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Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/216726
Estrategias para el aprendizaje de vocabulario en una clase virtual de ELE con un alumno con TDAH
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Abstract
[spa] La falta de una atención a las necesidades educativas especiales en algunas escuelas secundarias de Estados Unidos donde se enseña el español como lengua extranjera (ELE) ha provocado que los alumnos se vean afectados en cuanto a la motivación y aprendizaje de ELE. Es por esto que el presente trabajo pretende evaluar la puesta en práctica de una serie de estrategias que ayuden a los alumnos con trastorno de déficit de atención con hiperactividad (TDAH) a aprender vocabulario y usar la lengua en contextos determinados. Para ello se explora la manera en que la información nueva se recibe y se procesa a través de los diferentes tipos de memoria, se identifican las problemáticas que los alumnos con TDAH pueden presentar y se diseña una unidad didáctica que incluye estrategias diseñadas especialmente para un alumno con TDAH. Finalmente se hace un análisis de las estrategias efectivas detectando así las que facilitaron el aprendizaje de vocabulario. El pilotaje mostró efectividad en la aplicación del enfoque “Respuesta Física Total” en conjunto con las estrategias de gestos y uso de imágenes al facilitarle al alumno la posibilidad de recordar de mejor manera el vocabulario presentado. Con esta propuesta, por tanto, se busca que otros profesores que se enfrenten a la enseñanza de ELE en adolescentes con TDAH se beneficien del uso de las estrategias definidas.
[eng] The lack of attention to special educational needs in some high schools in the United States where Spanish as a foreign language (ELE) is taught, has caused students to suffer in terms of motivation and learning of ELE. Therefore, this paper aims to evaluate the implementation of a series of strategies that help students with attention deficit hyperactivity disorder (ADHD) to learn vocabulary and use the language in specific contexts. This paper will also address how new information is received and processed through the different types of memory, will identify the problems that students with ADHD may present, and will design a didactic unit that includes strategies specially designed for a student with ADHD. Finally, an analysis of the strategies’ effectiveness is made, thus detecting those that facilitated vocabulary learning. The piloting showed effectiveness in the application of the "Total Physical Response" approach in conjunction with the strategies of gestures and use of images by facilitating the student's ability to better remember the vocabulary presented. With this proposal, it is intended that other teachers facing the teaching of Spanish as a foreign language to adolescents with ADHD will benefit from the use of the defined strategies.
[eng] The lack of attention to special educational needs in some high schools in the United States where Spanish as a foreign language (ELE) is taught, has caused students to suffer in terms of motivation and learning of ELE. Therefore, this paper aims to evaluate the implementation of a series of strategies that help students with attention deficit hyperactivity disorder (ADHD) to learn vocabulary and use the language in specific contexts. This paper will also address how new information is received and processed through the different types of memory, will identify the problems that students with ADHD may present, and will design a didactic unit that includes strategies specially designed for a student with ADHD. Finally, an analysis of the strategies’ effectiveness is made, thus detecting those that facilitated vocabulary learning. The piloting showed effectiveness in the application of the "Total Physical Response" approach in conjunction with the strategies of gestures and use of images by facilitating the student's ability to better remember the vocabulary presented. With this proposal, it is intended that other teachers facing the teaching of Spanish as a foreign language to adolescents with ADHD will benefit from the use of the defined strategies.
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Treballs Finals del Màster de Formació de Professor d'Espanyol com a Llengua Estrangera del "Centro Universitario Internacional de Barcelona (UNIBA)" Adscrit a la Universitat de Barcelona. Curs: 2020-2022, Tutora: Jessica Espitia
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OLIVAS CHÁVEZ, Diana Patricia. Estrategias para el aprendizaje de vocabulario en una clase virtual de ELE con un alumno con TDAH. [consulted: 14 of August of 2026]. Available at: https://hdl.handle.net/2445/216726