front page universidad de guayaquil facultad de...

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FRONT PAGE

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS

EDUCACIÓN

CARRERA DE LENGUAS Y LINGÜISTICA

EDUCATIONAL PROJECT

PREVIOUS TO OBTAINING THE LICENCIADO DEGREE IN

ENGLISH LANGUAGE AND LINGUISTICS

TOPIC

THE INFLUENCE OF ROUTINE VOCABULARY IN THE

SPEAKING COMPETENCE

PROPOSAL

DESIGN OF A BROCHURE WITH DAILY ACTIVITIES

RESEARCHES

GERARDO NEIRA LARA

CÉSAR PACHAY YÁNEZ

PROJECT ADVISOR

DR. EDUARDO TORRES VIVAR

GUAYAQUIL-ECUADOR

2017

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FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA

EDUCACIÓN

CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL

AUTHORITIES

_________________________ ________________________

Msc Silvia Moy- Sang Castro MSc. Wilson Romero

DEAN UNDER DEAN

_________________________ ________________________

MSc. Alfonso Sánchez Avila MSc. Larry Torres Vivar

DIRECTOR SUB-DIRECTOR

___________________________

Ab. Sebastián Cadena Alvarado

SECRETARY

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Guayaquil, Febrero de 2017 MSc. Silvia Moy-Sang Castro, Arq. DECANA DE LA FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN CUIDAD.-CARTA DE ACEPTACIÓN DE TUTOR

De mis consideraciones:

En virtud de la Resolución del Consejo Directivo de la Facultad de fecha agosto 18 del 2015, en la cual se me designó Asesor de Proyectos Educativos de la Licenciatura en Ciencias de la Educación, especialización LENGUAS Y LINGÜÍSTICA, tengo a bien informar lo siguiente: Que los profesores: Gerardo Neira Lara con C:C: 0925380115 y César

Pachay Yánez con C:C:0921965612 diseñaron el proyecto educativo con

el Tema: THE INFLUENCE OF ROUTINE VOCABULARY IN THE

SPEAKING COMPETENCE EN LOS ESTUDIANTES DEL NOVENO AÑO

DE EDUCACION BASICA DEL COLEGIO FISCAL TECNICO PROVINCIA

DE BOLIVAR, ZONA 9, DISTRITO 5, PROVINCIA DEL GUAYAS,

CANTON GUAYAQUIL, PARROQUIA GUAYAQUIL, PERIODO 2015-

2016. PROPOSAL: Design of a Brochure with Daily Activities.

El mismo que ha cumplido con las directrices y recomendaciones dadas por el suscrito. Los participantes han ejecutado las diferentes etapas constitutivas del proyecto más; por lo expuesto se procede a la APROBACIÒN, y pone a vuestra consideración de rigor para los efectos legales correspondientes.

Muy atentamente,

______________________________

Doctor Vicente Torres Vivar. PROFESOR - ASESOR

iv

Guayaquil, FEBRERO del 2017

MSc.

SILVIA MOY-SANG CASTRO, Arq.

DECANO DE LA FACULTAD DE FILOSOFIA,

LETRAS EN LA EDUCACION.

Cuidad.-

DERECHOS DE AUTOR

Para los fines legales permitentes, comunico a usted que los derechos

intelectuales del proyecto educativo con el tema: THE INFLUENCE OF

ROUTINE VOCABULARY IN THE SPEAKING COMPETENCE EN LOS

ESTUDIANTES DEL NOVENO AÑO DE EDUCACIÓN BÁSICA DEL

COLEGIO FISCAL TÉCNICO PROVINCIA DE BOLIVAR, ZONA 9,

DISTRITO 5, PROVINCIA DEL GUAYAS, CANTÓN GUAYAQUIL,

PARROQUIA GUAYAQUIL, PERIODO 2015-2016. DESIGN OF A

BROCHURE WITH DAILY ACTIVITIES

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

Atentamente,

Gerardo Neira Lara César Pachay Yanez

C.I 0925380115 C.I 0921965612

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DEDICATION

This Project is dedicated with all my heart to almighty God and with much

love for my parents, brothers and other relatives for giving me life and

opportunity to start and finish this Investigative work successfully. I also

dedicate to the heroes of this achievement that every day struggled with me

overcoming all kinds of obstacles supporting me economically and

emotionally with principles and Values with much love for you Parents,

brother, aunts and other Relatives.

César Pachay Yanez

Bienaventurado el hombre que allá la sabiduría,

y que obtiene la inteligencia

Proverbios 3:13

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DEDICATION

I dedicate this work first of all to God and in after my parents, Nora and

Gerardo, who offered me unconditional love and support for these years of

career. Thank you so much.

Gerardo Neira Lara

vii

GRATITUDE

I thank to the Creator for giving me the knowledge and wisdom in the

development of the teaching and learning process for which I have got to

know this very productive topic in education and feasible for teaching the

foreign language by optimizing the learning process. Thanks to my teachers

Lcdo. Rodrigo Guerrero Segura , Lcda. Beatriz Loor and Tutor Doctor

Eduardo Torres Vivar, to whom with their teaching and knowledge, they

helped me to increase my abilities. In a special way I thank to my dear

Parents Vidal Pachay Correa, Patria Yanez Medina, my Brother Major

Isaias Pachay Yanez and other relatives Mr. Juvenal Pachay, Ms. Jenny

Yanez , Ms. Gray Yanez , Ms. Ana Pachay and Ms. Irma Huacon, for being

my inspirations, and axis thrust that day by day motivated me to go ahead

despite the roughness of life.

I thank to all of my friends in a particular way to Lcda. Meibol Mejias, who

has always supported me unconditionally by giving me her wisdom advice,

which led me to grow as a person and professional, whereby I am fully

proud to having completed one of my expected goals.

César Pachay Yanez

Alabad a Jehová, porque él es bueno; Porque para siempre es su

misericordia. Salmos 107:1

viii

GRATITUDE

I would like to thank to my parents for their constant support and

encouragement during the writing of this project. It is a pleasure to express

my gratitude wholeheartedly to my supervisor Dr. Eduardo Torres vivar

whose encouragement, guidance and support from the initial to the final

level enabled me to develop this topic.

Gerardo Neira Lara

REPOSITARIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS- Ingles

TOPIC: The influence of routine vocabulary in the speaking competence PROPOSAL: Design of a brochure with daily activities AUTOR/ES: Gerardo Neira Lara César Pachay Yanez

REVISORES: Doctor Vicente Torres Vivar

INSTITUCIÓN: UNIVERSIDAD DE GUAYAQUIL

FACULTAD: FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

CARRERA: Lenguas y linguistic

FECHA DE PUBLICACIÓN: 2016 N. DE PAGS: 113

ÁREAS TEMÁTICAS: READING COMPREHENSION- LEGENDS – CULTURE – MOTIVATION

KEY WORDS: AUDIOVISUAL RESOURCES - STRATEGIES – WRITING SKILL

ABSTRACT: This research was done at Provincia de Bolivar high School located on Sauces 5 in the north of Guayaquil with students of 9th year of basic education. The students have difficulty to speak, read listening and write the language, for what it is considered that the acquisition of vocabulary is the primary source of the problem to learn the English language, as they present lack of vocabulary acquisition. Unfortunately it has noticed that the students from this institution do not have a good oral and written production, since they present a lack of motivation at the moment of speaking. Current education has the challenge of contributing toward the development of students’ skills to live together in their local communities, and to take a more proactive role as world citizens. In what way does the routine vocabulary teaching influence in the development of the speaking competence in the 9th year of education at “Provincia de Bolivar”? teaching vocabulary routines must be adequate methodological strategies that meets modern or traditional criteria of quality and excellence for good teaching and learning and get a good development in speech competition in English, i.e. in practice the objective pursued to utter the phrasing of words, as every student of language aims to learn to speak and write the English language correctly, since competition of speaking that language comes from the motivation that drives to achieve goal as long as showing the desire to learn. Finally, this project is relevant because it is based on the plan of good living in the target 4 "strengthen the capacities and potentialities of citizenship”, by achieving the effectiveness of learning by vocabularies to communicate in an effective manner with the simultaneous effort of study methodology for teaching English language that aims to provide students with the proper teaching of English vocabulary routines in developing their knowledge and systematizing a safe learning. N. DE REGISTRO (en base de datos): N. DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO URL (tesis en la web):

ADJUNTO PDF: SI NO

CONTACTO CON AUTORES/ES: Dr. Torres vivar Eduardo

Teléfono: 0986392177

E-mail:

CONTACTO EN LA INSTITUCION:

Nombre: Escuela de lenguas y Linguistica, Facultad de Filosofía, Ciencias de la Educación.

E-mail: [email protected]

X

REPOSITARIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS

TITULO Y SUBTITULO: TOPIC: The influence of routine vocabulary in the speaking competence PROPOSAL: Design of a brochure with daily activities

AUTOR/ES: Gerardo Neira Lara César Pachay Yanez

REVISORES: Doctor Vicente Torres Vivar

INSTITUCIÓN: UNIVERSIDAD DE GUAYAQUIL

FACULTAD: FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

CARRERA: Lenguas y linguistic

FECHA DE PUBLICACIÓN: 2016 N. DE PAGS: 113

ÁREAS TEMÁTICAS: READING COMPREHENSION- LEGENDS – CULTURE – MOTIVATION

KEY WORDS: AUDIOVISUAL RESOURCES - STRATEGIES – WRITING SKILL

ABSTRACT: Esta investigación se realizó en la Escuela Secundaria Provincia de Bolívar ubicada en Sauces 5 en el norte de Guayaquil con alumnos de 9º año de educación básica. Los estudiantes tienen dificultad para hablar, leer escuchando y escribir el lenguaje, por lo que se considera que la adquisición de vocabulario es la principal fuente del problema para aprender el idioma Inglés, ya que presentan la falta de adquisición de vocabulario. Lamentablemente ha notado que los estudiantes de esta institución no tienen una buena producción oral y escrita, ya que presentan una falta de motivación en el momento de hablar. La educación actual tiene el reto de contribuir al desarrollo de las habilidades de los estudiantes para vivir juntos en sus comunidades locales, y de asumir un papel más proactivo como ciudadanos del mundo. ¿De qué manera influye la enseñanza rutinaria del vocabulario en el desarrollo de la competencia oral en el noveno año de educación en Provincia de Bolívar? La enseñanza de rutinas de vocabulario deben ser adecuadas estrategias metodológicas que cumplan con los criterios modernos o tradicionales de calidad y excelencia para una buena enseñanza y aprendizaje y obtener un buen desarrollo en la competencia del habla en Inglés, es decir, en la práctica el objetivo perseguido para pronunciar las palabras, Del idioma tiene como objetivo aprender a hablar y escribir correctamente el idioma inglés, ya que la competencia de hablar ese lenguaje proviene de la motivación que impulsa a alcanzar el objetivo, siempre y cuando muestre el deseo de aprender. Finalmente, este proyecto es relevante porque se basa en el plan de buena vida en el objetivo 4 "fortalecer las capacidades y potencialidades de la ciudadanía", logrando la efectividad del aprendizaje por vocabularios para comunicarse de manera efectiva con el esfuerzo simultáneo de estudio Metodología para la enseñanza del idioma Inglés que tiene como objetivo proporcionar a los estudiantes con la enseñanza adecuada de las rutinas de vocabulario Inglés en el desarrollo de sus conocimientos y sistematizar un aprendizaje seguro.

N. DE REGISTRO (en base de datos): N. DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO URL (tesis en la web):

ADJUNTO PDF: SI NO

CONTACTO CON AUTORES/ES: Dr. Torres vivar Eduardo

Teléfono: 0986392177

E-mail:

CONTACTO EN LA INSTITUCION:

Nombre: Escuela de lenguas y Linguistica, Facultad de Filosofía, Ciencias de la Educación.

E-mail: [email protected]

X


FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN ESCUELA DE LENGUAS Y LINGÜÍSTICA

TOPIC: The influence of routine vocabulary in the speaking competence PROPOSAL: Design of a brochure with daily activities

RESEARCHERS: Gerardo Neira Lara – César Pachay Yanez PROJECT´S ADVISOR: DR. Eduardo Torres Vivar

ABSTRACT

Esta investigación se realizó en la Escuela Secundaria Provincia de Bolivar

con los alumnos de 9º año de educación básica. Los estudiantes tienen

dificultad para hablar, leer y escribir el lenguaje, por lo que se considera

que la adquisición de vocabulario es la principal fuente del problema para

aprender el idioma Inglés, y presentan la falta de vocabulario.

