Reflective Journal by Jennifer Mariel Rodriguez

8TH SESSION  The session started by the group presentations , I learned about the Lexical Approach , Task based Instruction , Content based Instruction .  I will point out some of the aspects I remember from each of those methods. First , the lexical approach deals with chunks and collocations. Chunks are  groups of words that are usually found together. like for example , USUALLY COMBINED  , CRITICALLY INJURED , RELATIVELY SMALL and so on ,  learners acquire the target language by adopting these chunks. In the other hand , we have collocations which a word or phrase that is often used with another word or phrase , in a way that sounds correct to people who have spoken the language all their lives. For example ,  the hard rain , fast food , quick shower , quick meal , a fast train.  In the other hand, we have content based instruction which is a method that involves the learning of contents and language at once , students are exposed to authetic ...

7TH ENTRY  TASK BASED INSTRUCTION  CONT... NOW, IS IMPORTANT TO STATE THE TYPES OF TASKS IN TBI:  INFORMATION GAP ACTIVITY :  This is an activity where students decode information from their peers.  For instance,  two groups of students have a map but in one of the maps the information regarding the specific streets and their names are missing the group 1 will have to ask to the other group for that info in order to fullfill the questions to develop about places and directions.  R EASONING GAP ACTIVITY:  IT´s similar to information gap activity , but in this case students are given with two options with which they have to critically think and give their opinion about the two options.  OPINION GAP ACTIVITY :  This type of activity involves learners to express their feelings ,worries and opinions based on a certain situations . There is neither a wrong nor good answer.Teacher must not expect to have same level of res...

6TH ENTRY  My team and I have prepared a presentation about TASK BASED INSTRUCTION which basically involves a series of principles,teacher role , student role etc,.  Before defining what is TBI we need to get familiar with some basic concepts:  TASK : is an activity with which the learner is able to use the target language with a purpose (goal).  NUNAN ,2004 defines TASK as a piece of classroom work that involves learners in comprehending , producing , and interacting in the target language while attention is focus on meaning rather than on form. Now , TBI can be defined in a simple way ... this is a method where learners have the chance to use meaningful language which means realistic language while interacting with others. For instance , BOOKING A FLIGHT , GOING TO THE DOCTOR , ASKING FOR A MEAL AT A RESTAURANT are situations in which learns must know how to react and use accurate language.  Advantages : it creates fluency .  It also build...

5th Session  PRESENTATION , PRACTICE & PRODUCTION  IN THIS OPPORTUNITY THE CLASS STARTED WITH THE FIRST GROUP WHICH EXPLAINED AND GAVE US A DEMONSTRATION ON HOW PPP IS IMPLEMENTED IN A CLASS. I LEARNT THAT THIS METHOD FOLLOWS A VERY LOGIC SEQUENCE IN MY OPINION . IT STARTS WITH THE PRESENTATION OF THE TOPIC WHICH INVOLVES THE MEANINGFUL INTRODUCTION OF NEW LANGUAGE TO MAKE STUDENTS PROCESS THE NEW WORDS THAT WILL BE OF HELP LATER ON THEN A SECOND STAGE IS BASED UPON PRACTICE WHICH BASICALLY HAS STUDENTS INVOLVED IN THE USE OF THE NEW LANGUAGE , AND ALSO TO MAKE THEM FEEL COMFORTABLE WITH THEMSELVES AT THE TIME TO USE THE L2. IN THE END , THERE IS JUST ONE LAST STAGE WHICH IS PRODUCTION . THE LAST P OF THIS METHOD BASICALLY PRESENTS THE STUDENTS WITH A SITUATION IN WHICH THEY HAVE TO BE ABLE TO USE THE LANGUAGE THAT WAS PREVIOUSLY INTRODUCED IN THE PRESENTATION STAGE THIS STAGE CAN BE DONE BY HAVING ROLE PLAYS , DEBATES , AND ALSO PROBLEM SOLVING EXERCISES.  ...

4th session In this opportunity the teacher gave us a short explanation of how to prepare our research question to have a clear idea ,and also to take into account the guidelines . One of the aspects that we need to be careful with is the ambiguity of words. We have to avoid the use of strange terms in order to our research question to be understandable. Another aspect  is the feseability of it which involves the relationship between variables in our research question. Furthermore, it is important the way de explain some of the terms in our research question which can be explained in an operational side by explaining the terms but as a procede to be understood. Another way is to explain terms by giving an example which will give us a situación in which such a term is applied. After the mini presentación , I had the chance to practice how to identify the type of research according to separate and different statements. I learned the different ways a research can be based on. F...

SESSION 3 In this session , the class started with a very detailed explanation of chapter 1 ¨the nature of research ¨I was paying close attention to this because it discussed the different types of research. I learned the difference between basic and applied research . The first one has to deal with the understanding a process expressed as a theory , and the second one has to do with the development of a new insight . There are also quantitative research such as experimental that is when the individual is controlled and it  is intensively studied. Correlational research which describes relationships among two or more variables. Furthermore there is a qualitative research which involves ethnographic research (when the researcher documents experiences) , Biographical ( important experiences in the life of an individual) , Grounded research ( when the problem being studied is being solved at the same time). After this,  we discussed the article ¨working with competence...