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|b Español (ES)
|a Biblioteca "Urania Zelaya Úbeda" (FAREM-Estelí)
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|a SM EIN 378.242 Gut 2019
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|a Gutiérrez , Dalila Aracelis | Briones, Yaritza Mirleny | Talavera Guevara , Antonio | Espinoza Barahona, Jeydels Alexander
|c Espinoza Barahona Jeydels Alexander
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| 245 |
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|a Implementing effective vocabulary building activities for enhancing communication in English in 11th grade students at Reino de Suecia Institute during the first semester 2019
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|a Nicaragua | ESTELI
|b UNAN-Managua, FAREM-Estelí, Nicaragua
|c 2019
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|a 28 páginas : ilustraciones
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|a Seminario-(Licenciados en Ciencias de la Educación con mención en Inglés)-Universidad Nacional Autónoma de Nicaragua
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|a Vocabulary enrichment is a need acquiring a new language. However, this issue, is; not seen as a need by some educators most of the time. This problem has entailed; incapability in students. The present research paper aimed providing some; updated activities for teaching vocabulary with the intention of enhancing; communication in students of secondary school in Nicaragua. Five vocabulary; building activities were implemented in 32 pupils of 11th grade from Reino de; Suecia institute.; The observation and the application of interviews eased us the outcomes; obtainment. These instruments allowed us to see and confirm the effectiveness of; the chosen activities. We were able to identify the activities that were seen and; proved as less effective enhancing communication. It was confirmed that some of; the activities set out impacted students learning. Remembering presented words; and helping them to practice communicative English.; Activities like the ones set out in this research can make a change in the; vocabulary teaching-learning process in Nicaragua. They have contributed; positively in learners as strategies to remember vocabulary more easily and they; have been useful in practicing English in a communicative way. Besides, they help; teachers to facilitate their teaching process and allow them to apply revamped; activities, as a way of avoiding the inappropriate habit of only write words on the; board and then eraser them.
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|a Comunicación enseñanza | Enseñanza-Aprendizaje | Estrategias metodológicas | Ingles básico- Enseñanza | Ingles-Enseñanza | Inglés-vocabulario | Inglés-Seminario-2019
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| 856 |
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|y http://repositorio.unan.edu.ni/id/eprint/11302
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|c 79624
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