Lamentablemente los estudiantes de esta institución no tienen una buena

producción oral y escrita, ya que presentan una falta de motivación en el

momento de hablar. La educación actual tiene el reto de contribuir al

desarrollo de las habilidades de los estudiantes para vivir juntos en sus

comunidades locales, y de asumir un papel más proactivo como

ciudadanos. ¿De qué manera influye la enseñanza rutinaria del vocabulario

en el desarrollo de la competencia oral en el noveno año de educación en

Provincia de Bolívar? La enseñanza de rutinas de vocabulario deben ser

adecuadas estrategias metodológicas que cumplan con los criterios

modernos o tradicionales de calidad y excelencia para una buena

enseñanza y aprendizaje y obtener un buen desarrollo en la competencia

del habla Inglés, es decir, en la práctica el objetivo perseguido para

pronunciar las palabras del idioma y tiene como objetivo aprender a hablar

y escribir correctamente el idioma inglés, ya que la competencia de hablar

ese lenguaje proviene de la motivación que impulsa a alcanzar el objetivo,

siempre y cuando muestre el deseo de aprender. Finalmente, este proyecto

es relevante porque se basa en el plan de buena vida en el objetivo 4

"fortalecer las capacidades y potencialidades de la ciudadanía", logrando la

efectividad del aprendizaje por vocabularios para comunicarse de manera

efectiva con el esfuerzo simultáneo de estudio Metodología para la

enseñanza del idioma Inglés que tiene como objetivo proporcionar a los

estudiantes con la enseñanza adecuada de las rutinas de vocabulario

Inglés en el desarrollo de sus conocimientos y sistematizar un aprendizaje

seguro.

KEYWORDS:

AUDIOVISUAL RESOURCES - STRATEGIES - WRITING SKILL

xii

TABLE INDEX

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

AUTHORITIES ............................................................................................ ii

DEDICATION ............................................................................................. v

GRATITUDE ............................................................................................. vii

REPOSITARIO .......................................................................................... ix

ABSTRACT ................................................................................................ xi

TABLE INDEX ........................................................................................... xii

GRAPHIC INDEX ...................................................................................... xv

TABLE INDEX ........................................................................................... xv

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

CHAPTER I................................................................................................ 3

THE PROBLEM ......................................................................................... 3

RESEARCH CONTEXT .............................................................................................. 3

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

SCIENTIFIC FACT ....................................................................................................... 5

CAUSES ........................................................................................................................ 6

PROBLEM FORMULATION ....................................................................................... 7

VARIABLES OF THE INVESTIGATION ................................................................... 7

Independent Variable ............................................................................................... 7

Dependent Variable ................................................................................................. 7

GENERAL OBJECTIVE .............................................................................................. 7

SPECIFIC OBJECTIVES ............................................................................................ 7

RESEARCH QUESTIONS .......................................................................................... 8

JUSTIFICATION ........................................................................................................... 8

CHAPTER II............................................................................................. 11

THE THEORETICAL FRAMEWORK ...................................................... 11

THEORETICAL FOUNDATION ............................................................................... 11

BACKGROUND .......................................................................................................... 12

INDEPENDENT VARIABLE .................................................................................... 12

xiii

IMPORTANCE ............................................................................................................ 13

VOCABULARY KNOWLEDGE AS BUILDER ....................................................... 13

INCIDENTAL VOCABULARY LEARNING ............................................................. 15

CHARACTERISTICS ................................................................................................. 17

RECEPTIVE VOCABULARY.................................................................................... 17

EXPRESSIVE VOCABULARY ................................................................................. 18

TYPES OF VOCABULARY ...................................................................................... 19

ACTIVE VOCABULARY ............................................................................................ 19

PASSIVE VOCABULARY ......................................................................................... 20

SPEAKING SKILL ...................................................................................................... 20

DEFINITION ............................................................................................................ 20

IMPORTANCE ........................................................................................................ 21

ORAL LANGUAGE IN FOREIGN LANGUAGE CLASS ....................................... 22

SPEAKING IS FUNDAMENTAL TO ENGLISH COMMUNICATION ................. 23

BENEFITS ............................................................................................................... 24

WORKPLACE ......................................................................................................... 25

INTERACTING WITH OTHER TRAVELLERS ...................................................... 27

SPEAKING ENGLISH ALLOWS MORE FREEDOM ............................................ 28

METHODS................................................................................................................... 29

AUDIO LINGUAL METHOD ..................................................................................... 29

COMMUNICATIVE LANGUAGE TEACHING ........................................................ 31

DIDACTIC FOUNDATION ........................................................................................ 33

PHILOSOPHICAL FOUNDATION ........................................................................... 33

SOCIOLOGICAL FOUNDATION ............................................................................. 34

LEGAL FOUNDATION .............................................................................................. 34

CHAPTER III............................................................................................ 36

METHODOLOGY DESIGN ...................................................................... 36

TYPES OF RESEARCH ........................................................................................... 36

DESCRIPTIVE RESEARCH ..................................................................................... 36

EXPLANATORY RESEARCH .................................................................................. 37

POPULATION AND SAMPLE .................................................................................. 37

POPULATION ......................................................................................................... 37

SAMPLE .................................................................................................................. 38

xiv

STRATUM ............................................................................................................... 38

VARIABLE OPERATIONAL MATRIX ..................................................................... 40

RESEARCH METHODS ........................................................................................... 43

DEDUCTIVE METHOD ......................................................................................... 43

INDUCTIVE METHOD ........................................................................................... 43

RESEARCH TECHNIQUES AND INSTRUMENTS .............................................. 44

SURVEY .................................................................................................................. 44

INTERVIEW ............................................................................................................ 45

CHI CUADRADA TEST ........................................................................... 45

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

CONCLUSIONS ......................................................................................................... 58

RECOMMENDATIONS ............................................................................................. 58

CHAPTER IV ........................................................................................... 60

THE PROPOSAL ..................................................................................... 60

INTERACTIVE ACTIVITIES TO BUILD UP VOCABULARY ............................... 60

JUSTIFICATION ..................................................................................................... 60

OBJECTIVE GENERAL ............................................................................................ 61

OBJECTIVES SPECIFICS: ...................................................................................... 61

FEASIBILITY ............................................................................................................... 62

Human Feasibility ................................................................................................... 62

Financial Feasibility ................................................................................................ 62

Technical Feasibility ............................................................................................... 62

DESCRIPTION OF THE PROPOSAL .................................................................... 63

PEDAGOGICAL, PSYCHOLOGICAL ASPECTS ................................................. 64

Sociological Aspects .............................................................................................. 64

Pedagogical aspects .............................................................................................. 64

Psychological aspects ........................................................................................... 64

CONCLUSION ............................................................................................................ 65

BIBLIOGRAPHY ..................................................................................... 66

xv

GRAPHIC INDEX

Graphic # 1. Question 1 .................................................................................................................. 48









Graphic # 10. Question 10............................................................................................................... 57

TABLE INDEX

Table 1.Frecuency chart # 1 ............................................................................................................ 48









Table 10.Frecuency chart # 10 ........................................................................................................ 57

1

INTRODUCTION

Currently, educational institutions must keep in mind the importance

of the English foreign language. Since it is one of the most spoken

languages in the world.

By teaching vocabulary routines in English, their utterance of words

develops and modulates their speaking with the knowledge acquired in

teaching, achieving a learning effectiveness to communicate in the medium

of an effective way, emphasizing the use of useful sentences in situations

and prioritizes the communication aspect for students.

Our objective, with this work, is to analyze the differences existing in

the teaching of English. Choosing an appropriate method for teaching the

foreign language is one of the most important questions that a teacher

should ask. There are many factors that influence the learning of a

language: the student's age and personal characteristics, the degree of

immersion, the teacher's involvement, or the methodology used. But

learning a language depends largely on the context, and as teachers it is

necessary that we understand where we develop our educational work to

meet the needs of our students and achieve effective learning.

It is also evident the great interest, at present by the total implantation

of a learning of the English language in the majority of the educational

centers throughout the trend.

For this purpose, we have proposed a didactic guide model as a

strategy to change the traditional way of generating knowledge in

classrooms to a more dynamic one to meet the needs for communication

and interaction amongst all the involved in the teaching-learning process

and in that way, to better the their production.

2

For the total trust of the reader, here it is explained in details the steps

that were held for the realization of this work: In CHAPTER ONE the

researcher will find the Research Context, Conflict Situation, Scientific

Facts, Causes, Formulation of the Problem, Variables, Objectives and

Justification. CHAPTER TWO, the Theoretical Framework, Theoretical

Foundation, Background, Importance, Variables, Didactic Foundation,

Sociological Foundation, Legal Foundation. CHAPTER THREE the

Methodology Design, Types of Research, Descriptive Research,

Explanatory Research, Population and Sample, Variable Operational

Matrix, Research Methods, Techniques and Instruments, Survey and

Interview, Chi Square, Analysis of Result. CHAPTER FOUR, the Proposal,

Justification, General Objectives, Feasibility, Description of the Proposal,

Pedagogical and Psychological Aspects.

3

CHAPTER I

THE PROBLEM

RESEARCH CONTEXT

English may not be the most spoken language in the world, but it is

the official language in a large of countries like our country Ecuador. It is

estimated that the number of people in the world that use English to

communicate on a regular basis is two billion. English is the dominant

business language and it has become almost a necessity for people to

speak English if they are to enter a global workforce, research from all over

the world shows the importance of studying the English language, even with

educational specific purposes, and the English language is the best

opportunity to be better, as professionals and persons, it can really change

your life, you can become competitive and productive. Currently the English

language is the vital importance around the world, because the educational

institutions must keep in mind the importance of English as a foreign

language. Since it is one of the most spoken languages in the world.

Through the everyday teaching vocabulary unfolds the way of

expressing and achieving great effectiveness of knowledge to the daily

expression; using phrases and useful expressions prioritizing this scheme

for better development and student development and will be able to have a

greater cultural understanding. Learning English is important and people all

over the world decide to study it as a second language in their school

syllabus and children start learning English at a young age. (Sedita, 2005)

This research was done at “Provincia de Bolivar high School” located on

Sauces 5 with students of 9th year of basic education, so they can have a

better development in communication skills.

4

Through the teaching of routine vocabulary the uttering of words are

developed and modulating in speaking with the knowledge acquired in the

teaching and learning process in order to achieve the efficiency to

communicate effectively. It is respective to emphasize the use of helpful and

useful phrases in specific situations and prioritize the communication

aspects for the students.

CONFLICT SITUATION

Students of a foreign language have difficulty to speak, read listening

and write the language, so the acquisition of vocabulary is the primary

source of the problem to learn the English language in the public schools,

as they present lack of vocabulary acquisition, the institution has not been

worried about this problem or neither offer training to their English staff.

Unfortunately it has noticed that the students from this institution do

not have a good oral and written production, because they present a lack of

motivation at the moment of speaking, the real situation is that they feel shy

and introverted, they cannot get the appropriate concentration that they

need to participate during an English class, they cannot formulate simple

sentences, situations or simple conversations.

In fact they cannot get involve into the interaction between teachers

and students. Through a direct observation at high school we realized that

the teachers did not teach enough vocabulary to their students, they did not

motivate students to build and work useful and practical vocabulary applied

or used in daily routines for example: at home schools, movies, supermarket

and so on. This research was obtained by interviews and surveys from

students, teachers and authorities at high School.

According to statistics in many public schools have shortcomings

and deficiencies in learning, whether by teachers whose methodological

teaching strategies are not the most appropriate, because violates

5

the standard of quality and excellence or disinterest of the English language

learning in the students. (KNIGHT, 2015)

The methodology and techniques applied in the teaching and

learning process maybe is obsolete or is not related with the international

quality standards like the Common European Framework (CEFR). The

Ecuadorian in-Service English Teacher Standards are based on the

document developed by the Teachers of English to Speakers of Other

Languages (TESOL) as the organization ESL Teacher Standards (2009)

which is widely used in countries such as Albania, Paraguay, and the United

States.

Therefore teachers must be trained and well-prepared at the moment

of giving classes in the English area. They have to provide students the

appropriate material and pedagogical resources to start up a useful and

practical objective and role during a class to engage them and can feel

motivated to learn more. At Provincia de Bolivar high school requires the

use of this method of perception addressed to the teacher, so that students

can develop and exploit their abilities and skills of interpretation, plotting and

practice, especially in listening comprehension in order to

obtain positive and efficient results of its English learning.

SCIENTIFIC FACT

Currently on the deficient level of teaching and learning from teachers

and students of 9 year basic of the technical high school “Provincia de

Bolivar” Zone 9, District 5, Guayas province, Canton: Guayaquil,

Parroquia: Tarqui, 2015-2016 academic year.

Ecuador is ranked 37th among 42 countries in which the level of this

material was measured in 2011. In March 2011 the national secretary of

higher education for science, technology and innovation (SENESCYT)

presented the results of English proficiency in the country the average is

6

13/20 and teachers have an initial level of English. It is why the current

government is making an effort to train teachers, SENESCYT pose a

scholarship program abroad for English teachers looking for that are better

trained. (Folse, 2005)

Therefore, current education has the challenge of contributing toward

the development of students’ skills (a) to live together in their local

communities, and (b) to take a more proactive role as world citizens. In order

to face such challenge, the Ecuadorian Ministry of Education (MinEduc)

acknowledges the following three key issues: • The importance of the

English language as a tool which equips individuals to understand people

and cultures beyond linguistic and geographic boundaries, the need to align

the English curriculum to standards like the Common European Framework

of Reference: Learning, teaching, assessment (CEFR)—which is

internationally recognized and provides a common basis for the elaboration

of language curriculum guidelines and syllabus, and that the

Communicative Approach is currently the most recognized, accepted norm

in the field of language teaching and learning worldwide because it

comprises a theoretically well-informed set of principles about the nature of

language and of language learning and teaching. (Folse, 2005)

According to Ministery of Education, recognizes that the main

objective of the present English curriculum design is to help students

develop their communicative language skills. Language is a system for the

expression and conveyance of meaning.

