UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY,...
Transcript of UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY,...
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF
EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
HIGH STANDARD SYSTEM OF EDUCATION
UNIVERSITY CENTER: MAIN GUAYAQUIL
EDUCATIONAL PROJECT
PRIOR TO OBTAIN A BACHELOR'S DEGREE
AS A LICENCIADO EN CIENCIAS DE LA
EDUCACIÓN MENCIÓN: ENGLISH
TOPIC
INFLUENCE OF ACTIVITIES FOCUSED ON INFORMATION GAP TASK IN THE
DEVELOPMENT OF SPEAKING SKILL
PROPOSAL
DESIGN OF A PAMPHLET WITH ACTIVITIES FOCUSED ON
INFORMATION GAP TASK.
AUTHORS
CACERES ANDRATTA GUSTAVO ADOLFO
VEGA JIMENEZ BETTY KIMBERLY
TUTOR: MSc. EDUARDO TORRES
GUAYAQUIL-ECUADOR
2017
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UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF
EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
HIGH STANDARD SYSTEM OF EDUCATION
MSc. Silvia Moy-Sang Castro MSc. Wilson Romero Dávila DEAN SUB-DEAN
Msc. Alfonso Sánchez Ávila Ab. Sebastián Cadena Alvarado
DIRECTOR SECRETARY
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MSc: SILVIA MOY-SANG CASTRO, Arq.
DECANO DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS
DE LA EDUCACION
CIUDAD.-
Para los fines pertinentes comunico a usted que los derechos intelectuales del
proyecto educativo con el tema: INFLUENCE OF ACTIVITIES FOCUSED ON
INFORMATION GAP TASK IN THE DEVELOMENT OF SPEAKING SKILL.
Propuesta: DESING OF A PAMPHLET WITH ACTIVITIES FOCUSED
ON INFORMATION GAP TASK.
Pertenecen a la Facultad de Filosofía, letras y Ciencias de la Educación.
Atentamente,
CACERES ANDRATTA GUSTAVO ADOLFO VEGA JIMENEZ BETTY KIMBERLY
C.I. 0919378109 C.I. 0930086400
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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
SISTEMA DE EDUCACIÓN SEMIPRESENCIAL
CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL
PROYECTO
TEMA: INFLUENCE OF ACTIVITIES FOCUSED ON INFORMATION GAP
TASK IN THE DEVELOPMENT OF SPEAKING SKILL. DESING OF A
PAMPHLET WITH ACTIVITIES FOCUSED ON INFORMATION GAP TASK.
APROBADO
………………………………
Tribunal No 1
……………………… ………………………
Tribunal No 2 Tribunal No 3
CACERES ANDRATTA GUSTAVO ADOLFO VEGA JIMENEZ BETTY KIMBERLY
C.I. 0919378109 C.I. 0930086400
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EL TRIBUNAL EXAMINADOR OTORGA AL
PRESENTE TRABAJO
LA CALIFICACIÓN DE:
EQUIVALENTE A:
TRIBUNAL
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DEDICATION
This thesis is dedicated mainly God for allowing us to reach this important
moment in our career. To our family, who taught us that the best kind of
knowledge is that which is learned with our own effort and dedication and which
the right way to get a goal is the constancy.
CACERES ANDRATTA GUSTAVO ADOLFO
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DEDICATION
I dedicate this important project to my family specially to my father, do be with me
in all my emotional states helping me and giving me support as well as
economically. They are directly the glee of my achieved goals.
VEGA JIMENEZ BETTY KIMBERLY
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ACKNOWLEDGEMENT
I give thanks to my family for being the source of inspiration and happiness in the
process of this important thesis. They are the ones who are my strength and my boost
of energy when I have wanted to slow down.
CACERES ANDRATTA GUSTAVO ADOLFO
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ACKNOWLEDGEMENT
My special thanks to my beloved mother who watching over me and giving me
strength and inspiration. All the will and achievements I owe it to her teachings in
my early life.
VEGA JIMENEZ BETTY KIMBERLY
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REPOSITORY NATIONAL IN SCIENCE AND TECHNOLOGY
THESIS REGISTRATION FORM
TÍTTLE Y SUBTÍTLE: INFLUENCE OF ACTIVITIES FOCUSED ON INFORMATION GAP TASK IN THE DEVELOPMENT OF SPEAKING SKILL. DESING OF A PAMPHLET WITH ACTIVITIES FOCUSED ON INFORMATION GAP TASK.
AUTHOR/S: Caceres Andratta Gustavo Adolfo & Vega Jimenez Betty Kimberly
ADVISOR: MSc. Eduardo Torres
REVIEWERS:
INSTITUTION: UNIVERSIDAD OF GUAYAQUIL
FACULTY: Faculty of Philosophy,
and Sciences of Education
CAREER: Languages and Linguistics DATE OF PUBLISHING: NUMBER OF PAGES: 135
TÍTTLE OBTAINED: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa y Lingüística
THEMED AREAS: English Language
KEYWORDS: Information Gap Task, Speaking Skill, Development, Interaction
ABSTRACT: The primary concern in this investigation is to enhance speaking skill in eighth graders from the coed public school Dr. Francisco Campos Coello. Since the project is on teaching a foreign language the research trailed itself to three strong authors that helped guide and gave an open and scientific view on how to solve the little speaking production and interaction in class. The reason for this investigation is to enhance and sustain a constant speaking practice inside and eventually outside classroom in a more realistic and authentic context. It was important to use a quantitative and qualitative research approach along with theoretical, empirical and statistical methods. The Results and analysis through the different instruments applied such as oral test, interview and survey gave the opportunity to present a proposal and to design activities focused on Information Gap Task.
REGISTRATION NUMBER (in data base): CLASSIFICATION NUMBER:
DIRECTION URL (thesis on the web):
ATTACHED PDF: X
YES NO
AUTHOR(S) NAMES AND CONTACT
Telephone:
E-mail:
CONTACT IN THE INSTITUTION: NAME: Secretarial of the school of Languages and Linguistics.
TELEPHONE: (04)2294888 Ext. 123
E-mail: [email protected]
REP
RIO NACIONAL EN CI
CNOLOGÍA
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OSITO ENCIA Y TE
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: Influencia de actividades basadas en el intercambio de información en el desarrollo de la expresión oral. Diseño de una carpeta con actividades basadas en el intercambio de información.
AUTOR/ES: Caceres Andratta Gustavo Adolfo & Vega Jimenez Betty Kimberly
TUTOR: MSc. Eduardo Torres
REVISORES:
INSTITUCIÓN: UNIVERSIDAD DE GUAYAQUIL
FACULTAD: Facultad de Filosofía, Letras
y Ciencias de la Educación
CARRERA: Lenguas y Lingüística FECHA DE PUBLICACIÓN: No. DE PÁGS: 135
TÍTULO OBTENIDO: Licenciatura en Ciencias de la Educación, mención en Lengua
Inglesa y Lingüística ÁREAS TEMÁTICAS: Lengua Inglesa
PALABRAS CLAVE: Intercambio de Información , Expresión Oral, Desarrollo , Interacción
RESUMEN: El motivo principal de esta investigación es mejorar la expresión oral en
estudiantes de octavo año del colegio Dr. Francisco Campos Coello. Dado que el proyecto
está basado en la enseñanza de la lengua extranjera, la investigación se enfoca en tres
autores importantes que ayudaron a guiar y dar una visión amplia y científica sobre cómo
resolver la poca producción de la expresión oral e interacción en clase.
La razón de esta investigación es mejorar y sostener una práctica de hablar constante
dentro y fuera de la sala de clase en un contexto más realista y auténtico. Era importante
utilizar un enfoque de investigación cuantitativa y cualitativa junto con métodos teóricos,
empíricos y estadísticos.
Los resultados y análisis a través de los diferentes instrumentos aplicados como prueba
oral, entrevista y encuesta dieron la oportunidad de realizar la propuesta y diseñar un
folleto con actividades de intercambio de información.
No. DE REGISTRO (en base de datos): No. DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO PDF: X
SI NO
CONTACTO CON AUTOR/ES
Teléfonos:
E-mail:
CONTACTO EN LA INSTITUCIÓN: Nombre: Secretaría de la Escuela de Lenguas y Lingüística
Teléfono: (04)2294888 Ext. 123
E-mail: [email protected]
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PREELIMINARIES
GENERAL INDEX
COVER PAGE…………………………………………………………………………….......i
AUTHORITIES………………………………………………………………………………. ii
APPROVAL OF THE PROJECT LETTER………………………….……………………. iii
INTELLECTUAL RIGHTS LETTER…………………………………..……………………iv
APPROVAL OF THE COURT…………………………………………..………................v
QUALIFICATION OF THE COURT…………………………………….……………...…..vi
DEDICATION ……………………………………………………………….……………….vii
DEDICATION ………………………………………………………………….……………viii
ACKNOWLEDGEMENT………………………………………………………...................ix
ACKNOWLEDGEMENT………………………………………………………....................x
REPOSITORY NATIONAL IN SCIENCE AND TECHNOLOGY IN ENGLISH………..xi
REPOSITORY NATIONAL IN SCIENCE AND TECHNOLOGY IN SPANISH……….xii
GENERAL INDEX…………………………………………………………………….…….xiii
INDEX OF CHARTS…………………………………………………………………….….xiv
INDEX OF GRAPHICS………………………………………………………………………………………………...…xv
INTRODUCTION……………………………………………………………………………xvi
CHAPTER I
THE PROBLEM
RESEARCH CONTEXT................................................................................................ 2
PROBLEM OF INVESTIGATION ................................................................................. 3
CONFLICT SITUATION ............................................................................................ 3
SCIENTIFIC FACT .................................................................................................... 4
CAUSES............................................................................................... ..................... 5
PROBLEM FORMULATION ......................................................................................... 5
OBJECTIVE OF INVESTIGATION............................................................................... 5
GENERAL OBJECTIVE ............................................................................................ 5
ESPECIFIC OBJECTIVES........................................................................................ 5
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RESEARCH QUESTIONS............................................................................................ 6
JUSTIFICATION ........................................................................................................... 6
CHAPTER II
THE THEORICAL FRAMEWORK
BACKGROUND ............................................................................................................ 8
SPEAKING SKILL ......................................................................................................... 9
DEFINITION............................................................................................... ................... 9
TYPES OF SPEAKING SKILL.................................................................................... 10
IMITATIVE ............................................................................................................... 11
INTENSIVE.............................................................................................................. 11
RESPONSIVE ......................................................................................................... 11
TRANSACTIONAL (DIALOGUE)............................................................................ 11
TEACHING SPEAKING .............................................................................................. 12
MEANINGFUL COMMUNICATION ........................................................................ 13
PURPOSE ............................................................................................................... 13
SETTING ................................................................................................................. 13
ROLE ....................................................................................................................... 13
THE COMMUNICATIVE EVENTS.......................................................................... 14
LANGUAGE FUNCTIONS ...................................................................................... 14
NOTIONS ............................................................................................... ................. 14
DISCOURSE AND RHETORICAL SKILLS ............................................................ 14
HOW STUDENTS LEARN SPEAKING IN AN EFL CONTEXT................................. 14
COMMON MISTAKES ON TEACHING SPEAKING .............................................. 15
LEARNER BELIEF SYTEMS .................................................................................. 16
TEACHING BY PRINCIPLES ..................................................................................... 16
FOCUS ON BOTH FLUENCY AND ACCURACY .................................................. 16
ACCURACY ............................................................................................................ 17
COGNITIVE PRINCIPLES ...................................................................................... 17
MEANINGFUL LEARNING......................................................................................... 17
INTRINSIC MOTIVATION .......................................................................................... 18
AFFECTIVE PRINCIPLES ...................................................................................... 19
SELF-CONFIDENCE .................................................................................................. 19
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RISK TAKING ............................................................................................................. 19
LINGUISTIC PRINCIPLES ..................................................................................... 20
COMMUNITIVE COMPETENCE ............................................................................ 20
INFORMATION GAP TASK (IGT) .............................................................................. 21
DEFINITION OF INFORMATION GAP TASK ........................................................ 21
COMMUNICATIVE LANGUAGES TEACHING (CLT) ............................................... 22
THE GOALS OF TEACHERS WHO USE COMMUNICATIVE LANGUAGE
TEACHING (CLT): ................................................................................................. 22
THE ROLE OF THE TEACHER AND THE ROLE OF THE STUDENTS .............. 22
CHARACTERISTICS OF THE TEACHING/LEARNING PROCESS ..................... 23
THE NATURE OF STUDENT–TEACHER INTERACTION AND THE
NATURE OF STUDENT–STUDENT INTERACTION ............................................ 23
EVALUATION PROCESS....................................................................................... 24
TYPES OF INFORMATION GAP TASK (IGT) ........................................................... 24
THEORETICAL FOUNDATION.................................................................................. 25
DIDACTIC FOUNDATION ...................................................................................... 25
SOCIOLOGICAL FOUNDATION ............................................................................ 26
PHILOSOPHICAL FOUNDATION .......................................................................... 26
PSYCOLOGICAL FOUNDATION ........................................................................... 27
LEGAL FOUNDATION ............................................................................................ 27
CHAPTER III
METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF RESULTS
METHODOLOGICAL DESIGN ................................................................................... 30
APPROACHES OF RESEARCH................................................................................ 30
QUALITATIVE RESEARCH.................................................................................... 30
QUANTITATIVE RESEARCH ................................................................................. 31
POPULATION AND SAMPLE .................................................................................... 31
OPERATIONALIZATION CHART OF VARIABLES ................................................... 32
THEORETICAL METHODS........................................................................................ 34
STATISTICAL METHOD ......................................................................................... 34
EMPERICAL TECHNIQUES ...................................................................................... 34
ORAL TEST ............................................................................................................ 35
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INTERVIEW ............................................................................................................ 35
SURVEY............................................................................................... ................... 35
RESEARCH METHODS ............................................................................................. 36
CHI SQUARE............................................................................................... ............... 62
CONCLUSIONS AND RECOMMENDATIONS .......................................................... 66
CHAPTER IV
THE PROPOSAL
TITLE OF THE PROPOSAL ....................................................................................... 67
JUSTIFICATION ......................................................................................................... 67
OBJECTIVES............................................................................................... ............... 67
GENERAL OBJECTIVE .......................................................................................... 67
SPECIFIC OBJECTIVE........................................................................................... 68
THEORETICAL ASPECTS......................................................................................... 68
SOCIAL FOUNDATION .......................................................................................... 68
PEDAGOGICAL FOUNDATION ............................................................................. 69
PSYCHOLOGICAL FOUNDATION ........................................................................ 70
FEASIBILITY APPLICATION .................................................................................. 70
POLITICAL FEASIBILITY ....................................................................................... 71
TECHNIQUE FEASIBILITY .................................................................................... 72
FINANCIAL FEASIBILITY ....................................................................................... 72
DESCRIPTION OF THE PROPOSAL ........................................................................ 72
CONCLUSION ............................................................................................................ 73
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INDEX OF CHARTS
Chart 1 Sample ………………………………………………………….…34
Chart 2 Operationalization of Variable…………………………………...35
Chart 3 Oral test…………………………………………………………….37
Chart 4 Survey to the students……………………………………………42
Chart of Frequency 5 ……………………………………………………...43
Chart of Frequency 6……………………………………………………….44
Chart of Frequency 7…………………………………………………….…45
Chart of Frequency 8……………………………………………….………47
Chart of Frequency 9……………………………………………………….48
Chart of Frequency 10……………………………………………………..49
Chart of Frequency 11 …………………………………………………….50
Chart of Frequency 12……………………………………………………..52
Chart of Frequency 13……………………………………………………..53
Chart of Frequency 14……………………………………………………..54
Chart of Frequency 15……………………………………………………..56
Chart of Frequency 16……………………………………………………..57
Chart of Frequency 17 …………………………………………………….58
Chart of Frequency 18 …………………………………………………….60
Chart of Frequency 19 …………………………………………………….61
Chart 20 Chi Square 1 …………………………………………………….62
Chart 21 Chi Square 2……………………………………………………..63
Chart 22 Chi Square 3……………………………………………………..64
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INDEX OF GRAPHICS
GRAPHIC 1……………………………………………………………………….43 SURVEY TO THE STUDENTS The learning of English speaking skill is important for you.
