UNIVERSIDAD DE GUAYAQUILrepositorio.ug.edu.ec/bitstream/redug/45246/1/BFILO-PLL...Pilalo Leon Tairon...

FRONT PAGE

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGÜÍSTICA

EDUCATIVE PROJECT

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF

LICENCIADA EN CIENCIAS DE LA EDUCACIÓN,

MAJOR IN: LENGUA Y LINGÜÍSTICA INGLESA.

TOPIC:

THE IMPORTANCE OF TEACHING ACTIVE VOCABULARY TO IMPROVE THE

PRODUCTION OF SPEAKING

PROPOSAL:

ELABORATION OF AN AUDIOVISUAL DIDACTIC GUIDE WITH VOCABULARY

APPLIED TO STUDENTS’ ENVIRONMENT.

RESEARCHER:

CHOEZ VILLACIS JOSE TEODORO

PILALO LEON TAIRON JAVIER

DIRECTED BY:

Lcdo. LARRY TORRES, MSc.

Guayaquil - Ecuador

2017

ii




DIRECTIVES

ARQ. SILVIA MOY-SANG CASTRO., MSC. LIC. WILSON ROMERO DAVILA, MSC

DECANO SUB- DECANO

AB. JACINTO CALDERÓN VALLEJO, MSC LIC. ALFONSO SÁNCHEZ ÁVILA, MSC

DIRECTOR SUB- DIRECTOR

AB. SEBASTIÁN CADENA ALVARADO

SECRETARY

iv

EL TRIBUNAL EXAMINADOR OTORGA

AL PRESENTE TRABAJO

LA CALIFICACION DE: _________________________________

EQUIVALENTE A: _________________________________

TRIBUNAL

________________________

Tribunal No 1

________________________ ________________________

Tribunal No 2 Tribunal No

v


FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION

SISTEMA DE EDUCACION PRESENCIAL

CENTRO UNIVERSITARIO: GUAYAQUIL

PROYECTO:

TEMA: THE IMPORTANCE OF TEACHING ACTIVE VOCABULARY TO

IMPROVE THE PRODUCTION OF SPEAKING

PROPUESTA: ELABORATION OF AN AUDIOVISUAL DIDACTIC GUIDE

WITH VOCABULARY APPLIED TO STUDENT´S ENVIRONMENT

APROBADO

________________________

Tribunal No 1

________________________ ________________________

Tribunal No 2 Tribunal No 3

________________________ ________________________

Choez Villacis Jose Teodoro Pilalo Leon Tairon Javier

vi

Guayaquil, Julio 15 del 2017 M. Sc. Silvia Moy-Sang,Castro, Arq. DECANA DE LA FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN Ciudad De mis consideraciones:

Para los fines pertinentes comunico a usted que los derechos intelectuales

del proyecto educativo con el tema: The importance of teaching active

vocabulary to improve the production of speaking .Propuesta: Elaboration of

an audiovisual didactic guide with vocabulary applied to student´s

environment

Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.

Atentamente,

________________________ ________________________

Choez Villacis Jose Teodoro Pilalo Leon Tairon Javier

vii

DEDICATION

We want to dedicate this project to our families who have supported us

in this long road and gave us the motivation, strengthen and love to

end it up satisfactorily.

Choez Villacis Jose Teodoro

viii

DEDICATION

First of all, we want to thank God to be always with us, to Mr. Larry

Torres Vivar for his help and guidance.

To our classmates with who we shared these great years of study and

learning.

To our teachers who also made an effort being with us in these five

years of continuous study and gave us the best of them to form

professionals to improve the education in our country.

Pilalo Leon Tairon Javier

ix

ACKNOWLEDGEMENT

Thank you God for all your blessings to me and my family. For the strength

you give me each day and for all the people around me who make life more

meaningful. I would also like to thank my loved ones, who have supported

me throughout entire process, both by keeping me harmonious and helping

me putting pieces together. I will be grateful forever for your love.


x

ACKNOWLEDGEMENT

I want to thank God and my parents for being my fundamental support

during this time that I was able to finish another goal, giving me their advice

and guidance in every step of the way not letting me give up half way there. I

also want to thank to all the people that one way or another helped me

achieve this day and allowing me to be able to see the fruition of what I sow.


xi

TABLE OF CONTENTS

FRONT PAGE ................................................................................................................ i

DIRECTIVES ................................................................................................................. ii

TUTOR’S REPORT .................................................................................................... ii

EL TRIBUNAL EXAMINADOR ................................................................................ iv

DEDICATION............................................................................................................... vii

ACKNOWLEDGEMENT ............................................................................................ ix

TABLE OF CONTENTS ............................................................................................ xi

ABSTRACT ..................................................................... ¡Error! Marcador no definido.

INTRODUCTION .......................................................................................................... 1

CHAPTER ONE THE

PROBLEM

CONFLICT SITUATION ......................................................................... 4

SCIENTIFIC FACT ................................................................................ 4

CAUSES: ............................................................................................... 5

FORMULATION OF THE PROBLEM .................................................... 5

OBJECTVES ......................................................................................... 6

General .............................................................................................. 6

Specific............................................................................................... 6

QUESTIONS OF THE INVESTIGATIONS ............................................. 6

RATIONALE .......................................................................................... 7

CHAPTER TWO

THE THEORETICAL FRAMEWORK

BACKGROUND OF THE INVESTIGATION ......................................... 14

THEORETICAL FOUNDATION ........................................................... 16

EPISTEMOLOGY FOUNDATION ........................................................ 18

PHILOSOPHIC FOUNDATION ............................................................ 20

PEDAGOGICAL FOUNDATION .......................................................... 21

SOCIOLOGICAL FOUNDATION ......................................................... 26

LEGAL FOUNDATION ........................................................................ 27

xii

CHAPTER THREE

METHODOLOGY OF THE RESEARCH

CHARACTERISTICS OF THE INVESTIGATION ................................. 33

TYPES OF RESEARCH ...................................................................... 34

FIELD RESEARCH.............................................................................. 34

EDUCATIONAL RESEARCH .............................................................. 35

BIBLIOGRAPHICAL RESEARCH ........................................................ 36

LEVEL OF THE RESEARCH ............................................................... 37

Exploratory Research ....................................................................... 37

Descriptive Research ....................................................................... 38

Explanatory Research ...................................................................... 39

Explicatory Research........................................................................ 40

POPULATION AND SAMPLING .......................................................... 40

OPERATIONALIZATION OF THE VARIABLES ................................... 41

METHODS, TECHNIQUES AND INSTRUMENTS .............................. 44

ANALYSIS OF RESULTS .................................................................... 48

SURVEY TO THE STUDENTS ........................................................ 48

CHI SQUARE ...................................................................................... 58

Tables of contingency....................................................................... 58

CONCLUSIONS AND RECOMMENDATIONS .................................... 61

CONCLUSIONS ............................................................................... 61

RECOMMENDATION ....................................................................... 62

CHAPTER IV

PROPOSAL

BACKGROUND ................................................................................... 64

JUSTIFICATION .................................................................................. 65

GENERAL OBJECTIVE ....................................................................... 66

SPECIFIC OBJECTIVES ..................................................................... 66

PEDAGOGICAL ASPECT ................................................................... 67

Constructivism .................................................................................. 67

PSYCHOLOGICAL ASPECT ............................................................... 68

LEGAL ASPECT .................................................................................. 69

Listening ........................................................................................... 70

xiii

Reading ............................................................................................ 70

Speaking production ......................................................................... 71

Speaking interaction ......................................................................... 71

Writing .............................................................................................. 71

FEASIBILITY ....................................................................................... 72

ECONOMICAL ................................................................................. 72

TECHNICALLY ................................................................................. 72

HUMAN ............................................................................................ 72

DESCRIPTION OF THE PROPOSAL .................................................. 73

MATERIALS ............................................................................................................. 74

LOCATION .......................................................................................... 75

CONCLUSIONS .................................................................................. 75

BIBLIOGRAFÍA .................................................................................... 78

xiv

REPOSITORIO NACIONAL EN LENGUAS Y LENGÛISTICAS

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO: The importance of teaching of active vocabulary to improve

the production of speaking. Elaboration of an audiovisual didactic guide with vocabulary

applied to the student’s environment.

AUTORES:



REVISOR:

MSc. Larry Torres

INSTITUCIÓN: Universidad de Guayaquil FACULTAD: Filosofía, letras y Ciencias de la Educación

CARRERA: Lenguas y Lingüística

FECHA DE PUBLICACIÓN: 2016 Nª DE PÁGS.: -

TITULO OBTENIDO: Licenciados en Lengua y

Lingüística Inglesa

ÁREAS TEMÁTICAS: Education, Pedagogy, Speaking, Didactic, Vocabulary

PALABRAS CLAVE:

LEARNING, STRATEGIES, LUDIC, COMMUNICATION

RESUMEN: The purpose of this investigation is to allow students to have an easier way to express themselves in the English language. Students at Pablo Hannibal Vela Egüez High school of eighth year of basic education show a deficiency in the speaking and few knowledge of the active vocabulary, which generated the necessity to elaborate an audiovisual didactic guide with the goal that they achieve express themselves in the society, using the language English of a correct way. The beneficiaries will be students at Pablo Hannibal Vela Egüez High school of eighth year of basic education who receive the respective knowledge of active vocabulary that will allow them to motivate themselves in the develop of teaching of language English with the consequent improvement of their academic and social performance. Nº DE REGISTRO (en base de datos): Nº DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO PDF: SI NO

CONTACTO CON AUTOR:

Teléfono:

E-mail:

CONTACTO EN LA INSTITUCIÓN:

Nombre:

Teléfono:

E-mail:

xv

REPOSITORIO NACIONAL EN LENGUAS Y LENGÛISTICAS

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO: La importancia de la enseñanza del vocabulario activo para

mejorar la producción del habla. Elaboración de una guía didáctica audiovisual con

vocabulario aplicado al entorno del alumno.

AUTORES:



REVISOR: MSc. Larry Torres

INSTITUCIÓN: Universidad de Guayaquil FACULTAD: Filosofía, letras y

Ciencias de la Educación

CARRERA: Lenguas y Lingüística

FECHA DE PUBLICACIÓN: 2016 Nª DE PÁGS.: -

TITULO OBTENIDO: Licenciados en Lengua y Lingüística Inglesa

ÁREAS TEMÁTICAS:

Educación, pedagogía, expresión oral, didáctica, vocabulario

PALABRAS CLAVE: LEARNING, STRATEGIES, LUDIC, COMMUNICATION

RESUMEN: El propósito de esta investigación es permitir que los estudiantes tengan una manera más fácil de expresarse en inglés. Los estudiantes de la escuela secundaria Pablo Hannibal Vela Egüez de octavo año de educación básica muestran una deficiencia en el habla y poco conocimiento del vocabulario activo, lo que generó la necesidad de elaborar una guía didáctica audiovisual con el objetivo de lograr expresarse en la sociedad. utilizando el idioma inglés de manera correcta. Los beneficiarios serán estudiantes de la escuela secundaria Pablo Hannibal Vela Egüez de octavo año de educación básica que recibirán el conocimiento respectivo de vocabulario activo que les permitirá motivarse en el desarrollo de la enseñanza del idioma inglés con la consiguiente mejora de su nivel académico y social. actuación. Nº DE REGISTRO (en base de datos): Nº DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO PDF: SI NO

CONTACTO CON AUTOR:

Teléfono:

E-mail:

CONTACTO EN LA INSTITUCIÓN:

Nombre:

Teléfono:

E-mail:

xvi


FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION SISTEMA PRESENCIAL


ABSTRACT

The purpose of this investigation is to allow students to have an easier

way to express themselves in the English language. Students at Pablo

Hannibal Vela Egüez High school of eighth year of basic education show a

deficiency in the speaking and few knowledge of the active vocabulary,

which generated the necessity to elaborate an audiovisual didactic guide

with the goal that they achieve express themselves in the society, using

the language English of a correct way. The beneficiaries will be students

at Pablo Hannibal Vela Egüez High school of eighth year of basic

education who receive the respective knowledge of active vocabulary that

will allow them to motivate themselves in the develop of teaching of

language English with the consequent improvement of their academic and

social performance.

