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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
EDUCATIONAL PROJECT
Topic
IMPROVE THE WRITING SKILLS THROUGH ESSENTIAL BASIC
GRAMMAR.
Proposal
DESIGN AND APPLICATION OF A HANDBOOK WITH
INNOVATIVE GRAMMAR EXERCISES.
In Partial Fulfillment of the Requirements for the Degree of:
LICENCIADOS EN CIENCIAS DE LA EDUCACIÓN Major
in lengua y lingüística inglesa
Researchers
SANCHEZ RIVAS OLGA PAOLA
LOPEZ MENDOZA DIANA FERNANDA
Counselor
DR. VICENTE TORRES VIVAR
GUAYAQUIL-ECUADOR
2015
II
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
Arq. Silvia Foy-SangMSc. MSc. MSc. José Zambrano DECANA SUBDECANO
FACULTAD DE FILOSOFÍA FACULTAD DE FILOSOFÍA
MSc. JACINTO CALDERÓN MSc. ALFONSO SÁNCHEZ DIRECTOR SUB-DIRECTOR ESCUELA
DE LENGUAS ESCUELA DE LENGUAS
ABG. SEBASTIÁN CADENA SECRETARIO GENERAL
III
Guayaquil, Mayo del 2015
Arq. Silvia_ Moy Sang Castro MSc.
Decana de la Facultad de Filosofía, Letras y Ciencias de la Educación
Ciudad.
De mis consideraciones:
En virtud de la resolución del H. Consejo Directivo de la Facultad, de
fecha 21 de Octubre del 2013. La cual se me designó asesor del proyecto
educativo de la licenciatura en Ciencias de la Educación especialización
LENGUAS Y LINGÜÍSTICAS.
Tengo bien a informar lo siguiente:
Que los integrantes Olga Sanchez Rivas con C. I: 0930026943 Diana Lopez
Mendoza C. I: 1204749830, diseñó y ejecutó el proyecto educativo con el
tema:
Topic: IMPROVE THE WRITING SKILLS THROUGH ESSENTIAL BASIC
GRAMMAR.
Tema: MEJORAR LAS HABILIDADES DE ESCRITURA A TRAVÉS DE
UNA GRAMÁTICA BÁSICA.
Proposal: DESIGN AND APPLICATION OF A HANDBOOK WITH
INNOVATIVE GRAMMAR EXERCISES.
PROPUESTA: DISEÑO Y APLICACIÓN DE UN MANUAL DE
ACTIVIDADES CON EJERCICIOS GRAMATICALES INNOVADORES.
El mismo que ha cumplido con las directrices y recomendaciones dadas por
el suscrito. Los participantes satisfactoriamente han ejecutado las
diferentes etapas constitutivas del proyecto, por lo que se procede a la
APROBACIÓN del proyecto, y pongo a vuestra consideración el informe
de rigor para los efectos correspondientes.
Atentamente
Doctor Eduardo Torres Vivar
CONSULTOR ACADÉMICO
IV
DEDICATION
This project is dedicated to God because it has given me wisdom and
has blessed me throughout my academic career.
This project is dedicated to my parents for their constant support in my
education to finish my career which will serve me for all my life.
Olga Sánchez Rivas
V
DEDICATION
This project is dedicated to my parents who have supported me during
my education giving me the opportunity to finish my career and believe
that I could make it
This project is dedicated to my parents for their constant support in my
education to finish my career which will serve me for all my life.
Diana Lopez Mendoza
VI
THANKFULNESS
It is with immense gratitude that I thank for the support and help of my
counselor Doctor Vicente Torres Vivar who was a great guide in
achieving my educational project, for his knowledge and patience may
God always bless him.
Olga Sánchez Rivas
VII
THANKFULNESS
It gives me pleasure in acknowledging the support and unconditional
assistance of my counselor Doctor Vicente Torres Vivar.
Diana López Mendoza
VIII
CONTENT
FRONT PAGE II
DIRECTIVE III
TUTOR´S REPORT IV
DEDICATION V
THANKFULNESS VII
CONTENT IX
REPOSITORY XIII
ABSTRACT XV
INTRODUCTION 1
CHAPTER 1: THE PROBLEM
Outline of the Problem
Location of the problem in context 3
Conflict situation 4
Causes and consequences 4
Delimitation of the problem 5
Formulation of the problem 5
Variables of the investigation 5
Evaluation of the problem 6
Objectives 6
General objective 6
Specific objectives 6
Questions of the investigation 7
Justification 8
IX
CHAPTER 2: THE THEORETICAL FRAMEWORK
Background
9
Independent Variable 10
Grammar 10
Importance of Grammar 12
Characteristics of Grammar 14
Types of Grammar 16
Dependent Variable 19
Writing 19
Importance 21
Characteristics 23
Types of Writing 24
Theoretical foundation 28
Epistemological foundation 28
Philosophical foundation 29
Psychological foundation 30
Sociological foundation 30
Pedagogical Foundation 31
Andragogical Foundation 31
Scientific Foundation 32
Technological Foundation 32
Legal foundation 33
Contextual framework 37
Human Talents 37
CHAPTER 3: THE METHODOLOGY
Scientific research
38
Types of research 39
Field Research 39
Bibliographic Research 40
X
Feasible Research 40
Levels of the research 41
Exploratory 41
Descriptive 41
Explanatory 42
Methods of Investigation 42
Deductive method 43
Inductive method 43
Technique and Instruments 44
Interview 44
Survey 45
Questionnaire 45
Population 46
Sample 46
Stratum universe 48
Interview to the chairman 49
Interview to the English teacher 50
Interview to the parents ‗representative 51
Survey to students 52
Analysis of the results 53
Conclusions 63
Recommendations 64
CHAPTER 4: THE PROPOSAL
Background
65
Justification 66
Summarizing the diagnosis 66
Main problem 67
XI
Objectives 67
General objective 67
Specific objectives 67
Importance 68
Feasibility 68
Description of the institution 70
Materials and resources 70
Location 71
Legal framework 71
Sociological aspect 73
Pedagogical aspect 74
Psychological aspect 74
Mission 75
Vision 75
Policies 75
Beneficiaries 76
Social impact 76
Conclusions 76
Glossary 77
Bibliographies 81
Websites 84
ANNEXES 90
Annex one: Documents
91
Annex two: Surveys and interviews 101
Annex three: Photos 104
Annex four: Proposal 109
XII
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: Improve the writing skills through essential basic. Design and
application of a handbook with innovative grammar exercises.
AUTORES: Sánchez Rivas Olga
Diana Lopez Mendoza
REVISOR:
Dr. Vicente torres Vivar
INSTITUCIÓN:
Universidad de Guayaquil
FACULTAD: Filosofía letras y
ciencias de la educación
CARRERA: Lenguas y lingüística
FECHA DE PUBLICACIÓN: Mayo 2015 Nª DE PÁGS: 109
ÁREAS TEMÁTICAS: Basic grammar, Writing skills, Motivation
PALABRAS CLAVE:. Writing skills, basic Grammar, methodologies
ABSTRACT:
Most of public schools in our country have a low level of learning in this language due the lack of necessary resources to develop the teaching – learning process. With innovative grammar exercises the students are going to improve their knowledge in the learning process. In the observation classes, we realized that students have serious difficulties in English learning, because teachers use few strategies to reinforce grammar, therefore students do not have interest in class and their vocabulary is poor. Finally, Our proposal is very important because through the daily use of the handbook students of Eighth Grade at ―Oswaldo Guayasamín Calero‖ School of Basic Education, which is located in Duran city, will increase their interest in learning this language and thus can achieve that these children develop their writing skills, therefore they will have a basic knowledge of the language which will help them in the lapse of their school years. Also will benefit teachers, thus they can use it to facilitate the teaching learning process.
Nº DE REGISTRO (en base de datos): Nº DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO PDF: X SI NO
CONTACTO CON AUTOR: Teléfono:
E-mail:
CONTACTO EN LA INSTITUCIÓN:
Nombre:
Teléfono:
E-mail:
XIII
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: Mejorar las habilidades de escritura a través de una gramática
básica. Diseño y aplicación de un manual de actividades con ejercicios gramaticales
innovadores.
AUTORES: Sánchez Rivas Olga
Diana Lopez Mendoza
REVISOR:
Dr. Vicente torres Vivar
INSTITUCIÓN:
Universidad de Guayaquil
FACULTAD: Filosofía letras y
ciencias de la educación
CARRERA: Lenguas y lingüística
FECHA DE PUBLICACIÓN: Mayo 2015 Nª DE PÁGS: 109
ÁREAS TEMÁTICAS: Gramática básica, Habilidades de escritura, Motivación
PALABRAS CLAVE:. Habilidades de escritura, gramática básica, metodologías.
RESUMEN: La mayoría de las escuelas públicas de nuestro país tienen un bajo nivel de aprendizaje en
este idioma debido a la falta de recursos necesarios para desarrollar el proceso de enseñanza
- aprendizaje. Con los ejercicios de gramática innovadores los estudiantes van a mejorar sus
conocimientos en el proceso de aprendizaje.
En las clases de observación, nos dimos cuenta que los estudiantes tienen serias dificultades
en el aprendizaje de inglés, ya que los profesores utilizan pocas estrategias para reforzar
la gramática, por lo tanto, los estudiantes no tienen interés en la clase y su vocabulario es
pobre. Finalmente, nuestra propuesta es muy importante porque a través del uso diario del
manual de actividades , los estudiantes los estudiantes de octavo grado de la Escuela de
Educación Básica "Oswaldo Guayasamín Calero" la cual está ubicada en la ciudad de duran;
aumentará su interés en el aprendizaje de esta lengua y por lo tanto poder lograr que estos
niños desarrollen sus habilidades de escritura, por lo tanto, van a tener un conocimiento
básico de la lengua que les ayudará en el lapso de sus años escolares. También beneficiará
a los profesores de inglés, ya que pueden utilizarlo para facilitar el proceso enseñanza
aprendizaje.
Nº DE REGISTRO (en base de datos): Nº DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO PDF: X SI NO
CONTACTO CON AUTOR: Teléfono:
E-mail:
CONTACTO EN LA INSTITUCIÓN:
Nombre:
Teléfono:
E-mail:
XIV
ABSTRACT
Most of public schools in our country have a low level of learning in this
language due the lack of necessary resources to develop the teaching –
learning process. With innovative grammar exercises the students are
going to improve their knowledge in the learning process.
In the observation classes, we realized that students have serious
difficulties in English learning, because teachers use few strategies to
reinforce grammar, therefore students do not have interest in class and their
vocabulary is poor.
Finally, Our proposal is very important because through the daily use of
the handbook students of Eighth Grade at ―Oswaldo Guayasamín Calero‖
School of Basic Education, which is located in Duran city, will increase
their interest in learning this language and thus can achieve that these
children develop their writing skills, therefore they will have a basic
knowledge of the language which will help them in the lapse of their school
years. Also will benefit teachers, thus they can use it to facilitate the
teaching learning process.
XV
RESUMEN
La mayoría de las escuelas públicas en nuestro país tienen un bajo nivel de
aprendizaje en este idioma debido a la falta de recursos necesarios para
desarrollar el proceso de enseñanza - aprendizaje. Con ejercicios de
gramática innovadores, los estudiantes mejorarán sus conocimientos en el
proceso de aprendizaje.
In the observation classes, we realized that students have serious
difficulties in English learning, because teachers use few strategies to
reinforce grammar, therefore students do not have interest in class and
their vocabulary is poor.
Finally, Our proposal is very important because through the daily use of the
handbook students of Eighth Grade at ―Oswaldo Guayasamín Calero‖
School of Basic Education, which is located in Duran city, will increase their
interest in learning this language and thus can achieve that these children
develop their writing skills, therefore they will have a basic knowledge of the
language which will help them in the lapse of their school years. Also will
benefit teachers, thus they can use it to facilitate the teaching learning
process.
