. And although the results of the general level
students are within the lowest, particular progress has been made.
Equally, the area of English you need to improve the results. Although, the professors of
the discipline devote time and efforts are made to perform activities, they do not affect the
level of language of the students. This research can promote the processes that are carried
Taking into account these backgrounds have been selected, the research work titled:
8. Background
Much time has passed since it was decided to implement the teaching of a second language
in Colombia. At the end of the decade of the '70s and early 80s, there were two foreign
languages in the country's public schools: english and French. The first was taught from
The second, during the past two years. At the beginning of the state exam that showed
students in eleventh grade did not evaluate any of the two languages, therefore there is no
information about the performance of pupils until the star of the new millennium.
With the establishment of the General Education Act in the year of 1994 remained a
pluralist lingo policy and agreed to keep in several languages such as English, French, and
German in the test taking into account the diversity of languages taught in private and
public schools in the country. The student simply had to choose one of your domains. A
few years later, it was established that the only language to evaluate was English.
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After several years of evaluation and registration, the government began to warn that the
results were very low and launched the National Plan of Bilingualism by the year 2004. It
was and still is an ambitious program "which aims to challenge students to develop
proficiency in English, informal education (primary, secondary and higher) and non-
formal education, establishing international standards for each of the levels ". (Ministerio
Unlike other areas of knowledge, international standards are used to classify the results of
the students in these tests. To use the Common European Framework of Reference for
Languages, the national government ended with the ambiguity involving terms such as
teaching and Assessment, a document developed by the Council of Europe, the learners of
(A1 and A2) Independent user (B1 and B2) and Advanced User (C1 and C2). One of the
goals of the program of bilingualism is that all students in eleventh grade in the year 2019
The national government, with the Law 115 establishes the compulsory subjects, but not
the time zone of the same intensity, which excluded the great difference in time allocated
for the study of English in the schools. While it is true that the students of private schools
may have 10, 12 and up to 15 hours of English weekly by the extensive academic sessions,
in the public schools are limited to 2 hours, as occurs in the school San Jose of Guare.
The teachers in the area of English have been willing to make changes that will lead to a
renewal of learning strategies, but not by the use of multimedia resources. With the
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passing of the years has renewed the curriculum of English, although it remains focused
9. Impacts
It will guide students to the learning of vocabulary in English, and develop
that have been developed in the course of history in the orientation of foreign languages
and the teaching and learning of vocabulary. In a principle will explain diver thinking and
general opinion about training languages and presented the postulates of Stephen Krashen
Later there will be a reflection on some approaches to foreign language teaching and its
influence on the teaching of term. Then you will be introduced to the most current
proposals on language learning, and the acquisition of vocabulary, and some research
carried out on the use of strategies for learning and the acquisition of vocabulary in
foreign languages.
not only of a language, but of a new culture, ways of thinking, acting and feeling. To be a
complicated process, many teachers who teach languages are challenged each day about
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For H. Douglas Brown all the doubts and questions that emerge from the teaching
languages, should be thought of as challenges and not as problems, and would not expect
to find all the answers to questioning whom arise every day in a class. Much of them are
built every day. According to the author, understand this is vital because:
"Slippery in all senses.(...) Some fragment of the puzzle of language learning have
been located in the place. Other yet to be discovered and the careful definition of
the questions will lead to finding those parts. We can undertake the task of placing
Therefore, it would not be correct to say whom there is only one way to teach a language,
nor who a same technique is used to work with all people, however, there are certain
principles, ideas, proposals and theories that have developed over time and what still has
All of these have a support and in together build a theory about the teaching and learning
of languages.
10.2. Language.
To know the characteristics of the object of study of foreign languages is indispensable to
apprentice in the process, but if you do not knowing the trait of the learning issue; it is not
possible to understand the complexity of all its aspects and understand the different
requirements to be taken into account. For Brown this definition is made up of:
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4. The conventional symbols have meanings to which they refer.