Booklet Ludic Games Oral Expresion

xvii


FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION SISTEMA PRESENCIAL


RESUMEN

El propósito de esta investigación es permitir que los estudiantes

tengan una manera más fácil de expresarse en inglés. Los estudiantes

de la escuela secundaria Pablo Hannibal Vela Egüez de octavo año de

educación básica muestran una deficiencia en el habla y poco

conocimiento del vocabulario activo, lo que generó la necesidad de

elaborar una guía didáctica audiovisual con el objetivo de lograr

expresarse en la sociedad. utilizando el idioma inglés de manera

correcta. Los beneficiarios serán estudiantes de la escuela secundaria

Pablo Hannibal Vela Egüez de octavo año de educación básica que

recibirán el conocimiento respectivo de vocabulario activo que les

permitirá motivarse en el desarrollo de la enseñanza del idioma inglés

con la consiguiente mejora de su nivel académico y social actuación.

Folleto Juegos lúdicos Expresión oral

1

INTRODUCTION

The influence this investigation will have on students with problems

in speaking will be of great results and academic advantages for the

students, teachers and the institution as well. This project consists of short

dialogues that are going to give students the opportunity to practice with

meaningful activities in which they will allow learning to take place. This

and many other aspects will also provide students the maximum training in

speaking in English in and outside of the classroom for them to have the

adequate practice in the language. Chapter one of this project refers about

the problem students from the eighth year basic education of Pablo

Hannibal Vela Egüez. In chapter two, the theory about fixing the problem

will be addressed, giving the many aspects and foundations that will be

covered and the methods the proposal will keep students in a learning

process that will help them eventually in becoming independent learners

and acquiring the English language. The demographics, statistics and

mathematical events that show and back up the process and the outcome

of the investigation will be referred in chapter three. It will show the results

and the concepts that the interview with the School Director, the teacher of

the students from the 8 grade and the result of the surveys the students

from the 8 grade took. The fourth chapter gives the whole strategies the

proposal will be put into practice and how the booklet will help bring this

manifest to fruition. The thesis also covers all the standards and

parameters that are required in the Good Living Act. The booklet is also

related to the whole aspects required in the National Curriculum

Guidelines that are used for English as a Foreign Language,

acknowledging the three key issues that students are to face in order to

reach their goal in learning the English language. Such challenges are the

importance of the English language as a tool equipping individuals to

come to full comprehension with people and cultures beyond linguistic and

geographic boundaries, the need to align students to the CEFR (Common

European Framework Reference) which gives students international

2

recognition and it provides a common basis for the proficiency of the

English language, and the communicative approach that is presently the

most recognized, adequate and accepted rule of thumb in the field of

language teaching and learning worldwide.

CHAPTER I: THE PROBLEM

the problem, context investigation, problem investigation, conflict situation,

scientific situation, causes, problem formulation, investigation objectives,

general objectives and specific objectives, questions of the investigation,

rationale

CHAPTER II: THEORETICAL FRAME

Theoretical framework, background of the investigation, theoretical bases,

epistemology fundamentations, philosophic fundamentations, pedagogical

fundamentations, psychological fundamentation, sociological

fundamentations, legal fundamentation, glossary.

CHAPTER III: METHODOLOGY

methodology, process, analysis, results discussion, methodological

design, types of investigation, population and sample, operationalization of

variables, investigation methods, instruments and techniques of the

investigation, analysis and interpretation of data, conclusion and

recommendations.

CHAPTER IV: THE PROPOSAL

Justification, synthesis, general objective, specific objectives, feasibility,

description, social impact, beneficiaries, bibliography, glossary

BIBLIOGRAPHY

ANNEXUS

3

CHAPTER ONE

THE PROBLEM

When there is no vocabulary, there is no communication at all. It is

the base and the core soul and heart of any language. No vocabulary at all

of a language and there will be completely no communication once so

ever or dialogue with anyone. Vocabulary is the essence needed for

verbal communication, reading understanding, listening comprehension

and reading too.

Without vocabulary, you can feel invisible, left out, not accountable

for, not being presented, ignored and simply rejected. It is the base of

communication and the source of any skill that is involved in any

language.

The problem found in students of the 8th grade at Pablo Hannibal

Vela Eguez High School are many to begin with. About seven students

were hyperactive in the classroom. Many were not paying attention and

some were not even ready to receive classes. There was an obvious lack

of material available and the lack of participation was also an obstacle to

deal with. The teacher was always emphasizing the use of English in the

classroom, trying to motivate students into class participation and was

eliciting answers from students as much as he could.

4

The students said that they found the material not interesting and the

classroom was always not fit for classes. No erasers, markers, computers

or any other type of material needed to teach classes could be found in

the classroom. Teachers had to bring markers, wall charts, paper, and

other material of their own in order to teach. The planning of the class was

on top notch, but participation and students being engaged to the activities

were not a common sight in class.

CONFLICT SITUATION

The poor vocabulary found in students of the 8th grade at Pablo

Hannibal Vela Eguez is a situation that can escalate to other problems and

situations. Students need to be marinated into the language every single

minute they are in English classes due to the fact that the more they are

exposed to the language, the more they will get acquainted with it.

Students at this age are at a spongy stage mentally because their brains

are soaked with knowledge if the right methods of learning are put into

practice in the classroom.

SCIENTIFIC FACT

The ABC's are attitude, behavior and communication skills.

(Chertavian, 2015)

It can be said that one letter is a word that can represent an article,

a name a gesture in English. The letter A in part of speech can represent

5

the unnamed article ―A‖. The letter B can represent a street name or the

name of a brand of shoes or clothing. And the letter G can simply mean an

exclamation about some type of answer to a situation.

The ABC’s are just that. They are just letters that have the meaning

of whole words. That is the complexity of the English language. It can

expand its vast concept about the power each letter has in complete

communication terms.

CAUSES:

Lack of vocabulary material

There are no knowledge about vocabulary

No vocabulary practice

Insufficient vocabulary activities

The students are not motivated in the English class

No production in the language

FORMULATION OF THE PROBLEM

In what way will the teaching of active vocabulary influence in the

improvement of the production of the speaking skill in the students of

eighth year of basic education at Pablo Hannibal Vela Egüez High school,

during the school year 2016-2017?

6

OBJECTVES

General

To strengthen the teaching of active vocabulary to improve the

production of speaking skill through an evaluation and a statistic analysis

to elaborate an audiovisual didactic guide.

Specific

1. To improve the teaching of active vocabulary through of interactive

exercises to improve the vocabulary in the students.

2. To motivate the production of speaking.

3. To identify the active vocabulary that students want to learn to

elaborate the audiovisual didactic guide to provide students

appropriate from the collected data.

QUESTIONS OF THE INVESTIGATIONS

What is the sole purpose of the booklet?

In what way is this book going to help students?

What is the best outcome this booklet will bring the school?

How to apply vocabulary to speaking skills improvement?

How can the vocabulary in this project influence students learning?

In what other subjects can this project help students?

7

RATIONALE

This investigation is important because it allows students to have an

easier way to express in the English language. Students at Pablo Hannibal

Vela Egüez High school of eighth year of basic education show a

deficiency in the speaking and a little knowledge of the active vocabulary,

which generated the necessity to elaborate an audiovisual didactic guide

with the goal that they achieve express themselves in the society, using

the language English of a correct way. The beneficiaries will be students

at Pablo Hannibal Vela Egüez High school of eighth year of basic

education who receive the respective knowledge of active vocabulary that

will allow them to motivate themselves in the develop of teaching of

language English with the consequent improvement of their academic and

social performance.

The booklet has been design with all the standards and parameters

required by the Ecuadorian Board of Education and all rules, regulations

and requirements vigilant to the present day. The social aspect about the

booklet is to comply with the needs that were identified in this project’s

investigation, resolving the set problems that have not been fixed since.

The vast need of a vocabulary booklet to help students reach a major

concept and understanding when speaking is one of the necessities that

this booklet covers with its activities and clear instructions. The

methodology, technique and approach is also explained in the booklet so

8

teachers could have a clear understanding of the proper way in guiding

the students into the activities, having a complete participation in class and

seeing progress taking place in students’ cognitive.

The booklet is in compliance with all the standards and regulations of

the CEFR (Common European Framework Reference) in order to fulfill the

parameters and characteristic that students must reach accordingly and

proficiently in the English language.

The Good Living Act is also in the view of this Project with all the

regulations and rules that are set in the constitution of the Republic of

Ecuador and all its requirements. The Good Living Act is to give every

citizen and legal resident of the Republic of Ecuador the highest standard

of living, the right of education and the pursuit of happiness and progress

in the region of the country.

9

CHAPTER TWO

THE THEORETICAL FRAMEWORK

Teaching English as a foreign language that is the case in the

Ecuadorian context involves different areas. The Teaching Knowledge test

is a certification that demands professionals to prepare themselves on

everything regarding methodology of this learning-teaching process. The

book for this preparation includes content like language and background to

learning and teaching, lesson planning and use of resources for language

teaching, managing the teaching and learning process. From all this wide

range of topics, this study tries to help teachers on developing speaking

activities that will help students produce the language individually, pairs or

groups in two main domains personal and educational, as required by the

authorities in Ecuador. This aim will be achieved through the elaboration of

an audiovisual didactic guide with active vocabulary that relates to

students’ vocabulary.

For authors like Pulverness, Spratt & Williams (2012), Thornbury

(2006), and Harmer (2007) speaking involves producing the language

rather than receiving it. Teachers must know that English has four main

skills: listening, speaking, reading, and writing. Those skills are divided

into receptive and productive. The receptive ones are listening and

reading. Students are not supposed to generate language but they receive

10

a lot of input in the form of vocabulary, pronunciation, speech examples,

text guides, etc. (Brinton, Celce-Murcia, & Snow, 2014).

Students benefit from this input because later those are their models

to use to produce the other two skills which are speaking and writing.

(Krashen, 1988). Teachers should plan their lessons in order to practice

the four skills of the language, in other words to make integrated classes.

The percentage of practice of the skills should be equal. Nevertheless,

there is more emphasis on grammar than on the skills. Maybe because

this keeps students’ attention and the discipline is better not observing the

Communicative Language Teaching (CLT) approach suggested by the

authorities.

Some teachers could be afraid of noise that might cause the

interaction among learners when producing the language orally. Also, this

takes time from the instructions to the post activity. In numerous classes,

listening to students individually is challenging. Teachers need to be

creative in order to set tasks for the class while listening to maybe pairs in

an oral practice, doing so will keep everyone on task and there is not

chance for misbehavior. Another issue to be considered is the logistics to

plan an interactive task. In this case, teachers can ask students just to

face their pairs on the left/right and behind them. (Harmer, 2007).

Pulverness et al (2012) add that speaking is using speech to

communicate meanings to other people. In a classroom setting, students

11

will interact with the teacher, other students, and/or with special guests.

Teachers have to create opportunities for learners to produce the

language in a safe environment to help them gain confidence. This can be

reached by firstly introducing and teaching key words (active vocabulary)

students need to keep handy for the tasks, then moving to very controlled

activities (repetitions of sentences or dialogues), checking comprehension

of the content and some words, finally, when students are confident, the

teacher can provide freer tasks (authentic, meaningful content, adapted to

students’ context) for the pupils to try the language independently inside or

outside the classroom. This process matches a Presentation-Practice-

Production approach suggested by Harmer (2007).

Another issue when teaching speaking and vocabulary is the

pronunciation. Brinton, et al. (2014) state that the sound system of English

is divided into two categories: consonant and vowel sounds. They are

known as the segmental features. There are other global aspects to

consider like stress (where the accent is in the words or sentences),

rhythm (alternation of longer and shorter syllables), and intonation (rise or

fall in pitch or melodic line, especially in sentences and questions, which

words should students emphasize), which are considered suprasegmental

features or prosody. In this regards, the authors add that learners should

use pauses to divide speech into meaningful chunks when speaking.

These groups of words are called thought groups also known as tone

groups or intonation units.

12

Even though it seems difficult, there are some pronunciation

instructions that can be effective (Couper as cited in Pulverness et al,

2014). Some examples of those techniques are computer-assisted

instruction (especially if it is self-directed), listening instruction (with

comprehension activities, so students do not repeat without knowing what

they are saying), contextualized instruction (practice words in a context

has shown to be effective by several studies), form-focused instruction

(calling learner’s attention to L2 pronunciation traits and helping them

contrast their utterance with the ones on the recording. The authors

conclude that pronunciation is helpful, and better if it is addressed on form

and meaning, including feedback, a listening component and effective use

of technology. Teachers can take from this list what they can implement in

their classes and how. These authors conclude that teachers should

consider promoting speaking tasks that is fluent, accurate (grammatically

correct), appropriate, and authentic language; findings from corpus-

research have guided to a reconsideration of the structural and

interactional characteristics of spoken language; choosing topics depend

on the learners contextual factors; finally, assessment is an important

issue for teachers especially on high-stakes examinations.