The primary function of language is interaction and communication.

The structure of language reflects its functional and communicative uses.

(Sedita, 2005)

CAUSES

• Deficiency in learning vocabulary.

• Teachers are not updated for modern educational trends.

7

• Lack of resources for a proper teaching planning.

• Lack of interest in the English foreign language.

• Poor motivation for arousing the speaking competencies.

• There is not support by authorities.

• Lack of technological equipment at School.

PROBLEM FORMULATION

In what way does the routine vocabulary teaching influence in the

development of the speaking competence in the 9th year of education

at “Provincia de Bolivar” public high school zone 9, district 5 Province

of Guayas Cantón Guayaquil, Parroquia: Tarqui, 2015-2016?

VARIABLES OF THE INVESTIGATION

Independent Variable

Routine vocabulary

Dependent Variable

Speaking competence

GENERAL OBJECTIVE

To establish that the use of routine vocabulary influence the speaking

competence through the design of a brochure with daily activities to

students province, Cantón Guayaquil, Parroquia Tarqui, 2015 -2016.

SPECIFIC OBJECTIVES

To determine that the routine vocabulary is a good reference for the

student to learn the EL, by using specific methods of reinforcement.

8

To implant that speaking competence is determined in the EFL,

making use of the repetitive exercises for eliciting the children to

speak.

To design a brochure with useful and interactive activities to build up

vocabulary applying techniques and suggestions acquired from the

research

RESEARCH QUESTIONS

1. Which are the main problems that act upon the oral communication

development in the English language?

2. What teaching methods to be applied will be the most ideal to study

vocabulary correctly?

3. What teaching techniques will improve the listening and speaking

skill?

4. What will the impact in the institution be with the application of the

proposal?

5. What kind of activities will be the appropriate to work with the

students?

6. How will the use of routine vocabulary strategies influence in the

language learning, using appropriate motivation?

JUSTIFICATION

The teaching and learning of foreign languages English are multiple

challenges of the educator and the student's academic training in the area

of English. Through the internal factor such as concentration, memory and

motivation; and the external factors such as phycology, sociology, etc. and

external factors affecting learning vocabularies routines being one of the

main accessories for optimizing the talk of developing English language

teaching and learning.

9

Nowadays in public institutions they have many flaws and

shortcomings in the foreign language English weakening the students

interests in learning the language, interfering development. In this way it has

faced several consequences that are problematic academic performance of

students. In the international context in English vocabulary routines are

developed and driving trends, policies and education in schools in the

English area with new paradigms easy socio- educational mission and

vision through this level becoming urgent for data collection the excellent

training of students following the current rules. (Sedita, 2005)

Therefore teaching vocabularies routines must be adequate

methodological strategies that meets modern or traditional criteria of quality

and excellence for good teaching and learning and get a good development

in speech competition in English, i.e. in practice the objective pursued to

utter the phrasing of words, as every student of language aims to learn to

speak and write the English language correctly, since competition of

speaking that language comes from the motivation that drives to achieve

goal as long as showing the desire to learn and partly because the teacher

is teaching using appropriate motivating by teaching the language through

routines vocabularies strategies. (H.C., 2016)

To achieve the effectiveness of learning by the vocabularies to

communicate in an effective manner with the simultaneous effort of study

methodology study vocabularies for teaching English language routines and

constructive in practice started a publishing project that aims to provide

students and professionals with the proper teaching of English vocabulary

routines in developing their knowledge and systematize a safe

learning. This project is relevant because it is based on the plan of “Buen

Vivir” good living in the target 4 "strengthen the capacities and potentialities

of citizenship".

As in the productive matrix, zonal schedule 8 2.5.5. Education

Service, LOEI That, Article 57, in its paragraphs 14 and 21 of the

Constitution of the Republic, referring to the rights of communities, peoples

10

and nationalities, states: (14.) To develop, strengthen and enhance the

intercultural bilingual education with quality criteria, from early stimulation to

the upper level, as cultural diversity, for the care and preservation of

identities in line with their teaching and learning methodologies. Our

President Eco Rafael Correa and his staff of Education Ministery has

implemented new policies about the English teaching and learning standars:

General Básica (EGB) and first, second and third year of Baccalaureate is

characterized by two main features:

Focus on real-world contexts: Because students will ultimately have

to use the language productively (through speaking and writing) and

receptively (through listening and reading) outside the classroom,

classroom tasks/ activities must equip students with the necessary skills for

communication in everyday contexts. Relationship of language forms

(grammar, vocabulary, and pronunciation) and function (use): “Language

techniques are designed to engage learners in the authentic, functional use

of language for meaningful purposes” (Brown, 2007 p.46) supported by

knowledge of the language.

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CHAPTER II

THE THEORETICAL FRAMEWORK

THEORETICAL FOUNDATION

Hurtado, J. (2008) states “The theoretical foundation is the organized

and systematic development of ideas, concepts, background, and theories

that allow us to support the investigation and understand the approach of

the investigator.” (p.55)

A literature search is “a systematic search of all types of published

literature in order to identify as many items as possible that are relevant to

a particular topic” (Gash, 2000, p.1).

Hurtado (2008), Gash (2000) indicate that the theoretical foundation

is where meets the necessary documentation to support the theoretical and

conceptual basis of a scientific or educational research. So, in the

theoretical foundation a written description is done and while the ideas the

researcher says the issue explored are processed; plus events and theories

through literature aid or support that will help exert a certain force to the

proposals that are made in the investigation are defined.

Therefore, when the foundation is drawn on a project the researcher

must review various items or information related to the subject that allow

you to critically correct, coherent argument of research studies.

According to Maxwell (2005), “the point is not to summarize what has

already been done in the field. Instead, it is to ground your proposed study

in the relevant previous work and to give the reader a clear sense of your

theoretical approach to the phenomena that you propose to study” (p. 123)

12

Maxwell (2005) reports that the theoretical foundation of a research

work is based on previous studies exist on the subject, in addition to the

relationship that should exist between theory is already known and the

contribution that will research the field of study to which belongs to the study.

(Mart, 2013)

BACKGROUND

Reading comprehension is individual talent that people have to

understand, use and analyze the different written with the purpose of

obtaining personal goals but also allows the individual to develop their own

knowledge to enable full participation in society. In the school library there

Languages and Linguistics educational projects with similar themes but note

that the proposal is totally different from what the project is completely

original.

Research carried out in the educational unit Province of Bolivar is the

first to be held in the institution and seeks to understand the reasons why

reading skills and appropriate use of vocabulary help in learning the English

language through a system coordinated and coherent clear concepts of

research.

INDEPENDENT VARIABLE

BASIC VOCABULARY

Definition

The vocabulary term has different definitions. According to

Multicultural & ESOL Program Services Education Dept. 25 (2007),

Vocabulary development refers to the knowledge of stored information

about the meanings and pronunciations of words necessary for

communication.

Vocabulary development is important for beginning reading in that

13

when a student sounds out a word, he or she is also determining if the word

makes sense based on his or her understanding of the word. (p.1)

On the other hands, National Reading Panel (2000), Vocabulary is

one of five core components of reading instruction that are essential to

successfully teach children how to read. These core components include

phonemic awareness, phonics and word study, fluency, vocabulary, and

comprehension. (p.1)

Sedita (2005) Refers That there is an important place in the

competition of vocabulary in students who enter high school grades and that

space gets bigger every time students advance or progress through the

grades. On the other hand, students who have an inadequate vocabulary

have more difficulty understanding what they read so learning new words is

not given easily.

Being an essential part in the development of language, vocabulary

has different ways for students to increase knowledge of new words and

Folse (2004) indicates there are in fact many different kinds of vocabulary

items or “words.” This is especially true when nonnative learners eye their

target language as linguistic outsiders. One simple way to look at

vocabulary for second language learners is single words, set phrases,

variable phrases, phrasal verbs, and idioms. (p.2)

Therefore, the vocabulary has an important role in the teaching-

learning process because it is the link between reading and understanding

the text. Thus, the vocabulary is not only the knowledge of words but also

to know form may increase understanding of what you read. (Llach, 2014)

IMPORTANCE

VOCABULARY KNOWLEDGE AS BUILDER

Vocabulary and Its Importance in Language Learning refers that

“Teachers teach vocabulary to build students’ knowledge of words and

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phrases, helping them learn any and all of these different components

assists them in enhancing their English vocabulary knowledge and use.”

(p.3) Teacher through vocabulary helps the student in the construction of

knowledge because through this mechanism the student learns the

mechanism needed to improve learning English.

Besides this, “Vocabulary and Its Importance in Language

Learning Sometimes” indicates too students learning English as a foreign

language are weaker at recognizing particular constraints on vocabulary

usage, such as the fact that only young people use a particular word or

expression, which might be colloquial and not usually deemed appropriate

in more formal contexts such as speeches. Yet if teachers are aware of their

students’ strengths and weaknesses in English vocabulary, then they have

a place to start to expand students’ knowledge and strengthen weaker

areas. (p.5)

Development and proper use of vocabulary in English language

learning enable students to recognize the limitations they have on the use

of certain words or expressions used in conversation or writing English.

However, the strengths and weaknesses of nursing students in the use of

English language vocabulary should be known by teachers who must seek

the necessary mechanisms to strengthen and expand the areas in which

students are deficient. (Mart, 2013)

On the other hand, the importance of vocabulary is that it becomes a

major part in learning mother and foreign language through vocabulary that

the students can understand written completely, so indicates Alqahtani

(2015), vocabulary knowledge is often viewed as a critical tool for second

language learners because a limited vocabulary in a second language

impedes successful communication. Teaching vocabulary is one of the most

discussed parts of teaching English as a foreign language. When the

teaching and learning process takes place, problems would appear to the

teachers. (p.21)

15

The Report of the National Reading Panel (2000), for example,

concluded, “The importance of vocabulary knowledge has long been

recognized in the development of reading skills. As early as 1924,

researchers noted that growth in reading power relies on continuous growth

in word knowledge” (pp. 4–15).

In addition to this, the vocabulary increases in individuals’ knowledge

of the meanings of the words that are used in the different activities that the

student perform individual or be they educational, social or labor issues.

(Sedita, 2005)

INCIDENTAL VOCABULARY LEARNING

Incidental vocabulary learning is the process in which the individual

learns new words without intending to do so. For this reason, in the

acquisition of language incidental vocabulary learning it is done gradually

and with sufficient exposure of the mother tongue is studied.

On the other hand, Krashen (1994) studies on incidental vocabulary

acquisition in the foreign language typically involve subjects in extensive

reading. One goal of extensive reading is to read for pleasure, which will

hopefully translate into general language improvement and a boost in

reading motivation.

Krasen (1994) indicated that vocabulary acquisition incidental is

related to extensive reading, because reading this mechanism is aimed at

strengthening the words that the reader already knows without the need to

build a new vocabulary; so that the individual can use the right words in any

activity you do.

Consequently (2010) indicates “incidental vocabulary acquisition

can be regarded as non-explicit in so far as it does not involve an explicit

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learning intention” (p.29). For this reason, the reader may be reading but in

turn is acquiring a new vocabulary without being aware of it. (TESOL, 2012)

Vocabulary learning induced part of prior knowledge that has the

reader on specific topics and reading from conceptualization of the text to

the meaning of words resulting in the integration of knowledge that an

individual has with the consolidation of the concept of words.

Therefore, Webb (2008) it seems that incidental vocabulary learning

largely depends on the context surrounding each word and the amount of

attention that the learner places on both meaning and form. However, the

type of context seems to have an effect on the correct interpretation of

lexical meaning, since it may lead learners to correctly or incorrectly infer

the meaning of words. (p.158)

Students must make vocabulary acquisition not only taking care on

site or in the way sentences are present but requires attention to the

meaning of words, thus explains Restrepo (2015) through a review of

different papers, key issues concerning incidental vocabulary learning. The

author provides an overview of definitions for incidental vocabulary and

acquisition, and presents a new approach to incidental learning that draws

attention to the recognition of syntactical categorization of the lexicon

through context. (p.159)

The main problem encountered in incidental vocabulary learning is

the lack of clarity that students have to perform mental exercise reading

comprehension causing them more questions than statements; so indicates

Restrepo (2015) when points out the extent to which incidental is a viable

concept, referring to the basic limitation of not having a way to show when

a word has been learned incidentally. However, the author suggests that

vocabulary and acquisition involve a certain degree of syntactic and lexical

knowledge that learners heavily rely on for comprehension, and it is this

relationship that needs to be taken into account for vocabulary learning

purposes, whether it is incidental or intentional (p.160)

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CHARACTERISTICS

Vocabulary is very important in the reading process, as well as the

size and the fluency in the speech; so that Olmos (2009) claimed that

“measures of vocabulary size -particularly the size of academic vocabulary-

are important indicators of the ability of second language learners to achieve

academic success.” (p. 74-75). Vocabulary is the basic tool for shaping and

transmitting meaning thus it will have a central role in the English learning,

so that is necessary carefully to select the words that will be exposed to

students.