8. A language is acquired by all people in the same way; the language and language
Learning implies an active and aware and acting on events inside or outside agency.
However, there are countries with multiple official languages, in this case does not speak
of tongue, but of first, second, third, language, etc., as there is a high or a low number of
speakers of that language. On the other hand, a second language is one that makes part of
the region in which the apprentice, but that is not commonly use, which means that very
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few people use in everyday situations. The foreign language, on the other hand, is that
which is not part of the culture of the speaker and it is only used in contexts artificially
created.
investigations with respect to the processes of teaching and learning in the field of foreign
languages. This is present in his work: principles and Practices in the acquisition of a
second language.
certain order. This order is different from the language of the learner, but the similarities
are high among the groups of learners of dissimilar tongue. In the same way it was found
who the first morphemes or constructional that students learn are in general terms the
easiest, and further raise the level of difficulty: "the order of difficulty was similar to the
This allows the development of classifications for levels of knowledge and use of tongue,
as is the case with the Common European Framework of Reference for Languages.
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10.7. Theory of monitoring.
Another hypothesis is the theory of monitoring. This postulates that the acquisition and
learning are utilize in specific ways. Usually the acquisition process begins with our
expressions and is responsible for our level of fluency. The learning, on the other hand, has
the function of being the "monitor", or an editor. The knowledge is used to make changes
modify the language production, but has a limited scope because you need three
conditions for this process is this: period, focus on the form and know the rule. To reflect
on the rules and conduct a review of its use is necessary to have time. In a conversation,
this period almost is never enough; and if the speaker reflects much, tends to has an
indecisive style of speech. Also, in addition to time it is necessary to focus on the form and
pay attention to what is said and how it is mentioned, and for that, it is essential to know
the rule. Without knowledge of the rules it is not possible to arrive at correct so you have
the time and check the shape of the statements. (Krashen, 1982,p.16) Therefore, learning
enables the development of the formal understanding of the language, and appeals to the
The theory of the transmission of the content or hypothesis of the input. The input is
everything what the learner receives on the tongue. This theory is closely related to the
question: how do we acquire the target language? For Krashen the aim of pedagogy must
apprentice improvement and continues with its process when comprises an input that
contains the language that you know (i) and other structures above its current level (1),
although not in the purely grammatical sense. This (I 1) is achieved to the extent that our
linguistic competence allows us to use multiple resources as the context, the knowledge of
the world, extra-linguistic information, among other. Thus, advances from the
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comprehension to the knowledge and application of the rule, not the other way around.
When the learner is presented with an input that is well above what their resources can
(http://www.sdkrashen.com/Principles_and_Practice/index.html)
The theory of input also establishes that the fluency cannot be taught, but this emerges
over time, so that it can be concluded that the only way to develop the process of speech in
relationships what are established between the native speaker and the apprentice, and the
Also the hypothesis of the input has validated the use of the extensive reading for the
The first way is the acquisition of the language, a process similar, if not identical, to the
way in which children develop ability in their first language. Language acquisition is a
subconscious process; (…) usually are not aware of the rules of the languages that we have
Grammatical sentences sound correct or "feel" and correct the errors they feel bad, even if
you do not consciously know that rule was violated. (…) The second way to develop
competence in a second language is for learning a language. We will use the term
"learning" hereinafter to refer to the conscious knowledge of a second language, know the
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rules, being aware of them and be able to discuss them. In non-technical terms, learning is
"to know" a language, recognized as the "grammar", or the "rules" for the majority of the
Thus, the process of language acquisition takes place in a natural way and unconscious.