Finally, Pulverness et al (2012) recall that speaking involves several

subskills:

- Making use of vocabulary, grammar and functions to communicate

fluently and accurately.

13

- Use of register to speak appropriately. There are different scenarios

of interaction: teacher-students, student-student, student-

authorities.

- Dealing with features of connected speech. Learners should know

with words are linked to sound similar to a native speaker or reduce

L11 accent.

- Emphasizing body language, when speaking people do not only

listen but watch how we are addressing to them, the movements

learners do when talking will help the listener to better understand

the message.

- Uttering different text types. According to the different topics that

students might talk about. They should recall vocabulary

appropriate for each situation.

- Fluency (normal speed, little hesitation, repetition, self-correction,

smooth). Students should know when to use these different

features in a normal conversation.

- Applying interactive strategies to keep people interested and

involved when communicating with others.

All these concepts, features and aspects are important when

developing the audiovisual guide to enhance speaking practices with

active vocabulary that involves students’ environment. Teachers need to

1 This refers to our mother tongue: Spanish.

14

be sure what and how to address when delivering speaking lessons to get

the best outcome of those practices.

BACKGROUND OF THE INVESTIGATION

Students have deficiencies when speaking especially in English

where the words sound different from its written form which does not

happens in learners’ mother tongue or L1. Most of the time, classmates

laugh when they listen to their peers talking. That is why few students

participate most of them do not want to be the target of laughter. Others

might not be interested in the lesson but in their own motivations.

However, students respond to visual aids positively. (Thornbury, 2006).

Therefore, the study suggests the creation of a didactic guide to trigger

students to speak more.

In order to develop the guide, teachers have to choose the words

students need to apply in their oral production. This selection can be done

by the teacher, or the teacher can ask students to get involved in this task

too. The advantage of the second option is that students will feel helpful

and will take responsibility for their learning. They will be motivated

because they were part of this activity. (Harmer, 2007). If students are

engaged in the tasks they will be more likely to participate. Teachers can

also ask students to create or develop the visuals according to the

vocabulary. (Cohen, 2014). This can be displayed in class or learners can

work on a picture dictionary in their notebooks. Teachers can use this

15

material for a variety of activities to implement more oral activities in the

form of practice, consolidation of knowledge, or assessing students’

progress.

Moreover, there are some inconveniences or problems that students

have or struggle with regarding producing the language orally. Scrivener

(2005) mentions the following:

- Students will not like to interact with classmates because they have

deficiencies. They rather participate only with the teacher. Teachers

as leaders can vary the pairs. Sometimes, students will participate

with pairs of the same level, others with different levels. In this case,

the teacher can use also several resources, like color papers or

pencils, or form groups with shapes, or have students mime

animals, etc.

- Students feel there is no feedback, therefore why they should

participate if the teacher will not listen to them individually.

Teachers can provide feedback with rubrics. The Ministry of

Education in the documents published some examples of how

teachers should assess speaking. Teachers can use those

recommendations to plan their lessons and train students for further

tests.

- Teachers are the ones that have to speak because students are

learning. Again, teachers need to provide reasons for the different

16

tasks, so students are engaged with the activities and eager to

participate actively.

- Students do not have the need to use the language outside the

classroom. They want more grammar.

Teachers have to deal with those situations and always give students

a reason to motivate them on a daily basis, the more students practice the

better they will get at it. In order to engage learners, teachers can also set

realistic goals, plan instruction (including controlled, guided and

communicative practice). (Marzano, 2003).

These concepts are the basics for the development of the guide to

create a plan that goes from very easy tasks to help students be confident

when exchanging oral messages with their classmates.

THEORETICAL FOUNDATION

Thornbury (2006) and Scrivener (2005) describe vocabulary as the

area of language teaching that deals with word knowledge. The former

author adds that it is an important goal in teaching syllabuses. Brinton, et

al. (2014) point out that knowing a word involves the mastery of the

words’: meaning, written form, spoken form, grammatical behavior,

collocation, register, associations, and frequency. This list is expanded by

Pulverness et al. (2012) who add denotation (describe the thing or idea

behind the word), synonyms (same or similar meaning), antonyms

17

(opposite meaning), lexical sets (words that belong to the same topic

area), word families (the ones that share the same base word),

homophones (same pronunciation but different meaning), homonyms

(same spelling and pronunciation but different meaning), false friends

(similar form in two languages but different meaning), prefixes, suffixes,

compounds (nouns made from two or more separate words), figurative

meanings, and idioms (fixed expressions but their meaning is usually

different from the combination of the meaning of the individual words). In

other words, this refers to the vocabulary depth. Even though, not all the

words have the complete list of form or meaning relationships. L22

students also need to know vocabulary breadth which is the number of

words required to produce the language or active vocabulary.

Brinton et al (2014) consider speaking as a fundamental skill in

second language learning. It is a productive skill. It is seen by some

teaching methods as the main skill by which a language is acquired. They

add that the act of producing the language orally is staggeringly complex.

These authors cite Brown (2007) in order to mention some characteristics

that make this skill difficult: clustering, hesitation markers and pausing,

colloquial language, suprasegmental features (stress, rhythm, and

intonation). Additionally, because this skill involves interaction students

should also deal with: monitoring and understanding the other person they

are talking to, thinking about contributions to the conversation, uttering that

2 L2 is the new language students are learning, in the Ecuadorian context is English.

18

contribution and monitoring its results, and everything else that appear

when interacting with others as the conversation continues.

Foundations that are the basis for the development of the audiovisual

guide to promote oral participation from students in the classroom using

the vocabulary related to their context. That vocabulary will make classes

authentic and meaningful since some features of personalization, a term

described by Thornbory (2006), are being applied.

EPISTEMOLOGY FOUNDATION

Nuttall (2005) indicates that not all words have the same importance.

Yet, it has been suggested that moderate L1 readers recognize about

50.000 words, in contrast syllabuses for teaching a foreign language just

present a few hundred words a year. Therefore she suggests training

students at identifying the words that can be ignored, to leave the words

that really matter for comprehension which should be tackled using some

strategies as: identify active (words you know to use on a daily basis), and

receptive vocabulary (lexis you recognize and can respond to but do not

confidently use); learning when to ignore difficult words, identifying what

makes words difficult, and practicing some work attack skills (inferring from

context and using the dictionary, for example).

Moreover, two concepts are important to consider when talking about

teaching speaking according to Thornbury (2006), these are fluency and

19

accuracy. In order to deal with both teachers should focus not only on

planning what students are going to say but in the production activities.

Brinton et al (2014) also consider appropriacy, authenticity, and

conversation analysis. They suggest the use of technology tools like

videoconferencing, podcasts and voice-based technology tools to develop

learners’ confidence when speaking. In order to develop fluency, these

authors suggest teachers to become knowledgeable of the following

terms: speech processing, speaking competence (phonology, speech

function, interactional skills, and extended discourse ability), speech

conditions and three main factors cognitive (familiarity with the topic,

genre, interlocutors, and processing demands), affective (feelings toward

the topic or participants, and self-consciousness), and performance

(mode, degree of collaboration, discourse control, planning time, and

environmental conditions). They also add the interaction of those factors

with students’ personality.

In the audiovisual guide students might not encounter such exquisite

terminology, yet teachers have to get acquainted with these linguistic

vocabulary. If they pay close attention to the documents suggested by the

authorities, being knowledgeable is one of the standards to match. This

terminology is important since teachers should consider them when

planning and delivering their lessons. They can also contribute to self-

assessment of the lesson, performance and expected outcomes.

20

PHILOSOPHIC FOUNDATION

Spoken grammar is not as complex or accurate as when writing,

especially if the learners can use some communication strategies.

Thornbury (2006) also mentions that students have a solid basis for

speaking when they know about 1000 or 1500 high frequency words,

which in turn become the active vocabulary. Brinton et al (2014) quoted

that learning a word involves many things about it, like literal meaning or

definition, connotations, syntactic constructions in different contexts,

morphological options, semantic associates (synonyms and antonyms).

They also cited Michael West (1953) who published 2000 words used

frequently in English. They also add that this list is still used in research

and the development of course material.

Brinton et al (2014) made a history review on vocabulary teaching

within the different methods:

- Grammar-translation approach: words were chosen according to

occurrence in the classics and their use in structures. Teaching

vocabulary meant definition and etymology.

- Reform approach: isolated words or phrases were avoided. Target

words were chosen according to their simplicity and usefulness.

- Direct method: words are considered due to their familiarity and

their use in classroom interaction.

- Reading approach: teachers selected words according to their

frequency.

21

- Audiolingualism: the author of this movement considered words as

objects to illustrate grammar points.

- Communicative language teaching: this involves different methods

and its main feature is that language should be used for

communication. Words are chosen from authentic material and

mainly considering their usefulness.

The best practices observed in previous teaching approaches are

considered in the design of the audiovisual guide to trigger students’

speaking abilities applying vocabulary about their context. CLT is

especially observe since it is the approach suggested by the authorities

and matches the objectives of the audiovisual guide when promoting

interaction and oral production using students’ surroundings vocabulary.

PEDAGOGICAL FOUNDATION

There are different approaches for teaching vocabulary. As per

Harmer (2007) teachers use explanation and practice procedures at

beginner levels. He also mentions the Lexical approach which involves

language chunks, teachers are supposed to include in their curriculum

phrases of two or more words or units of meaning to communicate. In this

regard, Thornbury (2006) adds that this approach ushered in a major re-

think about words which concerned not only the selection of items

(especially in frequency usage) but also in the type of items that is

formulaited language. They both were recognized as essential to build

22

fluency and idiomatic. To enhance this concept, nowadays there are a

wide range of dictionaries available for learners either physical or online,

many of which come with a software that makes easy for students to

access databases that display examples, visuals, and collocations.

Thornbury (2006) indicates that for some methods like

Audiolingualism vocabulary was not an important aspect

because it was subordinated to grammar. This author adds

that by 1970s there was a move towards semantic

syllabuses along with the use of authentic didactic

resources. This is contrasted by Brinton, Celce-Murcia &

Snow (2014) who support that English language learners

need to have constant and deep instruction in vocabulary

and its development since early ages.

There is an important issue to consider and that is the number of

words students should master and apply in productive skills such as

speaking and writing. In this regard, Thornbury (2006) shares that about

3000 high-frequency words or word families students need to be exposed

to in order to get an independent user status. However, he adds that for

speaking students may only need half of that number. Brinton et al (2014)

complement this comment by saying that students need to know a 98% of

words in an oral text to comprehend it. For example, in a paragraph of 50

words, students should know 49. It is important, for this reason, the pre-

activities that teachers must plan to activate students’ prior knowledge and

to introduce the new vocabulary.

23

When teaching vocabulary, there should be considered the meaning

and the form of words both spoken and written, especially for productive

use, maintains Thornbury (2006). This author adds ―Other aspects…

include connotation and style, collocation, derived forms and grammatical

features such as the word’s word class‖.

In the same topic, Scrivener (2005) includes in his book five initial

conclusions of the role of lexis in the classroom:

1. It is important and has to be dealt with systematically in its own

right, it is not simply attached to grammar or skills lessons.

Teachers need to apply different techniques to present the new

words to the students.

2. The teachers’ job do not finish in the first presentation of the new

words, teachers have to provide spaces for students to practice,

learn, keep, remember and use them.

3. A vital tool for self-study is the use of monolingual dictionaries, but

teachers need to scaffold how students can develop skills with this

resource.

4. Teachers need to distinguish between vocabulary for productive

skills like speaking and writing, and for receptive recognition

(listening and reading). According to this, teachers can adapt the

lesson appropriately.

5. Vocabulary involves not only words but longer, multi-word items.

24

Regarding speaking approaches, Thornbury (2006) comments that

they may vary. The author tells that speaking has been considered to be a

by-product of grammar and vocabulary, reinforced with pronunciation

exercises. New approaches treat speaking as a skill in its own right. Some

approaches focus on sub-skills, others on purposes and genres or

topic/based. Pulverness et al (2012) consider that speaking involves a

range of several subskills. Teachers should consider working separately

with the different aspects of this skill. The lesson should start with

controlled practice to promote confidence to students to practice; this can

be done in form of drills, repetitions, and memorization. These activities

imply accuracy rather than fluency in the language, in other words they

focus on correct grammar, vocabulary and pronunciation.