RECEPTIVE VOCABULARY

It is the action that students, individuals or researchers perform

reading or hearing different articles, magazines or books with the hope to

find answer to questions.

With this agree Zhou (2010), who explains that receptive vocabulary

knowledge means the capability to comprehend a word when the learner

hear or see it, while productive knowledge means the knowledge to produce

a word when the learner can use it in their writing or speech. It is stated that

the learner knows vocabulary words receptively first and only after

intentional learning they become available for their productive use. (p.15)

Generally, receptive vocabulary refers the words that understood by

the person when reading or hearing and inclusive written, spoken or

manually signal words. On the other hand, receptive vocabulary allows

recognizing the words, giving him a meaning and setting association with

the other words that help to acquire different tools to create a productive

knowledge. (Folse, 2005)

Referring to Mora (2014) receptive vocabulary conveys the idea of

a language input is received from other individuals through reading or

listening, that is, the speaker perceives the form of the word and tries to

understand. (p.14)

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According to Mora, receptive vocabulary is when the reader through

the process of listening or people perceives other individuals a language

which is shaping through the words and then tries to understand. Thus, the

individual who possesses an extensive vocabulary not only knows the

meaning of words but also as they are written and how to use them.

For this reason, the vocabulary size indicates the language skills

possessed by the student as the frequency of words is related at all stages

of the student, and indicates Terrazas and Llach (2009) when he says that

Knowing vocabulary size receptive student gives us an idea of the tasks that

foreign language learners are able to perform. (P.15)

It is important to know the size of receptive vocabulary that the

student has because it helps to assess the number of words that is capable

of knowing and allowing you to use in the production of language

EXPRESSIVE VOCABULARY

The people use the expressive vocabulary to transmit the meaning

of words, phrases, gestures and writing to other people. Besides this,

includes and describes the actions and events, realize the connection both

words and correct grammar to elaborate sentences with correct lexical

meaning.

Moreover, the importance of expressive vocabulary is that the person

can express their own desires, needs, thoughts and ideas, thus Hoff et al

indicate that expressive vocabulary is most simply the “output” of language,

how one expresses his or her wants and needs. This includes not only

words, but also the grammar rules that dictate how words are combined into

phrases, sentences and paragraphs as well as the use of gestures and

facial expressions.”(p. 440). Through expressive vocabulary people can

more effectively develop written language but also allows them to intervene

successfully in communications with others. (Folse, 2005)

19

Expressive vocabulary is helpful in learning the English language

because it helps the person understand better how the indications that the

teacher is in the classroom and helps students to express ideas by

combining words with gestures and expressions facial, resulting in a better

understanding of language.

Besides this, Hoff et al “Expressive vocabulary in English is one

component of the oral language skills that predict reading success in

monolingual and bilingual children.” (p.435)

Children learning English at an early age, expressive vocabulary

plays an important role because it can stimulate and develop phonological

skills they possess but also allows you to start the development of

grammatical structure and language skills.

TYPES OF VOCABULARY

The vocabulary is a list of words that the individual will know over

time and increases through learning.

ACTIVE VOCABULARY

The active vocabulary is the use of the words generally used because

the individual knows their meaning and their use and suggests Grigg (2012)

“active vocabulary, on the other hand, is vocabulary that you can recall and

use at will when the situation requires it. You are choosing to use the word

and actively retrieving it from memory.” (p.85)

It can be said that the active vocabulary is the productive part of the

language, because it allows the individual to use those words whose

meaning known to develop precisely the process of speech and writing.

Besides this, Grigg pointed out that new words that the student is learning

should be added to the active vocabulary continuously in order to give

competition to spoken and written language, so the student can use the right

20

word in the right place. Similarly, students may remember the words

spontaneously and in turn make grammatical correctness of tenses when

necessary giving the speech fluency and ability to play sounds properly.

(Folse, 2005)

PASSIVE VOCABULARY

Unlike the active vocabulary in the student understands passive

vocabulary new words but does not use them, so remarks Grigg (2012) “with

passive vocabulary, you can listen and understand. Hearing the vocabulary

used prompts you to recall its meaning. In other words, you are being made

to recall it. So it’s passive vocabulary”. (p.86)

The passive vocabulary is done consistently, ie is insistent change

and this leads to students forget the words, try new concepts, leaving the

words that do not use because they are not fully familiar with the meaning

why They do not use in the oral and written language.

On the other hand, the passive vocabulary refers to the receptive part

of the language so the student can deduct certain word which means

according to the conversation in which it is located. In addition to this, the

student through the passive vocabulary promotes the knowledge of the

different forms or grammatical elements that exist in language.

SPEAKING SKILL

DEFINITION

Talking is how the individual materializes thoughts you have on

determines thing but it is also the act of issuing the ideas that are based on

the expertise that the individual acquired through daily experience.

On the other hand, speaking English is one of the main fears or fears

that students have because they know the correct pronunciation of words

21

as well as whether comments or expressions that would make about a given

topic will be well said, so that teachers must take the necessary corrective

measures to increase this ability in students.

Segura (2012) indicates that “speaking is an activity requiring the

integration of many subsystems...all these factors combine to make

speaking a second or foreign language a formidable task for language

learners, yet for many people, speaking is seen as the central skill.” (pg. 21)

Assuming indications Segura (2012), speech is an agility that

requires several factors to combine together for the purpose required and

the English language this skill plays an important role in students because

it allows integration directly with other skills.

Segura (2012) also states that “when speaking, we construct words

and phrases with individual sounds, and we also use pitch change,

intonation, and stress to convey different meanings.” (pg. 22)

According to Segura, talking is the interactive mechanism in which

meaning is constructed through the different elements of communication.

Thus, production, reception and information processing aid in the

construction of words that transfer the different meanings.

Consequently, the skill of speaking is a skill that English learners

should be performed frequently because it allows interaction on a daily basis

with two other elements of the educational society and also allows fluency

and understanding of the topics covered in the classroom.

IMPORTANCE

Oral expression plays an important role in the development of the

teaching-learning process of the English language because it allows the

22

student to interact more easily in the processes carried out in the classroom

as well as in the educational institution.

ORAL LANGUAGE IN FOREIGN LANGUAGE CLASS

The development of oral language is the main objective of the English

class. Oral skills play a leading role in the use of communicative skills and

this is reflected in the expression and understanding of the instructional

processes that students have.

As Augustine (2010) points out, the ultimate and ideal goal of English

learners is to be able to have a conversation, that is, to communicate, with

the native speakers of the language they are learning. For this reason, the

goal of the foreign language class should be to turn the learner into an

autonomous speaker and communicator who can interact effectively in the

socio-cultural context that corresponds to him. (P.162-163)

Referring to Agustín (2010), the main objective that students have to

learn English is to communicate and relate to the native speakers of the

language they are assimilating; in this way they put into practice the

acquired knowledge of the language that is studying.

For this reason, the importance of the English class should be

directed to the student from being a person who only listens to become a

person who speaks, communicates and interacts autonomously and

effectively wherever he is.

In reference to the above line, Cabezuelo (2005) indicates that in the

context of the class of foreign languages both professors, and especially

students, attach more importance to oral language than to written language.

Thus, most of the class time is spent orally and except for occasional

clarifications written on the board, the communication between teachers and

students is predominantly oral. (P.163)

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The author pointed out oral language is the skill most used in the

classroom by teachers and students, for this reason should be given greater

emphasis in improving the oral production that students have because in

this way Contributes to a more participatory and equitable classroom at the

time of the school activities.

With this view, Barolo and García agree (2011), oral language

occupies a prominent place in the teaching of the foreign language and

many institutions are dedicated to promoting their acquisition through

activities, strategies and appropriate approaches. In this way, oral skills are

given comparable attention to written comprehension and expression skills,

which have traditionally enjoyed greater prestige because of their close links

to literature and the academic world. (P.89)

SPEAKING IS FUNDAMENTAL TO ENGLISH COMMUNICATION

The English language as well as the mother tongue is a structure of

symbols that are acquired for the purpose of communicating and through

those symbols people can relate.

According to Paul, “the students can listen to English at home, read

English at home, and even write English at home. But, most of them have

few opportunities to speak English at home”. (2003;76). So that, speaking

skill should be taught and practiced in the language classroom.

The author of this indicates that the main complication that students

have to speak English is not having where and with whom to practice

outside the classroom, so it is important that teachers spend more time in

exercises that help the student to exercise the skill of speech.

With this thought agrees Stern (2013) who mentions that, “In

language teaching, we must practice and practice, again and again, just

watch a small child learning his mother tongue, he repeats over stage, he

24

practices all the time”, (57-58). Practice and always practice will enable

growing speaking ability.

For Stern (2013), the student who studies a foreign language and in

this case English must practice several learned, because it is a mechanism

that allows familiarization with vocabulary, pronunciation and intonation of

words and in turn allows the student to exercise The ability to express with

their own ideas.

Speaking is important to learn in the language classroom. According

to Dixon in Petty et.al (2009), learning to read and write should not be made

a sudden transition. These activities should be preceded, accompanied and

followed by talk. But many students think that spoken English language is

the most difficult to learn. The students have difficulties in expressing their

ideas in English. (p.299)

These authors indicate that reading and writing skills must be learned

simultaneously and that to complement learning must be accompanied by

activities where they can be expressed through the speaking. However, this

is the point of discord because students think that speaking in English is

more difficult than reading, writing or listening because most present

difficulties, voids or simply do not have the necessary basis to be able to

enter into a conversation. Consequently, speech skills play a leading role in

the teaching-learning process of the English language because it allows the

student to express themselves, communicate or maintain dialogues with

native speakers or those who speak English.

BENEFITS

It is important to know and learn a foreign language because

it allows the individual and the student to better understand the

environment in which it is developed but also allows communication with

25

people from different countries and cultures. Within this context, English

language learning benefits the student in obtaining scholarships and

obtaining a job.

WORKPLACE

Today it is necessary to master the English language because it is a

language that allows us to interact with people worldwide and is one of the

requirements or conditions that the individual must possess when looking

for work.

As indicate Knight (2015), the ability to communicate in English is a

huge asset to many companies and organizations including those who do

not use English as an official language. Companies who conduct business

internationally are likely to be engaging with people who speak English as

a first or second language on a regular basis making the ability to use

English in the workplace a very valuable skill. (p.14)

Assuming Knight's instructions, being able to communicate in English

is a requirement that the various companies or organizations currently take

into account when selecting people to perform a certain task within their

work structures. (Ramos, 2014)

What is more, companies that conduct international business are

regularly the ones who have in their work list persons who have the ability

to communicate in English effectively both orally and in writing resulting in

positive economic growth of the company or institution.

Knight (2015) remarks when saying a good knowledge of English

allows you to communicate effectively with international clients, helping

them to trust you and your organization resulting in strong and lasting

business relationships. People who use English for their work on a

daily basis need to be able to use English for a variety of purposes

26

including in meetings and negotiations, for managing, writing reports,

giving presentations and in social situations. Being able to communicate

and negotiate successfully with clients who speak English makes your skill-

set more attractive to companies who conduct business internationally

meaning employees who speak English can often command higher

salaries.” (p.15)

The author mentions that through the command of the English

language the person can more effectively perform the communication with

the various clients that the company would have entrusted to him, thus

strengthening the commercial relations that existed with the organization to

which the individual belongs or represents.

On the other hand, the people who master the English language are

able to use it in the different work activities they perform such as writing

reports on negotiations or meetings, make some presentation or in the

administration of some position within the company in which they work.

Therefore, the person who manages the communication of the

English language in its entirety is more attractive to the companies because

they can conduct international business but in the same way these

individuals have high salaries.

Besides this Knight (2015) indicates that if the person can speak

English with confidence there is a good chance that you have either studied

or experienced English culture to some extent. This cultural understanding

can be valuable for employers who want to work with or sell to English

speaking countries. (p.15-16)

Consequently, the fluency that the person has to develop

communication through the English language is the one that will give him

greater job opportunities because this ability gives him an advantage over

other people

27

On the other hand, English is the language that predominates around

the world when using a foreign language, for this reason people who for

reasons of work or fun travel constantly find in this language an aid that

makes their travel a little more pleasurable.

INTERACTING WITH OTHER TRAVELLERS

Through the English language, travelers can interact with other

people and feel safer as Rosh and White 2010) indicate, no matter where

travellers call home, English is, overwhelmingly, the international language

of communication for travellers. Although you may be thousands of

kilometers from home and initially perceive little advantage in hanging out

with people that live close to or in a similar way to you, it can often be very

comforting to mix with people with whom you can share experiences and

communicate using a language with which you are confident. (Rosh &

White,2010, p.25-26)

Referring to Rosh & White, (2010) the English language is the

primary language that travelers use to communicate, but at the outset they

find it difficult to establish some kind of communication with the individuals

around them. But as they relate to native and non-native speakers who

speak English they perceive the advantage of interacting with totally

unknown people that result in experiences that help personal and

professional growt

Huang and Hsu (2010) indicate that from a broader perspective, the

interaction between tourists can be seen basically as interaction between

customers, which are a common phenomenon in many cases but can also

be a primary component to gain experience, which raises the importance of

communication between travelers. (Huang & Hsu, 2010,p.548)

From the point of view of these authors, the interaction between

tourists is an exchange of information that results in the acquisition of new

customs that allow improving the learning of English but also is a way to

28

practice the communicative fluency of the language when discussing the

Experiences or the different situations they know.