The individual who acquires knowledge makes it automatically and without any specific
instruction.
made, however, the emphasis on the learning of vocabulary has not been one of them. As
Cheryl Boyd Zimmerman "the teaching and learning of vocabulary have been
underestimated in the field of learning of a second language through various stages and up
to the present time" (Zimmerman, 1994) cited by Coady and Huckin, 1997
H. Douglas Brown, in his book Principles of Learning and Teaching of Languages proposes
a series of characteristics of the communicative teaching. In general, it can be said that the
objectives of the communicative competence are not limited to the linguistic and the
techniques employed are designed to engage students in use pragmatic, functional and
since the most important thing is to have the pupils use the language of productivity and
This approach is now one of the more employees, because of the general interest to work
with methodologies that lead to the authenticity and the interaction and because this
significant and functional purposes. The acquisition of vocabulary is not the center of
attention of this approach, but the proper use of the communicative categories.
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On the handling of the lexical competence which up to that time Vivanco ( 2011) argues
that:
Tradition, the vocabulary is learned through listings that the student repeated to
himself from automatic mode to internalize the concepts, as this was the central theme
of the learning of languages. Between the years 60 and 80, the role of the terminology
provided the tools and skills for the oral performance in different situations of daily life.
The question of how students learn the word is the most difficult to measure because
(http://www.encuentrojournal.org/textos/12.17.pdf)
Vivanco presents another vision of the learning of vocabulary as individual process, to the
extent that is limited to the skill memorize of students and the interest or to the feelings
One of the jobs which emerged of the review of all these postulates and theories and
teaching, assessment. This work was developed by specialists in the field of applied
linguistics and pedagogy, from the 41 member states of the Council of Europe in addition
to a review of the most relevant ideas concerning the work that has been done with the
teaching of the languages, proposes new questions and solutions to work in the classroom.
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In the Common European Framework of Reference for Languages: learning, teaching and
Evaluation recognize the work for competition as part of a system that leads to the
but as part of the general competencies of the individual. This communicative competence
deporte, 2002,p,99-128).
"The elements of a system are organized around a purpose. Education is a system and
as such poses the requirement to carry out a reflection on the actual operation of its
components in interaction with the context, taking into account their interaction and
Consequently, the description of the linguistic competence of global and specific form
allows teachers to a real understanding about what can be achieved by the students in
each of the aspects and that lead to better performance in the general competencies.
outside it. When speaking of vocabulary competency refers to the "knowledge of the
vocabularies of a language and the ability to use it, is composed of lexical and grammatical
elements" (Ministerio de Educacion, Cultura y deporte, 2002, p. 108) as all the other
competences, you need time and resources to develop it in the appropriate way. This
competition involves knowledge of fixed formulas, idioms, structures, and the semantic
regime, among others. It cannot be assumed what all learners have sufficient knowledge to
understand the complexity of a word, but if there is an each of grow these aspects; it is
possible to organize better the work that is carried out in order to progress this
competence.
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According to Thornbury, "Teachers have not fully recognized the enormous advantage of
If so, the programs of study would focus on the development of competition lexical, but
what has been done so far is to overstate the Grammatical Competence, to the point of
displacing the other competitions. Therefore, develop effective strategies what lead to the
acquisition of vocabulary is the task that should begin to play. In addition, it should be
borne in mind that the process of understanding and using a word properly carries the
knowledge of the written and spoken word, his behavior, the grammatical meaning, its use
The learning of words leads to develop in the apprentice what can be termed as mental
lexical. This lexicon, which, if they did not follow a system type dictionary, it is a highly
organized and interconnected system in the form of a network that helps build
partnerships, and what increases or changes according to the need of the trainee
In addition, the meaning of the word plays an important role. According to Thornbury
several systems take place in learning and memorization of the words: "All of this suggests
an organization based on semantics (meaning), and at the same time one that is based on
However, Meara (1996) Affirm that the development of lexical competence isn’t review
from the learning of words, but since the construction of lexicon. What we really need is
understanding of the lexicons. The area in which we work it seems that the whole is
considerably more interesting than the sum of its parts. The problem with some current
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models, I believe, is that they are in danger of losing the vision of the forest by
(http://www.lognostics.co.uk/vlibrary/meara1996c.pdf)
vocabulary, and most of them are related to rely on the knowledge of other words.
