Structured input grammar activities for penultimate year students at Fernández Madrid High School

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dc.contributor.advisorDragosavljevich Garzón, Milica Margarita
dc.contributor.authorRiofrío Salazar, Evelyn Esdrey
dc.date.accessioned25/11/2023 8:44
dc.date.available25/11/2023 8:44
dc.date.issued2021
dc.description.abstractThis quasi-experimental research was conducted to determine the effectiveness of structured input grammar activities on students in their penultimate year at Fernández Madrid High School, during the school year 2020-2021. Pre-tests applied to 70 students of penultimate year showed a low level of grammar competence in topics as present perfect, tag questions, passive voice, used to and second conditional. Structured input grammar activities were incorporated in the experimental group of 35 students, while conventional strategies were applied in the control group of 35 individuals. There were 25 interventions of forty minutes in total to introduce input activities such as binary options, surveys, supplying information, matching, selecting alternatives, ordering, and ranking to facilitate the internalization of linguistic forms. The process culminated with a post-test to experimental and control group to compare and analyze the grades of both groups. The results demonstrated that a better average was achieved in the group to which structured input grammar activities were incorporated. In consequence, the incorporation of structured grammar activities has had significant impact on grammar competence of students.en_US
dc.id.advisor1710672997
dc.id.author1721960910
dc.identifier.urihttps://repositorio.puce.edu.ec/handle/123456789/20343
dc.language.isoen
dc.publisherPUCE - Quito
dc.subjectLengua inglesa - Enseñanza
dc.subjectLengua inglesa gramática
dc.subjectAdquisición de segundo lenguaje
dc.titleStructured input grammar activities for penultimate year students at Fernández Madrid High Schoolen_US
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Tesis – Maestría en Pedagogía del Inglés como Lengua Extranjera (Sin Restricción)