TEACHING WORD-FORMATION THROUGH FLIPPED LEARNING: A PROPOSAL FOR UNIVERSITY LECTURES
DOI:
https://doi.org/10.37536/ej.2021.29.1918Keywords:
flipped learning, teaching methods, higher education, word-formationAbstract
In recent years, thanks to the advent of the Internet technology, flipped learning, in which instruction is accessed at home in advance of class, has received considerable attention as an alternative to traditional lecture-based classroom practices, as it leaves class time for developing higher-order competencies such as applying, analyzing and evaluating by offering students more opportunities for problem-solving, discussion and collaborative learning. The purpose of this article is to present a proposal for teaching English word-formation processes, namely compounding, conversion, blending and clipping, in higher education through flipped learning, understood here as a form of blended learning that incorporates elements from traditional face-to-face teaching, online instruction and cooperative group work. This teaching proposal, which combines the so-called “discussion-oriented” and “group-based” flipped classroom models, includes contents, objectives, competencies, activities and assessment. Although originally designed for Spanish students of English morphology, the proposal is easily adaptable to related courses and provides a basis for teaching a range of linguistic subjects through the inverted classroom approach.
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