This methodology part of the interest of the student prepares the students for the daily life
your foundation is based on Piaget's theory because it explains how the knowledge.
According (Yan, 2012).The active methods involve the student in the development of their
knowledge through actions or activities that may be external or internal, but which
require a personal effort of action or search. The students are that act, those who carried
out the actions, they develop their knowledge, organize, coordinate and, afterwards, the
express.
The active learning methodologies it adapted to a model of learning in which the main role
scenarios designed by the professor (the teacher isn’t the only way to obtain the "absolute
truth", in this methodology the students discover knowledge by the same with the help of
the teacher.
(www.monografias.com/docs/Metodologia-Activa-Participativa-PKCT7EWYBZ, s.f)
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11.2. Characteristics
LUDIC: Through the game, it motivates the learning and makes possible a space for
fun is good because, many times things that we fun damage ourselves).
objective of that they are brought together ideas, beliefs, myths and stereotypes in
Creative and flexible: it doesn’t respond to rigid models, static and authoritarian.
Although never loses sight of the proposed objectives, give up the idea that things
The population, which was applied the research work were sixth graders (6th) San Jose of
Guare educational institution located in rural zone of the municipality of Guapi. A group of
14 students with an average age between 11 and 12 years, to implement this proposal
conducted diagnostic tests, inquiry and home visits to the homes of pupils.
Different harvesting techniques were used according to the objectives data. To explore the
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between the interviewer and the interviewed. According to Sampieri, Fernandez and
Baptista although the interviews have They provide information permeated by the point of
view of the interviewee, the context can be considered and this is essential in the
interpretation of meanings.
"This kind of data is very useful for capturing fully (over whatever" possible) and above
all, to understand the underlying motives, meanings, and the reasons internal human
behavior." (2006, p. 583). The interviews are shown as excellent tools for data qualitative.
Within the classes of potential interviews was chosen the semi-structured interview. It is
based on guide of questions and the interviewer is free of enter additional questions to
clarify issues or concepts. (Sampieri et al, 2006) (p. 597). The interviews were designed by
the researcher and it based on the information collected during the literature review
carried out.
On the other hand, to assess the strategies most appropriate in the development of
vocabulary in class and to revise the design of activities that implement those strategies,
we reviewed the productions of the students and their academic results; a questionnaire
was conducted to check reviews and penetration that have changes in the work with
vocabulary; and tests were conducted to measure objective the progress of knowledge of
vocabulary and the extension that is reached based on tests carried out by different
researchers. On the use of different tests, Batia Laufer and Zahava Goldstein assert that:
of view of the knowledge of vocabulary (trait or) interaccionalista), its preference for a
particular dimension of the knowledge and interests in size or depth. In this article, we We
adhere to the view feature of vocabulary, and although we recognize the importance of
testing depth and fluidity, we decided to focus the size vocabulary. Vocabulary size tests
have shown to predict success in reading, writing and general language proficiency, as
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13.1. Analysis of data.