Finalmente, nuestra propuesta es muy importante porque a través del uso
diario del manual los estudiantes de Octavo Grado en la Escuela de
Educación Básica "Oswaldo Guayasamín Calero", que se encuentra en la
ciudad de Duran, aumentarán su interés en aprender este idioma y así
lograrlo estos niños desarrollan sus habilidades de escritura, por lo tanto,
tendrán un conocimiento básico del idioma que los ayudará en el transcurso
de sus años escolares. También benificiara a los profesores, por lo que
pueden usarlo para facilitar el proceso de aprendizaje de la enseñanza.
1 1
INTRODUCTION
This educative project is to help the whole teaching community to improve
the writing skills, because the lack of appropriate methodology make
students do not understand the grammatical rules therefore students do
not learn the new knowledge.
This work will help students because through innovative exercises of basic
grammar they are more motivated and interested in learning English. The
project has some characteristics like: clear, evidence, relevant, feasible
and original.
This project has been developed for students of Eighth Grade at the
―Oswaldo Guayasamin Calero‖ school, where we have applied a new
handbook with innovative exercises of basic grammar and vocabulary.
Our project has been performed according to the following steps:
Chapter I
In this chapter, the problem is identified in context, its causes and its
consequences are analyzed. There is an evaluation of the problem and
the proposal to solve it is formulated. The general objective where we
evaluate the effectiveness of using innovative grammar exercises to improve
the writing skills.
2 2
Chapter II
This chapter is constituted for the theoretical framework where the
theoretical concepts related to the topic are evaluated. The contextual and
legal aspects are also reviewed and analyzed. It is included the human
talents which mention all the people participating in the research.
Chapter III
Provides an overview of the methodology, the types and levels of
research, the methods and techniques applied in the performing of our work.
As well as, the instruments used for the research and the corresponding
analysis of the results. And finally conclusions and recommendations.
Chapter IV
It refers to the proposal, summarizing with the diagnosis, main problem,
objective, importance, and feasibility, description of the proposal, materials
and recourses, location, legal, sociological pedagogical and psychological
aspects are also review. As well as mission, vision, politicies,
beneficiaries, social impact and conclusions.
For evidence of our project we have included, interviews, surveys forms and
photos which are included at the Annex section.
3 3
CHAPTER I
THE PROBLEM
Location of the problem
Most of public schools in our country have a low level of learning in this
language due the lack of necessary resources to develop the teaching –
learning process easily, for this reason; students have a poor knowledge
of the language.
Nowadays, government is evaluating teachers to improve education in the
country. In this way requires teachers to be trained and update in the
knowledge of new teaching techniques. With the information mentioned
above, we have decided to do this project in order to improve the
academic level of students, of Eighth Grade at ―Oswaldo Guayasamín
Calero‖ School of Basic Education, which is situated in Duran City in Guayas
province in Ecuador.
In the observation classes, we realized that students have serious difficulties
in English learning , because teacher uses few strategies to reinforce
grammar, so they have a lack of motivation due to the teacher does not
use appropriated strategies therefore, students show little interest in
the English language which causes a poor performance of the basic
grammar structures.
4 4
Conflict situation
It is well known that, English is a universal language and it is a tool to
achieve a true career successfully and get a better job. Therefore, English
Teachers have to be better prepared because technology and
modernization Ecuadorian government requires high school students with
a high level to interact with foreigners and obtain scholarship to improve their
life.
The students show difficulties in the EL due to the lack of teaching in the
primary school, so they have poor vocabulary, and for this reason they
cannot make basic sentences.
Causes and consequences
Causes
Poor motivation.
Teacher uses an inappropriate methodology.
Poor preparation by teaching in this language.
English is not spoken in class.
Poor vocabulary.
Lack of didactic resources.
Consequences
Students do not have interest to learn English.
Students do not understand the grammatical rules.
Students are not able to write basic sentences.
Students do not learn the new language.
Students cannot make sentences correctly.
The English classes are boring.
5 5
Delimitation of the problem
Field: Basic Education
Area: Foreign language English
Aspect: High school
Topic: Improve the writing skills through essential basic grammar.
Proposal: Design and application of a handbook with innovative
grammar exercises.
FORMULATION OF THE PROBLEM
What is the impact when applying a handbook with innovative grammar
exercises to improve the writing skills in students of Eighth Grade at
―Oswaldo Guayasamín Calero‖ School of Basic Education, school year
2013 - 2014, in Duran?
VARIABLES
Independent
Grammar exercises
Dependent
Improvement the writing skill
6 6
EVALUATION OF THE PROBLEM
Clear: This project is clear because it has an easy way to get to the reader
and so they will be able to identify the principle ideas.
Evident: It´s evident, because it is not far to understand that the problem
exists.
Relevant: It´s relevant, because through the application of this project, we
are going to increase the vocabulary and the writing skills of students.
Feasible: This Project is viable, because we have the collaboration of the
authorities; the English teacher and students. They all agree and have the
conviction that our proposal is the best option to improve the language
learning of the students.
Original: Our project is unique, because nobody has elaborated a similar
project before and we are addressing the information in a very different way.
OBJECTIVES
General
To evaluate the effectiveness of using innovative grammar
exercises in Eighth Grade at ―Oswaldo Guayasamín Calero‖
School of Basic Education, school year 2013-2014 to improve the
basic writing skills.
Specifics
To select interesting exercises according to the level of the
students.
To elaborate and apply strategies for a better learning.
To teach students through innovative grammar exercises .
7 7
QUESTIONS OF THE INVESTIGATION
What didactic resources does the teacher use to teach this
language?
What strategies does the teacher use to motivate the interest to
students?
What techniques does the teacher use to improve the learning?
How does the teacher evaluate the level of knowledge of the
students?
What problems do the students have to learn the grammatical
rules?
What percentage of students have a lack of knowledge?
What are the benefits when applying this project?
How important is the application of this project?
Why should the English vocabulary be strengthened?
What support will authorities of the institution give?
8 8
JUSTIFICATION
Our project is very important because through this, the students will have
a better performance in writing, and will also have the appropriate use of
different grammatical rules.They will also develop their intellectual and
emotional abilities and thus improve the quality of education.
Furthermore, with innovative grammar exercises students are going to
improve their knowledge in the learning process. Also, they will get an
excellent knowledge that would help them to improve the reading and writing
skills, so that writing and grammar is one of the main skills that help the
students learn English.
On the other hand, the teachers will be benefited too. Because this resource
help them to create a nice environment at the moment to develop
the english classes, which is nessesary in the teaching learning procces.
In other way, the institution is benefited because the education is going to
improve its academic level. In the same way family‘s parents will be
grateful for the given learning to their children. In additon, the community
will benefit too because through this language, it will find at any time a
new member of the society.
Finally, this project is realible and feasible because it has everything to be
taken account in a good way.
9 9
CHAPTER II
THE THEORETICAL FRAMEWORK
BACKGROUND
After the research that we made at the library of the faculty of languages
and linguistics,we could realize that there are some similar projects, but
they are not focused on the necessities that we are concerned.
Through the basic grammar we intend to develop the writing skills, on the
students of 8th grade at ―Oswaldo Guayasamin Calero‖ school of basic
education , and it is going to be applied in a very dynamic way to encourage
their learning. and it is going to apply with another group of students.
It is important to lay the grounds of the theoritical structure of this study by
defining and providing the background of the key concepts which are
important in this research that have been reviewed from scholar articles
and books.
This second chapter is based on the following foundation theoretical,
epistemologycal, philosophical, psichological, sociological, pedagogical,
andragogical, scientific, technological and legal.
10 10
INDEPENDENT VARIABLE
Grammar
Definition
(Baleghizadeh, 2011)Mentions Brown (2001, p 362) who defines grammar
as ―the system of rules governing the conventional arrangement and
relationship of words in a sentence…. Technically grammar refers to
sentence - level rules only, and not rules governing the relationship among
sentences, which we refer to as discourse rules.‖
According to (Schlogel, 2010) defines grammar as‖ the way words are put
together to make correct sentences.‖
According to (Villemaire, 2001, pág. ix) grammar is: A set of rules about
words and how they are used in sentences for the purpose of conveying a
message. A sentence is a group of words that express a complete
thought. Words improperly arranged in a sentence cannot be understood.
Grammar
For Philida Schellekens, (2007) grammar is the way that language is
organized. It refers to the collection of rules which are to create words and
sentences. (Schellekens, 2007).
For Pachler (1999), grammar allows us to keep manageable the
vocabulary we need to communicate effectively and accurately about both
simple and complex matters (p.94). Furthermore, it enables us to form
longer spoken utterances and written sentences, take part in linguistic
interaction with other participants and behave in accordance with the
socio-cultural rules of appropriateness in different contexts (Ibid, p.94).
11 11
According to (David Crystal, 2004), grammar is the structural foundation of
our ability to express ourselves. The more we are aware of how it works, the
more we can monitor the meaning and effectiveness of the way we and
others use language. It can help foster precision, detect ambiguity, and
exploit the richness of expression available in English. And it can help
everyone--not only teachers of English, but teachers of anything, for all
teaching are ultimately a matter of getting to grips with meaning.
(David Crystal, "In Word and Deed." TES Teacher, April 30, 2004) It is
necessary to know grammar, and it is better to write grammatically than not,
but it is well to remember that grammar is common speech
formulated. Usage is the only test.
The Longman Dictionary of Contemporary English defines grammar as the
rules by which words change their forms and are combined into
sentences. There are two basic elements in this definition: the rules of
grammar; and the study and practice of the rules. The rules of grammar
are about how words change and how they are put together into
sentences. The knowledge of grammar also tells the learner what to do if he
wants to put the some phrase into the sentence. Grammar should be called
the way in which words change themselves and group together to make
sentences.‖ (Jeremy Harmer, 1991, p. 1)
Comment
It is very important because through it we can express different ideas in
our daily life. In the ―Oswaldo Guayasamin Calero‖ School students have
problems to write short sentences for them grammar is difficult out to teacher
do not use the appropriate methodology in class.
12 12
Importance of grammar
According to (DCapua, 2008, pág. 6)
From the linguist‘s point of view, grammar is not a collection of rules, often
obscure, arcane and often illogical, that must be taught, but rather set of
blueprints that guide speakers in producing comprehensible and predictable
language. Every language, including its dialects or variants, is systematic
and orderly.
(Kim, 2014)Mentions to Odin (1994) who notes that ―pedagogical grammar
is necessarily a hybrid discipline, one which draws from several areas of
study.‖
(K. lynn Savage, 2010)Quote to (Larsen free-Freeman, 2001) who says that:
―Grammar knowledge is important, but only insofar as it enables students to
communicate accurately, meaningfully, and appropriately.‖
(Mary Ann Christison, 2015) Point out that:
As important to the successfully mastery of any foreign language as
grammar may be, knowledge of grammar structure alone will not
suffice. An entire conversation may come to a half simply owing to a
lack of knowledge of one or two lexical items.
Grammar knowledge is important, but only insofar as it enables students
to communicate ―accurately, meaningfully, and appropriately‖ (Larsen-
Freeman, 2001).
Grammar instruction assists English learners in becoming aware of a
structure and then continuing to notice it in subsequent encounters (Fotos,
2001)
For Julio Foppoli n/d, in his article describes why grammar is important, he
describes: ―This is a typical question that I receive from many new
students and website visitors. My answer is clear and simple: "indeed."
