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Language shapesthe way we think,

and determines whatwe can think about.Benjamin Lee Whorf, American linguist

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UNIVERSITY OF CARABOBOEDUCATION SCHOOL

MODERN LANGUAGES DEPARTMENTMAJOR: ENGLISH

THE EMPLOYMENT OF THE JIG-PLAY SEQUENCE TO DEVELOP THESTRATEGIC COMPETENCE IN STUDENTS ORAL PRODUCTION

IN HAPPY SCHOOL DAYS, C.A.

AUTHORS:PADRN S., JESSICA L.

VALERA A., AURA E.

Valencia, November 2010

2-2010

TUTOR:PROF. WILMELH OJEDA

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THE SCENERY

Participants

AcademicCoordination

AcademicDirection

DIAGNOSTIC PHASE

The lack of strategyand creativity

to satisfactorilycommunicate

in an oral way.

Padrn, J. & Valera, A. (2010) The employment of the jig-play sequence to develop the strategic competence instudentsoral production in Happy School Days, C.A

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INTENTIONALITY OF THE INVESTIGATION

To clarify the employment of the jig-play sequence to develop the strategic competence instudents oral production in Happy School Days, C.A.

General intentionality

Moments of the investigation

To explore the management of the english tenses simple past and simple future possessed by thestudents of the American Shine 3 level (2nd term) from the english center Happy School Days, C.A., SanDiego.

To design the action plan to develop the strategic competence within the oral production of the students ofthe American Shine 3 level (2nd term) from the english center Happy School Days, C.A., San Diego.

To execute the action plan to develop the strategic competence within the oral production of the studentsof the American Shine 3 level (2nd term) from the english center Happy School Days, C.A., San Diego.

To appreciate the employment of the jig-play sequence to develop the strategic competence in students

oral production in Happy School Days, C.A.

THE SCENERY


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JUSTIFICATION OF THE INVESTIGATION

Theoretical

level

Corresponding to the communicative approach: It is adapted to the oral use of english incommunicative situations.

It develops the creativity and strategy within the oral production.

Pragmaticlevel

Constant use of the oral expression to communicate experiences, ideas and opinions between people. Increase of self-confidence when performing a speech in a real communicative environment of english. Collaboration with the educational goals in the english center Happy School Days, C.A. Professional growth.

Methodologicallevel

Instruments possible to be used as a methodological guide for future investigations.

THE SCENERY


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JUSTIFICATION OF THE INVESTIGATION

Investigation Line

Structure and usage of the language

Theme

Discourse analysis

Sub-theme

Analysis of the oral academic discourse

To improve or enhance the use of English in oralacademic discourse.

THE SCENERY


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BACKGROUNDS

INTERNATIONAL

NATIONAL

The use of communicative

strategies amongadvanced spanish

speakers.Rubio (2005)

Study of a pedagogical

intervention for theEnglish Pronunciationteaching in a 4th year

of the E.S.O.Martnez (2004)

Impact of dramaticactivities in

the communicativecompetence in English.

Hernndez (2003)

REFERENCES


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It certifies that the use of communicationstrategies increases the language proficiency of

students to speak a foreign language, in this case Spanish.It ensures that the act of placing students in a realcontext for learning improves their performance, or similarlyit would, creating an environment close to reality inthe classroom.

INTERNATIONAL

Impact of dramaticactivities in

the communicativecompetence in English

Hernndez (2003)

It establishes a precedent that provides experiences,

expectations and beliefs about the impact that can beachieved using communicationtechniques or relevant drama which favor thedevelopment of oral skills to be employed in thisresearch.It uses interviews as data collection method tobase and evaluate the implementation of the proposal.

NATIONAL


The use ofcommunicative

strategies amongadvanced spanish

speakersRubio (2005)

REFERENCES

BACKGROUNDS

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THEORETICAL FOUNDATIONS

SECOND LANGUAGE ACQUISITION(Krashen, 1987)

COMMUNICATIVE APPROACH(LarsenFreeman, 1986)


REFERENCES

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INVESTIGATIONAPPROACH

STUDY TYPE UNIT OF ANALYSIS PARTICIPANTS

METHODOLOGY


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Survey

Interviews

Socio-academic

Questionnaire

Written

Mixed

Individual yGroup

TECHNIQUES AND INSTRUMENTS

Video Recordings

METHODOLOGY INITIAL REFLECTION PHASE


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TECHNIQUE , STRATEGY AND INSTRUMENTS

OBSERVATION

CHARACTERIZATION

CHECKLIST WITHAPPRECIATION

APPRECIATIVE RECORDSHEET

ANALYSIS AND INTERPRETATIONOF THE RESULTS


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CHARACTERIZATION

Criterion Line N Description

Strategic competence

Creativity

123

45

Dialogue

HEADING: UNIVERSITY HEADING AND TITLE



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CHECKLIST WITH APPRECIATION

HEADING: UNIVERSITY HEADING, TITLE, PARTICIPANT, LEVEL, INSTITUTION AND DATE.COMPETENCE

INSTRUCTIONSAPRECIATION CAPTIONS

TYPE OF ROLE (A-B)

ASPECTS TO EVALUATE YES NO APPRECIATION OBSERVATIONS

E

RD



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APPRECIATIVE RECORD SHEET

HEADING: UNIVERSITY HEADING, TITLE, INSTITUTION, LEVEL, NAME OF THE PARTICIPANT, OBJECTIVE AND DESCRIPTION

DESCRIPTION

SESSION 1 THE GIFT:

SESSION 2 MARGARETPATRICKMEET RUTH EISENBERGH:

SESSION 3 PARENTS AT SCHOOL:

SESSION 4 THE AUCTION:



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FINAL REFLECTION PHASE

DIRECTION OF HAPPY SCHOOL DAYS, C.A.

ACADEMIC COORDINATION OFHAPPY SCHOOL DAYS, C.A., SAN DIEGO

PARTICIPANTS

INVESTIGATORS

Recomendations

CONCLUSIONS Y RECOMENDATIONS


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AURA VALERAE-mail:XXXXXXXXXXXXXXXXXX

JESSICA PADRNE-mail:[email protected]
mailto:[email protected]:[email protected]

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