These are some sub-skills presented in the audiovisual guide that

teachers will develop benefiting students with this updated trendy

techniques supported by colorful images. This guide applies suggested

activities from this section to introduce and practice extensively vocabulary

before involving students in their speaking tasks.

PSYCHOLOGICAL FOUNDATION

This foundation may start by recalling Brinton et al (2014) who say

that for learners is daunting word learning, on the other hand for teachers

it might be intimidating vocabulary teaching because there are so many

25

words to learn and they involve many different aspects. Again teachers

have to master the lexis, especially the one that is presented to students.

So, learning is accurate.

Brinton et al (2014) talk about incidental and

intentional learning. Incidental learning is when students

understand the meaning of words when they are learning

the language. It means when learners are practicing

listening, speaking, reading, writing or grammar. Teachers

introduce, explain, practice, and assess language. Whereas

intentional learning regards vocabulary teaching, which is

also known as explicit instruction. In this case, it refers to

vocabulary instruction, when teachers present the list of

new words, and develop a wide range of activities to

provoke learning. They also mention that Nation (2009)

suggests that incidental learning is best for form,

collocation and word class, while explicit instruction is

more appropriate for meaning, register and other

constraints on use.

Thornbury (2006) mentions that a frustration in learning a new

language is that after having studied for years the language, students

complain that they can not speak it well. This might be a result of many

circumstances:

- Teachers lack methodology to present, and practice speaking

skills.

- There is no enough time to produce the language.

- Students are not given opportunities to practice either individually,

pairs or groups.

26

- Teachers can not provide feedback to every single student,

because there are large classes.

- Students’ reluctance to produce the language because of the fear

that classmates laugh at them.

- Teachers think is a waste of time to practice speaking skills in pairs

since students do not take it seriously. Hence, Marzano (2003)

supports that expert teachers have more strategies at their

disposal, and that students will accept teachers’ rules, procedures

and disciplinary actions if they have good relationships with the

teacher.

Students might feel more confident, enthusiastic and motivated with

the lessons when a mix of both approaches (incidental and intentional

learning) as well as attractive resources are introduced in the lesson. This

is the bottom line of applying an audiovisual guide to boost students’ oral

interaction in classes. This also addresses some principles of CLT which is

the approach suggested by the authorities in Ecuador.

SOCIOLOGICAL FOUNDATION

Sweeny & Mason (2011) in their research paper sustain

that teaching vocabulary is multidimensional and intentional.

The practices are most effective when dealing on a school-wide

basis and then applied with consistent intensity through the

different grades or subjects and within classrooms. Teachers

should create language-rich learning environments where

27

difficult words are noticed and celebrated. Teachers are

challenged to plan lessons that attuned learners to language

and make them used to review sophisticated and academic

language.

They recommend interaction between students with words in multiple

forms and in varied environments these practices will result on durable

word learning. When selecting words, not only teachers but learners must

get involved. This helps to create purpose for learning individually at their

own pace and also meaningfully. Another benefit of this practice is that it

raises students’ awareness of words and the way language works.

Thornbury (2006) mentions that speaking is

complicated since most of the time it involves interaction

and some skills like turn-taking, sustaining long turns of

talk, speaking spontaneously, and speaking about topics of

the learners’ preferences. This author adds that the more

practice students are given, the sooner and easier their

speaking will become.

Helping students become more fluent when speaking and start

applying interaction skills as suggested by Thornbury, are some of the

issues addressed in the implementation of the audiovisual guide.

Teachers have to choose with interaction skill will be practiced, taught or

developed using the different prompts given in the audiovisual guide.

LEGAL FOUNDATION

The authorities of education in Ecuador have set documents that rule

what to teach regarding English. Those documents consider the Common

28

European Framework Reference as the guide for the different levels to be

accomplished after finishing each of the high school grades. As this study

is addressed to 8th graders, the following are the outcomes or

competences expected for them:

- They are supposed to gain an A.1.1 or A.1. level in progress by the

end of the school year. This involves that A.1. competence is being

developed.

- The communicative competences in each component are:

o Linguistic: have a very basic repertoire of words and phrases

related to their personal (includes personal identification, house

and environment, daily life, free time and entertainment, and

social interactions) and educational background (issues related

to school and instruction, subjects, equipment, roles, etc). They

also have a limited control over a few simple grammatical

structures and sentence patterns which relate to the same

background, personal and educational.

o Sociolinguistic component: use basic expressions to impart and

elicit factual information, as well as to socialize.

o Pragmatic component: link words or phrases with very basic

linear connectors like ―and‖ or ―or‖.

- The before mentioned components are activated with the four skills

of the language. This study focus on speaking, therefore for this

skill the exit profile for 8th graders is:

29

o Produce small, hesitant, planned monologues, for example with

some pauses to search for expressions, backtracking (returning

to a previous point or subject), errors, etc.

o Interact in a simple way by asking and answering simple

questions about their personal and educational background.

There is a slower rate of speech, rephrasing and repair

(correcting errors or unintended mistakes in a conversation)

when communicating, and they are highly dependent on

repetition.

- Finally, the speaking is assessed considering production and

interaction aspects.

As suggested by the authorities, the design of the audiovisual guide

enhances CLT at presenting lexis about students’ context to develop

speaking activities.

30

CHAPTER THREE

METHODOLOGY OF THE RESEARCH

The Importance of teaching active vocabulary to improve the

production of speaking

PROPOSAL:

Elaboration of an audiovisual didactic guide with vocabulary applied

to students’ environment.

The communicative approach is the method that is recommended to

reach this type of objective in mind due to the simple fact that this is based

on communication and the practice of vocabulary. No native language

should be used with this type of method, and grammar is not include

either. A lot of activities should be developed in the classroom due to the

fact that this method is one for beginners. This emphasizes on

communication activities and not on correctly made sentences. This

approach has also an emphasis on exposure, on input and in

communication. The lexicon for both perception and production is

considered critical in the construction of messages.

The acquisition learning hypothesis is based on how unconscious

learning involves the naturalistic development of language proficiency

through understanding and using language for meaningful communication.

31

The monitored hypothesis is also used but not as effective. In the

natural learning, certain grammar rules used in communication are

adopted before others. For example, the simple present tense is adopted

before the simple past tense in the acquisition learning process.

Visual aids are also helpful as exposure would wide range of

vocabulary in order for communication could take place. Speaking should

be allowed to emerge in order for this booklet could be effective. These

activities are also connected with the use of Total Physical Response

method, allowing students full class participation based on actions.

In this investigation, the facts that were presented like the order to

follow the process that carried out the required objectives consisted of

teaching vocabulary in content and with flashcards, role plays, dictionaries

and class participation from students with cooperative learning techniques

that allow the activity to give them meaningful teaching. Present, practice

and produce was the techniques that involve the use of this booklet. The

classification of the study when the students activated vocabulary that was

just learned in class to improve their speaking production, meaning in

sentences and concrete conversations, following patterns and producing

vocabulary of their own as linking words and prepositions as well were

part of the study of these present facts. There were many methods that

could have been used in order to reach such objective but the best one

used was the natural approach.

32

The interview showed that the teacher has acknowledge that

students are in a need of speaking improvement and that resources for

such is also needed and have to be present in the classroom at all times.

It’s the best way to keep students engaged with everyday activities and in

constant practice in speaking English skills.

The interview with the Director also gave the investigators a

complete breakdown of the lack of supplies and all the administrative

mishaps that directly and indirectly create a problem in the formation of

resourceful classes for the students. The lack of supplies are also affecting

students development in speaking skills regardless how much other

sources and delegates try to indicate that the problem comes from other

sources. The key issue is to find results for this misconceptions and this

project and its investigation is one way of helping students with those

flaws in the system.

Students’ survey also give concrete evidence that they need

speaking exercises and other related concepts for them to improve their

speaking abilities in the classroom about the English language. The

surveys related to questions about how students can improve their

speaking abilities in the classroom and the convenience that come along

with such improvement. There were also questions about the importance

of the English language and most students find the need of learning and

improving their abilities in the subject.

33

This bibliographical aid allowed the investigation to follow its route

into finding the right methods, approaches and techniques so the right

conclusions about using the right tool as the solution of this problem could

come about.

CHARACTERISTICS OF THE INVESTIGATION

The following are the characteristics that were applied.

Objective this investigation was correctly done because it took the

proper steps of the process to arrive to the correct answers or

conclusions at hand with the backup of the in class activities which

were evaluated according to the performance of the class as a whole

and focused on the objectives of the investigation.

The Precise part that was found in this investigation described the

methods and systems that measure, give an estimate and precisely

can predict the results of the exercises students dealt with when it

came about new words reflected on flashcards, wallcharts and even

pictures from books, newspapers of magazines to improve

communication among students.

The Verifiable part of this investigation was given to the real value of

the research throughout the process of profound information in

vocabulary that could be accurate to perform the project top objectives

with students that achieve utter, understandable communication

among themselves.

34

The Concise part of this research was short instructions in the class

that helped students describe the resolution for the project’s accuracy

in students’ vocabulary learning and application in context.

Most of the Based on data also took many experiences with lots of

practice that were able to conclude students’ overall performance

throughout the project’s main applications and all correct results that

could serve as verification.

The Reasoned and logical topic of discussion of the process gave

complete and concrete meaning to the present situation which was

also evaluated and applied with the accordance of the class

performance as a whole and in groups depending on their level of

proficiency.

TYPES OF RESEARCH

FIELD RESEARCH

Field research or fieldwork is the collection of information outside a

laboratory, library or workplace setting. The approaches and methods

used in field research vary across disciplines. For example, biologists who

conduct field research may simply observe animals interacting with their

environments, whereas social scientists conducting field research may

interview or observe people in their natural environments to learn their

languages, folklore, and social structures.

35

This investigation falls under the Field Research category due to the

facts that follow: the direct observation, the participant observation and the

qualitative interviews. When an investigation falls in this type of category, it

can be said that data was gathered primarily through the empirical way of

inspections and their natural settings instead of the active engaging

members of the background with conversations or some types of

interviews. The investigator just observes and tries not to interrupt or be

unobtrusive and detaches him or herself from the set. This does not mean

that there were no type of approaches to understand what was going on.

Instead, the participation observation of the interviews and activities in the

classroom were always present when students performed different types

of tasks.

EDUCATIONAL RESEARCH

Educational research refers to a variety of methods in which

individuals evaluate different aspects of education including but not limited

to: ―student learning, teaching methods, teacher training, and classroom

dynamics‖, (Anderson & Arsenault, 1998 p.220)

This investigation was backed up scientifically which conducted with

the students in the educational field and with its process demonstrated

with the results leaving no denials about the proficiency and usefulness of

the whole investigation in the vocabulary realm and speaking production

as well. This investigation will also provide a mixture of qualitative and

http://en.wikipedia.org/wiki/Teaching_methods

36

quantitative results involving the methodological design of the

investigation.

BIBLIOGRAPHICAL RESEARCH

This research helped out with the investigation because it makes the

details and books related in this research scientifically backed up. With the

bibliographical research, links and books that were found on educational

sites were addressed. The electronic library method gave the opportunity

to locate sources of not only factual information, but also of opinions and

supported documents that were part of the investigation and provided

research questions as well.

Data was accumulated from many sources that are related to the

topic and to the proposal. The results were backed up correspondently to

the variables and the solution of the problem(s) found in the investigation

about the students’ performance in class, the lack of proper vocabulary

usage and its methods about it, no application of the new vocabulary

learn, the lack of vocabulary production in students speaking or

communication exercises in the class. There were many observations that

helped the investigation conclude to such decision making for the

mentioned proposal to come into existence, measuring students’ needs

and finding the way to help them was one of the main goals about this

investigation and proposal as previously mentioned. The vast support on

the scientific level and the dependency of the sources have been logged

37

and the authors plus the types of results have also been annotated as

priority sources for this investigation.

The research on the bibliographical level allowed the authenticity and

legitimate information to be correspondent to the results of the

investigation and the process which it involved. Evidential material is a

substantial and concrete level of originality about the topic at hand and the

variables presented in this investigation. All the citations are also

accountable as first hand sources of information to back up the scientific

aspect of the investigation, providing coherent research data.