13 13
Grammar is the backbone of a language and without it any single thing
you know may be flux, in a sort of jelly without much consistency‖. ―In a
nutshell, grammar provides you with the structure you need in order to
organize and put your messages and ideas across. It is the railway
through which your messages will be transported. Without it, in the same
way as a train cannot move without railways, you won‘t be able to convey
your ideas to their full extension without a good command of the
underlying grammar patterns and structures of the language.‖
In their book, the role of grammar teaching by José López Rama Gloria
LuqueAgulló, they remark the following: ―Communicative language
teaching was initially influenced by linguists with a notional functional view
of language. With Hymes, Austin and especially Halliday‘s theories,
grammar was considered as both semantic and functional (Bloor, 2004:2),
or as the study of linguistic forms realizing meanings, the so-called
Systemic-Functional Grammar (SFG).According to this new concept of
grammar, which appeared in Halliday‘s writings in the 70s and which was
consolidated in the 80s with his Introduction to Functional Grammar, the
dichotomies previously mentioned would be irrelevant, since the concepts
of function, meaning and communication would be included within the
study of grammar and linguists should focus on the use of language rather
than on its form itself. Thus, grammatical knowledge was performance,
rather than competence, and grammar was considered as a sub-skill to be
learned as procedural knowledge (doing rather than just knowing).
According to Richard Nordquist Grammar is important because it is the
language that makes it possible for us to talk about language. Grammar
names the types of words and word groups that make not only in but in
any language.
14 14
Comment
We could notice that students of the Eighth Grade do not pay attention in
grammar classes, because their teacher uses traditional strategies to
explain the grammatical rules therefore students are unmotivated and they
do not understand the explanation.
Characteristics of grammar
Many linguists and researchers have given support to grammar instruction
in ESL and EFL language teaching and learning. For example, the
communicative competence model of Canale and Swain (1980) clearly
illustrates the significance of grammar. In this model, grammar is viewed
as one component of communicative competence. Without grammar,
learners can communicate effectively only in a limited number of
situations. In addition, Hannan (1989), Lewis (1986) and Garner (1989)
strongly support the teaching of grammar. According to Hannan, grammar
is highly valuable as an important part of the study of language, of ideas,
and of writing. Besides, he points out that grammar reflects the power and
order of the human mind and it also helps us to understand the diversity of
human culture.
Garner believes that grammar gives us a means to analyze and describe
our language. Furthermore, many EFL learners in Thailand who want to
further their studies abroad still have to take an intensive course in grammar
in order to pass such exams as the Test of English as a Foreign
Language(TOEFL) and the International English Language Testing
System(IELTS). Research in second language acquisition, as noted by
Celce-Murcia (1991), indicates that post pubescent adolescent adults
need to pay attention to the form of the target language. If they do not,
15 15
they ultimately develop an incomplete and imperfect interlanguage that
reflects learning problems.
According to this framework, grammatical structures have three dimensions:
form, meaning, and use. Let us take the modal must as an example:
If a student tells an American friend, ―I must take my baby to the doctor,‖ the
friend will have no trouble understanding the student‘s meaning, but she
might find the sentence strangely formal. Thus, Larsen-Freeman‘s
framework has implications for the way we teach grammar. If students are
unaware of all three dimensions of a grammatical structure, they may
make mistakes even if they form the structure correctly.
Grammar as any other complex structural background needs rules to be
taken into account, not to follow them consequently, all the context becomes
a mess. Grammar does not only have to do with the order of words in a
sentence, punctuation also takes part in it. Inside them stress and intonation
is part of the good way of using grammar. According to Ur (1999), in the
case of the learners, grammatical rules enable them to know and apply how
such sentence patterns should be put together.
It is important to consider that grammar permits us to accommodate the
basis of a good production of language not only in writing but listening,
speaking and reading. In writing and speaking, grammar plays an
important role, since learning the grammar of a language is considered
necessary to acquire the capability of producing grammatically acceptable
utterances in the language (Corder, 1988; Widodo, 2004).
When reading, a student can decrypting sentence if a good grammar is
shown, not only sentences but paragraphs of a text. On the other hand
vocabulary provides a set of imaginative way to interweave ideas
16 16
combined in a sentence so that statements can be formed. In other words,
Doff (2000) says that by learning grammar students can express meanings
in the form of phrases, clauses and sentences. Long and Richards (1987)
add that it cannot be ignored that grammar plays a central role in the four
language skills and vocabulary to establish communicative tasks.
Consequently, Larsen-Freeman (2000) and Richards and Rodgers (2002),
conclude that in such a method learners are required to learn about
grammar rules and vocabulary of the target language.
TYPES OF GRAMMAR
According David Crystal n/d there are six types of Grammar:
Descriptive Grammar
An approach that describes the grammatical constructions that are used in
a language, without making any evaluative judgments about their standing
in society. These grammars are commonplace in linguistics, where it is
standard practice to investigate a 'corpus' of spoken or written material,
and to describe in detail the patterns it contains.
Comment
This type of grammar refers to the form of language that is use for speakers,
which does not judge the good or bad use of the language. That is not based
on grammar rules and for this reason, people speak without any condition.
17 17
Pedagogical Grammar
A book specifically designed for teaching a foreign language, or for
developing an awareness of the mother tongue. Such 'teaching grammars'
are widely used in schools, so much so that many people have only one
meaning for the term 'grammar': a grammar book.
Comment
It is a description of how to use the grammar of a language to communicate,
and so people can transmit their ideas easier. Specifically this type of
grammar is targeted towards students, who have the interest to learn a new
different language than their mother tongue. Also it can be compared with
the reference grammar because it describes the grammar language.
Prescriptive Grammar
A manual that focuses on constructions where usage is divided, and lays
down rules governing the socially correct use of language. These grammars
were a formative influence on language attitudes in Europe and America
during the 18th and 19th centuries. Their influence lives on in handbooks of
usage widely found today, such as the Dictionary of Modern English Usage
(1926) by Henry Watson Fowler (1858-1933).
Comment
Prescriptive grammar is the opposite to descriptive grammar because, it
states rules about the structure of a language as certain people think it
should be used. On the other hand we can mention to the editors and
teachers who, tell us as the language should be spoken.
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Reference Grammar
A grammatical description that tries to be as comprehensive as possible,
so that it can act as a reference book for those interested in establishing
grammatical facts (in much the same way as a dictionary is used as a
'reference lexicon'). Several North European grammarians compiled
handbooks of this type in the early 19th century, the best known being the
seven-volume Modern English Grammar (1909-49) by the Danish
grammarian Otto Jespersen (1860-1943), and A Comprehensive Grammar
of the English Language (1985) by Randolph Quirk (1920) .
Comment
Grammar reference is important because it is a description of the grammar
of a language, with explanations of the construction of words, phrases,
clauses and sentences.
Theoretical Grammar
An approach that goes beyond the study of individual languages, to
determine what constructs are needed in order to do any kind of
grammatical analysis, and how these can be applied consistently in the
investigation of linguistic universals.
Comment
Theatrical grammar refers to the language in general. We can say this
type of grammar is a scientific theory, which is based on knowledge of the
listener speaker and so it facilities to make a research to the students.
19 19
Traditional Grammar
A term often used to summarize the range of attitudes and methods found
in the period of grammatical study before the advent of linguistic science.
The 'tradition' in question of over 2,000 years old, and includes the work of
classical Greek and Roman grammarians, Renaissance writers, and 18th-
century prescriptive grammarians. It is difficult to generalize about such a
wide variety of approaches, but linguist generally use the term pejoratively,
identifying an unscientific approach to grammatical study, in which
languages were analyzed in terms of Latin, with scant regard for empirical
facts. However, many basic notions used by modern approaches can be
found in these early writings, and there is now fresh interest in the study of
traditional grammar, as part of the history of linguistic ideas.
Comment
This type of grammar was established in the 18th century by the
Renaissance, where Roman and Greek grammarians emerged, so we can
say the language lacked of scientific knowledge, that is the grammatical
study was empirical, but nowadays exists an interest in the study of
traditional grammar.
DEPENDENT VARIABLE
WRITING
Definition
According to (Torildd Homstad, 1994)Writing has long been considered a
support skill used to reinforce the acquisition of grammar in foreign language
teaching.
According to Florian Coulmas
―Writing is a system of recording language by means of visible or tactile
marks which has as its main activity to putting such a system to use,
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which consequently, will have as a result of such activity, a text which
later, become an artistic composition (Coulmas F, n/d)
Language and writing are two distinct systems of signs; the second exists
for the sole purpose of representing the first. The linguistic object is not both
the written and the spoken forms of words; the spoken forms alone
constitute the object. (Saussure 1959: 23)
(Panofsky C. et al, n/d) mentions Hedgcock (2005)who describes the
second language writing as an ―embryonic‖ field and an ―emergent
discipline,‖ noting, ―writing research has a comparatively short biography‖
(pp. 597-598). Scholars have accounted for this ―short biography‖ in different
ways. Unlike Hedgcock (2005), Matsuda (2003b) finds considerable growth
in the field of L2 writing; however, he sees a need for change. He has written
extensively about a ―disciplinary division of labor‖ between ESL and
composition teaching, and argues that, although an interdisciplinary field has
developed, both ESL and mainstream English teachers need to do more
to share knowledge and perspectives. (Panofsky C. et al, n/d)
For Reis A, 2008, writing to be effective is dependent on a number of
features which are not shared by spoken language, not only in terms of
linguistic and pragmatic features but also the context in which it will be
interpreted (Nunan, 1999).
Reis A, 2008 insists that writing is a ‗complex, cognitive process that
requires sustained intellectual effort over a considerable period of time‘
(Nunan, 1999:273) as, according to Hedge (2005), there is a need to
organize the development of ideas or information; ambiguity in meaning
21 21
must be avoided through accuracy; the writer must choose from complex
grammatical devices for emphasis or focus; and finally, they must pay
attention to the choice of vocabulary, grammatical patterns and sentence
structures to create a feasible meaning and an appropriate style to the
subject matter and reader.
For Richard Nordquist, n/d, writing is a symbolic method for visually
recording language. The term script refers to the graphic form of the units
of a writing system, and the individual units are calledletters.
(Nordquist R, n/d) coins that according to Henry Rogers, "Writing is
systematic in two ways: it has a systematic relationship to language, and it
has a systematic internal organization of its own" (Writing Systems, 2005).
Importance of writing
(Tolchinsky, 2001) Mentions to (Cazden, 1996) who say that Vygotsky
affirms: ―what is important for the teaching of writing is the set of
transformations by which inner speech and thought are generated from
social experience.
The written language has nowadays an important social and educational
function and its status has a high social prestige (Urbanova and Oakland,
2002: 31).
Writing is essential, it brings about a lot of advantages (cf. Chappell,
2011); since it helps to: • express one‘s personality; • foster
communication; • develop thinking skills; • make logical and persuasive
arguments; • give a person a chance to later reflect on his/her ideas and
re-evaluate them; • provide and receive feedback; and • prepare for school
and employment.
22 22
Walsh, (2010) remarks that it is important because it is used extensively
in higher education and in the workplace. If students do not know how to
express themselves in writing, they will not be able to communicate well with
professors, employers, peers, or just about anyone else. Much of
professional communication is done in writing: proposals, memos, reports,
applications, preliminary interviews, e-mails, and more are part of the daily
life of a college student or successful graduate.
Maley (2009), for example, emphasizes the following benefits of creative
writing: • it aids language development at all levels: grammar, vocabulary,
phonology and discourse; it requires learners to manipulate the language
in interesting and demanding ways as they attempt to express uniquely
personal meanings; • it requires a willingness to play with the language; and
• it concentrates more on the right side of the brain, with a focus on feelings,
physical sensations, intuition and musicality; it also affords scope for
learners who in the usual processes of formal instruction are therefore often
at a disadvantage.
For Reis A, 2008 Writing is apparently used to promote language learning,
through models, rather than to encourage creativity and communication
and language acquisition. To an extent, students simply have to follow a
structure that has been provided, ‗copy‘ the main structures and ‗fill in‘ the
rest depending on the context or writing task. An example might be a
commercial letter, I‘m writing to inform you that…, or report which are
made up of pre-set expressions and sentences.
