Contextual Framework

7/24/2019 Contextual Framework

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UNIVERSIDAD AUTÓNOMA DE TLAXCALA

SCHOOL OF PHILOSOPHY AND ARTS

BACHELOR OF ARTS IN ENGLISH LANGUAGE TEACHING

ADRIEL ABIMAEL GÓMEZ ÁGUILA

The use of !"#!o$%&' !$ E$()!sh ")%ss* CONALEP +,+Z%"u%)-%$

The use of dictionaries during a learning of a second language is a useful

strategy because it provides the learner safety when relying on



vocabulary on both L1 and L2. With the development of digital

technology in the last two decades, there the types have been a

diversity of dictionaries available for learners. This research project aims

at investigating the eects that digital dictionaries !!" and paper

dictionaries #!" have on the development of writing in $nglish of

Tla%caltecas students who are studying the &fth semester in high'school.

The research is being lead with a female and two male students studying

at a public high school in ()*+L$# 11, -an er/nimo 0acualpan. The

!! and #! were used in several writing activities. !uring the seventy

four sessions the group investigated the words through the use of a !!

with support of their smartphone, they focused on meaning, uses and

pronunciation. Liewise, they continued with the ordinary method

through the use of a #!. The group too a test administered in the

middle part of the project, and immediately after the process of this

research another test was administered to compare the in3uence of the

use of !! and #!. The results revealed that the students re4uired both

dictionaries !! and #! to development their writing and in an implicit

way their pronunciation. Therefore, this research shows that students

improved their writing through the use and combination of theseresources in the $nglish class.

1. Introduction

This action'research is being applied in (onalep 11, -an er/nimo

0acualpan. The main objective of this research is5 to enable students to

use digital dictionaries !!" and paper dictionaries #!" to develop their

own writing6 this research arises from the fact that normal dictionaries

have the meaning, oering clear e%amples but unclear symbols which

represent pronunciation. -ome students do not have problems to use

those dictionaries, but they have con3icts to understand the signs which

refer to the $nglish phonology, !! does not have many e%amples but

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they have the sound of each word, which could be pronounced by the

students.

7 would lie to now the eect that my students will show during

the use of !! and #! but, it is important to now relevant informationabout the learning conte%t where they will be participating. Let us

describe the setting of this research.

1.1 San Jerónimo Zacualpan

The name 0acualpan comes from *8huatl language and means

9adoration over the shrine:. 7t is established to 2 2 meters above the

level of the sea, with nineteen degrees in *orth latitude and ninety eight

degrees in West length. 7t is to the -outh of Tla%cala. 0acualpan has the

following towns according to the following four coordinates. +t the *orth

is Tla%cala, at the -outh -an uan ;uact<inco, at the $ast Tepeyanco and

at the West Tetlatlahuca.

+ccording to the *ational 7nstitute of -tatistics in =eography and

7nformatics 7*$=7", -an er/nimo has the following area5 >.?1 s4uare

ilometers s4. m" which represent the .1@ percent from -tateterritory, which increase to A,@@1.1B s4. m". -an er/nimo has willow,

hawthorn, choecherry, tepo<8n, pepper tree, ash, white cedar and

casuarina, eucalyptus and thunder. This town also has with rabbis, hares,

s4uirrels, ringtails, opossums, gophers, sencuates and salamanders.

7n this town we can &nd ama<ing crafts, for instance5 tule, petates,

hats, blowers and rugs. The typical food in this town is the cheese,

chicen, aniseCs tamal, bread and pul4ue. The territory is divided into thefollowing percentages5

• Dor continuous mechani<ed agriculture E?F"

• *ot suitable for agriculture A2F"

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• Dor the establishment of cultivate pastures with agricultural

machinery E?F"• *ot suitable for livestoc use A2F"

1.2 Population

+ccording to 7*$=7, 0acualpan has a population of A.EE people. Dor that

reason, 1.EG are women and 1.B1E are men. The BE.1? percent of the

people are men and the GA.?2 are women. 7n national level, -an

er/nimo has the 1.@>2 position from the 2.BGB towns which are in

He%ico6 0acualpan represents a .A from the country.