Huang & Hsu (2010) remark that the social group interaction plays

an important role in determining the quality of the tourist experience. The

social interaction among fellow tourists in the same areas provides mobile

settings for tourist cultures to develop. (p.549). The interaction between

tourists and social groups allows the tourism experience to develop the

culture of each individual and provides the necessary mechanisms to

develop speech quality. (Ramos, 2014)

SPEAKING ENGLISH ALLOWS MORE FREEDOM

The English language is recognized worldwide as the language of

international communication, commerce and of course tourists. Smith

(2012) indicates that speaking English when you travel enables you to enjoy

a greater level of independence than you otherwise might. Rather than

having to rely on tour guides that speak your native language and being

restricted to taking organized tours, speaking English allows you

significantly more freedom and the opportunity to explore more

independently and creatively. (p. 55)

English as a language that is used worldwide and allows people to

access current and complete information, to know the majority of scientific

advances and to be able to relate to different societies gives tourists who

master the English language a high Percentage of independence that allows

them to carry out activities on their own without the need to use

tourist programs or relying on people who do translations. (TESOL, 2012)

For this reason, tourists who speak English have the opportunity to

independently and quietly and creatively inspect the destinations or places

they have planned to visit. (Ramos, 2014)

29

On the other hand, the benefit that people and tourists especially

have mastered English is that they do not have to worry about what others

say, this is what Smith (2012) when indicates that English is an important

and useful language to know when you travel. Even when travelling to

countries where English is not the language most commonly spoken, it is

often recognized as the ‘international language’ and the language that is

mutual to travellers and locals. When you are able to speak English at some

level of proficiency, travelling becomes more straightforward because major

challenges and difficulties can be ameliorated.” (p.60)

That is, the tourist can reach places where English is not

commonly spoken or is not the main language of the place you visit

but as it is the international language you will always find local people or

travelers who recognize the language. For this reason, traveling is easier

because if difficulties arise they can be solved in a more precise way. (Llach,

2014)

But although English is the language of tourism many people believe

that in all places they speak English and sometimes it turns out that it is not

so, so it is recommended to know something of the local language of the

place or tourist site that the person visits.

METHODS

The different methods that are used in the teaching-learning process

of the English language help the student in the linguistic knowledge that is

necessary to reproduce the language.

AUDIO LINGUAL METHOD

The audio-lingual method is used to improve student's performance

and oral skills. The language exercises in this method are performed

specifically orally without reference to the student's mother tongue so that

30

the student can effectively learn the language skills of the language being

studied.

Tugrul (2013), the goal of the Audio-Lingual method is, via

teaching vocabulary and grammatical patterns through dialogues, to

enable students to respond quickly and accurately in spoken language.

The dialogues are learnt through repetition and such drills as

repetition, backward build-up, chain, substitution, transformation, and

question-and-answer are conducted based upon the patterns in the

dialogue. (p.64)

Tugrul (2013) reflects on the audio lingual method and indicates that

teaching through this system improves the vocabulary and different

grammatical guidelines needed for dialogue, so that the student can quickly

and accurately respond to the concerns that arise.

This is indicated by Connor (2014) when referring to the audio lingual

method, “Most teachers will at some point require learners to repeat

examples of grammatical structures in context with number of aims in mind:

stress, rhythm, intonation, ‘consolidating the structure’, enabling learners to

use the structure accurately through repetition, etc. Question and answer in

open class or closed pairs to practise a particular form can also be argued

to have its basis in the audio-lingual approach, as can, without doubt, any

kind of drill.”

For Connor, the use of the audio lingual method in classes allows

students to use the grammatical structure of the language accurately by

means of repetition exercises, improving the accentuation, rhythm and

intonation of the words .

In addition to this, in English classes teachers can use the audio

lingual method to perform individual or group activities that encourage

31

students to express their own ideas through speech. (Llach, 2014)

On the other hand, Nunan (2011) is of the opinion that Audio-Lingual

method “has probably had a greater impact on second and foreign language

teaching than any other method. It was, in fact, the first approach which

could be said to have developed a ‘technology’ of teaching and based on

‘scientific’ principles”

For Nunan, the audio-lingual method is very important in foreign

language teaching because it is based on hearing and repeating words,

making the student familiar with the environment and sound of the words,

managing to capture the message quickly and allowing the expression

answers instantly. (Ramos, 2014)

COMMUNICATIVE LANGUAGE TEACHING

The teaching and subsequent learning of language is commonly

determined through the teaching approach that must be directed or defined

as a group of practices that are done in the classroom.

Richards (2006) “It is based on the theory that the primary function

of language use is communication. Its primary goal is for learners to develop

communicative or simply put communicative ability. In other words, its goal

is to make use of real-life situations that necessitate communication.” (p.5)

For Richards the communicative method relies on the main function

of language is communication. In this way, the main purpose is that students

develop communicative skills through the different situations that happen in

the daily life and can relate or communicate by speaking. (Sedita, 2005)

In the same way, when the person speaks with other people, he / she

exercises the fluency of the language, so it indicates Richards (2006)

Fluency is natural language use occurring when a speaker engages in

meaningful interaction and maintains comprehensible and ongoing

32

communication despite limitations in his or her communicative competence.

Fluency is developed by creating classroom activities in which students

must negotiate meaning, use communication strategies, correct

misunderstandings, and work to avoid communication breakdowns. (P.15)

Through the exercise of speech the student can practice the fluency

of the language, maintaining conversations or interactions comprehensible

and in a continuous way knowing the flaws and limitations that it has in the

communicative competence. Similarly, the teacher should perform various

exercises or activities that help students improve the communicative

process and at the same time correct the faults that occur at the time of

interacting.

Richards (2006) points out that the type of classroom activities

proposed in CLT also implied new roles in the classroom for teachers and

learners. Learners now had to participate in classroom activities that were

based on a cooperative rather than individualistic approach to learning.

Students had to become comfortable with listening to their peers in group

work or pair work tasks, rather than relying on the teacher for a model. They

were expected to take on a greater degree of responsibility for their own

learning. And teachers now had to assume the role of facilitator and monitor.

Rather than being a model for correct speech and writing and one with the

primary responsibility of making students produce plenty of error-free

sentences, the teacher had to develop a different view of learners’ errors

and of her/his own role in facilitating language learning. (p.28)

The author of the prior lines indicates that the activities carried out in

the classroom when using the communicative method involve the active

participation of the students and the teacher. In this way, the teacher is not

only the model or to whom they only listen or follow but must interact,

cooperate between work colleagues or work group assuming a high

percentage of responsibility in learning and fluency of the language.

(TESOL, 2012)

33

Through the communicative method, the student finds an important

tool to develop the fluency of the English language because it allows the

permanent practice of the words and also allows differentiating the errors of

the pronunciation and also allows making the respective correction of the

same. (Llach, 2014)

For this reason, the use of the communicative method is of great help

to the language student because it provides them with the necessary help

so that they can create meanings and not just perfect grammatical

structures. (Mart, 2013)

DIDACTIC FOUNDATION

Perez (2006), nowadays, everyone agrees on the importance of

speaking and the need for talking education that allows students to learn in

an autonomous and permanent way, to facilitate the ethical existence

comprehension, and helps them to understand the world and expand their

cultural horizons. (p.11).

Pérez (2006), remarked that speaking is not only a skill that

encourages in students the possibility of accessing new cultures, knowledge

or cultivate intelligence but also fosters imagination and thinking in a critical

way enabling integration with other cultures and also becomes a support In

personal and professional growth. (Sedita, 2005)

PHILOSOPHICAL FOUNDATION

Alejandra (2012) “Learning to speak is the key to success throughout

the school years. That is why it is so important that the phase of introduction

to speaking a positive experience and, above all, to awaken the motivation

of children for knowledge.” (p.7)

Speaking skill has a leading role in the construction and growth of the

character of students because it is part of the daily activity of students.

34

Through communication, students can exchange ideas, thoughts,

experiences and needs with other people around them.

SOCIOLOGICAL FOUNDATION

Lee (2012), "Democratic societies in which we live demand ever

more thoughtful and free citizens of dangerous ideas that could impair its

performance, therefore, we must make talking a permanent habit, turn the

act of speaking a pleasant, rewarding and sharing time”.

Lee mentioned at present, societies need citizens who have clear

and non-dangerous thoughts that violate the good customs so that it is

necessary that the educational systems make profound changes in the

structure and that they realize infrastructures that improve the

communicative quality of the students.

LEGAL FOUNDATION

ORGANIC LAW OF EDUCATION

INTERCULTURAL

TITLE I

OF THE GENERAL PRINCIPLES

SINGLE CHAPTER

OF THE FIELD, PRINCIPLES AND PURPOSES

Art. 1.- Scope.- This Law guarantees the right to education, determines the

general principles and aims that guide Ecuadorian education in the

framework of Good Living, interculturality and plurinationality; As well as the

relationships among its actors. It develops and deepens constitutional

rights, obligations and guarantees in the educational field and establishes

the basic regulations for the structure, levels and modalities, management

35

model, financing and participation of the actors of the National Education

System.

Art. 2. - Principles: The educational activity is developed according to the

following general principles, which are the philosophical, conceptual and

constitutional foundations that support, define and govern the decisions and

activities in the educational field:

B. Education for change. - Education is an instrument of transformation of

society; Contributes to the construction of the country, the projects of life

and the freedom of its inhabitants, peoples and nationalities; Recognizes

human beings, particularly girls and boys, as the center of the learning

process and subjects of law; and is organized on the basis of constitutional

principles.

I. Education in values. - Education must be based on the transmission and

practice of values that promote personal freedom, democracy, respect for

rights, responsibility, solidarity, tolerance, respect for gender, generational,

ethnic, social, by gender identity, migration status and religious belief,

equity, equality and justice and the elimination of all forms of discrimination.

Q. Motivation. - It promotes individual effort and motivation for people to

learn, as well as the recognition and appreciation of teachers, guaranteeing

the fulfillment of their rights and support to their task, as an essential factor

in the quality of education.

Art. 3. - Purposes of education. - The purpose of education:

a. The full development of the personality of the students, which contributes

to the knowledge and exercise of their rights, the fulfillment of their

obligations, the development of a culture of peace between peoples and

non-violence between people, and a Intercultural social intercourse,

plurinational, democratic and solidarity.

36

CHAPTER III

METHODOLOGY DESIGN

Johnson (2012), “The function of a research design is to ensure that

the evidence obtained enables us to answer the initial question as

unambiguously as possible” (P.9)

For Johnson, the use of the methodological design is based on

answering in a clear and precise way the questions that lead the student to

carry out the investigation of a certain subject. The evidence obtained

through the different methods serves to shape the structure of the

investigation and to give veracity to the writing.

TYPES OF RESEARCH

There are different types of research among which are mentioned:

DESCRIPTIVE RESEARCH

Descriptive research allows the recognition of different situations,

customs and attitudes through the activities, processes and people that

predominate in the environment where the study is carried out.

Williams (2011), although some people dismiss descriptive research

as `mere description', good description is fundamental to the research

enterprise and it has added immeasurably to our knowledge of the shape

and nature of our society. Descriptive research encompasses much

government sponsored research including the population census, the

collection of a wide range of social indicators and economic information

such as household expenditure patterns, time use studies, employment and

crime statistics and the like.

37

Williams indicates that descriptive research is not only about

describing the research problem, but also that through it one can know the

different indicators that allow searching for solutions to the problem

presented in the study topic. (Sedita, 2005)

EXPLANATORY RESEARCH

Explanatory investigation is the process that allows describing the

phenomenon that is investigated and also links the causes that form the

problem with the description of the same.

García (2012) “Explanatory research focuses on why questions.

Answering the `why’ questions involves developing causal explanations

which will be simple while others will be more complex.” García indicates

that the explanatory investigation focuses its main point in answering the

questions that allow developing the totality of the investigation. The answers

to these questions range from the simplest to the most complex

explanations of the subjects that are exposed on the causes or situations

that originate the problem.

POPULATION AND SAMPLE

Population and sample are important points that are needed in a

research work because they allow knowing the totality of the population with

which the project is being worked and shows the number of people to whom

it will be specifically surveyed to know the main doubts they have and Look

for the best help mechanism.

POPULATION

Wigodski (2010), is the total set of individuals, objects or measures

that have some common characteristics observable in a place and at a

certain time. When carrying out some research, some essential

38

characteristics should be taken into account when selecting the population

under study.”

Assuming Wigodsky, indications through this statistical mechanism

the investigator allows the totality of individuals or objects to be envisaged

observable in the place where the investigation is realized. On the other

hand, it allows knowing the essential or main characteristics that must be

selected in the population for their respective study.