For future investigation issues about this topic, the investigation has

been filed and it can also be consulted as reference if possible or the need

presents itself. This investigation is in coordination with other

investigations about the vocabulary and speaking connection topic to the

best of its content and related themes. It is not an experimental

investigation because the vocabulary and speaking topics have been

researched to the most possible stands to the present day. However, this

investigation’s objectives are targeted to the most updated information

available.

LEVEL OF THE RESEARCH

Exploratory Research

The research of in this investigation is exploratory because it helped

shaped the main issues addressed in the surveys and it also helped to

38

significantly reduce unnecessary bias about the project and the outcomes

of the investigation. According to Mirzae, (2014), a need to go over the

different venues people use the exploratory research method in their

investigation can also be addressed to the topic.

Vocabulary difficulties can conclude that students need lots of

practice recognizing and remembering meaning, spelling, word stress and

other parameters that are related to the subject of the deficiencies. The

dependent variable is addressing the vocabulary struggle found on

students. The independent variable, however, addresses the speaking

part. Students are face with the solution of improving their speaking

abilities if their vocabulary improves by enriching their word knowledge

and most important word usage. Without vocabulary, there is minimum

connection. Sometimes it can even be frustrated trying to communicate in

different levels of proficiencies as it can be seen in students, teachers,

directors and even higher authorities in the English language.

Descriptive Research

This investigation is under the descriptive research because it cannot

be properly addressed when it comes to the quantitative or qualitative

research method; however, it can managed both methods partially by

using elements from either method often found in the study. The

descriptive term means the detailed part and type of the research as

39

question, data analysis, design and other reliable terms are related to the

topic of discussion and investigation ( Borg & Gall, 2001.)

According to Hungler (2004) this type of approach is used to describe

the variables instead of the test of an expected relationship between them.

It’s the descriptive aspect of phenomenology.

Explanatory Research

Many books were used as reference not as bibliographical

referendum but about vocabulary studies that were involving audio-visual

activities that had been previously investigated and acknowledged with

content of results that have been provided by other investigators and their

process. This side investigation helped in order to make the research

explanatory, the activities had to be broken down so students could get

the main objective of what needed to be done for the activity to reach its

objectives, learning vocabulary to give students proper speaking

competence development. Visual activities with flashcards and Wall charts

played a major role because most of the students had a better idea once

they watched the video and/or listened to the task and/or discussed the

flashcard activities or the Wall chart responses. Responses varied in most

of the activities, but that was expected due to the fact that not all students

had the same proficiency level of the language. However, the grade of

difficulty did change when the same activity was conducted and explained.

40

Explicatory Research

The research is explicatory due to the fact that it is focused on the

evidence of the text, content, the application of the problems to be

resolved, the structure of the sentences, the meaning of vocabulary, how

to make the activities meaningful, the aspects of meaning and how words

can take a different meaning due to pronunciation and word stress.

POPULATION AND SAMPLING

The investigation also took the road of being sampled and examined

to reach the results and prove that the demographics of such surveys

were also added with the mass judgement on the basis of fabricated

results. In other words, the population was processed in order to get the

information of a phenomenon and the specific amount of the seventeen

students that were part of the investigation and core population. The

common part of the population through sampling process was drawn

adequately in the research.

SAMPLE

With the same results as the population, the simple figures were also in an

equal amount. Students gave the same percentage as far as the

demographics of the survey were consisted and the variables were also

addressed.

41

STRATUM

(CHART B)

STAFF POPULATION SAMPLE

DIRECTOR 2 2

STUDENTS 17 17

TEACHERS 2 2

TOTAL 21 21

OPERATIONALIZATION OF THE VARIABLES

In the literature, two main concepts were considered vocabulary

(subtopic selecting active vocabulary) and speaking teaching. In this

study, considering the statements of the different authors, two variables

were clearly identified. The dependent variable corresponds to improve of

speaking skills with active vocabulary. In order to make this happens, it will

be necessary the design of an audiovisual didactic guide with vocabulary

applied to students’ context, which corresponds to the independent

variable.

The dimensions of this study are in regards of the development of

vocabulary, create activities in order to present, practice, produce, recycle,

consolidate and reinforce the active vocabulary needed for students to

speak fluently and confidently. The second dimension for teachers is that

42

they need to create spaces and opportunities for students to practice in a

safe environment which can be gained planning a coherent, interesting,

logical and easy to difficult activities lesson plan. The goal of this activity is

to promote students’ oral participation individually or in interaction with

pairs or groups. The third and last dimension asks teachers to choose

topics according to what is required by the authorities that means teachers

need to observe the standards of the CEF in order to select the vocabulary

and topics where students are going to interact when teaching speaking

skills.

The indicators will be that students’ domain a basic repertoire of

words to express themselves. They will also be able to provide brief

descriptions in the personal and educational domain. The instruments

used to implement the approach of the dependent variable are the active

vocabulary teachers will need to select (teachers can do this task, but they

can also have students participate too, in the second case, students will

take responsibility for their learning and this motivates them), dialogues in

simple present that is the grammar needed at this grade, and a didactic

guide full of pictures. The last instrument is paramount in the development

of speaking activities. Teachers need to exploit its use. Their lesson plan

has to engage students with the visuals. Teachers can introduce the new

vocabulary. Learners can describe the pictures either orally or in writing.

Later, they can work in pairs or groups and read one another their story.

Teachers may also use the visual aids to practice grammar structures and

have students follow the model in order to produce authentic sentences

43

that describe their real life activities. All of this demand prepared and

knowledgeable teachers. There are three main reasons of designing a

guide to improve students’ speaking skill. Firstly, it is to help teachers

assist students gain confidence when speaking individually or in front of

others through activities that are well-defined, carefully-structured,

observing the recommendations and suggestions of updated, trendy

research and sound theory from experts in the area. Second, to provide a

resource that professionals can keep handy to implement in their classes.

Finally, teachers can take this resource as a reference when planning their

classes.

Source: 8th grade students from Pablo Hannibal Vela Egüez Authors: Jose Teodoro Choez Villacis & Tairon Javier Pilalo Leon

Variables

CONCEPTS

DIMENSION

INDICATORS

ITEM

INSTRUMENT

Dependent

The importance

of teaching

active

vocabulary to

improve the

production of

speaking

Independent

Elaboration of

an audio-visual

didactic guide

with vocabulary

applied to the

students’

environment.

Vocabulary

development

activities.

Creating

spaces for

oral

production.

Selecting

topics

according to

students’

environment.

Students’

domain a

basic

repertoire of

words.

Students can

provide brief

descriptions

in the

personal and

educational

domain

according to

CEF

standards.

-How students’

speaking

competence

can improve?

-How well can

students

pronounce

basic

vocabulary?

-How well can

students

interact among

them orally?

-Active

vocabulary.

-dialogues in

simple present

tense.

-visual didactic

guide.

44

METHODS, TECHNIQUES AND INSTRUMENTS

Two interviews were also made; one was to the Director of the

school and the other one was made to the teacher of the course where the

investigation was conducted. The questions were referred to the

dependent and independent variables that the investigation consist of and

the procedure construct the experience, issue, method and any other

individual knowledge either interviewee was free to share as long as it was

connected to the investigation and the variables at hand. This helps out in

making the survey a lot more honest and more effective. The main

purpose of the instruments for research that students take is because it

helps them reach the conclusions about the dependent variables, the lack

of vocabulary usage in the classroom, the lack of dynamic, the interesting

teaching strategies for the improving of communication and vocabulary

usage. These are some of the facts that were able to be concluded and

reached as main objectives in this investigation.

The survey students fill out also consisted of the variables from the

investigation. It was retaining about the academic and pedagogical

information that involved activities and the teaching in the daily classroom,

students’ skill development and teaching related issues that students had

inquiries of. The periodically research and methods that indulged the

investigation were all performed in the same class group. The

investigation objectives always remained present, to achieve the

maximum needed information about vocabulary and the effects it has on

students when speaking.

45

The surveys that students took were of great help in order to reach

the proper conclusion and have a back up to create the proposal

adequately and effectively. Due to the right percentages and the

parameters that covered the objectives, the dependent variable and

independent variable because of the questions asked to students, the

proposal was concluded to the closest level of approximation. Because of

the survey results, the selection of the right methods and class planning

was set to comply with students’ needs and to support students’ requests.

The surveys are of great help to find the needed tools and how to put

them into use with the right concepts in mind and the best way to cover all

the angles about the dependent variable. These great investigation tools,

when conducting witness interviews and gathering additional information

like from larger groups of employees, can bring results that can come to

an effective and concise data.

Even though surveys can initially be time consuming and difficult to

formulate, they can be useful to reach a variety of situations within the

source in which the investigation is conducted to efficiently generate

valuable information. The survey was taken into consideration in many

aspects like who was going to be surveyed, the objectivity of the survey

whether it asked the questions in the same order or in the same way.

For the investigation to have gotten the most accurate results of

improvement and students precise proficiency level when speaking in

46

English, the main characteristics of the objectives in the field research

were conducted as follow.

The source and importance of the variables is the best method to

measure up students’ performance getting accurate results and the

precise proficiency by depending on the results of the field research,

providing students proficiency and performance relating to practical

vocabulary and speaking abilities.

The interview given to the teacher was also a great source of

information from the instructor’s perspective because it gave the research

the details for the right conclusions to be reached from the teacher’s point

of view. The approach, methods, techniques used in class, the class warm

ups, pre-activities and the rapport between teacher and students were

also a great deal of information that helped the investigation and all the

data provided to reach the proper outcome of such interview. The teacher

is the first hand or immediate supervisor that has in scope all the

parameters that are needed to know about the students’ cognitive,

performance and rapport whether among peers or towards the teacher.

As far as investigation interviews are conducted, they can only be as

good as the researcher that is conducting it. In the skill criteria, practicing

is what makes perfection, but there are still things that need to be assisted

along the way to do them better. The researchers picked a place where

the interview could be conducted like the teachers’ lounge at the school.

The interview had questions and the timing of the interview was also a

47

vital point to be considered. The amount of time that the interview took

was also considered and told to the teacher. It had to be precise and with

the less time consuming as possible. The interviewee was as comfortable

as possible and the list of questions were based on the independent and

dependent variables. The interview was not recorded and the teacher,

who was the interviewee, was as collaborative as possible.

The observations were able to enhance the different aspects that the

investigation conducted while researching the following facts at hand. The

observation is something that is done instinctively. Observation helps to

decide whether it is safe to cross the Street and it also helps to decide if

what is in the oven is already cooked or not. Observation is more than

simply looking at something. Perception (becoming aware of something by

means of the senses) is also needed and the recognition of its importance

or significance.

The observation must do its best to cover all the objectives that need

to be covered as far as the size of the subject that is being observed, the

area that may cover or where it may be, the location where it can be found

or perceived when the subject is needed to be discussed or more

observation done to it, uniformity of the subject if any is present, the time

involved in the observation and when it was conducted and the length of

the time as well, and any equipment or extra paraphernalia involved in the

subject. In this case, any extra books or programs about vocabulary

learning could be considered extra equipment in the observation.

48

ANALYSIS OF RESULTS

SURVEY TO THE STUDENTS

Sample: 17 students Course: 8th course

Question 1: You consider important speaking English in class.

CHART OF FREQUENCY

ALTERNATIVES FREQUENCY PERCENTAGE

A- Totally Disagree 3 18%

B- Disagree 8 47%

C- Indifferent 2 12%

D- Totally agree 4 23%

E- Agree 0 0

Total 17

Title: You consider important speaking English in class. Source: students from 8th grade from Unidad Educativa Pablo Hannibal Vela Eguez

Author: Jose Teodoro Choez Villacis & Tairon Javier Pilalo Leon

GRAPHIC No. 1

ANALYSIS: 8 of the pupils of the class this in disagree with the use

and the oratory in the Englishman's class, 4 this in totally disagree, 3 this

in agree. 2 totally agree.

18%

47%

12%

23%

0%

A- Agree

B- Disagree

C- Totally Agree

D- Totally Disagree

E- Indifferent

49


Question 2: You have enough vocabulary to participate actively in class.

CHART OF FREQUENCY



B- Disagree 1 6%



E- Agree 0 0

Total 17

Title: You have enough vocabulary to participate actively in class.

Source: students from 8th grade from Unidad Educativa Pablo Hannibal Vela Eguez


GRAPHIC No. 2

ANALYSIS: From 17 students surveyed, 47 % consider it agree the

modern technology to speak about stories and other activities, 41%

consider it totally agree, 6% consider it disagree and 6% consider totally

disagree.