1.3 Education

0acualpan has si% schools, a high school, a junior high school, two

elementary schools and two indergartens6 &ve of them are public and

there is only one private. The schools have the following information5

• *ational (ollege of Technical #rofessional $ducation ()*+L$#"5 7t

is a high school which provides public education6 classes are

taught during the morning and the evening.• -antiago Iicohtencatl5 7t is a junior high school which imparts

public education6 classes are taught during the morning and the

evening.• (ulture and education5 7t is an elementary school which fosters

public education6 classes are taught during the evening.• Helchor )campo5 7t is an elementary school which provides public

education6 classes are taught during the morning.• uan $nri4ue #estalo<<i5 7t is a indergarten which imparts public

education6 classes are taught during the morning.•

)llin Joli<tli5 7t is a indergarten which facilitates private education6classes are taught during the morning.

7t is necessary to e%plain the main points from the high school where this

action'research is going to be applied, for that reason it is going to be

e%plained in the ne%t part.

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1.4 CONALEP 11! San Jerónimo Zacualpan

The school was founded by the population and the support of the local

major +ntonio Hena Hontealegre in -an er/nimo, on Tuesday,

-eptember 1st

, 1@?1, +ntonio started the oKcial activities. (onalepbegan with two hundred students. (urrently, ()*+L$# has ninety

hundred thirty students in the following professional majors5

administration, informatics, civil protection and machines.

1.4.1Sc"ool c"aracteri#tic#

The school has the appropriate facilities according to the majors, the

buildings has >,>>E s4. mt" the school has two restrooms, one for men

and one for women6 there is one which needs maintenance.

The characteristics of the classrooms where 7 am teaching are the

ne%t5 the name of the room is multiple useC, it is attractive and small

which is important because the students can maintain the attention

during class, there are not distractors, it also has two windows which are

at the correct level to avoid interferences and the room has some

posters and images that visuali<e an $nglish atmosphere.

1.4.2Sc"ool #er$ice#

The school has three cafeterias, two classrooms for multiples uses, a

reading room, three computer centers, a machineCs special area and a

media room.

1.4.3Sta%

The principal in ()*+L$# is Harco $steban =u<m8n (arreto who has the

following academic sta5 uan (arlos HuMo< Nui<5 responsible for

technical training6 Hanuel (abrera #Ore<5 responsible for school services6

(hristian u8re< ;ern8nde<5 promotion and vinculation and $dith Hunive

+valos5 administrative services. There are &fty teachers who represent

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the teaching sta, there are5 three $nglish teachers, four in

mathematics, &ve in -panish, two in chemistry, two for physics and the

rest of educators are located according to the training they have.

There are also four secretaries for each major5 Peronica (ortes!uarte who is the administrationCs secretary6 7vette ;ern8nde< =alicia

who is the informaticsC secretary6 a<min -otres Luna who is the civil

protectionCs secretary and Iochitl -errano (uatepit<i who is the

machinesC secretary. There are also three janitors in the school5 Na4uel

-errano ;ern8nde<, #aola L/pe< (. and Qarina Dern8nde< Renite<. There

are two policemen5 Nicardo $spino<a . and Jussef #luma =rande.

1.4.4En&li#" Pro&ram

The course has been developed to perform with the N.7.$.H.- Neforma

7ntegral de la $ducaci/n Hedia -uperior" and the new ()*+L$#

curriculum. 7t oers an innovative methodology that blends authentic

language presentations and analysis with real world validity and

reliabilityC speaing and writing tass, as well as integrated disciplinary

communication" and generic cross'curricular" competences. #upils

using communication in $nglish will develop both the nowledge and the

linguistic sills which are necessary to become successful as language

learners and they will have the necessary tools to deploy the language

beyond the classroom.