GRAPHIC 2………………………………………………………………………..44 SURVEY TO THE STUDENTS The improvement of English speaking skill is necessary for your personal development.
GRAPHIC 3………………………………………………………………………..45
SURVEY TO THE STUDENTS
Learning speaking skill would expand my cultural awareness.
GRAPHIC 4……………………………………………………………………..…46
SURVEY TO THE STUDENTS
English speaking skill is difficult to learn.
GRAPHIC 5……………………………………………………………………….47
SURVEY TO THE STUDENTS
Speaking English is difficult for you.
GRAPHIC 6………………………………………………………………………48
SURVEY TO THE STUDENTS
The teacher reinforces speaking activity done in class.
GRAPHIC 7………………………………………………………………………50
SURVEY TO THE STUDENTS
Information gap task connects with today’s need in communication.
GRAPHIC 8………………………………………………………………………51
SURVEY TO THE STUDENTS
You text has catchy information gap task for speaking skill.
GRAPHIC 9………………………………………………………………………52
SURVEY TO THE STUDENTS
Activities focused on information gap task helps improve speaking skill.
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GRAPHIC 10………………………………………………………………………54
SURVEY TO THE STUDENTS
Activities focused on information gap task are fun to work with.
GRAPHIC 11………………………………………………………………………55
SURVEY TO THE STUDENTS
Using different types of information gap task makes you want to
learn to communicate with others.
GRAPHIC 12………………………………………………………………………56
SURVEY TO THE STUDENTS
Activities focused on information gap task are easy to follow.
GRAPHIC 13………………………………………………………………………58
SURVEY TO THE STUDENTS
A pamphlet with activities focused on the information gap task
increases speaking skill.
GRAPHIC 14………………………………………………………………………59
SURVEY TO THE STUDENTS
A pamphlet with activities focused on the information gap task is
useful in your class.
GRAPHIC 15………………………………………………………………………60
SURVEY TO THE STUDENTS
A pamphlet with activities focused on the information gap
task motivates interest in learning a foreign language.
GRAPHIC 16………………………………………………………………………64
CHI SQUARE
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN CARRERA DE LENGUAS Y LINGÜÍSTICA
MODALIDAD PRESENCIAL
TOPIC: INFLUENCE OF ACTIVITIES FOCUSED ON INFORMATION GAP TASK IN THE DEVELOPMENT OF SPEAKING SKILL PROPOSAL:
DESIGN OF A PAMPHLET WITH ACTIVITIES FOCUSED ON INFORMATION GAP TASK.
AUTHORS: Caceres Andratta Gustavo Adolfo
Vega Jimenez Betty Kimberly CONSULTOR ACADÉMICO: MSc. Eduardo Torres V.
ABSTRACT
The primary concern in this investigation is to enhance speaking skill in
eighth graders from the coed public school Dr. Francisco Campos Coello
Since the project is on teaching a foreign language the research trailed itself
to three strong authors that helped guide and gave an open and scientific
view on how to solve the little speaking production and interaction in class
The reason for this investigation is to enhance and sustain a constant
speaking practice inside and eventually outside classroom in a more
realistic and authentic context. It was important to use a quantitative and
qualitative research approach along with theoretical, empirical and
statistical methods.
The Results and analysis through the different instruments applied such as
oral test, interview and survey gave the opportunity to present a proposal
and to design activities focused on Information Gap Task.
Technics English as language
UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA DE LENGUAS Y LINGÜÍSTICA MODALIDAD PRESENCIAL
TEMA: INFLUENCIA DE ACTIVIDADES ENFOCADAS EN LA TAREA DE
INFORMACIÓN GAP EN EL DESARROLLO DE LA HABILIDAD HABLABLE
PROPUESTA: DISEÑO DE UN FOLLETO CON ACTIVIDADES
ENFOCADAS EN LA TAREA DE INFORMACIÓN.
AUTHORS: Caceres Andratta Gustavo Adolfo
Vega Jimenez Betty Kimberly CONSULTOR ACADÉMICO: MSc. Eduardo Torres V.
RESUMEN
La principal preocupación en esta investigación es mejorar la habilidad de
hablar en alumnos de octavo grado de la escuela pública mixta Dr.
Francisco Campos Coello. Dado que el proyecto está en la enseñanza de
un idioma extranjero, la investigación se dirigió a tres autores fuertes que
ayudaron a guiar y brindar una investigación abierta y científica Visión
sobre cómo resolver la producción y la interacción de hablar poco en
clase. El motivo de esta investigación es mejorar y mantener una práctica
oral constante dentro y eventualmente fuera del aula en un contexto más
realista y auténtico. Era importante utilizar un enfoque de investigación
cuantitativa y cualitativa junto con métodos teóricos, empíricos y
estadísticos.
Los resultados y el análisis a través de los diferentes instrumentos
aplicados, como la prueba oral, la entrevista y la encuesta, dieron la
oportunidad de presentar una propuesta y diseñar actividades centradas
en la Tarea de falta de información.
Technics English as language
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INTRODUCTION
English is one of most important languages to study, learn, and use it. People
around the world use English to communicate, to make business, and to have
fun. It is true that it is challenging and time consuming to learn the language but
it has an important value to know it because it can create many opportunities.
The challenge of this research is to improve English specifically on speaking
skill, in the coed public school Dr. Francisco Campos Coello. The group in study
is a classroom of 28 students.
Chapter I: The problem encountered in this high school is the little speaking
interaction in class which affects student’s ability to develop and hold English
communication in class. The causes found were little class-time focused on
speaking skill, insufficient language for interaction, teacher centered class,
inadequacy in the use of newfound techniques for the development of speaking
skill.
Chapter II: For the theoretical framework specific authors have been culled out,
Jack C Richards, Leo Jones and Douglas Brown. These authors have written
theories on the learning of foreign language and their techniques has given this
research appropriate theoretical foundations.
Chapter III: Presents a methodological design. The qualitative and quantitative
approach gave the investigation enough data through observation, a diagnostic
oral test, survey to students, and interview to the teacher. The analysis led
specific conclusions and recommendations.
Chapter IV: The justification of the proposal is linked to general and specific
objectives and its conclusions. The creation of pamphlet with IGT has been
done with twelve activities that were put together as an extension of their
English book.
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CHAPTER I
THE PROBLEM
RESEARCH CONTEXT
The following research takes place on the field of English teaching as a foreign
language, specifically on speaking skill, in the coed public school Dr. Francisco
Campos Coello located in Atarazana block F2 and F3, in the city of Guayaquil,
north area. It was founded on September 17, 1958 by Dr. Francisco Campos
Coello and it belonged to the Faculty of Philosophy of the University of
Guayaquil. Today’s vision of the authorities and teachers is to reach an
academic and moral excellence and to engage students to a valuable social
transformation making them critical thinkers able to be competent in today’s
globalized world.
The institution is currently working in the morning and afternoon shifts.
It counts with 2035 students and has a staff of 50 teachers. There are three
sections in its infrastructure for the different specializations which are a library
and two courts for sports. The curriculum includes five hours of English one
hour each day. The group of study is one course of twenty-seven eighth graders
ranging the ages from eleven to twelve years of age; it functions in the morning
shift. The English teacher assigned to this course has a teaching degree and
several years of experience working in the public schools.
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PROBLEM OF INVESTIGATION
CONFLICT SITUATION
The problem encountered in the high school Dr. Francisco Campos
Coello in the eighth grade section A school year 2016- 2017 is on Speaking
Skill. The little speaking interaction in class affects student’s ability to develop
and hold English communication in class. Consequently, this sparks several
inconveniences specially the ones focused on the speaking skill interaction.
Here we have encountered some causes of this dragging process.
The purpose of this research is to transfer students’ language knowledge
to the use of it into a speaking skill. Starting with one of the reasons why students
struggle at the time of interact is little class-timed focused on speaking skill.
Due to the way classes are handled, there is more emphasis on vocabulary and
grammar based on drills and grammatical patterns than on speaking practice.
A class which lasts around forty minutes is divided into two parts; first the
introduction of the topic, then the presentation of the vocabulary and
grammatical terms leaving little or no time to practice what has been introduced.
As a result, students at the end of the class do not have the chance
to interact using the language learnt.
Richards’s (2006) research found the following:
While grammatical competence is an important dimension of language
learning, it is clearly not all that is involved in learning a language since
one can master the rules of sentence formation in a language and still
not be very successful at being able to use the language for meaningful
communication. (p. 3)
It is a fact that the ability to speak requires prior knowledge on many
areas such as grammar, spelling, punctuation and so on. However, it is the
4
insufficient language for interaction that blocks the willing to use it in a
conversation context. Formality in English requires a certain level of
convention, but in a speaking environment spontaneity and catchy phrases
sparks the ice breaking in a dialogue.
When students work alone in class there is zero collaboration and
communication obviously suffers. This is one example of the disadvantages in
a teacher centered class, class becomes boring and there is no challenge in
the use of the language. A TCC (teacher centered class) won’t allow students
to express themselves and perhaps the willingness interaction of asking a
question to the teacher.
Jones’s (2007) study found the following:
Speaking in English for two minutes can be a challenging, scary
experience for some students. Working together makes this less scary,
particularly if students are helping and supporting one another. And the
feeling of having achieved something (“We spoke in English for two
minutes! ”) is very motivating. (p. 14)
It takes those moments in class where an oral production of seconds or
perhaps a couple of minutes will not only encourage a student to make healthy
mistakes in a conversation learning process but also it will motivate them to
keep producing orally. This interaction will lead them to exchange and negotiate
vocabulary and its meaning. And this will enhance students’ positive personal
experience when using the language.
SCIENTIFIC FACT
Influence of speaking skill in the students of eighth grade Section A in
the high school Dr. Campos Coello, Zone 8, District 5, Circuit 01, Province of
Guayas, Cantòn Guayaquil, Parroquia Febres Cordero school year 2016-2017.
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CAUSES
Little class-time focused on speaking skill.
Insufficient language for interaction.
Teacher centered class.
Inadequacy in the use of newfound techniques for the development of
speaking skill.
PROBLEM FORMULATION
How do activities focused on Information Gap Task (IGT) influence the
development of speaking skill in the students of eighth Grade, Section A, in Dr.
Francisco Campos Coello high school, Zone 8, District 01, Province of Guayas,
Canton Guayaquil, Parroquia Febres Cordero, school Year 2016-2017?
OBJECTIVE OF INVESTIGATION
GENERAL OBJECTIVE
To demonstrate the Influence of activities focused on Information Gap
Task (IGT) in the development of speaking skill, through a bibliographical and
statistical analysis. To design a pamphlet with activities focused on Information
Gap Task to develop speaking skill.
ESPECIFIC OBJECTIVES
To describe activities focused on Information Gap Task through a
diagnostic test and bibliographical statistical analysis.
6
To characterize the speaking skill culling from bibliographical and
statistical analysis.
To design a pamphlet with activities focused on the Information Gap
Task to enhance the speaking skill through the results collected.
RESEARCH QUESTIONS
1) What is the current situation of the development of speaking skill?
2) How would the use of activities focused on information gap task be
beneficial in class?
3) Which methodologies and strategies would best be useful to better
speaking skill?
4) What would be the benefit of the proposal of this research?
5) Up to what extend the activities focused on Information Gap Task would
motivate speaking skill?
JUSTIFICATION
The little production of speaking skill is one of the most important issues.
The biggest drawback in students is speaking. Teaching grammar, writing and
other skills of the English language is common; but when students have to face
and demonstrate their skills the results are in most cases disappointing.
This research has social relevance because it contributes to the
educational community. The investigation is emphasized through a statistical
analysis on activities focused on Information Gap Task in the development of
speaking skill. There are new techniques and methods in this variable of
investigation. They have a holistic approach which can be useful in today’s
globalized world. Students can be inserted into the modern world and be
accepted in society where people have domain in one language and can reach
7
a level of success and open new opportunities both professionally and
personally.
According to the (National-Curriculum-Guidelines-EFL, 2014) which is
based on the four basic skills, “students at the end of twelve grade must reach
as minimum as a B1 level which means being an independent user of English”.
(P, 18)
As mentioned above, National Ecuadorian Law of Education fosters
the raising of English level of students in public high schools, as education in
Ecuador has been changing constantly through the last 10 years. Therefore,
students’ English proficiency must reach a high standard –based on the CEFR
levels.
Título 1, literal u: Investigación, construcción y desarrollo permanente
de conocimientos. - Se establece a la investigación, construcción y
desarrollo permanente de conocimientos como garantía del fomento de
la creatividad y de la producción de conocimientos, promoción de la
investigación y la experimentación para la innovación educativa y la
formación científica. (LOEI, 2015, p.8)
So, for these changes in Education, we see the need to create a pamphlet with
activities focused on information gap task, and to show that students from
eighth grade Basic Education school Dr. Francisco Campos Coello have the
great ability to learn and interact in this language. In the same way it will
improve not only a better academic level but also teachers’ professional
development.
8
CHAPTER II
THE THEORICAL FRAMEWORK
BACKGROUND
Indeed, there are relevant studies on the use of Information Gap Task.
And not necessarily it has to deal with just the language of English. IGT can be
used in different foreign language teaching contexts. For instance, Raptou
(2001) reports that she had very successful French classes in her school. Her
students spoke for approximately fifteen to twenty minutes using Information
Gap task. They made the effort to communicate not only among them but also
with the teacher; this obviously reinforced vocabulary and grammar structure.
After two of these activities students were willing to do more.
According to (Pica et al., 2006) a conducted investigation on Information
Gap Task by these authors from the university of Pennsylvania reported a very
satisfactory result.