47%

6%

41%

6%

A- Agree

B- Disagree

C- Totally Agree

D- Totally Disagree

E- Indifferent

50


Question 3: You think you can improve your English by talking to your

classmates in English.

CHART OF FREQUENCY



B- Disagree 1 6%



E- Agree 3 18%

Total 17

Title: You think you can improve your English by talking to your classmates in English.



GRAPHIC No. 3

ANALYSIS: From 17 students surveyed, 47 % consider it agree

consider speaking in an English class to improve your English, 23%

consider it totally agree, 18% consider it different, 6% consider it disagree

and 6% consider indifferent.

47%

6%

23%

6%

18%

A- Agree

B- Disagree

C- Totally Agree

D- Totally Disagree

E- Indifferent

51


Question 4: It is convenient for you to use internet to practice English

vocabulary and improve your speaking skills.

CHART OF FREQUENCY



B- Disagree 1 6%


D- Totally agree 0 0

E- Agree 1 6%

Total 17

Title: It is convenient you to use internet to practice English vocabulary and improve your speaking

skills.



GRAPHIC No. 4

ANALYSIS: From 17 students surveyed, 47 % consider it totally

agree vocabulary and improve your speaking skills class to improve your

english , 41% consider it agree, 6% consider it disagree and 6% consider

indifferent.

41%

6%

47%

6%

A- Agree

B- Disagree

C- Totally Agree

D- Totally Disagree

E- Indifferent

52


Question 5: You are able to remember pronunciation of words by listening

to people talking in English.

CHART OF FREQUENCY



B- Disagree 1 6%



E- Agree 1 6%

Total 17

Title: You are able to remember pronunciation of words by listening to people talking in English.



GRAPHIC No. 5

ANALYSIS: From 17 students surveyed, 59 % consider totally

agree the techniques to improve English comprehension, 23% consider it

agree, 6% consider it disagree, 6% consider it totally disagree and 6%

consider it indifferent.

23%

6%

59%

6% 6%

A- Agree

B- Disagree

C- Totally Agree

D- Totally Disagree

E- Indifferent

53


Question 6: It would be satisfactory and interesting if you practice

speaking activities.

CHART OF FREQUENCY



B- Disagree 1 6%



E- Agree 1 6%

Total 17

Title: It would be satisfactory and interesting if you practice speaking activities.



GRAPHIC No. 6

ANALYSIS: From 17 students surveyed, 53% consider it totally

disagree you practice speaking activities in English classroom using books

about different topics and situations, 35% consider it agree, 6% consider it

disagree and 6% consider indifferent.

35%

6%

53%

6%

A- Agree

B- Disagree

C- Totally Agree

D- Totally Disagree

E- Indifferent

54


Question 7: You are able to name all the things you use everyday in

English.

CHART OF FREQUENCY



B- Disagree 0 0



E- Agree 1 6%

Total 17 100%

Title: You are able to name all the things you use everyday in English.



GRAPHIC No. 7

ANALYSIS: From 17 students surveyed, 59 % consider totally

agree use modern technology to enhance your speaking abilities, 35%

consider it agree and 6% consider it indifferent.

35%

59%

6%

A- Agree

B- Disagree

C- Totally Agree

D- Totally Disagree

E- Indifferent

55


Question 8: The use of modern technology can help you with speaking.

CHART OF FREQUENCY



B- Disagree 0 0



E- Agree 0 0

Total 17

Title: The use of modern technology can help you with speaking? Source: students from 8th grade from Unidad Educativa Pablo Hannibal Vela Eguez


GRAPHIC No. 8

ANALYSIS: From 17 students surveyed, 88% consider totally

agree consider the use of modern day technology with speaking and

12% consider it agree.

12%

88%

A- Agree

B- Disagree

C- Totally Agree

D- Totally Disagree

E- Indifferent

56

Sample: 17students Course: 8th course

Question 9: You would like to learn different speaking techniques in

class.

CHART OF FREQUENCY



B- Disagree 2 12%



E- Agree 2 12%

Total 17

Title: You would like to learn different speaking techniques in class.



GRAPHIC No. 9


agree you like to practice speaking techniques in class, 29% consider it

totally agree, 12% consider it disagree, 12% consider it indifferent and 6%

consider totally disagree.

41%

12%

29%

6%

12%

A- Agree

B- Disagree

C- Totally Agree

D- Totally Disagree

E- Indifferent

57

Sample: 17students Course: 8th course

Question 10: You would like to have an extra book to improve speaking

skills.

CHART OF FREQUENCY



B- Disagree 4 23%



E- Agree 1 6%

Total 17

Title: You would like to have an extra book to improve speaking skills.



GRAPHIC No. 10


disagree like to have an extra book to improve speaking English, 23%

consider it totally disagree, 18% consider it agree, 12% consider it totally

agree and 6% consider indifferent.

18%

23%

12%

41%

6%

A- Agree

B- Disagree

C- Totally Agree

D- Totally Disagree

E- Indifferent

58

CHI SQUARE

Question 3, ―You think you can improve your English by talking to

your classmates in English‖ is the dependent variable whereas Question

4, ―It is convenient for you to use internet to practice English vocabulary

and improve your speaking skills.‖ is the independent variable. The Chi

Square graphics below determine the read out to be within the norms and

standards.

CROSSTABS

/TABLES=Speaking BY Vocabulary

/FORMAT=AVALUE TABLES

/STATISTICS=CHISQ

/CELLS=COUNT ROW

/COUNT ROUND CELL

/BARCHART.

Tables of contingency

[Set_of_data0]

Resume of the procedure of the cases

Cases

Validy Lost Total

N % N % N %

You think you can improve your English by talking to your classmates in English ( * It is convenient for you to use internet to practice English vocabulary and improve your speaking skills

17 100.0% 0 0.0% 17 100.0%

59

Tabla de contingencia You think you can improve your English by talking to your

classmates in English?( * Is it convenient for you to use internet to practice

English vocabulary and improve your speaking skills?

It is convenient for you to use internet to

practice English vocabulary and improve

your speaking skills

Total

INDIFFERENT AGREE TOTALLY

AGREE

You think you can

improve your English by

talking to your classmates

in English DISAGREE

Recuento 0 0 1 1

% dentro de You think

you can improve your

English by talking to

your classmates in

English (

0.0% 0.0% 100.0% 100.0%

INDIFFERENT

Recuento 1 0 2 3




your classmates in

English (

33.3% 0.0% 66.7% 100.0%

AGREE

Recuento 0 8 0 8




your classmates in

English (

0.0% 100.0% 0.0% 100.0%

TOTALLY AGREE

Recuento 0 0 5 5




your classmates in

English (

0.0% 0.0% 100.0% 100.0%

Total

Recuento 1 8 8 17




your classmates in

English (

5.9% 47.1% 47.1% 100.0%

60

Pruebas de chi-cuadrado

Valor gl Sig. asintótica

(bilateral)

Chi-cuadrado de Pearson 21.250a 6 .002

Razón de verosimilitudes 25.968 6 .000

Asociación lineal por lineal .872 1 .350

N de casos válidos 17

a. 12 casillas (100.0%) tienen una frecuencia esperada inferior a 5. La

frecuencia mínima esperada es .06.

61

CONCLUSIONS AND RECOMMENDATIONS

CONCLUSIONS

1. – The lack of dynamic activities promoting vocabulary and meaning in

sentences, usage and purpose has given students such low scores

and low performance in vocabulary knowledge.

2. - Students are lacking motivation when it comes to vocabulary

production of their own and expressions. However, surveys show

that the majority of students know that English is important in their

lives and are interested in learning it.

3. - The low level of performance in the foreign language is one of the

consequences for the lack of vocabulary meaning and build up that

can be didactic, dynamic and productive, but survey shows that

most students agree with the idea of vocabulary being useful for

their English learning.

4. – Students class participation is poor and it shows the lacking of

appropriate methods to facilitate students the understanding when it

comes to sentence and word meaning, usage and utter

comprehension of the language. This can be assumed to the lack of

daily participation or time the schedule allows such practice.

62

5. – There is poor application of the innovating methods, approaches and

techniques being used in the classroom to encourage and keep

students engaged on the subject at hand when it comes to

vocabulary learning, comprehension and language usage and

understanding. Nevertheless, the majority of students are more

than willing to use recently learned vocabulary, ready to engage in

any vocabulary- speaking activity and able to cooperate to the

changes that may present with the norms and changes in order for

learning to take place in the classroom.

RECOMMENDATION

1. – The use of vocabulary exercises must be focused in significant

learning methods that can relate the students with their everyday life

issues.

2. – Class and lesson planning should be updated and done with the most

importance in mind, so there could be the appropriately method

being used for students to feel motivated in learning and producing

the English language on their own.

3. – Providing students as much as possible with the adequate resources

can be a process that will encourage them with the proper abilities to

bring forth improvement in vocabulary exercises and word

recognition and meaning.

63

4. - students must be subjected to open dialogues in class and as much

practice as possible with extracurricular activities and with many

teaching styles involved for every task, making production a required

task to be fulfilled in the students curricula and part of their profile.

5. – Activities must be of eclectic content in order to keep students engage

and make sure learning is taking place with significant activities that

can help out students develop and independent learning style of their

own.

64

CHAPTER IV

PROPOSAL

Design of a booklet with audio visual guide.

BACKGROUND

The present topic has not been addressed before with the students

of the 8th grade students from Pablo Hannibal Vela Egüez. This problem

was addressed and investigated with the most dedicated research to find

the best proposal and the most adequate method(s) on how to apply such

approach, methods and techniques so students could have the maximum

advantages with their English classes and communication in the language

could improve. The lack of practice students have when it relates to

speaking exercises like expressing themselves among others, in dialogues

or giving presentations in the English language was obviously found in the

students. No recognition of verbs, no knowledge nor how to differ between

a regular verb vs. an irregular verb, the difficulty in differentiating

adjectives from adverbs from articles and from noun was another issue

that students had difficulties with. Word order, structure, wordiness, word

choice, vocabulary, punctuation, subject/verb agreement, mechanics and

coherence in paragraphs were items that needed to be addressed

immediately and constantly so students could have a least some type of

idea of the structure which involves the English language. The main

65

problem is also the fact that most students do not know these terms in

their own language so it is even more difficult for them to learn them in

English. The lack of language learning shows that students have had a

hard time adapting and acquiring the language and its structure.

JUSTIFICATION

Students learning communication skills as part of this project with the

proper investigation at hand to solve the problem that it is so obvious in

students from the 8th grade from Pablo Hannibal Vela Egüez School.

surveys demonstrate also about 41% of the same group cannot express

themselves correctly , and only about 29% understand English, that

students about 15% out of seventeen students from the 8th grade can

communicate using simple, basic sentences. There are more parameters

to be talked about but the recommendations that were suggested make

the other points clear. Teachers are recommended to have all their

classes planned and updated with the most importance in mind regarding

the lessons at hand. The right method needs to be reached and class

planning can pave the way to achieve such, providing motivation on

students to learn and produce the English language in the classroom.

Students showed that they had no control on the language and the

communication patterns of the language was not clear to many of them

either. Students have problems controlling the usage and mastering the

pronunciation, verb conjugation in the present and the past tenses, for

example. Students also have the same problems when expressing

66

themselves in conversations and dialogues concerning presentations and

other communication activities. Speaking in correct sentences is another

deficiency shown in students of the 8th grade. The problem was obvious

to identify when students could not express their daily activities nor have

the right usage of diction in class. One of the major problems that was

observed during classes was that students kept confusing words. Regular

verbs and irregular verbs was also an obstacle that students had difficulty

with trying to understand

GENERAL OBJECTIVE

To improve students´ vocabulary to manage oral production in

English inside and outside of the classroom

SPECIFIC OBJECTIVES

To define students of the 8th grade of basic education with

communication problems they may have.

To measure the influence of the linguistic competence through a

study to students and teachers.

To select important dates of the proposal to design a visual aid

basic didactic guide with English communication and speaking

activities from the survey results

67

PEDAGOGICAL ASPECT

Constructivism

Constructivist teaching is based on constructivist learning theory.