SAMPLE

Wigodski (2010), “The sample is a faithfully representative subset of

the population and is indispensable to the researcher since it is impossible

to interview all members of a population due to problems of time, resources

and effort.”

On the other hand, Wigodsky refers that the sample is a certain

amount of general population to which an interview will be conducted that

will allow you to know important aspects that are needed in the research.

This mechanism is indispensable because the researcher can not interview

all the members that make up the general population because this process

would take too much time and resources that would extend the time of the

investigation.

STRATUM

For data collection was used as a tool surveys, using a questionnaire,

information was obtained about the current state of foreign language

teaching to students of ninth years of basic education Provincia de Bolivar,

Zona 9, Distrito 5, Provincia del Guayas, parish then an analysis of the

questions made to the results of the survey will be established.

39

Stratum

ITEM STAFF POPULATION SAMPLE

1 AUTHORITI

ES

1 1

2 TEACHERS 28 1

3 STUDENTS 1200 42

TOTAL 1229 44

Source of investigation: “Provincia de Bolivar” (public school)

Elaborated by: César Pachay and Gerardo Neira (students)

FORMULA

q p Z

E 1) - (N

q p N n

2

2

n: Sample size

N: Population size= 120

p:possibility of an event occurring,p = 0,5

q: no possibility of occurrence of an event, q = 0,5

E: error is considered the5%; E = 0,05

Z: confidence level, which for the95%, Z = 1,96

n = (120) (0,5) (0,5)

(120 - 1) (0.05)2+ (0.5) (0.5)

(1.96)2

40

VARIABLE OPERATIONAL MATRIX

Variables Dimension Indicators

Independent

Routine

Vocabulary

Importance

Vocabulary knowledge as builder

Incidental vocabulary learning

Characteristics

Receptive Vocabulary

Expressive Vocabulary

Types

Active Vocabulary

Passive Vocabulary

Dependent

speaking

Skills

Importance

Oral language in foreign language class

Speaking is fundamental to English communication

Benefits

Workplace

Interacting with other travelers

Speaking English allows more

freedom

Methods

Audio lingual method

Communicative language teaching

Source : Colegio Técnico Fiscal Provincia de Bolívar

Elaborated by: Cesar Pachay and Gerardo Neira

41


FACULTAD DE FILOSOFIA, LETRA Y CIENCIA DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

INTERVIEW TO THE ENGLISH TEACHER

OBJECTIVE OF THE INTERVIEW The results of these initiatives is in order to generate permanent quality

improvement processes in the study methodology of teaching English

language

1. QUESTION 1: What other methods do you suggest for teaching

of routine vocabulary?

1. ANSWER 1: The Music in education is a method very important

because the ability to perceive, discriminate, transform and

express musical forms. This ability includes sensitivity to rhythm,

tone, melody, ring or tone color of a music

2. QUESTION 2: Do you think that learning of routine vocabulary is

important to speak proficiently?

2. ANSWER 2: Yes, is very important because the learning process

should be based on activities geared toward children´s interests

and necessities.

3. QUESTION 3: Is it appropriate to use methods and techniques to

optimize the development of the speaking competence?

3. ANSWER 3: sure, for example The Creativity is an important part

of maintaining motivation but it shouldn’t be limited to the teaching

approach. Depending on the factors highlighted in the first part of

this post (age, language level, cultural specifics, etc.)

4. QUESTION 4: What is the dynamic aspect of learning with

routine vocabulary?

4. ANSWER 4 : We must use a methodology that is not to repeat

but to associate images with words for a better learning of simple

vocabulary

42




INTERVIEW TO DIRECTOR

OBJECTIVE OF THE INTERVIEW It is desirable to have an evaluation system that helps improve

organizational efficiency and achieve academic excellence in English area.

1. QUESTION 1: Is the teaching methodology effective for teaching

routine vocabulary in English?

1. ANSWER 1: No, it isn’t the teaching is very poor in methodology.

2. QUESTION 2: Do you think that the teacher should use routine

vocabulary and useful phrases in class?

2. ANSWER 2: Yes, I think don’t use the good routine.

3. QUESTION 3: Do you think that teachers should use appropriate.

3. ANSWER 3 Yes, the teaching should use new method or

vocabulary

4. QUESTION 4: Do you think that the strategies to listen and to

repeat are the best way to improve your speaking pronunciation?

4. ANSWER 4: Yes, I think these are the best way for a good

pronunciation, read, write, and repeat

5. QUESTION 5: Do you think that motivation is a key factor for

teaching routine vocabulary?

5. ANSWER 5: Yes, I do. Motivation is one of the many factors for

teaching vocabulary because you need to be consistent

43

RESEARCH METHODS

DEDUCTIVE METHOD

Dávila (2006) “the deductive method is a system that allows to

organize known facts and to extract specific affirmations and conclusions.”

(P.184)

Dávila indicates that the deductive method allows the investigator to

make conclusions or, in turn, affirmations by simply knowing the

antecedents that the study that is being carried out has. In this way, if the

antecedents are real the result of the exploration will also be.

On the other hand, Dávila (2006) points out that the deductive

method "offers resources to unite theory and observation, in addition to

allowing researchers to deduce from the theory the phenomena to be

observed" (p.185) Dávila refers that the use of this method gives the

investigator the possibility of merging the assumptions or ideas with the

visual perception of the problem, managing to deduce the different reasons

that cause or intervene in the problem.

In conclusion, the use of the deductive method in the present

research work will serve the researchers to know and organize the different

concepts and carry out the different actions that allow constituting and

pointing out the true conclusions of the content of the premises. (Ramos I.

M., 2015)

INDUCTIVE METHOD

Dávila (2006) indicates that “the inductive method allows the

investigator to establish general conclusions based on facts collected

through direct observation.” (p.185)

Assuming Davila, (2006) the inductive method allows obtaining

information or knowledge through the direct observation of the medium in

44

which the problem is to perform the collection of particular data that allow to

make generalities that provide a specific conclusion of the elements that

compose the problem.

In addition to this, Dávila (2006) remarks that:

“A new way of finding truth is to look for facts instead of relying on

authority (expert) or mere speculation; over time this attitude would become

the fundamental principle of all sciences.” (p.185-186).

For Dávila, (2006) the use of the inductive method is used in the

investigation to explore the real causes that form the problem and in this

way the researcher can obtain the necessary knowledge to carry out the

development of the scientific or research project without having to use

speculations on the subject. Therefore, the results obtained in this part of

the research will only be absolute when the elements that belong to the

global problem are small.

RESEARCH TECHNIQUES AND INSTRUMENTS

SURVEY

Fundamentals of Survey Research Methodology (2005) article refer

that “a survey is simply a data collection tool for carrying out survey

research.” (p.76)

The survey is a technique that allows the collection of information that

would be used in the investigation and where questions are asked in a

verbal or written form to a specific set of individuals and whose purpose is

to obtain necessary information about the population that is immersed In the

investigative work.

Besides this, the report remarks that “means for gathering

information about the characteristics, actions, or opinions of a large group

of people” (p. 77)

45

Furthermore, survey provides data reliably and accurately

because the answers are limited only to the questions that are posed

and the collection as well as the processing and analysis of the

information is done easily because there is no need for qualified

personnel for the application.

INTERVIEW

Valenzuela and Shrivastava (2013) mentions “interviews are

particularly useful for getting the story behind a participant’s experiences.

The interviewer can pursue in-depth information around the topic. Interviews

may be useful as follow-up to certain respondents to questionnaires, e.g.,

to further investigate their responses.” (Valenzuela & Shrivastava, 2013,

p.15)

For Valenzuela & Shrivastava (2013), the interview allows the

collection of necessary, useful and specific information about the subject

being investigated. It is necessary to formulate and set out certain objectives

that should be related to the environment on which the research work is

carried out.

In conclusion, the interviews are an exchange of perceptions,

concepts or ideas that are given between two or more people through a

conversation in which questions and answers are asked to obtain deep

information about the subject under investigation.

CHI CUADRADA TEST

Objective: Statistically demonstrate the correlation between the

independent and dependent variable.

Independent Variable: Routine Vocabulary

46

Dependent Variable: Speaking competence

Nivel de significancia: Alfa=0. 05 o 5

Estadístico de prueba a utilizar: Chi cuadrada

Valor P o significancia

As the value of P is less than 0.05, chi cuadrada test indicates that there is

a relationship between the variables, thus vocabulary affects the

development of the reading skills of students.

48

SURVEY TO THE STUDENTS

Sample: 42 students Course: 9th

QUESTION 1 The learning conditions facilitate the development of the

reading skills.

CHART OF FREQUENCY 1

ALTERNATIVE FREQUENCY PERCENTAGE

Yes 24 57%

No 2 5%

A little 9 21%

No comment 7 17%

Indifferent 0 0%

Total 42 100%

Source: Colegio Fiscal Técnico Provincia de Bolívar

Elaborated by: Gerardo Neira Lara y Cesar Pachay Yánez

Graphic 1

Comment: The greater percentage of students in this question indicate that

the learning conditions represent an advantage when dealing with the

reading skills. They mention that in the classroom it facilitates the

development and interest of students in the study of English allowing

continuous improvement of language.

57%

5%

21%

17%

0%

Yes No A little No comment Indifferent

49



QUESTION 2: The strategies of repetition vocabulary will improve your

English learning



Yes 33 79%

No 2 5%

A little 6 14%

No comment 1 2%

Indifferent 0 0%

Total 42 100%



Graphic 2

Comment: The use of different repetition techniques within vocabulary is

necessary in the process of learning the English language because they

allow the students become familiar with the sounds by improving the

linguistic ability.

79%

5% 14%

2% 0%


50



QUESTION 3: Methods of learning favor the assimilation of new vocabulary



Yes 36 86%

No 6 14%

A little 0 0%

No comment 0 0%

Indifferent 0 0%

Total 42 100%



Graphic 3

Comment: The different learning methods must be applied in the classroom

to improve the deficiencies that students have when learning vocabulary.

This can be changed if the teacher pays more attention in planning its class.

86%

14%

0% 0% 0%


51

ANALYSIS OF RESULT


QUESTION 4: The technology is a motivation for learning English

vocabulary



Yes 38 91%

No 1 2%

A little 2 5%

No comment 1 2%

Indifferent 0 0%

Total 42 100%



Graphic 4

Comment: The students expose the need that exists in the public

educational institutions to have updated laboratories that allow to optimize

the learning process improving the vocabulary in English and that covers

the student capacity of the mentioned institution.

91%

2% 5% 2% 0%


52



QUESTION 5: This research might be part of the greater dimensions of the

learning strategies of vocabulary



Yes 34 81%

No 0 0%

A little 3 7%

No comment 5 12%

Indifferent 0 0%

Total 42 100%



Graphic 5

Comment: A research is always an important tool in the educational

development of the student, so it is necessary to encourage the habit of

conducting explorations or feedbacks outside the educational institution that

allow to raise the knowledge and use of vocabulary.

81%

0%

7% 12%

0%


53


Sample: 42 student Course: 9th

QUESTION 6: Knowing new words permit to interact with others in any field.



Yes 12 28%

No 4 10%

A little 21 50%

No comment 5 12%

Indifferent 0 0%

Total 42 100%



Graphic 6

Comment: Currently English language learning plays an important role in

the development of students because it offers benefits in the personal as in

the professional, however the students indicate that this is not the real thing,

and it is understood because not only vocabulary take part of the English

learning.

28%

10%50%

12%

0%


54



QUESTION 7: Writing sentences correctly with the use of new vocabulary

increases the level of knowing more about the English language.



Yes 17 41%

No 17 40%

A little 5 12%

No comment 3 7%

Indifferent 0 0%

Total 42 100%



Graphic 7

Comment: Vocabulary is acquired subconsciously by associating the word

with a certain idea, that is, to relate the word to a concept of real life helps

to retain that word for when we want to use it. For this reason, it is necessary

to learn not only the vocabulary but also to know the grammatical structures

that allow to form sentences correctly.

41%

40%

12%7% 0%


55



QUESTION 8: The teaching of common vocabulary permits to increase the

speaking skill.



Yes 0 0%

No 0 0%

A little 0 0%

No comment 0 0%

Indifferent 42 100%

Total 42 100%



Graphic 8

Comment: English teachers make the greatest effort to transmit the

language to students, it is known that there are factors against it, starting

with the fact that the students are in a Spanish-speaking environment. For

this reason, the techniques of teaching vocabulary through the different

exercises will be aimed to allow a better production of the speaking skill.

0%0%0%

100%


56

ANALYSIS OF RESULT



QUESTION 9: The usage of Flash cards with routine vocabulary develops

the interest the English learning



Yes 32 76%

No 1 3%

A little 3 7%

No comment 6 14%

Indifferent 0 0%

Total 42 100%



Graphic 9

Comment: The didactic resources constitute an important field of action

and they are fundamental part to obtain the innovation in the education

because they facilitate and stimulate the learning of the vocabulary. The

importance of didactic resources in the classroom, the correct use of these

resources, the way teachers use them, can increase the students' academic

performance and promote the construction of meaningful learning.