They had twelve adults and their level was an intermediate one. The
most interesting part of the investigation is that the learners’ backgrounds are
Korean, Mandarin, and Taiwanese. This shows that IGT is useful in all contexts
of foreign language teaching. These participants enrolled in a short period
intensive course. The willing to learn had more positive effect than a negative
one.
The techniques on IGT these authors used were jigsaw, spot the
difference, and grammar communication. In the jigsaw task learners had to
reorder sentences to match a passage and then select between them. For the
spot the difference task, they had to choose nearly identical sentences and in
9
the grammar communication task learners chose among four closely similar
phrases. These activities gave a positive result on their willingness to learn and
participate among them. Their oral participation was crucial to complete the
tasks and it had a high percentage of effectiveness in class.
SPEAKING SKILL
This chapter will delineate various theoretical descriptions on both
variables, the dependent, speaking skill and independent, activities focused on
information gap task.
DEFINITION
According to Nunan (2003) “speaking is the productive aural/oral skill. It
consists of producing systematic verbal utterances to convey meaning” (p.48).
This view on the speaking skill facilitates a clear understanding of the
meaning and a better view on the systematic process of it. And the author’s
definition gives a clear explanation on how meaning is delivered and received
at the moment of interacting with others.
Naveed’s (2015) study found the following:
Speaking is described as an interactive process of constructing meaning
that involves producing and receiving and processing information.
Speaking depends on the context or the situation, Context includes the
physical environment, the purposes for speaking is more often
spontaneous, open ended, and evolving. (para. 1)
It is evident that the process of the ability of speaking requires factors
that make the interaction possible. There are many scenarios where speaking
uses specific context. Setting could constantly vary like being in a supermarket,
10
pharmacy, airport, mall and so forth. Thus, the use of specific vocabulary in a
specific setting would enhance and emphasize speaking interaction and at the
same time communication would become easier to understand and recognize.
Furthermore, spontaneity and authenticity comes along when proper words and
expressions are used. Being competent on using the language in real context
involves the four basic skills.
“The four language skills of listening, speaking, reading, and writing are
all interconnected. Proficiency in each skill is necessary to become a well-
rounded communicator, but the ability to speak skillfully provides the speaker
with several distinct advantages.” (Gillis, 2013, p. 14).
Being aware of the connection between the four skills it is important to
mention the advantages of speaking skill. This is the ability that connects
people and expressing feelings, needs, and requirements. Language is
definitely a tool for communication and there is a holistic approach that connects
not only in grammar, spelling, and vocabulary but also a conversation engages
in different levels of emotions, body language, creativity, rhythm and so on.
Listening is also involved between the deliverer and the receiver and it is an
essential part of communication as well. Categories of speaking appear as a
transitional connection in the process of learning a foreign language.
TYPES OF SPEAKING SKILL
According to Brown (2000) there are six categories applied to the kind
of oral production that students are expected to carry out in the classroom. For
the purpose of this research, the first four types of classroom speaking
performance had been chosen:
11
IMITATIVE
Generating a repetition drill on vowel sounds and intonation with
students is not necessarily a technique for a meaningful interaction but to
emphasize a particular element on language. This would get the early speaker
a start on modeling this skill. The author also points out that this kind of activity
should be as a very limited portion of class.
INTENSIVE
The second type of speaking skill is the next step for performance.
Intensive speaking can be self-initiated where students can review certain
language functions to use it in speaking practice.
RESPONSIVE
The third type is responsive. When students interact with short replies to
the teacher and among them; it is considered a useful practice and can be
meaningful and authentic. A good deal of classroom responsiveness is usually
done in class.
TRANSACTIONAL (DIALOGUE)
The last one considered for this study is Value-based language,
completed with the goal of passing on or trading particular information, is a
developed type of responsive language.
12
TEACHING SPEAKING
Harmer’s argument (2007) on reasons for teaching speaking is that there
are three main accounts for getting students to speak in the classroom. The
author says that it provides rehearsal chances to practice real-life interaction in
class. Speaking tasks provide feedback to teacher and student because the
use of language is used, and his last reason is that students have the
opportunities to activate various elements of language which already have as
prior knowledge.
Richards (2008) in his study says that:
The mastery of speaking skills in English is a priority for many second-
language or foreign-language learners. Consequently, learners often
evaluate their success in language learning as well as the effectiveness
of their English course on the basis of how much they feel they have
improved in their spoken language proficiency. (p. 19)
Certainly one of the goals in teaching speaking is to reach a level of
manageable language context to be able to interact. One advantage in reaching
this goal is the awareness of learners on how much they have grasped and what
they still need to learn and practice. This encourages students to interact more
authentically and perhaps more fluently. And the way learners advance in their
skill is by their own intrinsic assessment they do when they are speaking.
Speakers learning a new foreign language are constantly self- correcting
themselves either by asking another person or teacher or just by using a
dictionary to confirm spelling, sound and what part of speech a new word or
phrase belongs to.
13
MEANINGFUL COMMUNICATION
As reported by Richards (2006), As opposed to just indicating the sentence
structure and vocabulary learners expected to ace, it was discussed that a
syllabus ought to distinguish aspects of parts of language use with a specific
goal to build up learner's communicative competence. The following aspects
will enhance this view:
PURPOSE
Learners’ purpose of acquiring a language can range in many areas. For
instance, using English for business, in the hotel industry, or for travel
purposes.
SETTING
It refers to the place where learners want to use the language, in an office,
on an airplane, or in a store.
ROLE
Here is where the learners will assume the function or position. For example,
as a traveler, as a salesperson talking to clients, or as a student in a school.
14
THE COMMUNICATIVE EVENTS
In which the learners will partake: regular circumstances, professional or
expert circumstances, scholastic circumstances. Such as, making phone calls,
participating in easygoing discussion, or joining in a meeting.
LANGUAGE FUNCTIONS
Here is what the learner is able to do through the language use. Like,
making introductions, giving explanations, or describing plans.
NOTIONS
The thoughts or ideas included, or what the learner should have the
capacity to discuss; for example, recreation, account, history, religion.
DISCOURSE AND RHETORICAL SKILLS
The abilities required in the “knitting together” of speaking. For example,
narrating a story, giving a viable business presentation.
HOW STUDENTS LEARN SPEAKING IN AN EFL CONTEXT
As reported by Richards (2006), the way students learn speaking in an
EFL context is that learning was seen as a procedure of mechanical practice.
Good habits are framed by having students produce right sentences and not
through committing errors. Blunders were to be stayed away from chances of
speaking production. By remembering exchanges and performing drills, the
15
odds of committing errors were minimized. Learning was particularly seen as
under the control of the educator.
COMMON MISTAKES ON TEACHING SPEAKING
Jones’ (2007) study found the following:
If we interrupt and correct students in mid-conversation while they’re
trying to express complex ideas or personal information, they may feel
resentful or belittled. If we ignore the mistakes we hear students making,
they may start to believe that mistakes don’t matter at all and develop a
style of speaking in incorrect English that is very difficult to improve. (p.
20)
Correcting mistakes must be done in a different appropriate way. Tutors
must be able to moderate a speaking activity gently because in not doing so
students might feel ambushed by the constant correction from the teacher and
then feel cornered from wanting to speak. Ignoring a mistake, on the other
hand, would lead to an unhealthy memorization of mispronunciation or the
misuse of a phrase. Either extreme is certainly not recommended to do
because it will ruin the objective of learning a language and the process of
unlearning mistakes might take longer for a student to achieve.
One of the techniques to correct mistakes is to avoid putting students on
the spot. According to Harmer (2007) “As with any kind of correction, it is
important not to single students out for particular criticism. Many teachers deal
with the mistakes they heard without saying who was responsible for them.” (p.
131).
Teachers become involved in their students’ progress in learning a
language. And becoming too involve in classroom speaking activities may
16
make teachers correct students’ mistakes in front of the whole class. Perhaps
there is no intention of criticism but it is healthier to treat mistakes in a manner
that won’t single out learners’ errors in front of the whole class. Correcting
common mistakes occurring in class would be a better way to deal with the
teaching of a foreign language.
LEARNER BELIEF SYTEMS
Richards and Lockhart (2001) found “learner’s believe systems cover a
wide range of issues and can influence leaners’ motivations to learn, their
expectations about languages learning, their perceptions about what is easy or
difficult about a language, as well as the kind of learning strategies.” (p.52); this
clearly may turn into a drawback when learning a new language. Students’
mind set has to be cleared out when they enter a class; the teacher’s job is to
do this. Sometimes there are things that students have to unlearn when
acquiring a new language, for instance, the fact that memorizing vocabulary or
being knowledgeable in language functions is not all they need to start
speaking. There are of course other factors that will help to motivate speaking
such as the use of expressions, strategies and son on. Once their perceptions
about what is easy or difficult is attended then a more comfortable and healthy
environment is set to start the process of using the language in context.
TEACHING BY PRINCIPLES
FOCUS ON BOTH FLUENCY AND ACCURACY
According to Jones (2007), “fluency is being able to articulate easily and
comprehensively” (p. 18); what implications does this have for the students?
17
Probably the only implication would be not having enough prior knowledge on
the foreign language itself in order to start a conversation. But once this
implication is coped, then fluency will transitionally be clasped by the learner.
ACCURACY
Students normally tend to pressure themselves in being precise when
they are learning a foreign language. This of course is not fully the case about
accuracy. According to Jones (2007)” Accuracy means not making too many
mistakes. An overconfident, inaccurate speaker can be an irritating companion,
though preferable to a silent one! ” (p. 19). The author’s view on accuracy is not
precisely on perfection of conventions but rather a gradual and confident use
of the language to be able to communicate in different contexts. One who is not
accurate enough at the moment of speaking would eventually exasperate his
or her companion at the moment of speaking because it would not be easy to
understand the speaker’s delivery of the language. It is necessary of course to
have a strong enough cognitive knowledge of language.
COGNITIVE PRINCIPLES
Brown (2000) found “They relate mainly to mental and intellectual
functions.” (p. 55); what the author points out is that this principle follows a rule
that helps teachers know what is right and wrong and language actions are
influenced by how much of intellectual functions a learner is able to manage.
MEANINGFUL LEARNING
Brown’s (2000) study found the following:
18
Meaningful learning “subsumes” new information into existing structures
and memory systems, and the resulting associative links create stronger
retention. Rote learning-taking in isolated bits and pieces of information
that are not connected with one’s existing cognitive structures – has little
chance of creating long term retention. (p. 57)
The process of learning a foreign language is definitely transitional, and
memorizing new vocabulary has its advantages. However, new information to
record has to be meaningful because it will last longer in the memory. Every
new word or expression learned is placed within larger context then it becomes
more comprehensible at the moment of using them or selecting them. Rote
learning is repeating information over and over activating only the short term
memory. This information would not be recall later at all. What learners would
really take advantage is having new information connected to their prior
knowledge in language. Information learned like this would be more easily to
recall. And when this happens then students tend to connect learning
intrinsically.
INTRINSIC MOTIVATION
According to Brown (2000) “The most powerful rewards are those that
are intrinsically motivated within the learner. Because the behavior stems from
needs, wants, or desires within oneself, the behavior itself is self-rewarding;
therefore, no externally administered reward is necessary.” (p. 59). This
principle shows us that learning without reward is a rewarding learning, having
an external motivation will not necessarily mean that a student has succeeded
new permanent knowledge but an intrinsic motivation will. Behavior in learning
is about connecting many factors not only knowledge but also an affective
approach to language along with the culture it carries. A good start in learning
an EFL language is Motivation and emotion.
19
AFFECTIVE PRINCIPLES
Brown (2000) stated the following:
We now turn our attention to those principles that are characterized by
a large proportion of emotional involvement. Here we look at the feelings
about self, about relationships in a community or learners, and about the
emotional ties between language and culture. (p. 61)
Whenever a language is taught many factors are set within and they
constantly include culture, customs, values, ways of thinking and feelings.
Teaching foreign language including what, for example, American families
usually do in Sunday morning for breakfast is showing students culture and
traditions. Once a learner makes the emotional connection between language
and self then it would be easier to deal with the speaking skill. Most likely these
understandings of ways of living and thinking in American culture would
increase confidence in using this new language at the moment of sharing
information among learners.
SELF-CONFIDENCE
In essence, it is the self-confidence of the learner that relies quite much
on his or her ability to use the foreign language. If a learner is uncertain of his
speaking skill then success in interacting with another becomes a failure.
However, reaching a healthy level of assurance learners will eventually hook
with the importance of self-assessment. (Brown, 2000, p. 62).
RISK TAKING
Brown’s (2000) on his research about risk taking mentions:
Successful language learners, in their realistic appraisal of themselves
as vulnerable being yet capable of accomplishing tasks, must be willing
20
to become “gamblers” in the game of language, to attempt to produce
and to interpret language that is a bit beyond their absolute certainty. (p.
63).
Taking the risk to produce and put whatnot into words has its positive
advantages. Learners by using the language weather it is correct or not help
them to get confidence and motivation to keep on practicing speaking. Being
aware that mistakes is part of the process of attaining a language is
transitionally essential. Even when not being sure of a certain word or phrase
at the moment of speaking is the risk a student has to take because just as well
the exchange of language happens simultaneously in a class speaking activity.
LINGUISTIC PRINCIPLES
COMMUNITIVE COMPETENCE
Brown’s (2000) research found:
Given that communicative competence is the goal of a language
classroom, instruction needs to point toward all its components:
organizational, pragmatic, strategic, and psychomotor. Communicative
goals are best achieved by giving due attention to language use and not
just usage, to fluency and not just accuracy, to authentic language and
contexts, and to students’ eventual need to apply classroom learning to
previously unrehearsed contexts in the real world. (p. 69)
The idea of communicative competence is not to pressure language
interaction into a mechanical systematic dialogue, but to use the language even
with the blunders that surrounds spontaneous interaction itself. Learners must
understand that mistakes is a positive and healthy thing in the speaking skill
21
process. And evidently that fluency is important but it doesn’t mean that it is
connected to accuracy; even native speakers make mistakes at the moment of
interacting in a conversation. Here the exchange of information occurs with the
negotiation of vocabulary and phrases.
INFORMATION GAP TASK (IGT)
DEFINITION OF INFORMATION GAP TASK
Richards (2006) found that:
An important aspect of communication in CLT is the notion of information
gap. This refers to the fact that in real communication, people normally
communicate in order to get information they do not possess. More
authentic communication is likely to occur in the classroom if students
go beyond practice of language forms for their own sake and use their
linguistic and communicative resources in order to obtain information. (p.
18)
In doing so, learners will intrinsically develop communication, and it will
occur as a natural part of them because motivation comes along with the wants
and needs to interact with another student. Students will draw acquirable
vocabulary, grammar and communication strategies to complete a task.
Accuracy will of course come in a favorable pace as learners practice gap
activities. And the negotiation of exchanging meanings, phrases, vocabulary
and even intonation will construct a better environment to learn an EFL
language.