Constructivist teaching is based on the belief that learning occurs as

learners are actively involved in a process of meaning and knowledge

construction as opposed to passively receiving information. Methods are in

great variety claiming to be the based on constructivism of the learning

theory. Schema is the term given to this prior knowledge and this theorical

framework holds that learning is always build on knowledge that a student

already possess or know about. The methods rely on many forms

belonging to guided discoveries in which the teacher avoids direct

instructions and tries to lead the students using questions and activities

that will help students discover, discuss, appreciate and verbalize the

knowledge that was just acquired by the students, (Constructivism

Teaching and Learning Models, 2015)

The many abilities to guide students into the full activities in which

they will note even notice that they are completing the tasks and

performing to the fullest is one of the skills most educators know how to

make an impact with in their students. It is amazing to have students

working in the classroom spontaneously and without them knowing that

they are performing in a natural way. Constructivism not only creates

motivation and initiative towards self-learning abilities but it also promotes

students into learning the language on their own. Constructivism has been

https://en.wikipedia.org/wiki/Constructivism_(learning_theory)

68

related to active learning and development in many skills and

competences, making students aware of the grammar structure exercises

and the way language develops in them.

PSYCHOLOGICAL ASPECT

Relying on a series of empirical workplace studies as well as an

extensive review of psychological, sociological and educational literature,

the authors develop a framework for examining human competence as a

process of networked expertise. It refers to competencies that arise from

social interaction, knowledge sharing, and collective problem solving.

These are embedded in communities and organized groups of experts and

professionals. Cognition and intelligent activity are not only individual and

mental processes but ones which rely on socio-culturally developed

cognitive tools, (CITEULIKE, 2004).

The way students behave and their environment that surrounds them

in their own communities and backgrounds and the way they handle

themselves in society has a lot to do with the way they learn. Students

need to adapt and overcome the obstacles that they will be facing in their

future lives. Therefore, they should be aware and fully prepared with the

tools that they can managed in order to have a better way of lifestyle and

abiding the best way possible to the society they are part of. The learning

process is a step in which such reliability in society can be reached. The

psychological aspect can also relate to this behavior in society and the

process it takes for the student to learned the expectations as a whole.

69

Many factors composed this behavior and adaptation to the society and

behavior the student portrays in general, making gaps in which

acceptance and performance is measured to the standards of the norms in

which behavior is expected and the parameters it should meet to be in

harmony with others and self-behavior.

LEGAL ASPECT

In the institutional website of the Minister of Education of Ecuador we

have the English Language Learning Standards. These are results

students are expected to achieve at the end of a proficiency level in terms

of knowledge and skills acquired during the process. These will show

―what students must know and be able to do as they move toward full

fluency in English‖.

The ELLS are based on the Common European Framework of

Reference for Languages: Learning, teaching, assessment, (CEFR) as

they provide a common basis for the explicit description of objectives,

content, and methods. The proficiency levels set by the CEFR and

established as the benchmarks for Ecuador’s ELLS are A1, A2, and B1.

The progression of the levels is the following:

Level A1: At the end of 9th year Educación Básica General.

Level A2: At the end of 1st year Bachillerato.

Level B1: At the end of 3rd year Bachillerato.

70

The English Language Learning Standards are developed

considering the communicative language components and the language

skills as an important part of the program: listening, speaking, reading, and

writing.

In our case, we will develop our project with students of eighth year

basic education, so it corresponds us the A1 level.

Listening

A1 PROFICIENCY LEVEL: Recognize expressions, words, and

sentences in simple spoken texts related to the learner’s personal,

educational, and social background. Follow speech which is very slow and

carefully-articulated, with long pauses for them to assimilate meaning

within the personal, educational, and domains.

Reading

A1 PROFICIENCY LEVEL: Understand and identify simple

informational, transactional, and expository texts—a single phrase at a

time—picking up familiar names, words, and basic phrases and rereading

as required.

Extract the gist and key information items from simple informational,

transactional, and expository texts.

71

Speaking production

A1 PROFICIENCY LEVEL: Produce slow, hesitant, planned

dialogues, (i.e. communication still depends on repetition, rephrasing, and

repair)

Speaking interaction

A1 PROFICIENCY LEVEL: Interact and participate in brief informal

discussions in a simple way by asking and answering simple questions

about the learners’ personal, educational, and social background.

Communication is dependent on repetition at a slower rate of

speech, rephrasing, and repair.

Writing

A1 PROFICIENCY LEVEL: Produce informational, transactional, and

expository texts consisting of a sequence of simple sentences that have

more detail and show more variety in lexical range and sentence structure.

As we can see, we will work with an elementary level according to

the Common European Framework of Reference for Languages (CEFR) in

the four skills of the language because grammar in context involves the

correct development in each skill, especially in reading and writing,

(Ministerio de Educacion, 2002).

72

FEASIBILITY

ECONOMICAL

The economical aspect about this proposal will only have the cost of

zero to the school and to the students. The hardcore copy of the 30

exercises booklet will be given to the Pablo Hannibal Vela Eguez school

absolutely at no cost, providing more assistance in the education of the

students and their economical welfare.

TECHNICALLY

The school Pablo Hannibal Vela Eguez has a schedule of 10 hours

of English per week per grade. It also has audio/visual aids to help

students with the multimedia activities that the government issued book

consist of and any other extra curricular activity that may be display for the

class.

HUMAN

This project was able to come to its fruition thanks to the help of the

University of Guayaquil officials, students from Pablo Hannibal Vela Egüez

School, the Director and the parents whom also make part of the school

educational community.

73

DESCRIPTION OF THE PROPOSAL

This project’s proposal was implemented in the months of July,

August and September in the Pablo Hannibal Vela Egüez School in the

year 2015. This guide is made up of 30 activities in which it will allow

students to put into practice their communication skills and improve their

linguistic competence. The booklet is designed to activate students’ prior

knowledge also and their skills at the same time with the activities that the

guide contains. A variety of activities with explanations and that are

student centered can help students practice their linguistic competence as

well. The design of the activities will assist students and keep them

engaged while learning is taking place in groups or in pairs or individually

if it’s assigned as extra homework too.

The future application of the proposal consists of 4 phases:

PHASE I: Activate students’ word meaning, communication and utter

comprehension in linguistic skills.

PHASE II: keep students engaged with activities that activate prior

knowledge and have innovating speaking exercises to help them develop

linguistic skills in expressing themselves correctly.

PHASE III: Practice new methods to uphold students’ language

learning process and convey significant meaning.

74

PHASE IV: Evaluation, feedback and assessment about students

acquiring speaking and conversation structure and linguistic competence

skills in the classroom to maximize and improve English.

MATERIALS

Our handbook was supported by several English grammar web

sites:

(Let’s talk, 2000)

(Talk your head off, 1999)

(English dynamic exercises, 2012)

(Ministerio de Educacion, 2002)

(learn english on line, 201-2015)

(Sparkle Box, 2015)

The following books were also part of the investigation that helped

inspired some of the exercises included in the guide to be used.

(Speak in use) (By Raymond Murphy)

(Understanding and Using English) (by Betty Schrampfer Azar)

(English In Use Supplementary Exercises) (by Louise Hashemi, Raymond

Murphy)

https://www.goodreads.com/book/show/1650575.Understanding_and_Using_English_Grammar

https://www.goodreads.com/book/show/1650575.Understanding_and_Using_English_Grammar

https://www.goodreads.com/author/show/100674.Louise_Hashemi

https://www.goodreads.com/author/show/100672.Raymond_Murphy

https://www.goodreads.com/author/show/100672.Raymond_Murphy

75

LOCATION

The present investigation was done in Pablo Hannibal Vela Egüez

High School in the months of July, August and September with the

students of the 8th grade basic education in the Guayas Province. The

School is located in Machala and Colombia Street . It has one Director,

one English Department Area Director and the students are from the first

to third year of High School.

CONCLUSIONS

It can be reached to the conclusion that the guide provided for this

project and the purpose of it is in precise contribution and fulfillment with

all its objectives in teaching students from the 8th grade with the simple

tenses in the communication skills.

The start of the investigation and its results, the way and manner

students received such training and explanations in class, the two hour

long classes in which students participated in the classroom with their new

guide that assists them with communication and speaking skills, the way

the teacher witnessed the classes given by the researches, the rapport the

researchers received from the students and the outcome of the surveys

were all part of the process that was brought about from this project and

all the investigations involved.

The presentations and other class participations that were given to

the students was researched and compared to previous projects in order

76

to come up with the most adequate teaching style that can cope with all

the students and their learning styles. There were a lot of kinesthetic

activities in which students had to participate in, like TPR activities running

around the classroom to find the answers to certain tasks and their

exercises. There was a lot of motivation and commotion due to the Racing

and challenging activities where every student had to be competitive and

self-reliant in order to win the challenge among themselves.

The secret to meaning and structure is also linked to vocabulary,

content and diction about what is being expressed in the sentences or the

excerpt that has been written, read, said or heard. Many more exercises

can be shown in this investigation.

Living can be shown and put into practice with embedded English

exercises in the classroom. It will be significant learning to students as well

due to the fact that it will be done with situations that relate to their

everyday living. This Project is based with enthusiastic activities making

student alert so they can start practicing what real life situations and

activities involve, including when expressing oneself correctly in a foreign

language.

The conclusions that this investigation has standout upon are in the

most complete sense of the matter and comply with all the expectations

and parameters that the investigation format requires. Contribution to this

project was also in relationship to the personal experiences and the

77

significant learning students shared in class and the learning that students

acquired due to the activities and the results shown by such participation.

The daily practice and involvement of students in the activities of this

project will serve as guide and evaluation to measure improvement in

students about the language and their proficiencies according to the

Common European Framework Report which can serve as a rubric to

allow feedback and any other type of assessment for students to follow

and show progress.

78

BIBLIOGRAPHY

Brinton, D. M., Celce-Murcia, M., & Snow, M. A. (2014). Teaching English

as a Second or Foreign Language. Boston: National Geographic

Learning.

Campbell, J. (2015). Interact . Obtenido de http://interactinenglish.com/

Cheng, L. (2013). Language Classroom Assessment. Maryland: Gasch

Printing.

Guthrie, A. (2015). Good Reads. Obtenido de

http://www.goodreads.com/quotes/703225-dad-used-to-read-

aloud-to-us-from-dickens-and

Harmer, J. (2007). How to Teach English. Essex: Pearson Education

Limited.

Herzog, J. (20015). Good Reads. Obtenido de

http://www.goodreads.com/quotes/6600821-to-receive-many-

blessings-read-to-your-children-from-the

Marzano, R. J. (2003). What Works in Schools, Translating Research into

Action. Alexandria: Association for Supervision and Curriculum

Development.

McCormick. (1977). Reading Rockets. Obtenido de

http://www.readingrockets.org/article/revisiting-read-aloud-

instructional-strategies-encourage-students-engagement-text

Nation, I. (2009). Teaching ESL/EFL Reading and Writing. Routledge:

Taylor & Francise.

Nuttall, C. (2005). Teaching Reading Skills in a Foreign Language. Oxford:

Macmillan Publishers Limited.

79

Pulverness, A., Spratt, M., & Williams, M. (2012). The TKT, Teaching

Knowledge Test Course. Exeter: Polestar Wheatons Ltd.

Scrivener, J. (2005). Learning Teaching. Malaysia: Macmillan Publishers

Limited.

Sweeny, S. M., & Mason, P. A. (2011). Research-Based Practices in

Vocabulary Instruction: An analysis of what words in grades PreK-

12. Studies and Research Committee of the Massachusetts

Reading Association , 1-15.

Thornbury, S. (2006). An A-Z of ELT. Great Britain: Macmillan Publishers

Limited.

www.educacion.gob.ec. (s.f.). Recuperado el 1 de Diciembre de 2015, de

http://educacion.gob.ec/curriculo-fortalecimiento-del-ingles/

86

APPLICATION OF THE INVESTIGATION INSTRUMENTS

SURVEY TO THE STUDENTS

PABLO HANNIBAL VELA EGUEZ HIGH SCHOOL

STUDENTS OF 8th GRADE OF BASIC

Specific instruction:

Place a ―check mark‖ on the answer you consider the most appropriate on each one of the questions.

A.- totally disagree C.- Indifferent E..- agree

B.- disagree D.- totally agree

A B C D E

1. You consider important speaking

English in class.

2. You have enough vocabulary to

participate actively in class.

3. You think you can improve your English by

talking to your classmates in English.

4. It is convenient for you to use internet to

practice English vocabulary and improve

your speaking skills.

5. You are able to remember pronunciation

of words by listening to people talking in

English.

6. It would be satisfactory and interesting if

you practice speaking activities.

7. You are able to name all the things you

use everyday in English.