76%

3%

7%

14% 0%


57



QUESTION 10: Useful phrases and vocabulary facilitates the practice of the

speaking skill



Yes 26 62%

No 3 7%

A little 7 17%

No comment 6 14%

Indifferent 0 0%

Total 42 100%



Graphic 10

Comment: The study of English cannot be limited to an explicit one in terms

of its syntactic and lexical correspondence, which does not allow the student

to go beyond a word-for-word interpretation, but to study it within the entire

socio-cultural context without limitation. It is necessary to develop in the

class activities different forms of communication immersed in the socio-

cultural language.

62%

7%

17%

14%

0%


58

CONCLUSIONS

Teachers should reflect on the methodological bases and look for

suitable ways to renew internal educational processes. Likewise, the

institution should support initiatives and methodological proposals that

benefit the teaching of English. The analysis of methods and approaches

made it possible to explore the range of ways of teaching a foreign language

(English) a little more. It aims to rescue, in some way, basic functions of the

language (communicate, know, learn, share) that can often be confused.

Field research has shown that there are still traditional forms of

English teaching such as translation or use of Spanish during classes.

These strategic references, little or almost nothing functional, should not be

used if English is taught under a communicative approach. The analysis of

the research reflects that each teacher has a very defined teaching method;

However, you can socialize a multi-method in order to benefit. Therefore, it

is intended to generate debate on the different methodological strategies

that contribute to the development of oral expression.

RECOMMENDATIONS

Evaluate objectively and comprehensively the proposal by virtue of

necessary changes, modifications and adaptations in the pedagogical,

methodological and curricular dimensions. Review, investigate and

constantly contrast methodological forms in the teaching of English for the

design of an own program of studies of the institution;

This will include the development of linguistic and communicative skills

under communicative and functional approaches to the target language.

Design authentic curricular and methodological proposals, flexible to

change without losing the communicative approach of the language. Also,

take as referring to this strategy guide as a summary of experiences Shared.

59

Modify in the short and medium term the logistical, administrative,

and procedures of the institution to facilitate significant changes in the

Didactic (forms of teaching) of English.

It is recommended to replicate the study in the institution, to calculate

a sample greater or failing to use the total population.

60

CHAPTER IV

THE PROPOSAL

INTERACTIVE ACTIVITIES TO BUILD UP VOCABULARY

JUSTIFICATION

One of the main reasons that took to the realization of this project is

due to the necessity of counting with extra activities and motivation that

stimulates both teachers and students to use imagination to create

techniques for developing the skills and better the low scholastic yield in

English learning at “Provincia de Bolivar public high School”

According to the results of the investigation, it was observed that at

first the students showed poor interest in the activities presented by the

teachers, and did not pay attention to the commands given to them.

However, after applying the survey and giving and advance of how the

brochure would be presented, they claimed in acceptance the necessity of

counting on new strategies to learn English. With the former background, it

is assumed that this proposal is justified since this is a good way to

contribute with the improvement of the students’ skills in the English

learning.

The lack of strategies to deal with vocabulary is necessary to be

applied for the students, because they grow with strains, in the moment of

speaking or establishing a conversation. With the application of this strategy

exposed in this proposal, the students will increase their motivation and

enthusiasm when learning English. This technique will become of great aid

for the learning of English, helping both teachers and students achieve a

positive change in their school yield.

61

The beneficiaries of this proposal are the students who will be able

to develop their English skills using innovative techniques by using routine

vocabulary to ease their learning in the way that they will not be involved in

sophisticated vocabulary that by the way it will be presented after the

students are hooked in the enthusiasm of learning.

Consequently, the institution will get more prestige, since this

educational project was performed in the classrooms and will be positively

reflected in the way English is going to be taught.

Finally, teachers will take part within this new innovative material

available designed to help students improve their English speaking skills

and their overall performance inside the classroom. Moreover, with the

implementation of this proposal, the student’s learning possibilities will have

incidence in the community per-se.

OBJECTIVE GENERAL

To apply new teaching techniques for improving the assimilation of

vocabulary in order to help students develop their skills.

OBJECTIVES SPECIFICS:

To increase participative activities so the students can distinguish

vocabulary to work within the skills

To achieve integral vocabulary learning to enable the students

sustains a basic conversation and so develops the speaking skills.

Determine that proposal herewith did have its effect in the motivation

for increasing vocabulary of the students.

62

FEASIBILITY

Human Feasibility

This proposal is feasible due to the support of the school authority,

teachers, parents and other members of the educative community, in a

special way, for the collaboration of the students who have been truly leaded

to take part of this rehearsal as a beginning of new changes in the future.

That is to say, that it has had the essential human resources to reach a

solution for the problem, reason of this study.

Financial Feasibility

We also have the financial resources required to develop the guide

with the assistance of the people who have contributed with the application

of this proposal. Since this work was primarily theoretical, it has not had the

necessity of investing no more than human talent from whom we have taken

advantage. Despite the expenses such as photocopies, transportation,

papers, and other minimal ones, it has not been a taken as a great expense.

Technical Feasibility

As far as this work took shape, technology was at hand all the time,

it permitted to get through the many wonders of how education can be held.

Teaching techniques for improving the assimilation of routine vocabulary is

important in the same way as strategies that are used for establishing a

model of how to be taught a subject.

Within techniques and technology, this work can be the best option

for the students, so with the support of authorities and parents as main

characters of this process, the students will have a total approach of learning

the English language.

63

DESCRIPTION OF THE PROPOSAL

This proposal consists of the design of a guide with interactive activity

techniques whose main purpose is to encourage the students to learn in a

very different way that will help them improve their skills and so their

scholastic achievement in the subject. Since it is aimed in highlighting the

assimilation of the use of interactive techniques, it will give the students an

idea of how to use them through the assimilation of vocabulary and so

increase their level of interacting properly.

This project will be carried out from November 25th to January 24th of

the present school year. It will be performed in the students of 8th grade at

Provincia de Bolivar public high School.

This work has been developed with the researcher´s material and

with the guidance of the class teacher and the participation of all the

students. With this, the students will improve their skills through the

application of a guide with interactive techniques that will help them to

improve, understand and increase their dexterities in learning the new

Language.

The proposal will be carried out on three different moments.

Phase I

Presentation of the proposal, with the activities and units that will be

held for the purpose of giving the teacher and students confidence in the

realization of the exercises and activities.

Phase II

Execution of the proposal, where the students will take constantly part of

the drills and activities that will promote the improvement of the students

and the control of their capacities.

64

Phase III

Evaluation of the proposal, since activities must be assessed, it is important

to have a clear idea of the results by evaluating the students after every

activity.

PEDAGOGICAL, PSYCHOLOGICAL ASPECTS

Sociological Aspects

The social life aspect in the educative system is considered as active

element around the world, but with different challenges in it, such as social

conditions and economic policies.

Pedagogical aspects

Our proposal will help the teachers in the educational field to get

better results in the learning process of the English foreign language and

improve the learning in all the aspects. This proposal is significant on its

pedagogical aspect, because it fulfills the principles of constructivism in

order to facilitate the success of the teaching process. Besides, it contains

interactive activities that can be used as didactic material with the purpose

of achieving the significative learning in an easier way.

Teachers should continue applying vocabulary learning in English

classes to increase the students´ possibilities and abilities to provide

interactive and high-quality classes to the students. (H.C., 2016)

Psychological aspects

It was very important to influence the students with positivism ,

through the advices and direct contemplation of their necessities during the

first month, which helped to the adaptation of the work place that was

reflected on the students’ pronunciation and the incensement of their

65

vocabulary As teachers, we everyday interact with students sharing time

with them and helping them acquire new knowledge, we get involved with

children and we have the responsibility to influence them positively, giving

our advices, encouragement and comforting them.

By providing an environment where significant learning can be achieved

and by making children have a good time while learning, the students will

be able to leave aside their necessities and difficulties in life and put all their

effort in their studies, so it can be reflected in the scholastic

accomplishment.

CONCLUSION

To keep constant motivation on the students to elevate their self-

esteem and improve their assimilation of the English not only as a second

language but as very part of themselves.

Since this project is headed to develop the English learning process

in this institution, the mission of it consists of stimulating the students´

abilities every time in the English term.

The directive of the institution and the teacher staff are focused on

the idea of reinforcing children’s values and knowledge in order to provide

integral education.

For this purpose, they wish to establish the development of critical

thinking, responsibility and discipline, as life-long tools for their personal

success that will help them build an ethic society with fair opportunities for

everybody.

We believe that our proposal is framed in the institution’s policies

because it will help reinforcing the students’ knowledge while improving their

values and opportunities in life.

66

BIBLIOGRAPHY

www.kahoks.org/common/pics/db/pdf.../1852_Vocabulary.pdf

Published in “Insights on Learning Disabilities” 2(1) 3345, 2005 Effective

Vocabulary Instruction By Joan Sedita

http://www.azed.gov/english-language-

learners/files/2014/02/effective-vocabulary-instruction-article.pdf

Joan Sedita http://www.azed.gov/english-language-

learners/files/2014/02/effective-vocabulary-instruction-article.pdf

from Book Vocabulary Myths

Applying Second Language Research to Classroom Teaching

Keith S. Folse https://www.press.umich.edu/pdf/0472030299-intro.pdf

Incidental Vocabulary Learning in Second Language Acquisition: A

Literature Review. Falcon Dario Restrepo Ramos

PROFILE Vol. 17, No. 1, January-June 2015. ISSN 1657-0790 (printed)

2256-5760 (online). Bogotá, Colombia. Pages 157-166

http://www.scielo.org.co/pdf/prf/v17n1/v17n1a10.pdf

http://www.tesol.org/docs/books/bk_ELTD_Vocabulary_974

Book: Vocabulary and Its Importance in Language Learning

The importance of vocabulary in language learning and how to be taught.

International Journal of Teaching and Education Vol. III, No. 3 /

2015. Mofareh Alqahtani

http://www.kahoks.org/common/pics/db/pdf.../1852_Vocabulary.pdf

http://www.azed.gov/english-language-learners/files/2014/02/effective-vocabulary-instruction-article.pdf




https://www.press.umich.edu/pdf/0472030299-intro.pdf

http://www.scielo.org.co/pdf/prf/v17n1/v17n1a10.pdf

http://www.tesol.org/docs/books/bk_ELTD_Vocabulary_974

67

http://dehesa.unex.es/bitstream/handle/10662/2970/0213-

9529_2014_33_2_11.pdf?sequence=1

Analysis of the size receptive vocabulary in Bilingual and non Bilingual

section students of Primary Education. Campo Abierto, vol. 33 nº

2, pp. 11-28, 2014. Inmaculada Mora Ramos

Licenciada en Psicopedagogía. Universidad de Extremadura

30-10-2014

Expressive vocabulary development in children from bilingual and

Monolingual homes: A longitudinal study from two to four years.

Early Childhood Research Quarterly. Article Info. 2014 Erika Hoff,

Rosario Rumiche, Andrea Burridge, Krystal M. Ribot, Stephanie N.

Welsh.

http://psy2.fau.edu/~hoff/2014%20Hoff%20Rumiche%20ECRQ.pdf

LA IMPORTANCIA DE LA LENGUA ORAL EN LA CLASE DE ELE:

ESTUDIO PRELIMINAR DE LAS CREENCIAS DE APRENDICES

María Pilar Agustín Llach. Universidad de La Rioja

http://cvc.cervantes.es/ensenanza/biblioteca_ele/asele/pdf//17_0161.pdf

Benefits of using English in the workplace

http://www.regent.org.uk/blog/post/6016/benefits-of-using-english-in-the-

workplace, Kelly Knight on 3 Dec 2015

INTERACTION AMONG FELLOW CRUISE

PASSENGERS: DIVERSE EXPERIENCES AND IMPACTS

http://dehesa.unex.es/bitstream/handle/10662/2970/0213-9529_2014_33_2_11.pdf?sequence=1

http://dehesa.unex.es/bitstream/handle/10662/2970/0213-9529_2014_33_2_11.pdf?sequence=1

http://psy2.fau.edu/~hoff/2014%20Hoff%20Rumiche%20ECRQ.pdf

http://cvc.cervantes.es/ensenanza/biblioteca_ele/asele/pdf/17_0161.pdf

http://www.regent.org.uk/blog/post/6016/benefits-of-using-english-in-the-workplace

http://www.regent.org.uk/blog/post/6016/benefits-of-using-english-in-the-workplace

68

Jue Huang & Cathy H. C. Hsu http://www.tandfonline.com/loi/wttm20

WHAT IS RESEARCH DESIGN?

http://www.nyu.edu/classes/bkg/methods/005847ch1.pdf

The Audio-Lingual Method: An Easy way of Achieving Speech. Cagri

Tugrul Mart. International Journal of Academic Research in

Business and Social Sciences

December 2013, Vol. 3, No. 12 ISSN: 2222-6990

http://hrmars.com/hrmars_papers/The_Audio-

Lingual_Method_An_Easy_way_of_Achieving_Speech.pdf

Dávila Newman, Gladys

El razonamiento inductivo y deductivo dentro del proceso investigativo en

ciencias experimentales y

sociales

Laurus, vol. 12, núm. Ext, 2006, pp. 180-205

Universidad Pedagógica Experimental Libertador

Caracas, Venezuela

http://www.redalyc.org/pdf/761/76109911.pdf

Fundamentals of Survey Research Methodology

April 2005 Priscilla A. Glasow

https://www.mitre.org/sites/default/files/pdf/05_0638.pdf

Interview as a Method for Qualitative Research Qualitative Research

Presentation by Dapzury Valenzuela, Pallavi Shrivastava

http://www.public.asu.edu/~kroel/www500/Interview%20Fri.pdf

http://www.tandfonline.com/loi/wttm20

http://www.nyu.edu/classes/bkg/methods/005847ch1.pdf

http://hrmars.com/hrmars_papers/The_Audio-Lingual_Method_An_Easy_way_of_Achieving_Speech.pdf

http://hrmars.com/hrmars_papers/The_Audio-Lingual_Method_An_Easy_way_of_Achieving_Speech.pdf

http://www.redalyc.org/pdf/761/76109911.pdf

https://www.mitre.org/sites/default/files/pdf/05_0638.pdf

http://www.public.asu.edu/~kroel/www500/Interview%20Fri.pdf

69

ANNEXE ONE

DOCUMENTS

72

ANTIPLAGIO

73

ANNEXE TWO

Survey and

Interview

74


FACULTAD DE FILOSOFÍA, LETRA Y CIENCIA DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGUÍSTICA


QUESTIONS yes no A

little

No

comm

ent

indiff

1. The learning conditions facilitate the

development of the reading skills.