From a qualitative perspective, the analysis of data to they were collected. Data were
collected from the initiation of the investigation, on the basis of General observations and
the data generated by the interviews, and the data obtained through a review of the
different documents. An analysis was performed from theory, reviewing relations that
emerged among the data to find meanings, patterns or categories that would reach valid
answers and to achieve the proposed objectives. From a quantitative viewpoint, the use of
measuring instruments such as the questionnaires were used to assess the perception that
students had of the virtual teaching materials that had access to this project. Since the
implementation of this research was done so that the students could have more progress
in their academic process, moreover, provide tools to help the teachers to optimize your
percentages. This test can provide objective results, since it is It gives a numeric value to
each student through which the degree of knowledge is encoded lexicon of the same. The
results of the different tests had a quantitative analysis allowing you to check on the
progress of the students based on the Statistics, and get information about the relevance of
of them have a component on reading. This is, to the look, a very recurrent variable in
research on the use of strategies for vocabulary learning, and is the direct relationship that
is made between the acquisition of vocabulary and reading. Others were used as reference
points research by Agustín Llach and barriers Gomez on analysis of errors, and the use of
strategies of reading and writing to increase the vocabulary; and research conducted by
Gerardo Corbo (2011) on learning and retention vocabulary with the use of strategies of
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extracted from other investigations and studies in which the thrown results allowed to see
the advantages of the use formal and clear strategies related to the teaching of vocabulary
(López- Mosque, 2007; Bromley, 2002). Articles by other authors (Wesche, and Paribakht,
were also taken into account 1996) that raise the use of tests to evaluate the vocabulary
knowledge of students from the depth or extension. Taking into account that know all the
semantic and syntactic details of a few words does not imply that the person can
understand a text in its entirety, while having a large vocabulary, Thus the level of
knowledge of all the words is not very deep allows to the student to better interpret a text.
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14.1. Diagnostic test
25
26
27
28
14.2. Inquiry
.
The next slope was carried out to evidence the level and knowledge of vocabulary in
English, of sixth grader from the educational institution of Guare San Jose, were surveyed
10 girls and 4 children for a total of 14 students .
29
30
Group Size group Sample Size Methods and
techniques
students 14 14 Inquiry and
observation
Total 14 14 ----
50% 64%
36%
57%
83%
29%
43% 28%
29% 57%
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7) Tienes dificultad cuando 8) Ayudas a tus compañeros a
hablas en in inglés? hacer las actividades
SIEMPRE ALGUNAS VECES NUNCA SIEMPRE ALGUNAS VECES NUNCA
10%
7%
14%
29%
83% 57%
7% 14%
36%
57% 57% 29%
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15. Findings and conclusions
The question that guided this research was: ¿ How to improve level the vocabulary in
English in the student of degree 6th of the Educational Institution San José of Guare? And
based on the development of the activities proposed and the results thrown by the same, it
can be said that when the vocabulary learning strategies are used explicitly, students not
only increase their vocabulary but improve the understanding of the same depth, which
allows them to move forward in its process and start own production. If we review the
information collected in the research, it can be concluded that explicit vocabulary learning
of this is that the students who participated in this research passed get 10.89% as average
From the observations of class also showed that when vocabulary strategies are used,
students are much more aware of its process and its progress the terms of few words
In addition, the fact strengthen your vocabulary improves your confidence and drives
them to advance in their process of learning English, which leads them to keep an affective
filter low. First and foremost, students observe, or even "feel" that are moving and what
they do is useful. The activities that were carried out in class, students recalled more those
that allowed them to talk with their peers. This small production for them meant a lot
because they began to employ the knowledge and found it useful. It was no longer
something remote from their context, but something that could be used at any given time.
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However, to reach the decision on the type of strategies to be used with students is needed
to make a thorough review not only of literature available, but similar themes-related
research. Within this review found that there is lot of work regarding the use of
vocabulary learning strategies in the classroom, especially in the Colombian context, and
that the majority of articles and research related the use of reading strategies extensive.
In addition, after review of the literature on the subject, and the realization of class
activities, noted that there is a somewhat forgotten concept when trying to work on
vocabulary and refers to the teaching of words, which may facilitate or hinder makes the
process of acquiring new vocabulary, to the extent that not all words have the same
characteristics, and therefore not all must teach in the way. you begin to forget the idea of
learning words in isolated and disjointed way, and start thinking about how to help
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16. Bibliography
Brown, H. D. (2000).
Laufer, B., & Goldtiein, Z. (2004, Septiembre). Language Learning. Vol 54.
Ministerio de Educacion , Cultura y deporte. (2002). Marco común europeo de referencia para
las lenguas: aprendizaje, enseñanza, evaluación. Retrieved from
http://www.dfle.ipn.mx/wps/wcm/connect/D0BB16004CFE0562B640BEA6F218.
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