8. The use of modern technology can help

you with speaking .

9. You would like to learn different speaking

techniques in class.

10. You would like to have an extra book to

improve speaking skills.

87




PABLO HANNIBAL VELA EGUEZ HIGH SCHOOL INTERVIEW: TO THE DIRECTOR

1.-Is the English learning-teaching process in your school adequate?

Yes, but some students show little interest in learning the English

language.

2.- How would it be if students receive English speaking classes

using updated techniques with a book about Ecuadorian legends?

I think the students improve their vocabulary would have more ease and

fluency when communicating with others person.

3.- How do you consider the speaking resources in English classes?

It is important because when students practice English classes can

improve their pronunciation.

4.- How would it be for students to use other speaking resources to

learn English?

Watching movies and reading histories in English.

5.-How would it be if students extra speaking material to do as

homework?

They would improve their vocabulary and have more easily when listening

to a dialogue.

6.- How well would you find the advantage of modern techniques to

improve speaking practice?

One advantage is the use of devices that help correct the pronunciation.

88

7.- How would it be for students to have reading activities to enhance

vocabulary while speaking?

Through dialogues with classmates.

8.- Do you think students take advantage of modern speaking skills

to improve their English skills?

That´s correct, but some students do not show much interest in learning a

new language.

9.- How well can it be to develop speaking skills in students if they

Use modern techniques to improve speaking comprehension?

It would be very good

10.- How would it be to develop speaking skills in students if they

use a book and the internet in English classes?

Practicing the dialogues that they find on the Internet and texts.

89




PABLO HANNIBAL VELA EGUEZ HIGH SCHOOL: INTERVIEW TO

THE TEACHER

1.- How is the English learning in your class and the whole school?

Not very good because students do not put much interest in learning a

new language

2.- How would it be for you if you had classes using speaking

techniques?

Classes would be more interesting because the student could learn the

pronunciation of some words

3.- Would you like to have speaking resources in your English

classes?

Yes, because the students would have more ability to learn

4.- How satisfactory could it be for you if students increase their

vocabulary knowledge when speaking?

Students would have more easily to understand the English Class

5.- How would it be for you if students receive speaking practice

classes more often

They would have more fluency

6.- Do you take advantage of techniques to improve speaking skills

with any topic in English?

Yes, because the students will have more security when their speak.

90

7.- How would it be for you if you have a well-equipped classroom to

teach English using speaking activities about Ecuadorian legends?

It would be comfortable.

8.- Have you ever read Ecuadorian history in English?

No, because I don´t have enough time.

9.- How would it be for you if students develop their speaking skills

using adequate techniques in English classes?

It would be very satisfactory for the institution.

10.- How would it be for you if students develop their speaking skills

using websites in the internet?

It would be very comforting to know that the student shows interest in

learning the language.

92

PHOTOGRAPIC EVIDENCE

PHOTOS AT PABLO HANNIBAL VELA EGUEZ

95

Written by:

CHOEZ VILLACIS JOSE TEODORO

PILALO LEON TAIRON JAVIER

96

Introduction

The following guide will help teachers improve the Learning Process

about the English Language and catch the student’s interest. The guide is

easy and understandable; it’s also based on active strategies which are

useful to create a good environment in the classroom. The booklet

provides the teacher many useful activities that can motivate students into

feeling comfortable and confident when learning new vocabulary in stories,

but there are some items which teachers need to take into consideration to

make student reach utter understanding. It is extremely important to follow

some recommendations.

97

Teachers should consider the following

Knowing the learners knowledge and vocabulary. Motivating learners to do each active strategy. Dividing the class into groups when it is necessary. Explaining learners what they are going to do.

Objective: use the visual aids to enhance vocabulary use in students.

Type of exercise : Vocabulary

Name : AUDIOVISUAL DIDACTIC GUIDE WITH

VOCABULARY IN STUDENTS ENVIRONMENT

Skills : Vocabulary and Speaking

Description :

This is a group and individual activity focused on

different types of activities that are explained with the

instructions to follow in order to use audiovisual aids to

reach comprehension, practice structure or

communicate properly. Teachers need to start these

kinds of activities with simple vocabulary. The group or

individual that finishes first is the winner.

Objective : To use exercises that motivate students to use

vocabulary from audiovisual exercises properly.

Instructions :

Teach the content before using it.

Explain the activity.

Break the class up in groups.

Give an example with a group of learners.

Start the game when the teacher says.

Resources : Flashcards, markers and sheets, etc.

Rules :

Learners have to listen carefully what the teacher

says.

Learners are not allowed to speak in Spanish.

One student in the group has to raise his/her hand

to say the sentence or answer once he/she finishes

and is asked to do so by the teacher.

If the student doesn’t answer properly another group

will have the chance to do it.

Suggestions :

In order to develop vocabulary skills, learners can write

by themselves the words and sentences found in all the

groups in their notebooks.

98

TABLE OF CONTENT

Front page .................................................................................... 1

Introduction ................................................................................. 2

Teachers’ consideration & instructions ....................................... 3

Table of Content .......................................................................... 4

Exercise 1 .................................................................................... 5

Exercise 2 .................................................................................... 6

Exercise 3 .................................................................................... 7

Exercise 4 .................................................................................... 8

Exercise 5 .................................................................................... 9

Exercise 6 .................................................................................. 10

Exercise 7 .................................................................................. 11

Exercise 8 .................................................................................. 12

Exercise 9 .................................................................................. 13

Exercise 10 ................................................................................ 14

Exercise 11 ................................................................................ 15

Exercise 12 ................................................................................ 17

Exercise 13 ................................................................................ 18

Exercise 14 ................................................................................ 19

Exercise 15 ................................................................................ 20

Exercise 16 ................................................................................ 21

Exercise 17 ................................................................................ 22

Exercise 18 ................................................................................ 23

Exercise 19 ................................................................................ 24

Exercise 20 ................................................................................ 25

Exercise 21 ................................................................................ 26

Exercise 22 ................................................................................ 27

Exercise 23 ................................................................................ 28

Exercise 24 ................................................................................ 29

Exercise 25 ................................................................................ 30

Exercise 26 ................................................................................ 31

Exercise 27 ................................................................................ 32

Exercise 28 ................................................................................ 33

Exercise 29 ................................................................................ 34

Exercise 30 ................................................................................ 35

99

EXERCISE No. 1

1. WHAT DO YOU THINK THE RELATIONSHIP OF THE

PEOPLE IN THE PICTURES IS?

2. WHAT IS THE OLD LADY ASKING THE OTHER WOMAN?

3. WHAT IS THE MAN LIKE?

4. WHAT IS THE OLD WOMAN LIKE?

5. IS THE MAN GOING TO TALK TO THE OLD LADY? WHY?

WHY NOT?

100

EXERCISE No. 2

1. What can you see in the 2nd picture that is not in the

1st picture?

2. Describe the characters that appear in both pictures.

3. Why are they running?

4. Where is the woman with the bags coming from?

5. What is the little boy doing?

101

EXERCISE No. 3

1. Where are they?

2. What are they doing?

3. Why are they doing that?

4. How often do you think they do it?

5. How old are they?

102

EXERCISE No. 4

1. Where are they?

2. How are they feeling?

3. Why are they feeling in that way

4. What may happen in the following minutes?

5. Will they feel better or worse after 45 minutes? Why?

103

EXERCISE No. 5

1. Where are they?

2. What do those gestures with their hands mean?

3. What is happening with the boy?

4. Why are there so many people?

5. What do you think they will do after the event

finishes?

104

EXERCISE No. 6

1. What kind of ceremony are they in?

2. Who do you think the woman with the colorful scarf is?

3. Who do you think the other people are?

4. What do some pictures have in common?

5. What do all the pictures have in common?

105

EXERCISE No. 7

1. Where are they?

2. What do you think they are doing?

3. What is the boy in green doing?

4. How do you think the girl in white is feeling? Why?

5. How do you think the boy in black is feeling? Why?

106

EXERCISE No. 8

1. What happened to the other man in the 2nd picture?

2. Are they arriving or leaving? How do you know?

3. Why is the woman with glasses covered almost

completely?

4. Why are some of them wearing glasses?

107

EXERCISE No. 9

1. Who are they?

2. Where are they?


4. Are they going to sleep early? Why? Why not?

5. Why is the bowl of pop-corn full?

108

EXERCISE No. 10

1. Where is he?

2. Why is he there?

3. How does he feel? Why?

4. Is he going to reach his objective? Why? Why not?

109

EXERCISE No. 11

1. Who are they?

2. Where are they?

3. What do you think happened?

4. What might they do?

110

EXERCISE No. 12

1. Do you think she is alone? Why? Why not?

2. Where is she?

3. What is she doing there?

4. What is she looking at?

5. Is she going to come back? Why or why not?

6. Who took the picture?

111

EXERCISE No. 13

1. Where are they?

2. Who are they impersonating?

3. How are they feeling? Why?

4. What are they going to do later?

112

EXERCISE No. 14

1. What class are they in?


3. How old are they?

4. What occupations do you think they might have in the

future? Why?

113

EXERCISE No. 15

1. Where are they?

2. Why is the woman sitting there?

3. What ingredients does that mask have?

4. What do you think she is going to do when she leaves

that place?

114

EXERCISE No. 16

1. Where are they?

2. How long have they been there?

3. What are their occupations?

4. How do they feel?

5. What are they going to do there?

115

EXERCISE No. 17

1. Where are they?

2. What do both pictures have in common?

3. What do you think the man in the first picture is

saying?

4. What is the security person doing in both pictures?

5. What are the other people thinking?

116

EXERCISE No. 18

1. Where are they?

2. Who do you think the boy is and why is he there?

3. Why is there a dog?

4. What is the media doing there?

5. How long will the boy stay there? How can you tell?

117

EXERCISE No. 19

1. What’s the weather like?

2. How are the people in the photo feeling?

3. What is woman with glasses going to do?

4. Why are some people not using umbrellas?

5. Why aren’t they looking both ways when crossing the

street?

118

EXERCISE No. 20

1. Who are they?

2. Where are they from?

3. What are their hobbies?

4. What do they look like?

5. What are they like?

119

EXERCISE No. 21

1. Why are are they outdoors?

2. What’s their job?

3. Who is the woman in red pants?

4. Why are the others taking notes?

5. What are they going to do when they finish this meeting?

120

EXERCISE No. 22

1. In what country do you think they are?

2. Why are there tents?

3. What are they doing in both pictures?

4. Who is the woman with glasses?

5. Do you think those children’s parents have to pay for

being there? Why or why not?

121

EXERCISE No. 23

1. Who do you think he is?

2. Why is he playing with children?

3. Why are there photographers in the scenes?

4. Where are they?

5. Do you think he does that everyday? Why or why not?

122

EXERCISE No. 24

1. Where are they?

2. Why are they together?

3. What do you think they are going to do?

4. How old do you think the babies are?

123

EXERCISE No. 25

1. Who are they?

2. Where are they?


4. What seems to be problem?

5. Do you think there is a solution? Which one o whick

ones?

124

EXERCISE No. 26

1. Who are they?

2. How old do you think they are? Are all of them over 60

years old?

3. Is it a home for old people? How can you tell?

4. What recreational activities can they do there?

5. What law would you pass to make children visit their

old parents?

125

EXERCISE No. 27

1. Are the kids having fun? Why? Why not?

2. What are the parents with cellphones doing?

3. What may happen with those children?

4. Are smartphones a good or a bad thing? Why?

126

EXERCISE No. 28

1. What is their relationship?

2. What are they wearing?

3. Why do you think she is kicking him?

4. What is he going to do afterwards?

5. Are they going to live happily ever after? Why or Why

not?

127

EXERCISE No. 29

1. How many people are there?

2. How old are they aproximately?

3. Why do they have the sign “GO”?

4. Why do they look so happy?

5. How are they going to feel the next morning?

128

EXERCISE No. 30

1. Who are the people in both pictures?

2. What’s the difference in both pictures?

3. What do they have in common?

4. What’s the situation in the first picture? Create a story.

5. What’s the situation in the second picture? Create a

story.

UNIVERSIDAD DE GUAYAQUILrepositorio.ug.edu.ec/bitstream/redug/45246/1/BFILO-PLL...Pilalo Leon Tairon...

Documents

Transcript of UNIVERSIDAD DE GUAYAQUILrepositorio.ug.edu.ec/bitstream/redug/45246/1/BFILO-PLL...Pilalo Leon Tairon...