22
COMMUNICATIVE LANGUAGES TEACHING (CLT)
THE GOALS OF TEACHERS WHO USE COMMUNICATIVE LANGUAGE TEACHING (CLT):
The goal is to enable students to communicate in the target language. In
order to do this, learners need to have a prior knowledge of the linguistic forms,
meanings, and functions. Different forms can be used to perform a function and
also that a single form can often serve a variety of functions. They need to be
able to choose from them so that the social context and roles of the person who
is having a conversation with you are able to manage a fluent conversation.
They must also be able to manage the process of negotiating meaning with
their interlocutors. Communication is a process; knowledge the forms of
language insufficient (Larsen-Freeman and Anderson, 2012, p. 161).
THE ROLE OF THE TEACHER AND THE ROLE OF THE STUDENTS
Littlewood argued that… (as cited in Larsen-Freeman and Anderson,
2012, p. 161) ...“The teacher facilitates communication in the classroom. In this
role, one of his major responsibilities is establish situation likely to promote
communication.”
Teachers have an important and different role in today’s teaching
environment, and this is making the student the protagonist of the class and his
or her learning. Students today grasp the idea that teacher promotes in class
and they serve as monitors and guides. Hence teachers are supposed to be
more prepared and ready to start a class.
According to Larsen-Freeman and Anderson (2012), “Students are,
above all, communicators. They are actively engaged in negotiating meaning—
23
in trying to make themselves understood—even when their knowledge of the
target language is incomplete.” (p.161).
Students have the predisposition to start a conversation most of the time;
teachers are already aware of this advantage and this is great to connect
language and to exchange information between them when they are producing
a speaking practice. Meanings, vocabulary, phrases and so on are exchanged
in a class conversation.
CHARACTERISTICS OF THE TEACHING/LEARNING PROCESS
“The most obvious characteristic of CLT is that almost everything that is
done is done with a communicative intent. Students use the language a great
deal through communicative activities such as games, role-plays, and problem-
solving tasks” (p.161).
It is actually the fun activities in class that motivates students to become
hooked in an exercise. These activities can consist of a variety of
communicative tasks. And they have to be connected to their level of language
along with a challenging activity that would motivate students to want to
complete the task. Making students to interact with each other solving a
problem or playing a role is a great idea for communicate approach.
THE NATURE OF STUDENT–TEACHER INTERACTION AND THE NATURE OF STUDENT–STUDENT INTERACTION
The teacher may present some part of the lesson. At other times, he
is the facilitator of the activities, but he does not always himself interact with
the students. Sometimes he is a co-communicator, but more often he
24
establishes situations that prompt communication between and among the
students. Students interact a great deal with one another. They do this in
various configurations: pairs, triads, small groups, and whole group. (Larsen-
Freeman and Anderson, 2015 p.165)
EVALUATION PROCESS
A teacher evaluates not only his students’ accuracy, but also their
fluency. The student who has the most control of the structures and vocabulary
is not always the best communicator. A teacher can evaluate his students’
performance informally in his role as advisor or co-communicator. For more
formal evaluation, a teacher is likely to use an integrative test which has a real
communicative function. In order to assess students’ writing skill, for instance,
a teacher might ask them to write a letter to a friend. (Larsen-Freeman and
Anderson, 2015, p.165)
TYPES OF INFORMATION GAP TASK (IGT)
There are many types of Information Gap Task, and they all help the
learner use language in a conversation practice context moving them forward
and away from repetition and memorization of grammar rules. The author
advices on certain activity types that have been successfully used in CLT, and
they include task-completion activities like puzzles, games, map-reading, and
other kinds of classroom tasks in which the focus is on using one’s language
resources to complete a task. Information-gathering activities. For instance,
student-conducted surveys, interviews, and searches in which students are
required to use their linguistic resources to collect information. Opinion-sharing
activities in which students compare values, opinions, or beliefs, such as a
ranking task. Information-transfer activities, these require learners to take
25
information that is presented in one form, and represent it in a different form.
For example, they may read instructions on how to get from A to B, and then
draw a map showing the sequence. Reasoning-gap activities, these involve
deriving some new information from given information through the process of
inference, practical reasoning, etc. For example, working out a teacher’s
timetable on the basis of given class timetables. And role plays, in which
students are assigned roles and improvise a scene or exchange based on given
information or clues. (Richards, 2006, p.19)
THEORETICAL FOUNDATION
DIDACTIC FOUNDATION
“That the teaching of speaking depends on there being a classroom
culture of speaking, and that classrooms need to become talking classroom”
(Thornbury, 2005, p.131).
The setting of classroom doesn’t necessarily mean to arrange it with
posters or props to highlight a didactic learning environment. Thornbury
emphasizes a speaking classroom and this would create the proper motivation
to construct an intrinsic will to speak. Not only it will help students to practice
their speaking delivery but it will also create a speaking classroom culture which
would have a longer positive experience for the students. Here a teacher goal
is to enhance knowledge by being two things, a guide for the students to
socialize as well as a resource.
26
SOCIOLOGICAL FOUNDATION
Kramer and Catalano (2015) found:
Learning another language provides access into a perspective other
than one’s own, increases the ability to see connections across content
areas, and promotes an interdisciplinary perspective while gaining
intercultural understandings. Language is the vehicle required for
effective human to-human interactions and yields a better understanding
of one’s own language and culture. (p. 327)
Classroom settings create environmental factors that motivate students
to learn a foreign language. More than this, students’ potentials and their unique
needs can be developed in such entourage. Kramer and Catalano see this as
means of human to-human social interactions and its intentions is to enhance
our own learning culture. Speaking skill is in fact a social activity where learners
can combine new knowledge with the exchange and negotiation of new
meanings when interacting with others.
PHILOSOPHICAL FOUNDATION
According to Singh (2008) the research on the philosophical view and
the education of a foreign language basically targets behavioral models which
are created for the learner to use in their life. This will be useful in a child’s
future life of social interaction in the world and the globalization of it. Such
refined behaviors range from intellectual to emotional so problem solving
situations will eventually be managed in a different level with success. It
develops social attributes like service, tolerance, co-operation, fellow-feeling.
This would transform a child into a better citizen and a better international
understanding of humanity. (p.23)
27
PSYCOLOGICAL FOUNDATION
Harmer (2008) study:
The more students have opportunities to activate the various elements
of language they have stored in their brains, the more automatic their
use of elements become. As a result, students gradually become
autonomous languages users. This means that they will be able to use
words and phrases fluently without very much conscious thought. (p.
123)
Students’ knowledge of a new foreign language activates brain power.
Having a wider range of language functions will eventually lead a learner to
have control their selves when speaking in a real life context. The purpose of
learning a foreign language is to use it in such a way where it becomes
automatic at the moment of interacting with anyone. This will promote a higher
self-esteem and an inquirer when they want to expand their vocabulary,
terminology or common cultural phrases like idiomatic expression so their
message can come across at the moment of interacting.
LEGAL FOUNDATION
Capítulo II
DE LOS NIVELES DE GESTIÓN DEL SISTEMA NACIONAL DE
EDUCACIÓN
Art. 26 de la Constitución de la República reconoce a la educación como
un derecho que las personas lo ejercen a largo de su vida y un deber ineludible
e inexcusable del Estado. Constituye un área prioritaria de la política pública y
de la inversión estatal, garantía de la igualdad e inclusión social y condición
28
indispensable para el buen vivir. Las personas, las familias y la sociedad tienen
el derecho y la responsabilidad de participar en el proceso educativo; (LOEI,
2015, p. 17)
Capítulo I, DE LAS NORMAS GENERALES
Art. 244.- Transversalización de la interculturalidad.- 2. Incluir la
interculturalidad como eje transversal en el currículo nacional obligatorio y en
los textos escolares oficiales; (LOEI, 2015, 64)
One the main organisms that helps education evolve is LOEI. These laws
guaranty the respect of the regulations and the rights of students. These rights
emphasize that education is for life as well as its responsibilities. They serve
the purpose of strengthening the quality of schooling and it is part of the national
bilingual educational system. They focus on the intercultural approach where no
other culture goes above any other, and help develop an across curriculum
movement which is a great part expansion for the student learning process in
many aspects.
MCER (2001), the aims and objectives of Council of Europe language policy,
A. General Measures, found:
2. To promote, encourage and support the efforts of teachers and
learners at all levels to apply in their own situation the principles of the
construction of language-learning systems (as these progressively
developed within the Council of Europe ‘Modern languages’
programme): 2.1 By basing language teaching and learning on the
needs, motivations, characteristics and resources of learners. (p. 3)
29
The Common European Framework works as an excellent international
guidance and an international perspective of the objectives in learning a foreign
language. Under the eyes of CEFR parameters students are motivated to reach
certain language goals that will be useful for their lives. They promote and
uphold teachers’ professional development to work accordingly and effectively
in their classrooms. This will trail students, teachers and institutions to be part
of this indomitable growing globalization with new or perhaps modern strategies
that would serve the purpose of using a foreign language in an authentic
context.
30
CHAPTER III
METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF
RESULTS
METHODOLOGICAL DESIGN
The investigation’s methodological design was performed for students of
the coed public school Dr. Francisco Campos Coello located in Atarazana block
F2 and F3, in the city of Guayaquil, north area. The qualitative and quantitative
approach gave the investigation enough data for the speaking skill through
observation, a diagnostic oral test, survey to students, and interview to the
teacher. The analysis led the investigation to the proposal of the elaboration of a
pamphlet of activities focused on information gap task to improve speaking skill.
In order to understand the phenomenon of this investigation a non-
experimental research was used due to the fact that the variables in this
scrutiny has not been manipulated. The sphere of action are explanatory
because the nature and purpose of this investigation goes beyond description
of concepts, and descriptive because it reduces information to a manageable
form.
APPROACHES OF RESEARCH
QUALITATIVE RESEARCH
This investigation is qualitative because it was useful to interpret the
reasons why a low production of speaking was happening in the sample of the
twenty-eight students targeted.
31
QUANTITATIVE RESEARCH
This research type is quantitative because it allowed the investigation to
analyze the results of the data collection. And through the outcomes a
confirmation was set in the phenomenon of the issue on speaking skill in class.
POPULATION AND SAMPLE
The population and the sample use in this research project correspond
to the students of eighth Grade, Section A, in Dr. Francisco Campos Coello
high school, Zone 8, District 01, Province of Guayas, Canton Guayaquil,
Parroquia Febres Cordero, in the school year 2016.
CHART N° 1
DESCRIPTION SAMPLE
Authority
Teachers
Students
0
1
28
Total 29
Source: Students of eighth grade section A at Dr. Francisco Campos Coello Public
High School
Researchers: Caceres Andratta Gustavo - Vega Jimenez Betty
32
OPERATIONALIZATION CHART OF VARIABLES
CHART N° 2
DEPENDENT VARIABLE
SPEAKING SKILL
Dimensions Indicators
Speaking skill Definition
Types of Speaking Skill: Imitative
Intensive
Responsive
Transactional (Dialogue)
Teaching Speaking Meaningful communication
Purpose
Setting
Role
The communicative events
Language functions
Notions
Discourse and Rhetorical Skills
How students learn
speaking in an EFL context
Common mistakes on teaching speaking
Learner belief systems
Teaching by Principles 1. Focus on both fluency and accuracy
2. Cognitive Principles
Meaningful learning
Intrinsic Motivation
3. Affective Principles
Self-confidence
Risk Taking
4. Linguistic Principles
Communicative competence
33
INDEPENDENT VARIABLE
ACTIVITIES FOCUSED ON INFORMATION GAP TASK
DIMENSIONS INDICATORS
Information Gap Task( IGT) Definition
Communicative Language
Teaching (CLT)
The goals of teachers who use
communicative languages teaching
(CLT).
The role of the teacher and the role of
students.
Characteristics of the teaching/learning
process.
The nature of student–teacher
interaction and the nature of student–
student interaction.
Evaluation process.
Types of Information Gap
Task.
Task-completion activities.
Information-gathering activities.
Opinion-sharing activities.
Information-transfer activities.
Reasoning-gap activities.
Role plays.
Source: University of Guayaquil, dissertation course
Researchers: Caceres Andratta Gustavo - Vega Jimenez Betty
34
THEORETICAL METHODS
Deductive Method: The investigation trailed its way to a deductive
method because of the use of surveys done to the students. This method
helped the researchers have a better understanding of the perspective from the
side being studied.
Inductive Method: An elaboration of a set of questions were asked to the
teacher as a form of interview. The responses gave the researchers a vision of
the class through the eyes of the teacher which helped us come to healthy
conclusions within this work.
A logical-Historical method was also used because it was important to
understand the transitional view of research where information and
investigation became more detailed as time went by in history.
STATISTICAL METHOD
For the statistical method we used the chi-square to determine whether
the variables used in this investigation matched a proper frequency between
one or more categories in the survey questions directed to the students.
To prove the population sample compatibility the computer program chi-
squared was used. An acceptable result needs to have a max of 0.05 percent.
Two questions were picked for this process; number one, dependent variable,
and seven, independent variable. A chart and a graph is presented to show the
result clearly.
35
EMPERICAL TECHNIQUES
ORAL TEST
After observation was made a diagnostic oral test was given to the
students. The test had twenty basic questions which were transitionally
challenged as students were able to answer them. This determined the level of
English speaking skill of every student. Through the results a better orientation
was clear to the investigation and for the implementation of the proposal in
creating a pamphlet of activities focused on Information Gap Task to improve
the skill taught in class.
INTERVIEW
In the process of this research an interview was made in order to have
more access to information that could give more insight to the investigation.
There was a one-on-one interaction between the interviewer and the
interviewee. Interestingly enough information was transferred simultaneously in
both directions exchanging knowledge to one another. The interview contained
a questionnaire of six questions for the English teacher based on the two
variables and the proposal of this research; all these questions are mainly on
teacher’s perspective and experience.
SURVEY
The tool used to gather information from students was a survey. It was
conducted through a printed questionnaire of fifteen items to be answered, and
every participant was asked the same questions in the same way. The items
however, were in the modality or technique of the Likert scale. Such scale
36
helped the research analyze the level of agreement or disagreement of the
students. All this process is done through the use of excel to tabulate digits for
every statements made in the survey to every student. Then, it will be put in
word with each proper graphics such as cakes with the results, the totals and
the written analysis of each statements.
The Likert scale was selected to get conclusions from the questions
asked and the options are:
Totally Agree
Agree
Indifferent
Disagree
Totally Disagree.
This technique was applied to twenty-eight students of eighth grade
section A at Dr. Francisco Campos Coello public High School. To determine
the degree of agreement or disagreement on learning speaking skill as a foreign
language. The students dealt with fifteen statement questions in which an x
marks the answer of their choice in the scale.
RESEARCH METHODS
Techniques and Research Instruments
Here, there have been presented the results through the application of
different empirical methods, such as the survey directed to the students in order
to know their opinion and assessment of the known subject, and an interview
to the English teacher where it was mostly obtained the information necessary
to know the student’s level about the problem.
37
UNIVERSITY OF GUAYAQUIL
FACULTY OF LETTER AND SCIENCES OF EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
ORAL TEST TO THE STUDENTS
OBJECTIVE: To examine student’s performance in speaking skill in classroom
and in a simulated authentic context. To measure with the questions designed
up to what level students are able to respond transitional complex questions.