23 23
Characteristics
Abdu A, (2009) describes why and effective writing should have the following
characteristics:
• Clear objective, in other words the purpose of the document is clear.
• Good organization, which means you, should consider the logical
sequence of the paragraphs according to their importance and relevance
to the subject you are writing about.
• Clear, brief and concise writing.
• Appropriate language so that the choice of words and complexity of
writing language is tailored to suite your readers.
• Correct spelling, grammar and punctuation. Abdu A, (2009).
Kit Reed, 2014 mentions as with most teaching and learning techniques, it
is important to stress consistency in the writing process. Establishing a
structured approach that is used for every assigned paper is one way to
create independent writers and ensure generalization of writing skills.
Reed K, (2014)
A typical writing process consists of steps. Essentially, it is a method used
by teachers to lead students from random thoughts to a cohesive, written
paper. The basic writing process for the purpose of this packet includes six
steps: brainstorming, outline, rough draft, evaluation, final draft, and
publishing.
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Types of Writing
Syed Hunbeel Meer, n/d posts that a writer‘s style is a reflection of his or
her personality, unique voice, and way of approaching the audience and
readers.
Hunbeel S, n/d mentions that there are only four general purposes that
lead someone to write a piece, and these are known as the four styles, or
types, of writing. Knowing all four different types of writing and their
usages is important for any writer.
Here are the four categories of writing and their definitions:
1. Expository Writing:
Expository writing explains or informs, it describes a subject without giving
opinions.
Its main purpose is to explain. It is a subject-oriented writing style, in which
authors focus on telling you about a given topic or subject without voicing
their personal opinions. They furnish you with relevant facts and figures
but do not include their opinions. This is one of the most common types of
writing styles, which you always see in textbooks and how-to articles. The
author just tells you about a given subject, such as how to do something.
(Keith Williamson, n/d)
Key Points:
Expository writing usually explains something in a process.
Expository writing is often equipped with facts and figures.
Expository writing is usually in a logical order and sequence.
25 25
When You Would Use Expository Writing:
Textbook writing
How-to articles
Recipes
News stories (not including opinion or editorial pieces)
Business, technical, or scientific writing.
2. Descriptive Writing:
Descriptive writing's main purpose is to describe. It is a style of writing that
focuses on describing a character, an event, or a place in great detail. It can
be poetic when the author takes the time to be very specific in his or her
descriptions. (Andreas, n/d)
Example:
In good descriptive writing, the author will not just say: ―The vampire killed
his lover.‖ He or she will change the sentence, focusing on more details
and descriptions, like: ―The bloody, red-eyed vampire sunk his rust-colored
teeth into the soft skin of his lover and ended her life."
Key Points:
It is often poetic in nature
It describes places, people, events, situations, or locations in a highly-
detailed manner.
The author visualizes what he or she sees, hears, tastes, smells, and
feels.
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When You Would Use Descriptive Writing:
Poetry
Journal or diary writing
Nature writing
Descriptive passages in fiction
3. Persuasive Writing:
Persuasive writing's main purpose is to persuade. Unlike expository
writing, persuasive writing contains the opinions and biases of the author.
To convince others to agree with the author's point of view, persuasive
writing contains justifications and reasons. It is often used in letters of
complaint, advertisements or commercials, affiliate marketing pitches, cover
letters, and newspaper opinion and editorial pieces. (Fischer T, n/d)
Key Points:
Persuasive writing is equipped with reasons, arguments, and
justifications.
In persuasive writing, the author takes a stand and asks you to
agree with his or her point of view.
It often asks for readers to do something about the situation (this is
called a call-to-action).
When You Would Use Persuasive Writing:
Opinion and editorial newspaper pieces
Advertisements
Reviews (of books, music, movie, restaurants, etc.)
Letter of recommendation
Letter of complaint
Cover letters
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4. Narrative Writing:
Narrative writing's main purpose is to tell a story. The author will create
different characters and tell you what happens to them (sometimes the
author writes from the point of view of one of the characters—this is known
as first person narration). Novels, short stories, novellas, poetry, and
biographies can all fall in the narrative writing style. Simply, narrative
writing answers the question: ―What happened then?‖ (Anjanettew, n/d)
Key Points:
In narrative writing, a person tells a story or event.
Narrative writing has characters and dialogue.
Narrative writing has definite and logical beginnings, intervals, and
endings.
Narrative writing often has situations like actions, motivational
events, and disputes or conflicts with their eventual solutions.
Examples of When You Would Use Persuasive Writing:
Novels
Short stories
Novellas
Poetry
Autobiographies or biographies
Anecdotes
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Theoretical Foundation
According to (Spector J. M., 2008, pág. 21) says that Theoretical foundation
is: ―A related set of rules and principles that can be brought to bear as a
basis for making predictions and providing explanations for a variety of
phenomena.‖
Epistemology Foundation
(Horrigan, 2007, pág. vii)Defines to Epistemology like:
A branch of the theoretical part of the science of philosophy,
epistemology (from the Greek episteme= knowledge, science and
logos= study) is defined as the science of knowledge studied from the
philosophical point of view, or the science of knowledge in its ultimate
causes and first principles, studied using the light of natural
reason.
(Labbas, 2013, pág. 2)Says that epistemology in education is:
An analysis of the trajectory of epistemology in education shows
that research started with the Piaget‘s work on genetic
epistemology focuses on the fact that we cannot say there is a history
of knowledge, and then we speak about the current state of
knowledge. It is with the idea that knowledge is not static because it
is a process that the field of study of epistemology shifted to be a
psychological field of research.
29 29
Philosophical Foundation
The philosophy in the education according to (Dhawan, 2005, pág. 1)
says:
The philosophy of education classroom, like the school classroom is
strongly democratic and dialogical. In this way the energies of
students will be engaged, their values respected, and their insights
made available to fellow students and to professors. It is surprising
how often professors of education advocate democracy for schools
and yet do not practice it with their own students. If professors believe
in a democratic approach to inquiry they should model it theirselves,
so that the students understand what they mean and are given the
opportunity to develop a democratic pedagogy which they can in turn
employ in school.
The Philosophy in the education according to (Sharma, 2006, pág. 32)
argue that:
Our discussion of the concept of education and the concept of
philosophy form the basis of arriving at the definition of philosophy
of education. Thus philosophy of education is essentially a method
of approaching educational experience rather than a body of
conclusions. It is the specific method which makes it philosophical.
Philosophical method is critical, comprehensive and synthetic.
Therefore, philosophy of education is the criticism of the general
theory of education.
30 30
Psychological Foundation
According to (S.M.Mohsin, 2001, pág. 1) argues that: ―Psychology studies
man in his environment. From the very moment of his birth man lives and
grows in an environment of the objects and persons.‖
According to (Bruce W. Tuckman, 2010, pág. 5) argues that:
Education psychology is the science of human behavior and applied
to the teaching and learning processes. Like general psychology,
educational psychology is a science; therefore, its findings are
generated through research that relies heavily on the scientific
method. However, its purpose in study is to produce practical
knowledge about educational settings and behaviors.
Sociological Foundation
According to (Anthony Giddens, 2006, pág. 4) defines that: ―Sociology is the
scientific study of human social life, groups, and societies. It is a dazzling
and compelling enterprise, as its subject matter is our own behavior as social
being.‖
(S.S.Chandra, 1996, pág. 121)Mentions to (Carter) who says that:
Educational sociology is the study of those phases of sociology that are of
significance for educative processes, especially the study of those that point
to valuable programme of learning and control of learning processes.
31 31
Pedagogical Foundation
(Anderson, 2009, pág. 41) Describes that Merriam – Webster On Line
defines to the Pedagogy as: ―The field of study that deals mainly with
methods of teaching and learning in the schools.‖
The Pedagogy as rationale is argued by (Chapius, 2003, pág. 4):
Although pedagogy is sometimes seen as a nebulous concept,
it is essentially a combination of knowledge and skills required for
effective teaching. The more traditional definitions describe pedagogy
as either the science/theory or art/practice of teaching that makes
a difference in the intellectual and social development of students.
Andragogical Foundation
(Seel, 2012, pág. 145)Mentions to (Knowles, 1999, p. 271) who argues
that the Andragogy is ―a model of assumptions about learning or a
conceptual framework that serves as a basis for emergent theory‖.
(Malcolm S. Knowles, 2014, pág. 3) Mention to (Merriam et al., 2007, p.
83) who explains the complexity and present condition of adult learning
theory, offers the following:
Attempts at codifying differences between adults and children as a
set of principles, a model or even a theory of adult learning have
been, and continue to be, pursued by adult educators. However,
just as there is no single theory of adult learning. Instead, we have
a number of frameworks, or models, each of which contributes
something to our understanding of adults as learner. The best
known of these efforts is andragogy.
32 32
Scientific Foundation
According to (Nicholas, Introduction to Psychology, 2009, pág. 10) says that:
The term "the scientific method" might be misleading since it does not
refer to one single method; rather, it refers to principles that guide the
researcher from developing research questions, to collecting
empirical evidence, to answering the research questions. In general,
it can be stated that knowledge based on the scientific method is
tested through systematic controlled observation and experiments.
According to (Haig, 2014, pág. ix) explains that:
Scientists themselves, including psychologists, learn about
research method and how to use them to conduct their research.
However, the nature of this learning, and of the instruction they
receive about how to employ these methods, is better described as
a mix of training and indoctrination than as a genuine education
designed to provide a critical, in - depth understanding of the
methods.
Technological Foundation
(Pavlova, 2008, pág. 17)Argues that: ―The aims of technology education are
explicitly stated in the documents through the concept of
competencies. Different levels of competencies are required in each
country: creativity, capability, literacy.
(Gordon, 2007, pág. 179)Mentions to (Ekaterina Nemtchinova, Seattle
Pacific University) argues that Using Technology with Young English
Language Learners:
33 33
Technology has had an enormous impact on the world of education
is to state the obvious. Today, teachers and researchers attempt to
conceptualize the potential of technology for language teaching and
learning in relation to early English language education.
Specifically, technology benefits young learners by enhancing their
physical abilities such as hand-eye coordination and fine motor
skills. It can also improve children´s understanding of the world
around them, develop their flexibility and ingenuity, enrich their
worldview, and expand their openness of mind.
Legal Foundation
CONSTITUCIÓN DEL ECUADOR
TÍTULO VII
RÉGIMEN DEL BUEN VIVIR
Capítulo primero
Inclusión y equidad
Sección primera
Educación
Art. 348.- La educación pública será gratuita y el Estado la financiará de
manera oportuna, regular y suficiente. La distribución de los recursos
destinados a la educación se regirá por criterios de equidad social,
poblacional y territorial, entre otros.
El Estado financiará la educación especial y podrá apoyar
financieramente a la educación fiscomisional, artesanal y comunitaria,
siempre que cumplan con los principios de gratuidad, obligatoriedad e
igualdad de oportunidades, rindan cuentas de sus resultados educativos y
del manejo de los recursos públicos, y estén debidamente calificadas, de
34 34
acuerdo con la ley. Las instituciones educativas que reciban
financiamiento público no tendrán fines de lucro.
La falta de transferencia de recursos en las condiciones señaladas será
sancionada con la destitución de la autoridad y de las servidoras y
servidores públicos remisos de su obligación.