√

2. The strategies of repetition vocabulary will

improve your English learning

√

3. Methods of learning favor the assimilation of

new vocabulary.

√

4. The technology is a motivation for learning

English vocabulary.

√

5. This research might be part of the greater dimensions of the learning strategies of vocabulary.

√

6. Knowing new words permit to interact with others in any field.

√

7. Writing sentences correctly with the use of

new vocabulary increases the level of knowing

more about the English language.

√

8. The teaching of common vocabulary permits

to increase the speaking skill.

√

9. The usage of Flash cards with routine

vocabulary develops the interest the English

learning.

√

10. Useful phrases and vocabulary facilitates the

practice of the speaking skill.

√

75




INTERVIEW TO THE ENGLISH TEACHER

OBJECTIVE OF THE INTERVIEW

El resultado de estas iniciativas es generar procesos permanentes de mejora de calidad en la metodología de estudio de la enseñanza del idioma inglés

1 QUESTION 1: ¿Qué otros métodos sugiere para la enseñanza del

vocabulario rutinario?

1 ANSWER 1 La Música en la educación es un método muy

importante porque la capacidad de percibir, discriminar, transformar y

expresar formas musicales. Esta habilidad incluye la sensibilidad al

ritmo, el tono, la melodía, el tono o el tono de una música

2 QUESTION 2: ¿Crees que el aprendizaje del vocabulario rutinario

es importante para hablar con habilidad?

2 ANSWER 2: Sí, es muy importante porque El proceso de

aprendizaje debe basarse en actividades orientadas a los

intereses y necesidades de los niños.

3 QUESTION 3: ¿Es apropiado utilizar métodos y técnicas para

optimizar el desarrollo de la competencia oral?

3 ANSWER 3: Por ejemplo, La Creatividad es una parte importante

de mantener la motivación, pero no debe limitarse al enfoque de

la enseñanza. Dependiendo de los factores destacados en la

primera parte de este post (edad, nivel de idioma, especificidades

culturales, etc.)

4 QUESTION 4: ¿Cuál es el aspecto dinámico del aprendizaje con

vocabulario rutinario?

4 ANSWER 4 : Debemos utilizar una metodología que no sea repetir

sino asociar imágenes con palabras para un mejor aprendizaje del

vocabulario sencillo

76




ENTREVISTA AL DIRECTOR

OBJETIVO DE LA ENTREVISTA

Es deseable contar con un sistema de evaluación que ayude a mejorar la eficiencia organizacional y lograr la excelencia académica en el área de inglés.

1 QUESTION 1: ¿La metodología de enseñanza es eficaz para

enseñar vocabulario rutinario en inglés?

1 ANSWER: No, no es... la enseñanza es muy pobre en

metodología.

2 QUESTION 2: ¿Cree usted que el profesor debe usar

vocabulario rutinario y frases útiles en clase?

2 ANSWER : Sí, creo que el profesor debería utilizar vocabularios

de rutina

3 QUESTION 3: ¿Cree usted que los maestros deben usar la.

Metodología apropiada?

3 ANSWER 3: Sí, la enseñanza debe utilizar un nuevo método o

vocabulario

4 QUESTION 4: ¿Crees que las estrategias para escuchar y repetir

son la mejor manera de mejorar tu pronunciación?

4 ANSWER 4 Sí, estos son el mejor camino para buenos

pronunciamientos, leer, escribir, repetir

5 QUESTION 5: ¿Crees que la motivación es un factor clave para

la enseñanza del vocabulario rutinario?

5 ANSWER 5: Sí, la motivación en el momento de enseñar es

importante

77





INTERVIEW TO DIRECTOR

OBJECTIVE OF THE INTERVIEW It is desirable to have an evaluation system that helps improve organizational efficiency and achieve academic excellence in English area.

1. QUESTION 1:Is the teaching methodology of teachers effective for

teaching foreign language vocabulary?

2. ANSWER 1:

3. QUESTION 2:¿Do you think that the teacher should use basic

vocabulary and useful phrases for English teaching?

4. ANSWER 2:

5. QUESTION 3: Do you think that teachers should use appropriate

methodology for the students are in contact with communicative

situation in this language?

6. ANSWER 3:

7. QUESTION 4: Do You think that the strategies to listen and to repeat

are the best way of relating to the English language to improve your

pronunciation?

8. ANSWER 4:

9. QUESTION 5: Does the indirect methods guide you in what you

teaching gradually?

10. ANSWER 5:

78

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTER AND SCIENCE OF EDUCATION

SCHOOL OF LANGUAGE AND LINGUISTIC


QUESTIONS YES NO A LITTLE NO

COMMENT

TOTAL

The learning conditions

facilitate the development of

the reading skills.

5 0 0 0 5

The strategies of repetition

vocabulary will improve your

English learning

0 5 0 0 5

Methods of learning favor the

assimilation of new

vocabulary.

4 0 0 0 4

The technology is a motivation

for learning English

vocabulary.

4 0 0 0 4

This research might be part of

the greater dimensions of the

learning strategies of

vocabulary.

5 0 0 0 5

Knowing new words permit to

interact with others in any field. 0 0 5 0 5

Writing sentences correctly

with the use of new vocabulary

increases the level of knowing

more about the English

language.

2 0 0 0 2

The teaching of common

vocabulary permits to increase

the speaking skill.

0 0 3 0 3

The usage of Flash cards with

routine vocabulary develops

the interest the English

learning.

4 0 0 0 4

Useful phrases and vocabulary

facilitates the practice of the

speaking skill.

0 0 3 0 3

79

ANEXO III

PHOTOS

80

THE INSTITUTION

At the front of the educational institution

Source of the Investigation: COLEGIO Fiscal Técnico Provincia de Bolívar. Elaborated by: Cesar Pachay and Gerardo Neira Photo 2:

Handing in and giving the survey instructions to the students

Source: Colegio Fiscal Técnico Provincia de Bolívar. Elaborated by: Cesar Pachay and Gerardo Neira

81

Analyzing and presenting the survey to the students


82

Supervising the correct use of the questions


83

At main office with interview questions with English teacher

While answering the interview with the English teacher


84

With the principal of the institution in her office


85

With Doctor Eduardo Torres Vivar when the tutoring


86

ANEXO IV

THE PROPOSAL

1

Autors: Gerardo Alexander Neira Lara

César Isaac Pachay Yánez

Project advisor: Doctor Eduardo Torres Vivar

Guayaquil - Ecuador

2

INDEX OF ACTIVITIES

PLACE IN THE SUPERMARKET IMAGES ............................................... 4

REINFORCEMENT VOCABULARY ......................................................... 5

FOOTBALL ................................................................................................ 6

AT THE DINING TABLE ............................................................................ 7

VOCABULARY IN THE STREET ............................................................. 11

3

Interactive Activities to build up Vocabulary

Introduction

A vocabulary routine teaching as a methodological strategy meets

modern and traditional criteria of quality and excellence for a good English

teaching-learning process that permits to get a good development in speech

competition and so improve the students´ attitudes that can change

individuals into a useful society.

4

Activity one

In this activity, we will go over common vocabulary that will be used

to describe ordinary situations to motivate the students to get along with

new words that foment imagination and with it, the creation of sentences.

Place in the supermarket images

Place in the supermarket images

The lady is going to ___________to get some _____________

The boy is playing on the _____________

In the supermarket, people gets ___________for the week.

Activities for the students

5

- Watch the pictures and create the sentence as a result

Image 1 + image 2 + image 3 = the MAN is getting groceries at

the supermarket.

Image 2 + image 1 + image 3 = -------------------------

REINFORCEMENT VOCABULARY REINFORCEMENT

VOCABULARY

Goods Sporting goods Beverages Fruit Vegetables Fish Meat Groceries Chemist’s (UK) Fresh flowers Cashier Check-out counter

Money-back guarantee Refundable Return policy Department Bakery Frozen food Dairy products Canned goods Delicatessen Pet supplies Cosmetics Guarantee Credit card Electronics Household

Debit card Cheque Cash Cash only Banknote Coin Discount coupon Change Sales tax Purchase Delivery Ticket Receipt

Closeout sale Price Half price 20% off Lift Escalator Warehouse Customer Supervisor Manager Sales assistant Barcode reader

To buy To go shopping To sell Store hours Shopping cart Trolley Shopping basket Till Express lane On sale

Bag Scales Freezer Fridge Aisle Shelf Rack Product Packaging Barcode Nutritional information

6

Football Football

Corner Kick

A method of restarting the game when the goal goes over the goal line after last touching a defensive player. Kick is taken from the corner nearest where the ball went out.

Cleats

Shoes with plastic or rubber points on the bottom worn to provide traction.

Center

Circle

A circle marking a 10 yard radius in the center of the field. Point where game is started or restarted.

Dribbling

Running with the ball at a players feet and maintaining control.

Down the

Line

A ball played parallel to the touch line and thrown toward the goal of the opposing team. This is the strategy used for a throw in.

Free Kick

A kick for a personal foul. A team may score from this type of kick.

Field Player Any player other than the goalie.

7

Goalkeeper

The player positioned directly in front of the goal. It is their job to prevent shots from getting into the net. The only player permitted to use their hands and arms during the game in the penalty area.

Goal

A goal is scored when the entire ball enters the net.

Hand Ball

Occurs when a player other than a goalie uses an arm or hand to control the ball. This results in a foul and a free kick.

Mark Up

Cover an opponent

Match

A soccer game

Pass

Sending the ball to another player.

Punt

The ball is dropped from the hands, by the goalie, and then kicked with the laces.

Referee

The official in charge of the game

8

Soccer

Referee

Signals

Picture compliments ofhighlandsoccer.org

Save

Preventing a goal

Scrimmage

A practice game

Shutout

A game where the opposition does not score a goal.

Substitution

replacement of one player with another.

Throw In

A method of continuing play after the ball has crossed the touch line (sideline). The player must throw the ball in at the point where it went out of bounds. The player must have both feet on the ground and throw the ball with two hands over their head.

Touch Line Sideline running the length of each side of the field.

9

Wall

A line of players protecting the goal from a free kick.

Activity

Image 1 + image 2 + image 3 + Image 4 =

Example: The striker shot a goal

The goalkeeper caught the ball

Help students to reinforce vocabulary with flash cards to help them

familiarize with the mentioned words.

AT THE DINING TABLE

AT THE DINING TABLE

10

1 (dining room) table 2 (dining room) chair 3 buffet 4 tray 5 teapot

6 coffee pot 7 sugar bowl 8 creamer 9 pitcher 10 chandelier 11 china

cabinet 12 china 13 salad bowl 14 serving bowl 15 serving dish

16 vase 17 candle 18 candlestick 19 platter 20 butter dish 21 salt

shaker

22 pepper shaker 23 tablecloth 24 napkin 25 fork

26 plate 27 knife 28 spoon 29 bowl 30 mug 31 glass 32 cup 33

saucer

Activity


Example: The maid is setting the table

The …………………………………….



11

VOCABULARY IN THE STREET

1 bakery 9 child-care center/ day-care center

2 bank 10 cleaners/dry cleaners

3 barber shop 11 clinic

4 book store 12 clothing store

5 bus station 13 coffee shop

6 candy store 14 computer store

7 car dealership 15 convenience store

8 card store 16 copy center

VOCABULARY IN THE STREET

ix

22 newsstand

23 traffic light/ traffic signal

24 intersection

25 police officer

26 crosswalk

27 pedestrian

28 ice cream truck

29 curb

30 parking garage

31 fire station

32 bus stop

33 bus

34 bus driver

35 office building

36 public telephone

37 street sign

38 manhole

39 motorcycle

x

40 street vendor

41 drive-through wind

Activity


Example: The maid is setting the table

The …………………………………….



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