SAMPLE: 28 Students course: 8th A
CHART N° 3
ORAL TEST
Questions YES NO
1 How are you?
2 What is your name?
3 Are you happy?
4 Where are you from?
5 How old are you?
6 When is your birthday?
7 What is your favorite color?
8 What time is it?
9 Where do you live?
10 What’s your address?
11 What is your phone number?
12 What is your favorite food?
13 What is your favorite dessert
14 What did you eat for lunch yesterday?
15 What did you do last weekend?
16 When did you last see a movie?
17 Have you ever visited another city?
18 Have your family organized a party
19 What would you do if you had 100 dollars?
20 What has been your worst mistake?
Source: University of Guayaquil, dissertation course
Researchers: Caceres Andratta Gustavo - Vega Jimenez Betty
38
ANALYSIS AND RESULTS OF ORAL TEST
The tool used for the analysis of oral proficiency was an oral test. Twenty
eight students were asked to answer twenty questions ranging from easy
grammar construction to a more complex one. About less than fifty percent of
students were able to answer only up question number seven, what is your
favorite color?. The rest of the questions were answer poorly.
39
UNIVERSITY OF GUAYAQUIL
FACULTY OF LETTER AND SCIENCES OF EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
INTERVIEW TO THE ENGLISH TEACHER
OBJECTIVE: To know the Influence of activities focused on information gap
task in the development of speaking skill in the students of eight grade section
A, at Dr. Francisco Campos Coello Public High School.
TEACHER INTERVIEW
1. Do you believe that the improvement of English speaking skill is necessary
for personal development?
2. Do you agree that learning speaking skill would expand cultural awareness
in students?
3. Can different types of information gap task persuade students to want to
communicate with others?
4. Have you applied any type of information gap activity in your class?
5. Do you think that a pamphlet with activities focused on the information gap
task would increase speaking skill in your class?
6. Would a pamphlet with activities focused on the information gap task be
useful in your English teaching process?
40
ANALYSIS AND CONCLUSIONS OF TEACHER INTERVIEW
The first two questions were focused the dependent variable and the
teacher’s response gave a clear acceptance that English speaking skill was
important in the students’ improvement in class. Questions three and four were
targeted to the independent variable, and the conclusion was that the use of
IGT would be an essential technique to engage students to enhance their
speaking skill. The last two questions five and six were based on the proposal
of the pamphlet which concluded that a material like this would not only help
student in class but also would make students use their learned skills outside
class as well.
41
UNIVERSITY OF GUAYAQUIL
FACULTY OF LETTER AND SCIENCES OF EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
SURVEY TO THE STUDENTS
OBJECTIVE: To know the Influence of activities focused information gap task
in the development of speaking skill in the students of eighth grade section A,
at Dr. Francisco Campos Coello Public High School
Likert Scale
Totally agree Agree Indifferent Disagree Totally disagree
5 4 3 2 1
INSTRUCTION: Mark an “X” in the box according to your opinion.
42
CHART N° 4
N° STATEMENTS 5 4 3 2 1
1 The learning of English speaking skill is important for
you.
2 The improvement of English speaking skill is
necessary for your personal development.
3 Learning speaking skill would expand my cultural
awareness.
4 English speaking skill is difficult to learn.
5 Speaking English is difficult for you.
6 The teacher reinforces speaking activity done in class.
7 Information gap task connects with today’s need in
communication.
8 You text has catchy information gap task for speaking
skill.
9 Activities focused on information gap task helps
improve speaking skill.
10 Activities focused on information gap task are fun to
work with.
11 Using different types of information gap task makes
you want to learn to communicate with others.
12 Activities focused on information gap task are easy to
follow.
13 A pamphlet with activities focused on the information
gap task increases speaking skill.
14 A pamphlet with activities focused on the information
gap task is useful in your class.
15 A pamphlet with activities focused on the information
gap task motivates interest in learning a foreign
language.
Source: University of Guayaquil, dissertation course
Researchers: Caceres Andratta Gustavo - Vega Jimenez Betty
43
ANALYSIS AND INTERPRETATION OF DATA
SURVEY TO THE STUDENTS
STATEMENT 1: The learning of English speaking skill is important for you.
SAMPLE: 28 Students Course: 8th A
CHART N° 5
Item
N° 1
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PORCENTAGE
Totally Agree 5 18%
Agree 3 11%
Indifferent 6 21%
Disagree 7 25%
Totally Disagree 7 25%
TOTAL 28 100%
GRAPHIC 1
11%
18%
21%
25%
25%
Totally Disagree
Disagree
Indifferent
Agree
Totally Agree
Source: Students of eighth grade section A at Dr. Francisco Campos Coello Public
High School
Researchers: Caceres Andratta Gustavo - Vega Jimenez Betty
COMMENT: According to the results shown in the graph and based on the
stament: The learning of English speaking skill is important for you. 28
44
students, which represent 100% of the population responded in different ranges
of agreement and disagreement. 25% of the students totally disagree,
25% agrees, 21% are indifferent, 11% agrees, 18% totally agrees. It is evident
that more than half of the students in class disagree and totally disagree that
the learning of English speaking skill is important for them. This is most likely
due to the little emphasis done in class to enhance it.
STATEMENT 2: The improvement of English speaking skill is necessary for
your personal development.
SAMPLE: 28 Students Course: 8th A
CHART N° 6
Item
N° 2
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PORCENTAGE
Totally Agree 4 14%
Agree 5 18%
Indifferent 4 14%
Disagree 5 36%
Totally Disagree 10 18%
TOTAL 28 100%
GRAPHIC 2
18%
14%
14%
18%
36%
Totally Disagree
Disagree
Indifferent
Agree
Totally Agree
Source: Students of eighth grade section A at Dr. Francisco Campos Coello Public
High School
Researchers: Caceres Andratta Gustavo - Vega Jimenez Betty
45
COMMENT: According to the results shown in the graph and based on the
statement: The improvement of English speaking skill is necessary for your
personal development. 28 students, which represent 100% of the population
responded in different ranges 18% of the students totally disagree, 36%
disagrees, 14% are indifferent, 18% agrees, 14% totally agrees. Most students
probably disagree due to the minimum motivation given in class. The results
show students are not pleased nor connected to the importance of their
awareness of personal development.
STATEMENT 3: Learning speaking skill would expand my cultural
awareness.
SAMPLE: 28 Students Course: 8th A
CHART N° 7
Item
N° 3
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PORCENTAGE
Totally Agree 4 14%
Agree 4 14%
Indifferent 7 25%
Disagree 5 29%
Totally Disagree 8 18%
TOTAL 28 100%
46
GRAPHIC 3
14%
14%
25%
18%
29%
Totally Disagree
Disagree
Indifferent
Agree
Totally Agree
Source: Students of eighth grade section A at Dr. Francisco Campos Coello Public
High School
Researchers: Caceres Andratta Gustavo - Vega Jimenez Betty
COMMENT: According to the results shown in the graph and based on the
statement: Learning speaking skill would expand my cultural awareness. 28
students, which represent 100% of the population responded in different ranges
18% of the students totally disagree, 29% disagrees, 25% are indifferent, 14%
agrees, 14% totally agrees. Learning a new language is also learning about
culture the question formulated in this survey shows that there is a little impact
of culture view in class.
STATEMENT 4: English speaking skill is difficult to learn.
SAMPLE: 28 Students Course: 8th A
47
CHART N° 8
Item
N° 4
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PORCENTAGE
Totally Agree 5 18%
Agree 1 4%
Indifferent 7 25%
Disagree 11 39%
Totally Disagree 4 14%
TOTAL 28 100%
GRAPHIC 4
4%
25%
18% 14%
39%
Totally Disagree
Disagree
Indifferent
Agree
Totally Agree
Source: Students of eighth grade section A at Dr. Francisco Campos Coello Public
High School
Researchers: Caceres Andratta Gustavo - Vega Jimenez Betty
COMMENT: According to the results shown in the graph and based on the
statement: English speaking skill is difficult to learn. 28 students, which
represent 100% of the population responded in different ranges 14% of the
students totally disagree, 39% disagrees, 25% are indifferent, 4% agrees, 18%
totally agrees. Most likely students learning tasks are also minimum, with this
48
in hand anyone could say that English is easy to learn when learning is simple
and mechanical.
STATEMENT 5: Speaking English is difficult for you.
SAMPLE: 28 Students Course: 8th A
CHART N° 9
Item
N° 5
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PORCENTAGE
Totally Agree 4 14%
Agree 5 18%
Indifferent 7 25%
Disagree 7 25%
Totally Disagree 5 18%
TOTAL 28 100%
GRAPHIC 5
18%
14%
25%
18% 25%
Totally Disagree
Disagree
Indifferent
Agree
Totally Agree
Source: Students of eighth grade section A at Dr. Francisco Campos Coello Public
High School
Researchers: Caceres Andratta Gustavo - Vega Jimenez Betty
49
COMMENT: According to the results shown in the graph and based on the
statement: Speaking English is difficult for you. 28 students, which represent
100% of the population responded in different ranges 18% of the students
totally disagree, 25% disagrees, 25% are indifferent, 18% agrees, 14% totally
agrees. Interestingly the percentage between the ranges of disagree and
indifferent are exactly the same, this shows that there is a little interest in having
a transitional learning in this foreign language.
STATEMENT 6: The teacher reinforces speaking activity done in class.
SAMPLE: 28 Students Course: 8th A
CHART N° 10
Item
N° 6
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PORCENTAGE
Totally Agree 4 14%
Agree 4 14%
Indifferent 5 18%
Disagree 10 36%
Totally Disagree 5 18%
TOTAL 28 100%
GRAPHIC 6
14%
18%
14% 18%
36%
Totally Disagree
Disagree
Indifferent
Agree
Totally Agree
50
Source: Students of eighth grade section A at Dr. Francisco Campos Coello Public
High School
Researchers: Caceres Andratta Gustavo - Vega Jimenez Betty
COMMENT: According to the results shown in the graph and based on the
statement: The teacher reinforces speaking activity done in class. 28 students,
which represent 100% of the population responded in different ranges 18% of
the students totally disagree, 36% disagrees, 18% are indifferent, 14% agrees,
14% totally agrees. Reinforcement of speaking is evidently little in class. This
is due to the constant practice in structures which a teacher has to cover in
class and it leaves no or little time in speaking practice.
STATEMENT 7: Information gap task connects with today’s need in
communication.
SAMPLE: 28 Students Course: 8th A
CHART N° 11
Item
N° 7
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PORCENTAGE
Totally Agree 5 18%
Agree 4 14%
Indifferent 10 36%
Disagree 5 18%
Totally Disagree 4 14%
TOTAL 28 100%
51
GRAPHIC 7
14%
18% 14%
18%
Totally Disagree
Disagree
Indifferent
Agree
Totally Agree
36%
Source: Students of eighth grade section A at Dr. Francisco Campos Coello Public
High School
Researchers: Caceres Andratta Gustavo - Vega Jimenez Betty
COMMENT: According to the results shown in the graph and based on the
statement: Information gap task connects with today’s need in communication.
28 students, which represent 100% of the population responded in different
ranges 14% of the students totally disagree, 18% disagrees, 36% are
indifferent, 14% agrees, 18% totally agrees. The little knowledge of the
importance of speaking techniques such as the IGT is evident in this statemet.
Connecting to the world with language is a most when dealing with the teaching
of this foreign language.
STATEMENT 8: You text has catchy information gap task for speaking skill.
SAMPLE: 28 Students Course: 8th A
52
CHART N° 12
Item
N° 8
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PORCENTAGE
Totally Agree 4 18%
Agree 5 14%
Indifferent 10 36%
Disagree 6 18%
Totally Disagree 3 14%
TOTAL 28 100%
GRAPHIC 8
18%
14% 11%
21%
Totally Disagree
Disagree
Indifferent
Agree
Totally Agree
36%
Source: Students of eighth grade section A at Dr. Francisco Campos Coello Public
High School
Researchers: Caceres Andratta Gustavo - Vega Jimenez Betty
COMMENT According to the results shown in the graph and based on the
statement: You text has catchy information gap task for speaking skill. 28
students, which represent 100% of the population responded in different ranges
11% of the students totally disagree, 21% disagrees, 36% are indifferent, 18%
agrees, 14% totally agrees. The extra activities that students’
53
books have for gap activities is little and it does not necessarily motivates a
hook on learning to interact with another student.
STATEMENT 9: Activities focused on information gap task helps improve
speaking skill.
SAMPLE: 28 Students Course: 8th A
CHART N° 13
Item
N° 9
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PORCENTAGE
Totally Agree 6 21%
Agree 1 4%
Indifferent 10 36%
Disagree 9 21%
Totally Disagree 2 7%
TOTAL 28 100%
GRAPHIC 9
7%
21%
4%
36%
32%
Totally Disagree
Disagree
Indifferent
Agree
Totally Agree
Source: Students of eighth grade section A at Dr. Francisco Campos Coello Public
High School
Researchers: Caceres Andratta Gustavo - Vega Jimenez Betty
54
COMMENT: According to the results shown in the graph and based on the
statement: Activities focused on information gap task helps improve speaking
skill. 28 students, which represent 100% of the population responded in
different ranges 7% of the students totally disagree, 32% disagrees, 36% are
indifferent, 4% agrees, 21% totally agrees. When students are not immersed
in the speaking class culture little importance is then given to understand that
these types of activities would enhance speaking.
STATEMENT 10: Activities focused on information gap task are fun to work
with.
SAMPLE: 28 Students Course: 8th A
CHART N° 14
Item
N° 10
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PORCENTAGE
Totally Agree 5 18%
Agree 3 11%
Indifferent 8 28%
Disagree 9 32%
Totally Disagree 3 11%
TOTAL 28 100%
GRAPHIC 10
11%
18%
28%
11% 32%
Totally Disagree
Disagree
Indifferent
Agree
Totally Agree
55
Source: Students of eighth grade section A at Dr. Francisco Campos Coello Public High
School
Researchers: Caceres Andratta Gustavo - Vega Jimenez Betty
COMMENT: According to the results shown in the graph and based on the
statement: Activities focused on information gap task are fun to work with. 28
students, which represent 100% of the population responded in different ranges
7% of the students totally disagree, 32% disagrees, 28% are indifferent,
4% agrees, 21% totally agrees. Not knowing the function of the use of
Information Gap task is also not knowing how fun can learning a foreign
language be. Making students learn in a fun way is activating a longer interest
in producing a conversation.
STATEMENT 11: Using different types of information gap task makes you
want to learn to communicate with others.