De acuerdo al Código De La Niñez Y Adolescencia
Art. 37.- Derecho a la educación.- Los niños, niñas y adolescentes
tienen derecho a una educación de calidad. Este derecho demanda
de un sistema educativo que:
1. Garantice el acceso y permanencia de todo niño y niña a la
educación básica, así como del adolescente hasta el
bachillerato o su equivalente;
2. Respete las culturas y especificidades de cada región y lugar;
3. Contemple propuestas educacionales flexibles y alternativas
para atender las necesidades de todos los niños, niñas y
adolescentes, con prioridad de quienes tienen discapacidad, trabajan
o viven una situación que requiera mayores oportunidades para
aprender;
4. Garantice que los niños, niñas y adolescentes cuenten con
docentes, materiales didácticos, laboratorios, locales, instalaciones
y recursos adecuados y gocen de un ambiente favorable para el
aprendizaje. Este derecho incluye el acceso efectivo a la educación
inicial de cero a cinco años, y por lo tanto se desarrollarán programas
y proyectos flexibles y abiertos, adecuados a las necesidades
culturales de los educandos; y,
5. Que respete las convicciones éticas, morales y religiosas de los
padres y de los mismos niños, niñas y adolescentes.
35 35
La educación pública es laica en todos sus niveles, obligatoria
hasta el décimo año de educación básica y gratuita hasta el
bachillerato o su equivalencia.
El Estado y los organismos pertinentes asegurarán que los
planteles educativos ofrezcan servicios con equidad, calidad y
oportunidad y que se garantice también el derecho de los
progenitores a elegir la educación que más convenga a sus hijos y
a sus hijas.
LEY ORGÁNICA DE EDUCACIÓN INTERCULTURAL
Título II
DE LOS DERECHOS Y OBLIGACIONES
Capítulo I
DEL DERECHO A LA EDUCACIÓN
Art. 4.-Derecho a la educación.- La educación es un derecho
humano fundamental garantizado en la Constitución de la
República y condición necesaria para la realización de los otros
Derechos humanos.
Son titulares del derecho a la educación de calidad, laica, libre y
gratuita en los niveles inicial, básico y bachillerato, así como a una
educación permanente a lo largo de la vida, formal y no formal, todos
los y las habitantes del Ecuador.
El Sistema Nacional de Educación profundizará y garantizará el
pleno ejercicio de los derechos y garantías constitucionales.
36 36
Capítulo II
DE LAS OBLIGACIONES DEL ESTADO RESPECTO DEL DERECHO A
LA EDUCACIÓN
Art. 5.- La educación como obligación de Estado.- El Estado tiene
la obligación ineludible e inexcusable de garantizar el derecho a la
educación, a los habitantes del territorio ecuatoriano y su acceso
universal a lo largo de la vida, para lo cual generará las condiciones
que garanticen la igualdad de oportunidades para acceder,
permanecer, movilizarse y egresar de los servicios educativos. El
Estado ejerce la rectoría sobre el Sistema Educativo a través de la
Autoridad Nacional de Educación de conformidad con la
Constitución de la República y la Ley.
El Estado garantizará una educación pública de calidad, gratuita y
laica.
Capítulo III DE LOS DERECHOS Y OBLIGACIONES DE LOS ESTUDIANTES
Art. 7.- Derechos.- Las y los estudiantes tienen los siguientes derechos:
a. Ser actores fundamentales en el proceso educativo;
b. Recibir una formación integral y científica, que contribuya al pleno
desarrollo de su personalidad, capacidades y potencialidades, respetando
sus derechos, libertades fundamentales y promoviendo la igualdad de
género, la no discriminación, la valoración de las diversidades, la
participación, autonomía y cooperación;
f. Recibir apoyo pedagógico y tutorías académicas de acuerdo con sus
necesidades;
37 37
n. Disponer de facilidades que le permitan la práctica de actividades
deportivas, sociales, culturales, científicas en representación de su centro
de estudios, de su comunidad, su provincia o del País, a nivel competitivo;
q. Aprender, en el idioma oficial e idiomas ancestrales, de ser el caso;
CONTEXTUAL FRAMEWORK
The institution where we are going to develop our project is ubicated in
Duran its name is ―Oswaldo Guayasamin Calero‖ School of Basic
Education. Its infrastructure is made of concrete, there are comfortable
classrooms, It has a huge playground and also it has a bar.
This public school is formed by two hundred seventy three people: the
director, teachers and two hundred seventy students, which forty students
are going to benefit with our project.
Human Talents
For the development of this project was necessary the collaboration of:
Researchers
Authorities
Tutor
Teachers
Students
Librarian
Partner
38 38
CHAPTER III
THE METHODOLOGY
SCIENTIFIC RESEARCH
Definition
According to John W.Best (2002) Research may be defined as systematic
and objective analysis and recording of controlled observations that may
lead to the development of organizations, principles and ultimate control of
events.
According to Kothari (2002) Research is a systematic investigation to find
solution to a problem.
Cooper & Schindler (2003) Research in any organization is the inquiry
carried out to provide information for solving problem.
According to Oxford English Dictionary scientific research is a
method ―consisting in systematic observation, measurement, and
experiment, and the formulation, testing, and modification
of hypotheses‖ (Oxford English Dictionary, n/d).
Comment
This project is justified on the scientific method because to prove our
hypothesis had to use the different elements involved in this method, that is,
we went to the classroom to see the teacher, the students and the
39 39
didactic resources used to develop a class, which allowed us to examine
and get our own conclusions to solve the problem of writing. Our observation
was enriching because we obtained acceptable information to expose the
problem and new strategies in order to improve the writing skills through
innovative grammar exercises.
TYPES OF RESEARCH
Field Research
Field research allows us to observe and collect information that guides us to
see details in the field where the problem is found interacting with the
environment in order to learn about their costumes, social communication
among people, behaviors and cultures.
According to (Christopher S. Chapman, 2006, pág. 321) say that: ―Field
research is portrayed as improving upon case study research because of
the opportunity to consider firm - level variation and to generalize results (
albeit in a limited statistical sense) to more than one firm.‖
Comment
A well-conducted field research provides us to select the important,
necessary information; which is considerably to detect the problem we are
investigating at the school referred. This research was performed when we
get in the classroom of eighth graders where we check the difficulty of
students to write in English.
40 40
Bibliographic Research
According to (Fleming, 2014) argues that: A bibliography is a list of books,
scholarly articles, and other sources you use when researching a topic and
writing a paper. The bibliography will appear at the end of your paper. The
bibliography is sometimes called Works Cited or Works Consulted.
Comment
The bibliographic research is very important in execution of an
investigation because it gives credibility to the authors of books, magazines,
online and from other sources, where we consulted the most complex
information to make different quotes that our work requires.
Feasible Research
According to (Research Observatory, 2002) says that: One of the most
common difficulties in selecting a research topic is focusing down on
appropriate questions. Initially it might appear that the most exciting,
interesting and relevant questions require a 10 year research
programmed, a team of research assistants and a multi-million pound
research budget! But that isn't actually the case. The important task for
you is one of focusing down, being realistic and aiming to achieve what
can reasonably be done within the time, expertise and resource
constraints under which you are working.
Comment
These three types of research were fundamental to develop our
educational project which we realize at "Oswaldo Guayasamín Calero"
school which is located in Duran.
The educational community consists of two hundred seventy-three people,
the bibliography we used was very important because all our source of
research could be of help to someone in order to facilitate the
achievement of the information.
41 41
LEVELS OF RESEARCH
Exploratory
According to (Jupp, 2006, pág. 110) says that:
Exploratory research is a methodological approach that is primarily
concerned with discovery and with generating or building theory.
Exploratory research is often seen rather simplistically as one initial
stage in the developmental process of conducting a systematic
research inquiry. In this exploratory research has been synonymous
with the notion of ―feasibility study" or "pilot study", both of which
imply a prior or sequential stage in a research programme and thus
a limited appreciation of exploration.
Comment
Exploratory research gives an overview of the problem .Through this
research we could observe that students of eighth grade at ―Oswaldo
Guayasamín Calero‖ school have difficulties to write basic sentences;
students do not pay attention in class, and they do not have interest in
learning the English language.
Descriptive Research
(Thyer, 2009, pág. 120) Mentions to (Rubin & Barbie, 2008; Thomlison,
2001) defines that: ―Descriptive research attempts to describe
characteristics of a sample and relationships between phenomena,
situations, and events observed by the research.‖
42 42
Comment
This research is very important because it shows us the reasons; motives
and real situations leading to disinterest students to learn the English
language, which is reflected in the time of writing in this language. Once
known elements affecting students in their teaching – learning, so we want
to help them to improve their problem through our project.
Explanatory Research
(Joseph Check, 2011, pág. 11) Say that: Explanatory research seeks to
identify causes and effects of educational phenomenon, to predict how
one phenomena will change or vary in response to variation in some other
phenomenon.
Comment
This type of research allows us to identify the origin and consequences of
the problem of students of eighth grade at "Oswaldo Guayasamín Calero"
school, who have difficulties in learning in the writing skills, and our goal is
improve this skill through innovative grammar exercises.
Methods of investigation
Method
Definition
(Robert M. Doran, 2010, pág. 67) Argues that: ―Fundamentally, method is
the mediation of the world of theory and the world of community by interiority.
It is concerned with the operations performed.‖
43 43
Comment
Our project we have done in an organized manner using techniques,
procedures and rules for the purpose to search solution to the problem of
students in the teaching – learning process of English language.
Deductive Method:
(Anderson, 2011, pág. 50) Argues that:
The deductive method in logic is a syllogistic from that moves from
a set of general principles (provided by theory in research) to a
particular instance in which that theory is engaged (the research
problem) to a conclusion as to the outcomes that should be reached
under the conditions of the particular case.
Comment
Through this method we realized that students of eighth grade of
"Oswaldo Guayasamín Calero" school had problems learning the English
language, which were reflected in the low notes they had in their report cards
in the matter referred.
Inductive Method
(Allen Rubbin, 2009, pág. 39) defines that: ―Inductive method is a research
based on inductive logic, in which the researcher begins with observations,
seeks patterns in those observations, and generales tentative conclusions
from those patterns.
Comment
We to apply this method that goes from the particular to the general notice
that students of eighth grade of "Oswaldo Guayasamín Calero" school had
trouble writing, disinterest and other factors to learn the English language
due to lack didactic resources, techniques, methodologies in the teaching
– learning process of foreign language.
44 44
TECHNIQUES AND INSTRUMENTS
Techniques
Definition
According to (Merriam-Webster, n/d) Techniques is ―a way of doing
something by using special knowledge or skill.‖
Comment
The techniques are resources that allow us to carry out a research in a
specific manner. In our case it helped us get step by step the necessary
information to develop our project effectively. We also use some
techniques that students are motivated and integrated into English
classes.
Interview
Definition
(Sharma, 1997) Says that:
The method of interview is used very extensively in every field of
social research. In interview, a social scientist or someone authorized
by him for the purpose meets individuals to interrogate them about
various things. An interview is a direct method of enquiry. The
purpose of interview, however, is not to collect superficial detail about
the interviewee but is rather to probe into the inner life of the
interviewee.
Comment
We use this technique to interview the director, teacher and representative
of the central committee of parents at the school to get clear and specific
information to help us try to solve the problem of teaching - learning
45 45
process of students of ―Oswaldo Guayasamín Calero‖ School of Eighth
Grade.
Survey
Definition
(Sapsford, 2007, pág. 3) Says that: ―A survey describes a population; it
counts and describes ´what is out there`.‖
(Bethlehem, 2009, pág. 1) Says that:
A survey collects information about a well - defined population. This
population need not necessarily consist of persons. Typically,
information is collected by asking questions to the representatives
of the elements in the population. To do this in a uniform and
consistent way, a questionnaire is used.
Comment
We made a survey to students to determine how is the environment of the
teaching-learning process they have classes in English and also if they
would like to innovate these classes.