2. '"eoretical (rame)or*3. +et"odolo&,

The basic demographic pro&le of the sample population for this research

is5

This action'research was applied to He%ican students who are studying

&fth grade in ()*+L$# 11, 0acualpan6 it involved three students, with

the following details5

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• +ntonio5 ;e is a seventeen year'old teenager who lives in

0acualpan, he has a lower'intermediate level in $nglish and he is

studying a major in administration.• Drancisco5 ;e is a seventeen year'old teenager who lives in

0acatelco, he has an intermediate level in $nglish and he is

studying a major in machines.• Lilia5 -he is an eighteenyear'old teenager who lives in 0acatelco,

he has an intermediate level in $nglish and she is studying a major

in administration.

The instruments 7 used during the data collection were5 diagnostic test,

4uestionnaire, survey, photos, diary and writings tass, homewor and

projects" The diagnostic test was provided in the &rst session, they had

poor results relating to their writing, they wrote three lines mentioning

basic information personal details" 7 deduced two reasons why they had

those answers, they did not now how to write their ideas because they

did not now how to write them or that $nglish was not their favorite

subject in last semesters.

7 had to now what the students were thining about the !! and

#!, before the use and later the application, in that 4uestionnaire 7 was

asing about the characteristics which they noticed in both dictionaries6

cost, weight, utility, design, content and utility were some of the details

they describe during the 4uestionnaire they were open 4uestions" those

points were not ased, but the students answered these details. The

survey was intended to5 the way that class was taught, to reach an

agreement. The student could use the dictionary in class and at home

with the e%ception of e%ams. The 4uestionnaire and the survey were

used at the beginning of the classes, during the &rst two sessions. )ne

4uestionnaire was facilitated in the middle of the semester to monitor

the progress of the intervention.

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#hotos were taen as evidence when 7 ased for homewor it was

my evidence not only for my research it was also for academic

purposes"6 the &rst days 7 had to tae two photos, one which represented

their mistaes and the second which displayed the same writing without

errors, they recti&ed their own writings, 7 had to use the $rror code to

give them the feedbac. The ne%t tool for collecting data was the journal

which was something more personal than academic, in part it helped me

to deduce the tas and the homewor 7 had to as, new homewor but 7

had to analy<e their behavior according to my diary, the possibilities of

answers they could produce with the tas.

The writing tass were the main tools 7 saw during the process of

this action'research. 7 could notice the progress of my students6 they

were using the dictionaries during classes and 7 noticed that they gave

me writings with more vocabulary and a considerable length. 7 ased for

writings with &fty words, one hundred words, one hundred &fty words

and two hundred words, they were solving the tass without drawbacs.

Dor those tass 7 had to as about relevant information or open

information the main objective for them was 'writing something related

to the topic that we checed during the wee. 7f you as them to write

about boring topics they could e%periment a bad e%perience, they had to

write about something that they enjoy topics of interest, use of tablet as

a resource, images in BQ, things which were unusual for them" 7 used the

error code only per one month, after that 7 suggested them the checing,

having themselves a feedbac of their own tas.

Refe&e$"es

Colegio Nacional de Educación Profesional Técnica, CONALEP. Recuperado de: http:!!!.conalep"tla#cala.edu.$#inde#.php%

option&co$'content()ie!&article(id&*+:plantel"acualpan(catid&-:direccion"general(/te$id&*+

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http://www.conalep-tlaxcala.edu.mx/index.php?option=com_content&view=article&id=54:plantel-zacualpan&catid=37:direccion-general&Itemid=54







CONALEP. 012334. /nfor$e general de transparencia. Recuperado de: http:platrans.tla#cala.go5.$#siste$astransparencia)ie!'docs.php%recno&+*+*

/nstituto Nacional de Estad6sticas 7 8eograf6a, /NE8/. 012294. Prontuario de infor$ación geogrfica $unicipal de los Estados ;nidos <e#icanos.

Recuperado de: http:!!!-.inegi.org.$#siste$as$e#icocifrasdatos"geograficos19192*3.pdf

#age @

http://platrans.tlaxcala.gob.mx/sistemas/transparencia/view_docs.php?recno=4545


http://www3.inegi.org.mx/sistemas/mexicocifras/datos-geograficos/29/29051.pdf




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