SAMPLE: 28 Students Course: 8th A
CHART N° 15
Item
N° 11
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PORCENTAGE
Totally Agree 3 11%
Agree 4 14%
Indifferent 10 36%
Disagree 7 25%
Totally Disagree 4 14%
TOTAL 28 100%
56
GRAPHIC 11
14%
11%
36%
14% 25%
Totally Disagree
Disagree
Indifferent
Agree
Totally Agree
Source: Students of eighth grade section A at Dr. Francisco Campos Coello Public
High School
Researchers: Caceres Andratta Gustavo - Vega Jimenez Betty
COMMENT: According to the results shown in the graph and based on the
statement: Using different types of information gap task makes you want to
learn to communicate with others. 28 students, which represent 100% of the
population responded in different ranges 14% of the students totally disagree,
25% disagrees, 36% are indifferent, 14% agrees, 11% totally agrees. When
there is no connection nor fun in learning a new foreign language and especially
when there is no awareness of these techniques, then a learner will not want
to keep learning nor to communicate with any other classmate.
STATEMENT 12: Activities focused on information gap task are easy to
follow.
SAMPLE: 28 Students Course: 8th A
CHART N° 16
57
Item
N° 12
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PORCENTAGE
Totally Agree 7 25%
Agree 1 4%
Indifferent 4 14%
Disagree 11 39%
Totally Disagree 5 18%
TOTAL 28 100%
GRAPHIC 12
25%
4%
14%
18%
39%
Totally Disagree
Disagree
Indifferent
Agree
Totally Agree
Source: Students of eighth grade section A at Dr. Francisco Campos Coello Public
High School
Researchers: Caceres Andratta Gustavo - Vega Jimenez Betty
COMMENT: According to the results shown in the graph and based on the
statement: Activities focused on information gap task are easy to follow. 28
students, which represent 100% of the population responded in different ranges
18% of the students totally disagree, 39% disagrees, 14% are indifferent, 4%
agrees, 25% totally agrees. Again and again when there is little management
of the use of IGT techniques then there is no use in becoming
58
interested in using them. This is most likely due to the teacher’s little interest in
using and expanding these types of activities.
STATEMENT 13: A pamphlet with activities focused on the information gap
task increases speaking skill.
SAMPLE: 28 Course: 8th A
CHART N° 17
Item
N° 13
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PORCENTAGE
Totally Agree 5 18%
Agree 4 14%
Indifferent 8 29%
Disagree 7 25%
Totally Disagree 4 14%
TOTAL 28 100%
GRAPHIC 13
14%
18%
29%
14% 25%
Totally Disagree
Disagree
Indifferent
Agree
Totally Agree
Source: Students of eighth grade section A at Dr. Francisco Campos Coello Public
High School
Researchers: Caceres Andratta Gustavo - Vega Jimenez Betty
59
COMMENT: According to the results shown in the graph and based on the
statement: A pamphlet with activities focused on the information gap task
increases speaking skill. 28 students, which represent 100% of the population
responded in different ranges 14% of the students totally disagree, 25%
disagrees, 29% are indifferent, 14% agrees, 18% totally agrees. Giving
students a material with speaking activities without teaching them the use and
the importance of it will not increase the willing to speak.
STATEMENT 14: A pamphlet with activities focused on the information gap
task is useful in your class.
SAMPLE: 28 Students Course: 8th A
CHART N° 18
Item
N° 14
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PORCENTAGE
Totally Agree 4 14%
Agree 5 18%
Indifferent 8 29%
Disagree 10 36%
Totally Disagree 1 3%
TOTAL 28 100%
60
GRAPHIC 14
3%
18%
14%
29%
36%
Totally Disagree
Disagree
Indifferent
Agree
Totally Agree
Source: Students of eighth grade section A at Dr. Francisco Campos Coello Public
High School
Researchers: Caceres Andratta Gustavo - Vega Jimenez Betty
COMMENT: According to the results shown in the graph and based on the
statement: A pamphlet with activities focused on the information gap task is
useful in your class. 28 students, which represent 100% of the population
responded in different ranges 3% of the students totally disagree, 25%
disagrees, 29% are indifferent, 18% agrees, 14% totally agrees. Since there is
little practice in speaking, students won’t be willing to understand the usefulness
of a pamphlet that would help enhance speaking among them.
STATEMENT 15: A pamphlet with activities focused on the information gap
task motivates interest in learning a foreign language.
SAMPLE: 28 Students Course: 8th A
61
CHART N° 19
Item
N° 15
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PORCENTAGE
Totally Agree 4 14%
Agree 6 22%
Indifferent 7 25%
Disagree 7 25%
Totally Disagree 4 14%
TOTAL 28 100%
GRAPHIC 15
22%
14% 14%
25%
Totally Disagree
Disagree
Indifferent
Agree
Totally Agree
25%
Source: Students of eighth grade section A at Dr. Francisco Campos Coello
Public High School
Researchers: Caceres Andratta Gustavo - Vega Jimenez Betty
COMMENT: According to the results shown in the graph and based on the
statement: A pamphlet with activities focused on the information gap task
motivates interest in learning a foreign language. 28 students, which represent
100% of the population responded in different ranges 14% of the students
totally disagree, 25% disagrees, 25% are indifferent, 22% agrees, 14% totally
62
Casos
Válidos
Perdidos
Total
N
Porcentaje
N
Porcentaje
N
Porcentaje
The learning of English
speaking skill is important
for you. * Information Gap
Task connects with today’s
need in communication.
28
100.0%
0
0.0%
28
100.0%
agrees. The indifference and the disagreements are in the same level in this
part of the survey. This is clearly a task for this investigation to demonstrate
the importance of speaking in students’ learning process. With the lack of
knowledge there is a lack of motivation on this issue.
CHI SQUARE
CHART N° 20 Resumen del procesamiento de los casos
63
Tabla de contingencia The learning of English speaking skill is important for you.
* Information Gap Task connects with today’s need in communication.
CHART N° 21
Information gap task connects with today’s
need in communication.
Total
Totally
disagree
Disagree
Indifferent
Agree Totally
agree
Recuento
Totally % dentro de The learning
disagree of English speaking skill is
important for you.
Recuento
% dentro de The learning Disagree
The of English speaking skill is
learning important for you.
of Recuento
English % dentro de The learning Indifferent
speaking of English speaking skill is
skill is important for you.
important Recuento
for you. % dentro de The learning
Agree of English speaking skill is
important for you.
Recuento
Totally % dentro de The learning
agree of English speaking skill is
important for you.
Recuento
% dentro de The learning Total
of English speaking skill is
important for you.
5
0
0
0
0
5
100.0%
0.0%
0.0%
0.0%
0.0%
100.0%
0
3
0
0
0
3
0.0%
100.0%
0.0%
0.0%
0.0%
100.0%
0
1
5
0
0
6
0.0%
16.7%
83.3%
0.0%
0.0%
100.0%
0
0
5
2
0
7
0.0%
0.0%
71.4%
28.6%
0.0%
100.0%
0
0
0
3
4
7
0.0%
5
0.0%
4
0.0%
10
42.9%
5
57.1%
4
100.0%
28
17.9%
14.3%
35.7%
17.9%
14.3%
100.0%
64
Pruebas de chi-cuadrado
CHART N° 22
Valor
Gl
Sig. asintótica (bilateral)
Chi-cuadrado de Pearson
Razón de verosimilitudes
Asociación lineal por lineal
N de casos válidos
70.233a
62.839
24.098
28
16
16
1
.000
.000
.000
a. 25 casillas (100.0%) tienen una frecuencia esperada inferior a 5. La
frecuencia mínima esperada es .43.
Graphic 16
GRAPH BARS
Source: Students of eighth grade section A at Dr. Francisco Campos Coello
Public High School
Researchers: Caceres Andratta Gustavo - Vega Jimenez Betty
65
CHI-SQUARE ANALYSIS
For the chi square, statement number 1 is The learning of English
speaking skill is important for you is the independent variable and statement
number 7 Information gap task connects with today’s need in communication
is the dependent variable. This proves that the dependent and independent
variables are well balanced for a reliable result and the purpose of this
investigation. It determines a viable path to a possible success in the process.
66
CONCLUSIONS AND RECOMMENDATIONS
CONCLUSIONS
English Foreign Language learning is a cultural experience
Mistakes in class happen in students and teachers
Too much teacher talk in class reduces the amount of speaking practice
in class.
Teacher’s English text doesn’t necessarily emphasize enhancement of
speaking skill in class.
The design of a pamphlet with activities on information gap task
motivates students speaking participation in class.
RECOMMENDATIONS
The encouragement to teach English must be transmitted to students
with the fact that learning a foreign language is a cultural experience.
Teachers and students must acquire the awareness that making
mistakes in the process of learning a new language is a healthy method.
The amount of teacher talk in class must me reduce to a minimum level
so that the protagonist of the classroom are the students.
Inquiring about speaking skills, and activities focused on information gap
task should be included in a teacher’s planning.
The tool proposed by this research, activities focused on information gap
task, should be taken into consideration to motivate speaking
interaction.
67
CHAPTER IV
THE PROPOSAL
TITLE OF THE PROPOSAL
Design a pamphlet with activities focused on Information Gap Task to develop
speaking skill.
JUSTIFICATION
The targeted challenge was studied using a qualitative and quantitative
research, and the situation in hand is the little speaking skill interaction in class.
This issue is due to three main reasons observed during visitations to the
students of eighth Grade, Section A, at Dr. Francisco Campos Coello high
school; the problems are the little class-time focused on speaking skill,
insufficient language for interaction, and teacher centered class. The tool used
to confirm this problem was an oral diagnostic test given to the twenty-eight
students in target. The results showed that less than fifty percent were not able
to respond the questions asked. The creation of a pamphlet with activities
focused on information gap task would improve speaking skill in class ergo
student’s English level will increment as well.
OBJECTIVES
GENERAL OBJECTIVE
To improve speaking skill through the use of friendly class activities of a
pamphlet focused on Information Gap Task.
68
SPECIFIC OBJECTIVE
To create activities focused on Information Gap task.
To introduce the pamphlet with activities focused on Information Gap
Task to students as a new tool for speaking class activity.
To model the activities that Information Gap Task contains so that
students become familiar with this type of exercises.
To monitor students’ performance during the activity and reinforce
instructions when needed.
To guide the teacher of the proper use of the pamphlet with activities
focused on Information Gap Task in class.
THEORETICAL ASPECTS
SOCIAL FOUNDATION
Kougl (1997) study:
In the nonclassroom world, people engage in oral communication for a
variety of reason. However, the two most common purposes of
communication can be described as psycho-social and information-
cognitive. The psycho-social purpose of language involves using
language to bond socially or psychologically with someone or some
group or to engage in social behavior in some way. (p. 49)
Dr. Kathleen Kougl delivers a very important view of the social aspect of
the proposal in this research. As it is pointed out, the outside class context deals
with various types and purposes of communication. The behavior learners
show is a combination of surrounding social factors and their
69
willingness to complete a gap task in class. The proposal this investigation is
offering is one that a classroom can construct, and that is the self-possession
under perhaps the stress and control of a social interaction with someone.
PEDAGOGICAL FOUNDATION
Brown’s (2000) investigation writes the following:
Our pedagogical storehouse has equipped us with ways to teach
sociolinguistic appropriateness, styles of speech, nonverbal
communication, and conversational routines (such as “Well, I’ve gotta
go now.” “Great weather today huh?” “Haven’t I met you somewhere
before?”). Within all these foci, the phonological, lexical, and syntactic
properties of language can be attended to either directly or indirectly.”(p.
268)
Brown’s pedagogical perspective on communication clearly
demonstrates how Information Gap Task connects to different aspects of
conversational routines. These routines relate to the study of sounds and its
organizations, vocabulary or terminology, and the arrangement of words to
construct a phrase so that a learner can start and sustain an engaging
interaction. Common expressions should be encouraged to learn, practice and
use because at some point, this will be used in real- life context. Such
interaction leads to the need of the exchanging of information; maintaining
perhaps a small talk with the engagement and motivation of curiosity.
70
PSYCHOLOGICAL FOUNDATION
Loewenstein’s (1994) psychological research found the following:
The information gap theory views curiosity as arising when attention
becomes focused on a gap in one’s knowledge. Such Information Gaps
produce the feeling of deprivation labeled curiosity. The curious
individual is motivated to obtain the missing information to reduce or
eliminate the feeling of deprivation (p. 87)
The author emphasizes the sense of curiosity and a state of deprivation
which in other words means that a situation may turn serious in the mind of a
learner when there is a feeling that some part of information is missing. Of
course, the intention of this stress-like situation is used in a positive approach
where students need to complete gaps of information in cooperation with
another. This curiosity and the psychology of it enhances and motivates a long
term learning in production and interaction in speaking.
FEASIBILITY APPLICATION
The presented proposal is feasible due to the acceptance received by
the authorities such as the principal, the teacher and the students of the coed
public school Dr. Francisco Campos Coello located in Atarazana block F2 and
F3, in the city of Guayaquil. The pamphlet with activities focused on Information
Gap Task has given basis of commendatory approval on foreign language
learning in the speaking skill.
The design of a pamphlet with activities focused on the Information Gap
Task to develop speaking skill is to add not only a teaching approach to the
skill mentioned but also the intrinsic motivation in students in class and a
targeted area which is the production of speaking among the students. This is
71
a feasible project because it covers different areas such as social. The creation
of this pamphlet will eventually move students beyond their knowledge of
language to the use of it in a more authentic communicative context; and also
professional development for the advantage of the teacher.
POLITICAL FEASIBILITY
According to the Ecuadorian board of education (2016), An educational
and trade publisher in the United States named Houghton Mifflin Harcourt
(HMH) has signed an agreement to reinforce English as a subject.
This agreement eggs organizations on to become involve in various
programs such as educational television, sports to integrate students, teacher
training, extracurricular activities, special education and son on. This is a plus
in the pursuit of foreign language teaching and learning since a law is passed
to enhance the impact of English in our culture. It will obviously not only help a
student reach the desire B2, as detailed in the Common European Framework,
along his or her high school program, but it will also better our cultural
knowledge.
The Ecuadorian board of education (2013) in its project for strengthening
the English teaching aims to follow specific objectives and one of the main
concerns for this research is objective number seven. This objective provides
contemporary resources for the teaching and the learning English and to inform
the educational community about the latest educational trends and policies.
These political view and decisions opens a wide entrance for researchers to
explore many aspects of education.
72
TECHNIQUE FEASIBILITY
Technicality on education is what is needed not only to understand and
cull out the several terminologies and strategies but also to use the best
technique to be applied in a class or even in an educational program. According
to the Ecuadorian board of education (2012), published an Ecuadorian in-
service English Teacher Standards that mainly refers to “Curriculum
Development” and they particularly refer to planning for standards-based
English. Here they emphasize the use of resources and technology in an
effective way. They have domains that deal with several aspects and the ones
selected for the purpose of this research is the fourth domain which directly
deals with “Assessment” that relates to language proficiency and classroom-
based assessment. Also the fifth domain which targets “Professionalism and
Ethical commitment”. This last one of course is to maintain teachers well-
informed with new techniques, and advancement of professional development
in the field of teaching.
FINANCIAL FEASIBILITY
Implementation of the proposal is approximately valued in $ 300
American dollars; this amount is going to be entirely provided by the authors of
this pamphlet with activities focused on Information Gap Task. All the expenses
are distributed into copies, transcription, printing, transportation, and the use of
internet which was also necessary.