Questionnaire
Definition
(David Scott, 2006, pág. 189) Mention to (Marsh, 1982) who argues that:
The term "questionnaire" is used here to signify the use of questions to
elicit responses in self - completion (by electronic or postal means), face- to-
face (surveys interviews) and telephone formats in order to generate data
that is quantified in a case-by-variable data matrix.
46 46
Comment
A questionnaire is a mechanism used in an investigation through a set of
questions for the purpose to get information required; which was very useful
for us because we could know through this instrument different
reason, situations that affect students in learning the English language.
Population
POPULATION AND SAMPLE
Definition
(Clifford J. Drew, 2008, pág. 83) Argues that: ―A population refers to all
constituents of any clearly described group of people, events, or objects who
are the focus an investigation.
(Houser, 2014, pág. 178) Mentions to (Creswell, 2012, pág. 142) says
that: A population as ―a group of individuals who have the same
characteristics‖.
Sampling
According to (Jupp, The SAGE Dictionary of Social Research Methods,
2006, pág. 29) argues that Sampling is: ―A method of survey sampling which
selects clusters such as groups defined by area of residence, organizational
membership or other group - defining characteristics.‖
(Consuelo G. Sevilla, 1992, pág. 182) Mentions to ( Vockell, 1983)
defines that: ―The term sampling refers to strategies which enable you to
pick a subgroup from a larger group and then use this group as a basis for
making judgments about the larger group.‖
47 47
Comment
The information obtained on the population and sampling in "Oswaldo
Guayasamín Calero" School of Basic Education is very important because
it specifies the number of students who have that institution, in which we will
develop our educational project. Obtaining a population of two hundred
seventy three and sampling forty eighth graders with whom we will
develop writing skills in the English language.
48 48
STRATUM UNIVERSE
For our project has been considered the proposed sample, which
represent 40 students, 1 teacher and 1 director.
UNIVERSE
SAMPLE
DIRECTIVES
1
1
TEACHERS
2
1
PUPILS
270
40
TOTAL
273
42
49 49
INTERVIEWS
TO THE CHAIRWOMAN
1. What do you think about the performing of this project in this
High School?
In my opinion this project seems great, due to the students are going
to improve their skills.
Always it should develop this kind of project to benefit to the students
and the community in general.
2. How would you support the performance of our project?
Giving opportunity to apply this project in the institution and I will
provide the necessary support on any difficulty that comes their way.
Also helping to the teachers with the schedule to facilitate their
intervention.
3. Do you think that with the implementation of this project we
will improve the level of English in this course? Why?
Yes, it will improve due to the students develop the writing skill through
grammar because this method facilitates student learning in this area
of English.
50 50
TO THE ENGLISH TEACHER
1. Are your students well motivated in your class? How do you
motivate them?
Yes, most of the students are motivated during my class when we
make a short writing; despite of they have a low level of vocabulary and
little knowledge of the grammatical rules.
2. Do you have resources to engage the students in learning
grammar structures? Which ones?
No, I do not have resources to engage students in learning grammar
structures, because the institution do not have enough resources to the
learning of this language, due to this institution does not have enough
help of government yet.
3. What are the most difficulties that you have found in your
students?
The students do not have basic knowledge in this language because
most of students come from public school where this language does not
teach this language.
51 51
TO THE PARENTS´REPRESENTATIVE
1. What problems do you think your children will improve with
this project?
I think that, with this project the students could improve the learning of
this language, the lack of lexicon, lack of motivation and attention
during the English class.
2. How do you think your children will improve with the
application of our project?
The application of this project would improve the English learning as
through of this kind of exercise the students can practice their
pronunciation and writing in class.
In this way they would have the facility to understand this language
and communicate correctly with other people.
3. How would you like the English class to be taught in this
institution?
I would like that the English class were more dynamic and fun in
order to students pay more attention and enjoy this subject.
52 52
APPLICATION OF THE INSTRUMENTS OF THE INVESTIGATION
SURVEY TO THE STUDENTS
Sample: 40 students
WRITE AN “X” IN THE BOX ACCORDING TO YOUR OPINION
Questions Yes No Indifferent
1. - Do you like your English class?
2. - Does your teacher use interactive
activities to teach the language?
3. - Can you write a short composition?
4. - Do you enjoy the grammar class?
5. - Do you think the grammar study is
important to develop the writing skill?
6. - Do you think that writing have the
same importance than the other skills?
7. - Does your teacher use didactic
materials to develop the writing
learning?
8. - Does your teacher apply any
techniques to write compositions?
9. - Would you like to work with an
innovative handbook with writing
exercises?
10. - Would you like to work with
innovative grammar exercise in your
class?
53 53
ANALYSIS OF RESULTS
Survey to the students
Sample: 40 students
Question No. 1: Do you like your English class?
FREQUENCY CHART
Alternatives Frequency Percentage
Yes 33 82%
No 5 13%
Indifferent 2 5%
Total 40 100%
Frequency 5%
13%
82%
Yes No
Indifferent
Comment
From one hundred percentage of the students, the eighty two percentage
like them the English class, but the thirteen percentage dislike them this
subject, and only the five percentage of the students are indifferent.
54 54
ANALYSIS OF RESULTS
Survey to the students
Sample: 40 students
Question No. 2: Does your teacher use interactive activities to teach the
language?
FREQUENCY CHART
Alternatives Frequency Percentage
Yes 15 37%
No 23 58%
Indifferent 2 5%
Total 40 100%
Frequency
5%
58%
37%
Yes
No
Indifferent
Comment
Thirty seven percentage of students argue that their teacher uses interactive
activities to learn English, while the fifty eight percentage of students answer
that their teacher does not use interactive activities and five percent of
students are indifferent.
55 55
ANALYSIS OF RESULTS
Survey to the students
Sample: 40 students
Question No. 3: Can you write a short composition?
FREQUENCY CHART
Alternatives Frequency Percentage
Yes 12 30%
No 27 67%
Indifferent 1 3%
Total 40 100%
Frequency
3%
30%
67%
Yes
No
Indifferent
Comment
Quite a few students (thirty percentage) say that can write a short
composition, but the most of them (sixty seven percentage) cannot do it and
almost no one (three percentage) are not interested.
56 56
ANALYSIS OF RESULTS
Survey to the students
Sample: 40 students
Question No. 4: Do you enjoy the grammar class?
FREQUENCY CHART
Alternatives Frequency Percentage
Yes 17 42%
No 22 55%
Indifferent 1 3%
Total 40 100%
Frequency
3%
55%
42%
Yes
No
Indifferent
Comment
Many students (forty two percentage) enjoy the English class while the
majority of them (fifty five percentage) do not enjoy this class and only a
three percentage of students are not interested.
57 57
ANALYSIS OF RESULTS
Survey to the students
Sample: 40 students
Question No. 5: Do you think the grammar study is important to develop
the writing skill?
FREQUENCY CHART
Alternatives Frequency Percentage
Yes 33 82%
No 5 13%
Indifferent 2 5%
Total 40 100%
Frequency
5%
13%
82%
Yes
No
Indifferent
Comments
Most of the students (eighty two percentage) think that the grammar study
is important to develop the writing skill, but a thirteen percentage do not think
that and only the five percentage of the students are indifferent.
58 58
ANALYSIS OF RESULTS
Survey to the students
Sample: 40 students
Question No. 6: Do you think that writing have the same importance than
the other skills?
FREQUENCY CHART
Alternatives Frequency Percentage
Yes 30 75%
No 8 20%
Indifferent 2 5%
Total 40 100%
Frequency
5%
20%
75%
Yes
No
Indifferent
Comment
The seventy five percentage of the students argue that writing have the
same importance than the other skills, while the twenty percentage argue
the opposite and only a five percentage of the student are indifferent.
59 59
ANALYSIS OF RESULTS
Survey to the students
Sample: 40 students
Question No. 7: Does your teacher use didactic materials to develop the
writing learning?
FREQUENCY CHART
Alternatives Frequency Percentage
Yes 14 35%
No 23 57%
Indifferent 3 8%
Total 40 100%
Frequency
8%
57%
35%
Yes No
Indifferent
Comment
Few students (thirty five percentages) say, that their teacher uses didactic
materials to develop the writing learning, however the fifty seven
percentages of the students answer negatively, and the eight percentage
students are indifferent.
60 60
ANALYSIS OF RESULTS
Survey to the students
Sample: 40 students
Question No. 8: Does your teacher apply any techniques to write
compositions?
FREQUENCY CHART
Alternatives Frequency Percentage
Yes 33 82%
No 6 15%
Indifferent 1 3%
Total 40 100%
Frequency
3%
15%
82%
Yes
No
Indifferent
Comment
Most of students (eighty two percentages) argue that their teacher applies
techniques to write, but quite a few of students (fifteen percentage) say the
opposite, and almost no one of students (three percentage) are indifferent.
61 61
ANALYSIS OF RESULTS
Survey to the students
Sample: 40 students
Question No. 9: Would you like to work with an innovative handbook with
writing exercises?
FREQUENCY CHART
Alternatives Frequency Percentage
Yes 30 75%
No 7 17%
Indifferent 3 8%
Total 40 100%
Frequency
8%
17%
75%
Yes
No
Indifferent
Comments
Many students (seventy five percentages) would like to work with an
innovative handbook with writing exercises, while a few of students
(seventeen percentage) would not like with a different material, and the eight
percentage of students are indifferent.
62 62
ANALYSIS OF RESULTS
Survey to the students
Sample: 40 students
Question No. 10: Would you like to work with innovative grammar
exercises in your class?
FREQUENCY CHART
Alternatives Frequency Percentage
Yes 19 47%
No 20 50%
Indifferent 1 3%
Total 40 100%
Frequency
3%
50%
47%
Yes
No
Indifferent
Comments
About half of students (forty seven percentages) would like to work with
innovative grammar exercises in your class, while half of students (fifty
percentages) say the opposite, only the three percentages of students are
indifferent.
63 63
CONCLUSIONS AND RECOMMENDATIONS
CONCLUSIONS
The teacher does not use interactive activities to teach the
language, therefore the class become boring for students.
The students cannot write basic sentences due to they have a lack
of knowledge of grammatical rules and vocabulary.
The students do not enjoy the grammar class for this reason, their
learned knowledge will be not satisfactory.
The students argue that their teacher do not use didactic material to
develop the writing skills therefore they have many difficulties.
The teacher does not use innovative resources for learning this
language.
64 64
RECOMMENDATIONS
The teacher should make games with student like unscramble
sentences, finding missing words, in this way they increase their
interest in learn English.
The teacher should strengthen the vocabulary of students through
flash cards , charts in order to awake the interest of students to
learn this language.
The teacher should use appropriated strategies to motivate the
interest to students in learning of the language and so they enjoy
the English classes.
The teacher should have the necessary teaching resources in order
to achieve the objectives set in the planning, so that students can
develop the writing skills.
Through the application of this handbook which contains some
grammar exercises and vocabulary, students will improve their
level of learning and reinforce their knowledge in this language.
65 65
CHAPTER IV
THE PROPOSAL
DESIGN AND APPLICATION OF A HANDBOOK WITH
INNOVATIVE GRAMMAR EXERCISES TO IMPROVE THE
WRITING SKILLS THROUGH ESSENTIAL BASIC GRAMMAR AT
“OSWALDO GUAYASAMIN CALERO” PUBLIC SCHOOL
Oswaldo Guayasamín Calero School of Basic Education is situated in Duran
City in Guayas province in Ecuador. This institution has 273 students
and to arrive at this public school we take five minutes on foot.
BACKGROUND
After the analysis obtained from the survey we did to students of Eighth
Grade at ―Oswaldo Guayasamín Calero‖ School of Basic Education we
realized that students have the lack of interest of towards the English
language; due to did not have the suitable material for developing teaching
the English language, for this reason we decided to implement a didactic
resource which contains grammar, vocabulary and basic exercises that lead
to the motivation of students and this way to facilitate their learning through
grammar exercises.
