The teaching-learning process is contextualized, flexible and adapted to the educational needs of the young learner

Adriana Elizabeth Cango-Patiño, Nancy Beatriz Jiménez-Bermeo

Resumen


The objective of the following bibliographic research was to explain how the teaching-learning process is contextualized, flexible and adapted to the educational needs of the young learner students, and to demonstrate the impact of the Mime Game as a learning technique of the communicative approach in the students’ vocabulary acquisition. The units of analysis were 20 research articles carried out different countries, where the English language is taught as a foreign language. The method applied was the hermeneutic method which allowed the pre-service teachers to understand, analyze and interpret the effect of communicative activities (mime game) on the teaching-learning process of young learners. Thus, an annotated bibliography matrix was made as a data collection instrument, which included themes, authors, year, countries, objectives, research designs and main findings. The results showed that the application of the Communicative approach provides meaningful activities for students to use the language. Specially, for learning vocabulary, association and gestures activities are recommended for young learners, so they might learn easier and less stressful, particularly, mime game is suggested, as it enhances students to take risks, make mistakes, work as a team and keep improving within less threatening situations.


Palabras clave


Communicative approach; young learners; mime game; vocabulary mastery; learning.

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Referencias


Arum Sari, S. I. (2017). PDF Documents. Retrieved 2020, from Miming game as a medium to improve students’ vocabulary mastery.

Ika Pratiwi, R. (2017). Insitutional Repository. Retrieved 2020, from The effectiveness of using miming game in teaching vocabulary of the fourth-grade students at SDN 01 Suwaluh Pakel in academic year 2016/2017.: http://repo.iain-tulungagung.ac.id/7906/

Lelawati, S., Dhiya, S., & Nurazijah Mai, P. (2018, March). Journalist. Retrieved 2020, from The teaching of English vocabulary to young learners.: https://journal.ikipsiliwangi.ac.id/index.php/project/article/download/457/63

Mardhatillah, M., & Ratmanida , R. (n.d.). PDF Documents. Retrieved 2020, from Using “mime game” to teach vocabulary to young learners: http://ejournal.unp.ac.id/index.php/jelt/article/view/7280

Ramarh Apdy , A., & Asrifan, A. (2018). PDF Documents. Retrieved 2020, from The Chinese mime game in teaching vocabulary on EFL classroom: https://ojs.unm.ac.id/teflin65/article/viewFile/6246/pdf_7

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Ohashi, Y. (n.d.). PDF Documents. Retrieved 2020, from Communicative Language Teaching for Young Learners of English: A Critical Perspective.

OnTesol. (n.d.). OnTesol. Retrieved 2020, from Using the communicative approach to teach vocabulary to young learners: https://how-to-teach-english.ontesol.com/using-the-communicative-approach-to-teach-vocabulary/

Pratiwi Rahmadhani, A., & , S.Pd., M.Pd. Sekolah Ti. (2015). Semantic Schoolar. Retrieved 2020, from Techniques in Teaching Vocabulary to Young Learners at LIA English Course: https://www.semanticscholar.org/paper/Techniques-in-Teaching-Vocabulary-to-Young-Learners-Ramadhani/e04d2a35109a158dfe635047973af91bc3008670

Purnarma, E. (2017). Neliti Publications. Retrieved 2020, from Improving students’ vocabulary mastery by using mime game in SMPN 3 Sungai Raya.: https://www.neliti.com/publications/212043/improving-students-vocabulary-mastery-by-using-mime-game-in-smpn-3-sungai-raya.




DOI: http://dx.doi.org/10.23857/dc.v7i1.1746

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Copyright (c) 2021 Adriana Elizabeth Cango-Patiño, Nancy Beatriz Jiménez-Bermeo

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