DESCRIPTION OF THE PROPOSAL
This proposal will be performed in the high school Dr. Francisco Campus
Coello in the eighth grade section A school year 2016- 2017. After proper
73
investigation, this research created a pamphlet with activities focused on
Information Gap Task.
The pamphlet has a special characteristic. The main event with the
pamphlet is that learners will use the activity where some information is missing
and in order to complete the task students will have to communicate without
looking at their partner’s section or paper. For instance, the activities put in this
research are basically an extension of the students’ English book that they use
in class, level 1 English, given by the Ecuadorian board of education. The book
itself already has one small activity of speaking gap interaction; what the
pamphlet proposed here is doing is to expand more dynamic exercises to help
students and teachers promote more speaking English culture in class. There
are six units in this book that covers different topics, goals, grammar, skill and
strategies and even a final project for each unit. The topics in this book ranges
from family members, types of movies, clothes, places in the city, routines, etc.
The outcome of this project will eventually help learners to connect and learn
more about English foreign language.
CONCLUSION
It is imperative to grab on the acceptance that the ability of speaking in
Ecuadorian foreign language teaching still has some flaws. And aiming directly
on the problem has opened a space to make education in this field more
pragmatic. The problems encountered in the field of speaking skill throughout
this investigation has sparked the need to look for reliable sources so that the
studies and views of different authors will give this research a clearer and
smoother way to reach the goal of a closely authentic interaction in the matter
of speaking in a foreign language teaching context.
Culling out from authors that have written their expertise on several
books, reports, blogs and so on; this investigation offers a careful and
74
disquieting analysis done for the purpose to improve the level of speaking skill
in the high school Dr. Francisco Campus Coello in the eighth grade section A
school year 2016- 2017. As stated before, Ecuador follows requirements
established by the National Curriculum Guidelines and the curriculum which is
taken from the Common European Framework of Reference for Languages.
Therefore, teaching according to these criteria given leads to learning in
connection with international standards.
Regarding the teaching of speaking skill in class, research has given this
investigation many different philosophies, perspectives, techniques, strategies
and so on. It is true that the main problems encountered are very common such
as little time focused on speaking, not enough language for interaction; and
precisely these hindrances provided the need to find a solution to this situation.
The development of a pamphlet focused on Information Gap Task and the
authors that published books on this pedagogical technique has made this
proposition possible. This pamphlet will give students a better connection with
language and culture because it uses common phrases and vocabulary in a
more authentic context. Evidently, the awareness that making mistakes is part
of the great deal of learning a foreign language is also part of this learning
experience. It will also give teachers a better a chance to develop
professionally.
75
REFERENCES
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. New York: Logman.
Creswel, j. w. (2013). Qualitative and Inquiry, Research Desing 3 rd Ed. .
London : Lauren Habib.
Harmer, J. (2001). Practice of english Language Teaching Third Edition. New
York: Longman.
Huang, S. &. (January de 2016). The English Teacher. Balanced Approach to
Teaching L2 Speaking. China, China: W.A.
Klippel, F. (1985). Keep talking . New York: Cambridge.
Kothari, C. (1190). Research Methodology. India: New Age International.
Kral, T. (1995). Creative Classroom Activities. United States Department of
StateWashington: English Language ProgramsUnited.
Krashen, S. D. (2003). Second Language Acquisition. University of Southern
California: Logman.
Ozer, O. (October de 2004). Fountain- magazine . Obtenido de Education :
http://www.fountainmagazine.com/Issue/detail/CONSTRUCTIVISM-in- Piaget-and-Vygotsky
Pica, T. (24 de April de 2006). Penn libraries . Obtenido de INFORMATION
GAP TASKS: Their Multiple Roles and Contributions to Interaction Research Methodology: http://repository.upenn.edu/gse_pubs/sub_browse.html
Stephen, K. (1986). SECOND-LANGUAGE ACQUISITION THEORY AND THE TEACHING OF EDITED AMERICAN ENGLISH. New York:
Cambrige.
Vygostsky. (1985). The Social Formation of Mind. Massachusetts: Cambridge.
Vygotsky, L. (1978). Mind and Society. Massachusetts: Harvard University Press.
Vygotsky, L. S. (1978). Interac tion between Learning and Development. New
York: Cambridge.
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BIBLIOGRAPHY
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NewYork: Oxford.
Brown, D. (2000). Teaching by Principlas an Interactive Approach to Language
Pedagogy. San Francisco: Longman.
Europe, C. (2001). Common European Framework of Reference for
Languages: Learning, Teaching, Assessment. New York: Cambridge
University Press.
Ecuador, M. d. (2012). The English Language Learning Standards. Quito:
Editogran.
Ecuador, M. d. (2013, Octubre 3). Proyecto de Fortalecimiento de Enseñanza
de Inglés. Retrieved from ministerio de educacion:
http://educacion.gob.ec/proyecto-de-fortalecimiento-de-ensenanza-de-
ingles-capacitara-a-sus-docentes-para-alcanzar-el-nivel-b2/
Ecuador, M. d. (2016, Abril 1). MinEduc firma convenio con Houghton Mifflin
Harcourt. Retrieved from Minsterio del Educacion :
http://educacion.gob.ec/mineduc-firma-convenio-con-houghton-mifflin-
harcourt-sobre-la-elaboracion-del-curriculo-de-ingles-que-se-
implementara-a-nivel-nacional/
Gillis, G. (2013, october). Gerald Gillis. Retrieved from Gerald Gillis:
http://www.geraldgillis.com/importance-speaking-skills/
Hamer, J. (2008). How to Teach English New Editon. England: Person
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Language Classroom. New York: Cambridge.
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Jones, L. (2007). The Student-Centered. New York: cambridge university
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National-Curriculum-Guidelines-EFL. (2014). ministerio de educacion del
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Nunan, D. (2003). Tefl. In D. Nunan, Telf (p. 48).
Raptou, V. (2001). U s i n g I n f o r m a t i o n G a p A c t i v i t i e s. The
Canadian Association of Second Languages Teachers, paragraph 2.
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Cambridge University Press.
Richards, J. (2006). Comunitive Langage teaching. New York: Cambridge
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Richards, J. C. (2006). Communicative Language Teaching Today. New York:
Cambridge.
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Teresa Pica, Hyun-sook Kang. (2006). NFORMATION GAP TASKS, Their
Multiple Roles and Contributions to Interaction Research Methodology.
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78
79
80
UNIVERSIDAD DE GUAYAQUIL FACULTAD LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA COORDINACIÓN GENERAL DE INVESTIGACIÓN Y PROYECTOS ACADÉMICOS
EXAMEN ORAL
OBJETIVO: Examinar el desempeño del alumno en la expresión oral en ingles en
clase y en un contexto simulado auténtico. Para medir con las preguntas diseñadas
hasta qué nivel los estudiantes son capaces de responder preguntas complejas de
transición.
Muestra: 28 Estudiantes curso: 8 vo A
Examen oral
PREGUNTAS SI NO
1 ¿Cómo estás?
2 ¿Cómo te llamas?
3 ¿Estas feliz?
4 ¿De dónde eres?
5 ¿Cuántos años tienes?
6 ¿Cuándo es tu cumpleaños?
7 ¿Cuál es tu color favorito?
8 ¿Que hora es ?
9 ¿Donde vives ?
10 ¿ Cuál es tu direccion?
11 ¿ Cuál es tu número de celular ?
12 ¿ Cuál es tu comida favorite?
13 ¿Cuál es tu postre favorito
14 ¿Qué comiste ayer en tu lunch ?
15 ¿Qué hiciste el fin de semana?
16 ¿Cuándo fue la última vez que viste una película?
17 ¿Has visitado alguna vez otra cuidad?
18 ¿Tu familia ha organizado una fiesta?
19 ¿Que podrías hacer con $ 100 dólares What?
20 ¿Cuál ha sido tu peor error?
Source: University of Guayaquil, dissertation course
Researchers: Caceres Andratta Gustavo - Vega Jimenez Betty
81
UNIVERSIDAD DE GUAYAQUIL FACULTAD LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA COORDINACIÓN GENERAL DE INVESTIGACIÓN Y PROYECTOS ACADÉMICOS
OBJETIVO: Conocer la Influencia de las actividades basadas en el intercambio
de información en el desarrollo de la expresión oral en Ingles de los estudiantes
de octavo año, paralelo A, en el Colegio Dr. Francisco Campos Coello.
ENREVISTA
1. ¿Cree usted que desarrollo de la expresión oral de inglés es necesaria
para el desarrollo personal?
2. ¿Está usted de acuerdo en que el aprendizaje de la expresión oral
ampliará la cultural en los estudiantes?
3. ¿Pueden los diferentes tipos de intercambio de información persuadir a
los estudiantes a querer comunicarse con los demás?
4. ¿Ha aplicado algún tipo de actividades de intercambio de información
en su clase?
5. ¿Cree que un folleto con actividades basadas en el intercambio de
información aumentaría la expresión oral en su clase?
6. ¿Sería útil un folleto con actividades de intercambio de información en
su proceso de enseñanza del inglés?
82
UNIVERSIDAD DE GUAYAQUIL FACULTAD LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA COORDINACIÓN GENERAL DE INVESTIGACIÓN Y PROYECTOS ACADÉMICOS
ENTREVISTA A LOS ESTUDIANTES
OBJETIVO: Conocer la Influencia de las actividades basadas en el intercambio
de información en el desarrollo de la expresión oral en Ingles de los estudiantes
de octavo año, paralelo A, en el colegio Dr. Francisco Campos Coello
Likert Scale
Totalmente de
Acuerdo
De Acuerdo Indiferente Desacuerdo Totalmente en
Desacuerdo
5 4 3 2 1
INSTRUCTION: marque con una X en el cuadro si esta de acuerdo con tu
opinion.
83
N° PREGUNTAS 5 4 3 2 1
1 El aprendizaje de la expresión oral de inglés es
importante para usted.
2 Mejorar la expresión oral en Inglés es necesaria para
su desarrollo personal.
3 El aprendizaje de la expresión oral podría expandir mi
cultura.
4 La expresión oral es difícil de aprender.
5 La expresión oral es difícil para usted
6 El profesor refuerza la expresión oral con actividades
en clases.
7 El intercambio de información conecta con las
necesidades en el mundo de hoy.
8 Su libro tiene actividades fáciles de seguir en la
expresión oral.
9 Actividades basadas en el intercambio de información
ayuda a mejorar la expresión oral.
10 Actividades basadas en el intercambio de información
son divertidas para usted.
11 Usando diferentes tipos de intercambio de información
hace que tú quieres aprender a comunicarte con los
demás.
12 Actividades basadas en el intercambio de información
son fáciles de seguir.
13 Un folleto con actividades basadas en el intercambio
de información incrementara la expresión oral.
14 Un folleto con actividades basadas en el intercambio
de información es útil para su clase.
15 Un folleto con actividades basadas en el intercambio
de información motiva el interés por aprender una
lengua extrajera.
A pamphlet with activities focused on the information
gap task motivates interest in learning a foreign
language.
Source: University of Guayaquil, dissertation course
Researchers: Caceres Andratta Gustavo - Vega Jimenez Betty
84
85
Title: Dr. Francisco Campos Coello High School, front entrance of the
school.
Source of investigation: Dr. Francisco Campos Coello High School Investigators: Caceres Andratta Gustavo - Vega Jimenez Betty
Title: Inside school’s patio.
Source of investigation: Dr. Francisco Campos Coello High School Investigators: Caceres Andratta Gustavo - Vega Jimenez Betty
86
Title: School’s library.
Source of investigation: Dr. Francisco Campos Coello High School Investigators: Caceres Andratta Gustavo - Vega Jimenez Betty
Title: Students of Eighth Grade, Section A with their English teacher
Miss Virginia Alvarado.
Source of investigation: Dr. Francisco Campos Coello High School Investigators: Caceres Andratta Gustavo - Vega Jimenez Betty
87
Title: Interview to the English Teacher, Miss Virginia Alvarado
Source of investigation: Dr. Francisco Campos Coello High School Investigators: Caceres Andratta Gustavo - Vega Jimenez Betty
Title: Survey to the Students
Source of investigation: Dr. Francisco Campos Coello High School Investigators: Caceres Andratta Gustavo - Vega Jimenez Betty
90
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND
SCIENCE OF EDUCAT ION
SCHOOL OF LANGUAGES AND LINGUISTICS
SPEAKING SKILL
PAMPHLET WITH INFORMATION GAP TASK
91
92
INFORMATION GAP TASK
INDEX
ACTIVITY 1: Classroom Objects Vocabulary
ACTIVITY 2: Spot the difference
ACTIVITY 3: Micro Biographies
ACTIVITY 4: Famous People
ACTIVITY 5: Family Tree
ACTIVITY 6: Parts of the body
ACTIVITY 7: Cultural events in my country
ACTIVITY 8: February Leisure Activities
ACTIVITY 9: Detective: Describing Lucas
ACTIVITY 10: People Description Chart
ACTIVITY 11: Seven Wonders of the World
ACTIVITY 12: Exploring Guayaquil
Source: University of Guayaquil, dissertation course
Researchers: Caceres Andratta Gustavo - Vega Jimenez Betty
93
BEFORE YOU BEGIN!
HIGHLIGHTS: In these activities, two learners share information to complete a
task. This is a two-way gap activity, both learners have some information and
must share it with the other to complete the task. This activity usually combines
speaking and listening.
OBJECTIVE: Learners find and share information by asking and answering
questions in order to complete a task.
CONTEXT: These activities can be used in all levels or with multilevel groups.
It is suitable for general.
ESTIMATED TIME: The time varies, but usually ranges between 20 and 35
minutes.
PROCEDURE: Pre-teach and practice vocabulary and structures for the
particular task. Learners should also be familiar with question and answer
formulas (e.g., "What time is " and "It's at _ "), and ways to ask for
clarification (e.g., "Excuse me, can you repeat," or "I'm sorry, I don't
understand"). These can be introduced in the beginning days of a class, and
recycled, adapted, and extended over time.
Explain the IGT by modeling a sample gap activity with an able volunteer
from the class.
Have learners work with a partner. One learner in each pair gets Handout
"A" and the other gets Handout "B". Ask two learners to model the asking and
answering of questions in the gap activity before the whole class begins the
activity.
94
ACTIVITY 1
Classroom Object Vocabulary
STUDENT A
Instructions: Pair up with student B and ask each other which vocabulary are
they missing. Write the name of the item on the blank square.
1 Scissors
2 3
4
5
6
7
8
9
10
11 Ruler
12
13 Sharpener
14
15
16 Pencil case
17
18
95
ACTIVITY 1
Classroom Object Vocabulary
STUDENT B
Instructions: Pair up with student A and ask each other which vocabulary are
they missing. Write the name of the item on the blank square.