66 66
JUSTIFICATION
Our proposal is very important because through vocabulary, grammar and
basic exercises students of Eighth Grade at ―Oswaldo Guayasamin
Calero‖ School of Basic Education will be able to learn easily the English
language.
Through the daily use of the handbook students will increase their interest
in learning this language and thus can achieve that these children develop
their writing skills, therefore they will have a basic knowledge of the
language which enable them to deal in the lapse of their school years. *
SUMMARIZING THE DIAGNOSIS
DIAGNOSTIC
According to the results taken from the techniques described in chapter
three made to parents, authorities, teachers and the students at ―Oswaldo
Guayasamín Calero‖ School of Basic Education, school year 2013-2014,
we could mention the following failures:
Lack of interest to learn this language.
The students have poor lexicon and pronunciation.
The students have problems to write sentences.
Lack of enthusiasm in class.
The student feels apathy during the English class.
After gathering the necessary information, we were able to obtain other
points of view that were useful to try to solve the problem.
67 67
This has been indicated in the chapter two in order to benefit the students
of Eighth Grade at ―Oswaldo Guayasamín Calero‖ School of Basic
Education, so we have elaborated the following:
Identification of the problem.
Aspects to obtaining information
Elaboration of the diagnostic plan
Collection of data: Source information
Procedures: Classification, relation and reflection
MAIN PROBLEM
Our proposal is targeted on the students' necessities to develop the writing
skills through innovative grammar exercises.
Due to the lack of interest and enthusiasm we consider that English teachers
should attend to workshops which allow them to improve the teaching
learning process and thus motivate the students.
OBJECTIVES
General
Design and application of a handbook with innovative grammar exercises
to improve the writing skills through essential basic grammar at ―Oswaldo
Guayasamín Calero‖ public school.
Specifics
To provide a didactic resource to improve the English learning.
To develop the writing skills using basic vocabulary and grammar
exercises.
68 68
To increase the interest and motivation of students and thus
achieve satisfactory learning.
Facilitate the learning of English language through pictures and
grammatical structures.
To raise their knowledge of English through our handbook.
IMPORTANCE
Our proposal is important because it benefits to students of Eighth Grade
at ―Oswaldo Guayasamín Calero‖ School of Basic Education, and in this
way to increase the level of knowledge in this language.
Besides, this handbook also helps English teachers, because they can
use it to facilitate the English learning.
This kind of didactic resource is useful and profitable for students and for
this reason we have decided develop this handbook which is an
instrument that will help students to interest in this foreign language, so
getting students enjoy this language.
FEASIBILITY
Our proposal is feasible to apply because we have the support of the
educational authorities of the institution, teachers, parents and the
educational community as well as equity financing. Considering that this
proposal is a necessary tool for student learning.
69 69
Our project will be carried out from October to December during the
present school year 2014.
Where?
The proposal will be performed with the students of Eighth Grade at
―Oswaldo Guayasamín Calero‖ School of Basic Education, school year
2013-2014.
Who?
This proposal will be implemented and will have the support of the
authorities, teachers and students of the institution.
How?
The students will receive 10 classes, where they will improve the writing
skills through basic grammar exercises.
What resources will be used?
We will use handbooks, flashcards, wall charts, tapes, board, and
markers.
What is will be planned?
To help students in the problem of writing skills in an interactive way to
improve the teaching of English language.
What activities will be performed?
Motivate students to take more interest in the English language.
Reunite parents and students so that they are informed of the
initiative to implement.
Motivate the authorities of the institution to obtain their support will
be of great help to the students.
70 70
Who will collaborate with us?
We have the collaboration of the school principal, teachers, parents and
students.
DESCRIPTION OF THE PROPOSAL
The purpose of the handbook is to improve the teaching of writing skills. This
done in PowerPoint, with basic grammar exercises, pictures and basic
vocabulary, so teachers have to interact with students, thus they will
understand and will learn the English class in a better way.
This proposal will be implemented in three steps:
• Phase 1: Presentation of the proposal.
• Phase 2: Implementation of the proposal.
• Phase 3: Evaluation of the proposal.
• Time: During the 2013-2014 school year.
MATERIALS AND RESOURCES
Office supplies
Photocopies
Computer
Printer
Internet
Digital camera
Cell phone
Scanner
Books
Dictionary
Didactic resources
Handbook
71 71
LOCATION
Our proposal was implemented in Eighth Grade at ―Oswaldo Guayasamín
Calero‖ School of Basic Education, located in the city of Duran in the
province of Guayas in Ecuador, academic year 2013 - 2014. Today the
institution has two hundred and seventy three students, of which forty
students are part of the eighth grade. Students use a book that is provided
by the government. The school does not have a Lab; it has a lack of
educational resources, tools that are necessary for better learning;
however it has comfortable classrooms with tables, chairs, desks, pictures
and blackboards.
LEGAL FRAMEWORK
Artículo 348 de la CONSTITUCIÓN DE LA REPÚBLICA, establece que la
educación pública será gratuita y el Estado la financiará de manera
oportuna, regular y suficiente. La distribución de los recursos destinados a
la educación se regirá por criterios de equidad social, poblacional y
territorial, entre otros;
LEY ORGÁNICA DE EDUCACIÓN INTERCULTURAL
Título II
DE LOS DERECHOS Y OBLIGACIONES
Capítulo I
DEL DERECHO A LA EDUCACIÓN
72 72
Art. 4.-Derecho a la educación.- La educación es un derecho humano
fundamental garantizado en la Constitución de la República y condición
necesaria para la realización de los otros derechos humanos.
Son titulares del derecho a la educación de calidad, laica, libre y gratuita
en los niveles inicial, básico y bachillerato, así como a una educación
permanente a lo largo de la vida, formal y no formal, todos los y las
Habitantes del Ecuador.
El Sistema Nacional de Educación profundizará y garantizará el pleno
ejercicio de los derechos y garantías constitucionales.
Capítulo II
DE LAS OBLIGACIONES DEL ESTADO RESPECTO DEL
DERECHO A LA EDUCACIÓN
Art. 5.-La educación como obligación de Estado.- El Estado
tiene la obligación ineludible e inexcusable de garantizar el derecho
a la educación, a los habitantes del territorio ecuatoriano y su acceso
universal a lo largo de la vida, para lo cual generará las condiciones
que garanticen la igualdad de oportunidades para acceder,
permanecer, movilizarse y egresar de los servicios educativos. El
Estado ejerce la rectoría sobre el Sistema Educativo a través de la
Autoridad Nacional de Educación de conformidad con la
Constitución de la República y la Ley.
El Estado garantizará una educación pública de calidad, gratuita y
laica.
73 73
Comment
Education is a right that every human being should have, whether in any
sector without any discrimination. Being a primary basis that each human
being must acquire and put into practice. Parents are an essential part in
this process as teachers and authorities; it is also important to emphasize
that the government nowadays gives us all the necessary support to
improve the quality of education because it provides us with resources and
improvement in infrastructure of various public institutions.
Sociological aspect
For Anthony Giddens (―Sociology‖, 1989) ―Sociology is the study of human social
life, groups and societies. It is in charge of behavior in our environment,
sociology permits the analysis of personality among the rest of the society, it
permits the visualization of the investigation of a huge ranged social process.
Tony Lawson and Joan Garrod,(1996) defines ―Sociology as the study of
individuals in groups and social formations in a systematic way, which
grew out of the search for understanding associated with the industrial and
scientific revolutions of the 18th and 19th centuries.
Comment
Nowadays exist many problems in the public institutions, since students has
lost respect for the teacher, their behavior inside and out of the
classroom is getting worst the students think they can do whatever they
want, they are rude with teachers due to the lack of values taught by their
74 74
parents and the environment in which they operate either by social,
economic or family problems.
Pedagogical aspect
Watkins and Mortimer (1999) has an important view of pedagogy, he
remarks it as ―any conscious activity by one person designed to enhance
the learning of another‖ (p3). On the other hand, Alexander (2003)
suggests that pedagogy requires discourse. It is clearly seen that within
the pedagogy process, a student or apprentice cannot be alone, that
needs some prepared action for some sudden deviated action.
Comment
The teacher´s mission is not just to teach and control a group of students.
Because in the teaching-learning process it is necessary to create a
comfortable environment where students can express their ideas, ask
without fear to be rejected at time to raise awareness their doubts.
Psychological aspect
Glover and Ronning (1987, p. 14) suggested that educational psychology
includes topics that span human development, individual differences,
measurement, learning, and motivation and is both a data-driven and a
theory-driven discipline.
Psychology also takes part in education in the way that permits the solving
of the analysis of a pattern that is out of control. This takes part in modern
societies where dissocial families cannot overcome some children behavior.
This is why Bruner, ratifies the need to rethink our ideas of development,
teaching, and learning and the interactions among them. He pings down
that educators and psychologists should see children as
75 75
thinkers. With this, it is important for an educator to teach the students to
create their own tools for solving problems.
Comment
When we talk about psychology in education not only refers to students
and teachers, but the whole environment around the educational
community.
Since the teaching-learning process, it is important the atmosphere in
which students develop, that is if they have a good family environment that
allows them to function without problems in the classroom, as most as
intellectually and behavior.
Mission
To promote the interest to learn English in a fun and enjoyable way,
through an interactive education to be excellent training and citizens can
exercise their profession, to transform the society in the search for new
ideas.
Vision
To understand the necessities to have the students in class, for which it
would provide the solution to any problem of weakness in the teaching-
learning process in the English language.
Policies
The institution implemented multidisciplinary groups in order to achieve a
successful education, promoting the development of values, discipline,
creativity and improve critical thinking for meaningful learning and training
people for success.
76 76
Beneficiaries
The main beneficiaries are students of eighth grade, since by applying the
handbook, improve the writing skills and thus have more interest in this
language. This proposal will benefit to students of eight grade at ―Oswaldo
Guayasamin Calero‖ school, teachers and also the education community,
with this proposal the English classes will be more dynamic.
Social impact
With the implementation of this proposal, students improve their academic
performance; will have a better relationship between classmates and
society. With this, the institution will have greater prestige, good
commentaries about the high quality of teaching English.
CONCLUSIONS
After the demonstration class, we concluded that at first the students did not
feel the enthusiasm, because they thought it was going to be the typical
English class. After to get their attention and have been motivated with this
new teaching experience, they felt more confident with this new learning tool
responding effectively and excited as they were asked. This brings us to the
conclusion that the proposal is feasible to be implemented in order to
improve the writing skills.
GLOSSARY
ACHIEVE
To succeed in reaching a particular goal, status, or standard,
especially by making an effort for a long time.
ARRANGEMENT
A plan or preparation that you make so that something can
happen.
ATTEND
To be present at the moment.
AVAILABLE
That you can get, buy, or find.
BACKGROUND
The circumstances or past events which help explain why
something is how it is; information.
BEHAVIOR
The way that someone behaves, especially toward other people.
COLLECT
To bring things together from different people or places.
CONFIDENT
Feeling sure about your own ability to do things and be successful
DEVELOP
To gradually grow or become bigger, more advanced, stronger,
etc.; to make something do this
DOUBTS
A feeling of being uncertain about something or not believing
something.
ENABLES
To make it possible for someone to do something.
ENVIRONMENT
The conditions that affect the behavior and development of
someone or something; the physical conditions that someone.
ENHANCE
To increase or further improve the good quality, value, or status of
77
someone or something.
FEASIBLE
That is possible and likely to be achieved.
FIELD
A particular subject or activity that someone works in or is
interested in.
FINDINGS
Information that is discovered as the result of research into
something.
FOREIGN
In or from a country that is not your own
FOUNDATION
A principle, an idea, or a fact that something is based on and that
it grows from.
FRAMEWORK
The structure of a particular system.
