DEFICIENCY OF COMMUNICATIVE

LEARNING PROCESS OF 8°a GRADE STUDENTS AT INSTITUCION EDUCATIVA

SIMON BOLIVAR

Diana Pérez

Melquis Padilla

Ronald Villarreal

ABSTRACTAfter an arduous observation of learning and teaching process of English as a second language in students of 8°a grade at Institución Educativa Simon Bolivar it was noticed that students often refuse to participate in activities and it produces for them not to obtain the cognitive growth. This research is based on the socio-critical paradigm. The research group identified that the group was prepared to face and improve this problematic since this counted with the criteria and the knowledge required for assuming it. For this reason, the research group decided to create a mediated process during the pre-and post-time through pedagogical practices with real contexts interested in developing this proposal to help to enhance listening and speaking skills..

ABSTRACT

This is a group of 33 students between 11 to 15 years old conformed by boys and girls. Their social condition is between 2 and 3 status.

The sample chosen was 16 students of them in order to analyze their English learning process. The students were chosen randomly. They were 8 boys and 8 girls, which means that the proposal was implemented in the whole group but the sample were just the 16 students.

DESCRIPTION OF THE PROBLEM

During this research with students of 8°a grade at Institución Educativa Simon Bolivar, the research group has been witness of a problematic situation that concerns to the entire school community. Since the school was founded, English has been taught trough grammar translation method, which means that the institution has dedicated its goal to teach English grammar improving only two skills (reading and writing), leaving apart the speaking and listening skills. As a result students are not able to communicate in English between themselves in the classroom.

RESEARCH QUESTION

Why do students of 8°a grade at Institución Educativa Simon Bolivar do not communicate among themselves in the English language?

OBJECTIVES

General Objective

To improve the speaking skill in the students of 8°a grade at Institución Educativa Simon Bolivar through task based learning and ICT creating communicative environments.

OBJECTIVES

Specific objectives.

•To create an environment of participation through games in the English class, where students have the necessity to communicate in this language.

•To carry out task based on projects with the daily activities or real situations where the students improve their speaking skill.

•To implement the use of ICT as tools for learning and interaction in the English language.

HYPOTHESIS

If the researchers focus on the early settlement of the issue regarding oral skill development because it is necessary to reinforce and improve skills through real workshops and daily situations the students could be engaged with their learning process

TYPE OF RESEARCH

This research project is qualitative, because the research focus on the interpretation of phenomena, with interplay between researcher and research objects, which are existing representations of reality as it is the process of developing oral proficiency in the students through games, dialogues and role plays.

PROPOSAL

COMMUNICATIVE TASK-BASED LEARNING AND ICT: AS DYNAMIC STRATEGIES TO DEVELOP AND IMPROVE SPEAKING SKILLS

EVALUATION OF THE PROPOSAL

The implemented test was created with guidelines that emerge through actual circumstances given by the teacher in order to know if the student after having produced and developed real functions of the language presented in each of the workshop activities were able to communicate in the second language, taking note that the main goal of this project is preparing students to be able to interact, respond, suggest and solve real daily situations.

THE ANALYSIS OF THE RESULTS.What is the skill that you work the most during the English class?

THE ANALYSIS OF THE RESULTS.Which of these skills you are good at?

THE ANALYSIS OF THE RESULTS.If you have the need to communicate to one of your classmates, do you do it in English?

THE ANALYSIS OF THE RESULTS.Do you have the interest of communicating in English?

THE ANALYSIS OF THE RESULTS.• Does the teacher uses didactic or technology tools (video beam, tape

recorders, etc.) to present oral activities during the English class?

THE ANALYSIS OF THE RESULTS.• Dou you understand when the teacher speaks English?

THE ANALYSIS AND THE RESULTS.

The implemented test was created with guidelines that emerge through actual circumstances given by the teacher in order to know if the student after having produced and developed real functions of the language presented in each of the workshop activities were able to communicate in the second language, taking note that the main goal of this project is preparing students to be able to interact, respond, suggest and solve real daily situations.

CONCLUSION

The methodology of task based learning and with the help of ICT, gives students a richer learning experience and authentic than other ways of learning, because this experience occurs in a social context where interdependence and collaboration are essential to promote activities and learning dynamics experiences. This context allows students to prevent and resolve interpersonal conflicts.

RECOMMENDATIONS

It is known that today education is increasingly changing. Learning and teaching process are built from the practical experiences in the classroom and to communicate in a foreign language is of vital importance with regard to the schemes social and global society requires the same education. In order to contribute to this progress it will be given the following recommendations:

•To carry out activities in which students contextualize their environment through real situations. In this process to implement the TBL as a strategy and as the tool that drives this process.

RECOMMENDATIONS

• To use ICT as a tool facilitating the teaching-learning process of foreign language contributes to this is much more dynamic.

• To promote new technologies as a source of indispensable work for a production and development of communication skills in foreign languages.

• To present through the TBL elements of English learning levels, supplying a lesson to the next.

APPENDICCES

• Listen to the video “how was your vacation”? And write the questions showed there. Then ask to your partner these questions. (if you are work at home make click in this link) http://blocs.xtec.cat/listen/2008/09/02/how-was-your-vacation/

APPENDICCESRESEARCH INSTRUMENT

UNIVERSIDAD DEL ATLANTICO

FACULTAD DE CIENCIAS DE LA EDUCACIÓN

LICENCIATURA EN IDIOMAS EXTRANJEROS

STUDENT´S SURVEY.

Name: __________________________ School: ________________________

Class: __________________________ Date: ___________________________

Read carefully and mark with an X as you consider

Statements Always Most of

the time

Hardly

Ever Never

1. What is the skill that you work the most during the English class?

2. Which of these skills you are good at?

3. If you have the need to communicate to one of your classmates, do you do it in English?

4. Do you have the interest of communicating in English?

5. Does the teacher uses didactic or technology tools (video beam, tape recorders, etc.) to present oral activities during the English class?

6. Dou you understand when the teacher speaks English?

THANK YOU FOR YOUR COOPERATION!

EVIDENCES

EVIDENCES