1
2 Chair
3
4
5 Desk
6
7 Pencil
8
9
10
11
12 Globe
13
14 Folder
15
16
17
18 Crayon
96
ACTIVITY 2
Spot the Difference STUDENT A
Instructions: Look carefully at your picture and ask the questions to student
B. compare the differences.
Example: Student A: What is Ruffo doing?
Student B: Ruffo is eating.
1. Where is Silvester?
2. Is Daniel drinking coffee?
3. Is Susan writing?
4. Is the TV on?
5. Is there a painting in the room? Describe it.
Eve
Ruffo
Rosa
Silvester
Daniel
Vocabulary
Dog
Cat
Door
Sofa
TV
Paint Box
Newspaper
Lamp
Book
Cellphone
Jose
Susan
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ACTIVITY 2
Spot the Difference STUDENT B
Instructions: Look carefully at your picture and ask the questions to student
A. compare the differences.
Example: Student A: What is Ruffo doing?
Student B: Ruffo is sleeping.
1. Where is Silvester?
2. Is Daniel drinking coffee?
3. Is Susan reading?
4. Is the TV on?
5. Is there a painting in the room ? describe it.
Eve
Rosa
Silvester
Ruffo
Daniel
Vocabulary
Dog
Cat
Door
Sofa
TV
Paint Box
Newspaper
Lamp
Book
Cellphone
Jose Susan
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Micro Biographies
ACTIVITY 3 STUDENT A
Instructions: Work in pairs.
Read the micro biographies of each character
Pair up with a student with sheet B
Ask each other about the missing information of the character you
don’t have.
Compare your answers
My name Barack Obama.
I am the first African
American president f
U.S.A. I love my wife
Michelle. I have 2
beautiful girls. I like
playing basketball. I also
like swimming and
reading. My age is 54
years old. I hope everyone
living on the earth is full of
happiness.
1. Where was Ronaldo
born?
2. How many golden
balls and boots has
he won?
3. What is his favorite
singer?
4. Which team he
belongs to?
1. What is her nationality?
2. How many children
does Angelina Jolie
have?
3. What is her profession?
4. What activities does
she do?
My name is Rafael Correa. I am the President of Ecuador since 2008. I was born in Guayaquil and I am 53 years old. My wife is
Anne Gosselin, I have 3 children. I studied at the university Vicente Rocafuerte and became an economist. I am a politician.
My favorites soccer team is Emelec and I am catholic.
My name is Jorge Mario
Bergoglio, I was born in
December 1936 in Argentina.
My parents are Mario
Bergoglio and Regina Sivori .
I believe in God and I’m the
leader of the Catholic Church
and my residence is in the
Vatican City. I don’t like to surf
on internet. My degrees are
on philosophy and theology.
1. What is his
nationality?
2. What does he do in
his free time?
3. What does he like to
eat?
4. What kind of music
does he sing?
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ACTIVITY 3
STUDENT B
Micro Biographies
Instructions: Work in pairs.
Read the micro biographies of each character
Pair up with a student with sheet A
Ask each other about the missing information of the character you don’t have.
Compare your answers
1. Barack Obama is
………………….
2. Who is his wife?
3. Which activities
does Barack
Obama do?
4. How are you?
My name is Cristiano Ronal
dos Santos Aveiro. I was
born in Portugal in 1985, I
am a soccer player and the
most important clubs I have
played are, Funchal and
Madeira. I have been in
Real Madrid Since 2009; it is
my team and I’m the team
Captain of Portugal. I won 3
golden balls and 4 golden
boots. I love to eat
vegetable soup and finally
my favorite singer is Elton
John.
My name Angelina Jolie Pitt.
I American, my birthday is on
June 4. I am married to Brad
Pitt; we have 6 children. He
is a good father and also
famous actor. I love him very
much. I am a film actress,
model, voice actress,
director, philanthropist,
writer and activist for the
right for animals and people.
1. Who is Rafael Correa?
2. Where did Rafael
Correa study?
3. What is his favorite
soccer team?
4. How old is he?
1. When was Mario
Bergoglio born?
2. Who were his parents?
3. What does he believe?
4. What doesn’t he like to
do?
My name is Justin Bieber I
was born in 1994 in
Stratford, Canada. My
profession is singer and
songwriter of Pop music,
teen pop, dance pop. I like
the TV show Smallville. I
also play hockey and
basketball. And finally I
love to eat at Mc'Donalds.
100100
Famous People
Instructions:
ACTIVITY 4
STUDENT A
Work in pairs.
Guess the character that is missing by asking questions related to his/her sex, occupation, nationality, and physical appearance.
Use the sample questions to complete the missing information.
Once you have your information complete. Take turns to talk about each character.
CELEBRITIES
Name:
………………….. Age: 26 years Parent’s Name: ………………………
Profession: Singer -
songwriter Food: Hobbies:…………
Nationality:……….
Name:……………………
Age: 55
Parent’s Name: Ann Dunham
And Barack Obama
Profession:…………….
Food:……………………
Hobbies: To Play Basketball
With Friends
Nationality:…………….
Name:………………….
Age: …………………….
Parent’s Name: Columbia And Sony
Profession:…………….
Food: Chocolate
Hobbies:……………….
Nationality: London
Famous People
Instructions:
ACTIVITY 4
STUDENT B
Work in pairs.
Guess the character that is missing by asking questions related to his/her sex, occupation, nationality, hobbies and age.
Use the sample questions to complete the missing information. Once you have your information complete. Take turns to talk about
each character.
Name: Taylor Swift Age:………………
Parent’s Name: Profession:………… Food: chocolate
candy Hobbies: Dancing , Hanging With Friends Nationality:………..
CELEBRITIES
Name: Barak Obama
Age: ……………………
Parent’s Name:
……………………………
Profession: Political
Food: Salmon and Vietnamese
Hobbies:………………..
Nationality:……………..
Name: One Direction
Age: …………………………
Parent’s Name:……………..
Profession: singers
Food:…………………..
Hobbies: Football , parties ,
tennis
Nationality:………………
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ACTIVITY 5
STUDENT A
Family Tree
Instructions:
Work in pairs.
Pair up with a student with sheet B.
Spell out each vocabulary of the family tree.
Complete the missing letters.
Compare your answers.
102
ACTIVITY 5
STUDENT A
Family Tree
Instructions:
Work in pairs.
Pair up with a student with sheet A
Spell out each vocabulary of the family tree.
Complete the missing letters
Compare your answers.
ACTIVITY 6
STUDENT A
Parts of the Body
Instructions: Read each other the missing clues to complete the crossword
puzzle.
ACROSS
1. That is includes the lips and teeth. 6:
7. Containing the brain, eyes, ears,
etc.
8:
9. You can do many activities, also you can write.
DOWN 2:_ 3: Where you can wear necklaces. 4:_ 5. You can smell things. 10: _ _
ACTIVITY 6
STUDENT B
Parts of the Body
Instructions: Read each other the missing clues to complete the crossword
puzzle.
ACROSS
1:_
6: You can see with it.
7:_
8: You can wear socks.
9:_
DOWN
_ 2: You can bite food.
3:_ _
4: The middle part of your body between the hips and chest.
5:_ _
10: That includes your fingers and thumb.
Cultural Events in my Country
ACTIVITY 7
STUDENT A
Instructions: Put the name of the events by asking questions about the date
they are celebrated.
CULTURAL EVENTS IN MY COUNTRY
EVENTS MONTHS DATE DAY
May Second Sunday of May
Sunday
December 25 Sunday
Februrary 14 Tuesday
October 9 Sunday
Cultural Events in my Country
ACTIVITY 7
STUDENT B
Instructions: Put the name of the events by asking questions about the date
they are celebrated.
CULTURAL EVENTS IN MY COUNTRY EVENTS MONTHS DATE DAY
June 1 Wednesday
June 19 Sunday
November 2 Wednesday
February 24/25 Friday/saturday
GUAYAQUIL
ACTIVITY 8
STUDENT A
February Leisure Activities
Instructions: Complete the calendar activities by asking each other what are
they doing on a certain day of the month of February.
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4
5 6 7 8 sleep
9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 Cook
27 28
18
ACTIVITY 8
February Leisure Activities STUDENT B
Instructions: Complete the calendar activities by asking each other what are
they doing on a certain day of the month of February.
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17
Ride my bicycle
19 20 21 22 23 24 25
26 27 28
ACTIVITY 9
STUDENT A
Detective: Describing Lucas
Instructions: Imagine you are a police officer in Ecuador. Student B’s brother
is missing. His name is Lucas. Try to find out his information by asking the
appropriate questions.
Name: Lucas
1. His color hair is: □Black □ Blond □ Brown
2. The length of his hair is: □Short □Medium □ Long
3. His age is: □Young □Middle age □Elderly
4. His height is: □ Very short □ Fairly short □Medium-height
□Pretty tall □Very tall
What is he wearing today? (Clothes)
ACTIVITY 9
STUDENT B
Detective: Describing Lucas
Instructions: You are travelling in Quito but your brother, Lucas, is missing.
He is 15 years old. You have to describe your brother to the police officer
(Student A) so that he can help to find him for you.
Lucas
1.60
cm.
ACTIVITY 10
STUDENT A
People Description Chart
Instructions: In Information Gap activities, each student has information that
the other student(s) don't have. The objective is for students to ask questions
to find out what they can from the other(s).
A's Information:
Person's Name From Occupation Weekends Movies
1. Carla doctor romance
2. professor go fishing
3. Jared Cuenca action
4. Guayaquil banker play cards
5. Janet Esmeraldas
Sample Questions:
What is the first person's name? spell it out.
Where is he/she from?
What is his/her occupation?
What does he/she do on weekends?
What kind of movies does he/she like?
After completing the chart, discuss with your partner:
Which person would you like as a friend?
Why?
n
ACTIVITY 10
STUDENT B
People Description Chart
Instructions: In Information Gap activities, each student has information that
the other student(s) don't have. The objective is for students to ask questions to find out what they can from the other(s).
B's Information:
Person's Name From Occupation Weekends Movies
1. Quito relax at home
2. Jaso Manabi horror
3. mechanic play baseball
4. Jenny drama
5. lawyer read novels comedy
Sample Questions:
What is the first person's name? spell it out.
Where is he/she from?
What is his/her occupation?
What does he/she do on weekends?
What kind of movies does he/she like?
After completing the chart, discuss with your partner:
Which person would you like as a friend?
Why?
ACTIVITY 11
STUDENT A
Seven Wonders of the World
Instructions: talk to each other about the wonders of the world that you have on your sheet and then check on the information you are missing.
1. The great wall is: □6.700 km long. □9.851 km long. □7.851 km long.
It is located in: □ China □ Brazil □ Italy
The great wall was constructed with: □ Brick □ Stone □ Wood □ Paper
2. The Petra is: □ Wall □ Colosseum □ Carved out of rock
It is located in : □ Jordan □ Petra □India □ MEXICO
Petra became a protected monument by: □ONU□ UNESCO □UNICEF□ NASA
3. Taj Mahal was built in : □1632 □ 1962 □1613 □ 1633
Shah Jahan was a: □king □ Emperor □Employer □ President
Taj Mahal was a dream of: □ Sister □ Mother □ Wife□ Brother
Christ the Redeemer
It is a statue located in South America in the country of Brazil in the city of Rio de Janeiro.
Brazil is the largest country in America.
Machu Picchu It is also known as the lost city of the Incas. It
is located in the country of Peru. In South America.The Incas built it around 1450.
Chichen Itaza
Chichen Itza is located in Yucatán, Mexico. The
Maya name "Chichen Itza" means "At the mouth of the well of the Itza."
Chichen Itza is one of the most visited
archaeological sites in Mexico; in 2014 it was
estimated to receive an average of 1.4 million
visitors every year.
The Colosseum The colosseum is a European structure located in Italy.
Largest amphitheater in the Roman World.
Also known as the Flavian Amphitheater.
ACTIVITY 11
STUDENT A
Seven Wonders of the World
Instructions: talk to each other about the wonders of the world that you have on your sheet and then check on the information you are missing.
1. Machu Picchu or “The Lost City of the Incas” is in: □Peru □ Mexico
□Egyptian.
“The lost city of the incas” was built in: □1455 □1955 □1450 □1405
2. Christ the Redeemer is a Statue in: □Brazil □Peru □India □Roma
Is located in: □ South America □ North America □ Africa
Brazil is: □ the largest □ short □ tall country in America.
3. Chichen Itaza is a: □ Pyramide □ Statue □ wall
It is located in: □Ecuador – Loja □Peru- Lima □Mexico- Yucatan
Chichen Itaza is most visited by: □ Biologist □Archaeologist □Presidents
4. The Colosseum is a: □ Indian □European □ South Africa □America.
It is a big structure in: □ Peru □ Roma □ Mexico
Petra
Petra is set amongst the beautiful old cities of wadi araba in Jordan. The buildings are carved out of rock with wonderful rainbow colors. In the 19th century tourists started visiting it. In 1985 it became a UNESCO protected monument.
The Great Wall of China
The wall stretches for 6,700 km. It was built on mountain tops to keep invaders out, and
move soldiers quickly.
The Ming Dynasty emperors had the most
work done on the wall, and the best because
they used bricks and stone
Taj Mahal
In the year 1631 Shah Jahan, once a Muslim army commander, the Mogul Emperor in
central India lost his beloved pregnant wife Mumtaz Mahal only a few minutes after giving birth to her fourteenth child, a daughter. The final request of his wife was for him not to marry again and prove their endless love by building a dreamlike beautiful mausoleum. As
promised, Shan Jahan built the Taj Mahal, in Agra in northern India by the river of Jumna fulfilling the dream of his wife.
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Exploring Guayaquil
ACTIVITY 12
STUDENT A
Instructions: Find the missing locations by asking the questions below.
1. Where is the pet shop?
2. Where is hospital?
3. Where is book store?
4. Where is music store?
5. Where is flower shop?
6. Where is fast food?
a) The bank is on the corner of Quito Avenue and in front of the flower shop.
b) The supermarket is located on the corner of 9 Octubre and Esmeraldas
Avenue.
c) The school is located across front the supermarket
d) The toy store is located on 9 de Octubre Street between the restaurant and
the book store.
e) The restaurant is located on the corner of 9 de Octubre an Esmeraldas
avenue across from the supermarket.
f) The University of Guayaquil is located on the corner of 9 octubre and
Esmeraldas avenue across from the school.
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1.
Exploring Guayaquil
ACTIVITY 12
STUDENT B
Instructions: Find the missing locations by asking the questions below.
1. Where is bank?
2. Where is supermarket?
3. Where is school?
4. Where is toy store?
5. Where is restaurant?
6. Where is university of Guayaquil?
Hospital
a) The pet shop is on the corner avenue Francisco Icaza and
Esmeraldas avenue
b) The hospital is on the corner Quito avenue and Francisco Icaza.
c) The book stores is on the corner 9 de Octubre and Quito avenue
d) The music store is on the corner 9 de Octubre and Quito avenue
e) The flower shop is on the corner Quito avenue f) The fast food is on Esmeraldas avenue right in front the pet shop.