GOVERNMENT
The group of people who are responsible for controlling a country
or a state.
GRATEFUL
Feeling or showing thanks because someone has done something
kind for you or has done as you asked.
GRAMMAR
The rules in a language for changing the form of words and
joining them into sentences.
INCREASE
To become or to make something greater in amount, number,
value, etc.
HANDBOOK
A book giving instructions on how to use something or information
about a particular subject.
KNOWLEDGE
The information, understanding, and skills that you gain through
education or experience.
LANGUAGE
The system of communication in speech and writing that is used
by people of a particular country or area.
78
MASTERY
Great knowledge about or understanding of a particular thing.
METHODOLOGY
A set of methods and principles used to perform a particular
activity.
PERFORM
To do something, such as a piece of work, task, or duty.
PROVIDE
To give something to someone or make it available for them to
use.
PROPOSAL
A formal suggestion or plan; the act of making a suggestion.
REQUIRES
To make someone do or have something, especially because it is
necessary according to a particular law or set of rules.
RESEARCH
A careful study of a subject, especially in order to discover new
facts or information about it.
RESOURCES
Something that can be used to help achieve an aim, especially a
book, equipment, etc. That provides information for teachers and
students.
SCHOLARSHIP
An amount of money given to someone by an organization to help
pay for their education.
STRENGTHENED
To become stronger; to make someone or something stronger.
SKILL
The ability to do something well.
SUPPORT
To help or encourage someone or something by saying or
showing that you agree with them/it.
SYNTAX
The way that words and phrases are put together to form
sentences in a language.
79
SUITABLE
Right or appropriate for a particular purpose or occasion.
TEACHING
The work of a teacher.
TECHNIQUES
A particular way of doing something, especially one in which you
have to learn special skills.
TOPIC
A subject that you talk, write, or learn about.
TUTOR
A private teacher, especially one who teaches an individual
student or a very small group.
WEAKNESS
Lack of strength, power, or determination
80
81 81
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Entrevista a la Directora
1. ¿Qué piensa usted acerca de la realización de este proyecto en
esta escuela secundaria?
En mi opinión, este proyecto parece muy bien, debido a que los
estudiantes van a mejorar sus habilidades.
Siempre se debe desarrollar este tipo de proyectos en beneficio de los
estudiantes y la comunidad en general.
2. ¿Cómo usted apoyaría en la elaboración de nuestro proyecto?
Dando la oportunidad para aplicar este proyecto en la institución y
proporcionándoles el apoyo necesario en cualquier dificultad que se
les presente.
También ayuda a los maestros con el horario para facilitar su
intervención.
3. ¿Cree usted que con la implementación de este proyecto
mejoraríamos el nivel de Inglés en este curso? ¿Por qué?
Sí, mejoraría debido a los estudiantes a desarrollar la habilidad de la
escritura a través de la gramática, porque este método facilita el
aprendizaje del estudiante en esta área de Inglés.
.
98 98
A la profesora de Inglés
1. ¿Están sus estudiantes bien motivados en su clase? ¿Cómo usted
los motiva?
Sí, la mayoría de los estudiantes están motivados durante mi clase
cuando hacemos una composición corta; a pesar de que tienen un bajo
nivel de vocabulario y poco conocimiento de las reglas gramaticales.
2. ¿Tiene recursos para involucrar a los estudiantes en el aprendizaje
de las estructuras gramaticales? ¿Cuáles son?
No, no tengo recursos para involucrar a los estudiantes en el aprendizaje
de las estructuras gramaticales, porque la institución no tiene suficientes
recursos para el aprendizaje de este idioma, debido a que esta institución
no tiene suficiente ayuda del gobierno aún.
3. ¿Cuáles son las mayores dificultades que ha encontrado en sus
estudiantes?
Los estudiantes no tienen conocimientos básicos en este idioma porque la
mayoría de los estudiantes provienen de escuelas públicas, donde esta
lengua no es enseñada.
99 99
Al representante del Comité de padres de familia
1. ¿Qué problemas cree usted que sus hijos van a mejorar con este
proyecto?
Creo que, con este proyecto, los estudiantes podrían mejorar el aprendizaje
de este idioma, la falta de léxico, la falta de motivación y la atención durante
la clase de Inglés.
2. ¿Cómo cree que sus hijos mejorarían con la aplicación de nuestro
proyecto?
La aplicación de este proyecto mejoraría el aprendizaje de Inglés como a
través de este tipo de ejercicio los estudiantes pueden practicar su
pronunciación y la escritura en la clase.
De esta manera tendrían la facilidad de entender este lenguaje y
comunicarse correctamente con otras personas.
2. ¿Cómo le gustaría la clase de Inglés que se enseñada en esta
institución?
Me gustaría que la clase de Inglés fueran más dinámica y divertida, para
que los estudiantes prestan más atención y disfrutar de esta materia.
100100100
Encuesta a los estudiantes
Escriba una “X” en el recuadro según tu opinión
Preguntas
Yes
No
Indifferent
1. - ¿Te gusta tu clase de Inglés?
2. -¿Tu profesora utiliza actividades interactivas para enseñar el idioma?
3. -¿Puedes escribir una composición corta?
4. -¿Disfrutas de la clase de gramática?
5. -¿Tu crees que estudiar gramática importante para desarrollar la destreza de escritura?
6. -¿Tu crees que la escritura tiene la misma importancia que las otras destrezas?
7. -¿Tu profesora utiliza materiales didácticos para desarrollar la enseñanza de la escritura?
8. -¿Tu profesora aplica algunas técnicas para escribir composiciones?
9. -¿Te gustaría trabajar con un manual de actividades innovadoras con ejercicios de escritura?
10. -¿Te gustaría trabajar con ejercicios
de gramática innovadora en tu clase?
101
109109109
Chairwoman of the school
The playground
110110110
Students of eight grade with the hanbook
111111111
ANNEX THREE
Design and application of a
handbook with innovative
grammar exercises.
112112112
CONTENTS
UNIT 1: STRUCTURE OF A FORMAL AND INFORMAL LETTER
UNIT 2: STRUCTURE OF A POST CARD
UNIT 3: STRUCTURE OF A COMPOSITION
113113113
INTRODUCTION
This booklet of activities is important to improve the writing ability. It
contains useful advises for the students to develop the general structure of a
written text. It is relevant because it satisfies the necessity of constructing a well-
structured written text.
This booklet of activities is composed by three units in which content it is
found techniques focused on development of the general structure of the written
text. In the first unit it is included the explanation of the structure of a formal and
informal letter. The second unit contains the explanation of the structure of a post
card and the last unit contains the explanation of the structure of a composition.
All the units contain different kinds of activities that refer to practice each topic to
work the writing ability.
The teacher will encourage students to write through techniques that will
help to develop a well-structured text. The objective of this booklet of activities is
to motivate the students to practice writing to improve the same skill.
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SOME TIPS TO DEVELOP WRITING SKILL
Pick a topic and write: It will help students to have clear ideas when they are
going to write a paragraph or an article.
Brainstorming: It is very useful to recollect main ideas and through this, students
can be able to organize the ideas before writing.
Write more than one draft: Students could be able to choose the best draft.
Use connectors: It will help students to connect their ideas.
Capitalization: The correct use of capital letters could help students to write
correctly.
Punctuation: It is important to obtain a clear message when students write a
paragraph.
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UNIT 1
STRUCTURE OF A FORMAL LETTER
Your address
The return address should be written in the top right-hand corner of the letter.
The address of the person you are writing to
The inside address should be written on the left, starting below your address.
Date
Different people put the date on different sides of the page. You can write this on
the right or the left on the line after the address you are writing to. Write the month
as a word.
Salutation or greeting
1) Dear Sir or Madam,
If you do not know the name of the person you are writing to, use this. It is
always advisable to try to find out a name.
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2) Dear Mr Jenkins,
If you know the name, use the title (Mr., Mrs., Miss or Ms., Dr., etc.) and the
surname only. If you are writing to a woman and you do not know if she uses
Mrs. or Miss, you can use Ms., which is for married and single women.
Ending a letter
1) Yours faithfully
If you do not know the name of the person, end the letter this way.
2) Yours sincerely
If you know the name of the person, end the letter this way.
3) Your signature
Sign your name, then print it underneath the signature. If you think the person
you are writing to might not know whether you are male or female, put your title
in brackets after your name.
Content of a Formal Letter
First paragraph
The first paragraph should be short and state the purpose of the letter- to make
an enquiry, complain, request something, etc.
The paragraph or paragraphs in the middle of the letter should contain the
relevant information behind the writing of the letter. Most letters in English are
not very long, so keep the information to the essentials and concentrate on
organising it in a clear and logical manner rather than expanding too much.
Last Paragraph
The last paragraph of a formal letter should state what action you expect the
recipient to take- to refund, send your information, etc.
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STRUCTURE OF AN INFORMAL LETTER
Dear (First name only of a friend)
Paragraph 1- Say why you are writing to them (I’m just writing to let you know
that….)
Paragraph 2- Bullet point 1 and supporting details
Paragraph 3- Bullet point 2 and supporting details
Paragraph 4- Bullet point 3 and supporting details
Looking forward to hearing from you soon.
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All the best
(Your first name only)
ACTIVITIES TO PRACTICE THE STRUCTURE OF THE FORMAL AND
INFORMAL LETTERS
1. - Imagine the situation and write a formal letter applying the correct
structure:
Your boss is abroad and there were some problems in the office so you
have to write to your boss to inform about the situation (75 words).
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
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______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
____________________________________________________
2. - Write 2 characteristics of a formal letter.
1. ___________________________________________________
2.___________________________________________________
3. - Write 2 characteristics of an informal letter.
1. ___________________________________________________
2. ___________________________________________________
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UNIT 2
STRUCTURE OF A POSTCARD
1) Salutation/ Greeting: The name of the person who receives the message.
2) Body: The message included on the postcard.
-State where you are and what it is like (include your feeling).
-Write a sentence about the accommodation.
-Describe the weather.
-Describe things you did that you enjoyed.
-Describe what you have done.
-Future Plans.
3) Closing: A last word or two to reader at the end of the message.
4) Signature: sender’s name.
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ACTIVITY TO PRACTICE THE STRUCTURE OF A POSTCARD
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Write a postcard to your best friend.
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UNIT 3
STRUCTURE OF A COMPOSITION
INTRODUCTION
Arouse the reader’s interest.
Set the scene.
Explain how you interpret the question set.
Define or explain key items if necessary.
Identify the issues that you are going to explore.
Give a brief outline of how you will deal with each issue, and in which
order.
ARGUMENT/MAIN BODY
Contain the points outlined in your introduction, divided into paragraphs:
Paragraph 1
Covers the first thing you said you would address.
The first sentence (the topic sentence) introduces the main idea of the
paragraph.
Other sentences develop the topic.
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Includes relevant examples, details, evidence, quotations, and
references.
Paragraph 2 and other paragraphs
The first sentence links the paragraph to the previous
paragraph then introduces the main idea of the paragraph.
CONCLUSION
Draw everything together.
Summarise the main themes.
State your general conclusions.
Make it clear why those conclusions are important or significant.
Do not introduce new material.
In the last sentence, sum up your argument very briefly, linking it to the
title.
Suggest further questions of your own
.
ACTIVITIES TO DEVELOP THE STRUCTURE OF A COMPOSITION
TOPIC: Touristic places
1. - Write a thesis statement for the topic.
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________________________________________________________________
______________________________________________________
2. - Write a supporting sentence about the same topic.
________________________________________________________________
______________________________________________________
3. - Write a concluding sentence for the topic.
________________________________________________________________
______________________________________________________
4. - Write a composition about your first day at school and underline the
thesis statement, the supporting sentence and the concluding sentence (70
words).
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
__________________________
______________________________________________________
______________________________________________
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