PROPUESTA: DESIGN A DIDACTIC GUIDE WITH LUDIC ACTIVITIES...

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOF(A, LETRAS Y CIENCIAS DE LA EDUCACIÓN

SISTEMA DE EDUCACIÓN SUPERIOR PRESENCIAL

CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL

PROYECTO EDUCATIVO PREVIO A LA OBTENCIÓN DEL TITULO DE LICENCIADA EN CIENCIAS DE

LA EDUCACIÓN MENCIÓN: Lenguas· Lingüística

TEMA: INFLUENCE OF MOTIVATION IN THE DEVELOPMENT OF

VOCABULARY

PROPUESTA: DESIGN A DIDACTIC GUIDE WITH LUDIC ACTIVITIES FOR THE

DEVELOPMENT OF VOCABULARY

AUTORES: UVIDIA REINOSO YESENIA ABIGAIL AND LEÓN

COELLO CINTHYAPAMELA

CONSULTOR: MSC. LUCILA SÁNCHEZ

GUAYAQUIL-2017


FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

SISTEMA DE EDUCACIÓN SUPERIOR PRESENCIAL


PROYECTO EDUCATIVO

PREVIO A LA OBTENCIÓN DEL TÍTULO DE

LICENCIADO EN CIENCIAS DE LA EDUCACIÓN

MENCIÓN: Lenguas- Lingüística

TEMA: Influence of motivation in the development of vocabulary

PROPUESTA: Design a didactic guide with ludic activities for the

development of vocabulary

AUTORES: Uvidia Reinoso Yesenia Abigail y

León Coello Cinthya Pamela

CONSULTOR: P. Msc. Lucila Sánchez

GUAYAQUIL, 2017

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS Y

CIENCIAS DE LA EDUCACIÓN SISTEMA DE EDUCACIÓN SEMIPRESENCIAL


Msc. Silvia Moy-Sang Castro Msc. Wilson Romero

DECANA SUBDECANO

_____________________________ _____________________________

Msc. Alfonso Sánchez Ávila Ab. Sebastián Cadena Alvarado

SECRETARIO GENERAL

MSC

SILVIA MOY-SANG CASTRO,

ARQ. DECANA DE LA FACULTAD DE FILOSOFÍA LETRAS

Y CIENCIAS DE LA EDUCACIÓN

CIUDAD.

De mis consideraciones:

En virtud que las autoridades de la Facultad de Filosofía, Letras y Ciencias de la

Educación me designaron Consultor Académico de Proyectos Educativos de

Licenciatura en Ciencias de la Educación, Mención: Lenguas y Lingüística, el día

26 de Octubre de 2016.

Tengo a bien informar lo siguiente:

Que los integrantes Uvidia Reinoso Yesenia Abigail con C.I. 1722220017 y León

Coello Cinthya Pamela con C.I 0924537897, diseñaron el proyecto educativo con

el Tema: Influence of motivation in the development of vocabulary Propuesta:

Design a didactic guide with ludic activities.

El mismo que ha cumplido con las directrices y recomendaciones dadas por el

suscrito.

Los participantes satisfactoriamente han ejecutado las diferentes etapas

constitutivas del proyecto, por lo que procedo a la APROBACIÓN del proyecto, y

pongo a vuestra consideración el informe de rigor para los efectos legales

correspondiente.

Atentamente

Consultor Académico

Guayaquil, 19 de Junio de 2017

.

MSc.

SILVIA MOY- SANG CASTRO

ARQ. DECANA DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA

EDUCACIÓN

CIUDAD

Para los fines legales pertinentes comunico a usted que los derechos intelectuales del

proyecto educativo con el tema:

INFLUENCE OF MOTIVATION IN THE DEVELOPMENT OF VOCABULARY

DESIGN A DIDACTIC GUIDE WITH LUDIC ACTIVITIES.

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

Atentamente,

Yesenia Uvidia Reinoso

172220017

Cinthya León Coello

0924537897


FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

SISTEMA DE EDUCACIÓN SEMIPRESENCIAL


PROYECTO

TEMA: Influence of motivation in the development of vocabulary

Design a didactic guide with ludic activities.

APROBADO

………………………………

Tribunal No 1

……………………… ……………………… Tribunal No 2 Tribunal No 3

Yesenia Abigail Uvidia Reinoso Cinthya Pamela León Coello

1722220017 0924537897

EL TRIBUNAL EXAMINADOR OTORGA

AL PRESENTE TRABAJO

LA CALIFICACIÓN DE:

EQUIVALENTE A:

TRIBUNAL

ACKNOWLEDGMENT

I would like to express my gratitude to my God for keeping me with the same

enthusiasm when I began my career and the strength of my desires that

have not finished. To my advisor Msc. Lucila Sánchez who with her

continuous support encourage me to finished my project, thanks to you for

her patience, her love and her incommensurable knowledge, I would like to

be grateful with my husband Dr. Angel Yagual, who gives me his

economical an spiritual support. First and foremost I would like to show my

happiness to my parents Manuel Uvidia and Liliana Reinoso and my family

Albita Reinoso and Kevin Uvidia for always guiding me for the truthful

pathway.

Yesenia Abigail Uvidia Reinoso

AGRADECIMIENTO

Desearía expresar mi gratitud a Dios por mantenerme con el mismo

entusiasmo cuando comencé la carrera y por la fortaleza de mis deseos de

progresar que aún no han terminado. A mi Tutora de Tesis P. Msc. Lucila

Sánchez quién con su continuo apoyo me alentó a finalizar mi proyecto,

gracias a usted por su paciencia, su amor y su inconmensurable

conocimiento. Agradezco también a mi esposo Angel Yagual quien me

brindó su apoyo espiritual y económico y antes que nada me gustaría

demostrar mi felicidad a mis padres Manuel Uvidia y Liliana Reinoso, a mi

familia Kevin Uvidia y Albita Reinoso, por guiarme por la senda correcta.

Yesenia Abigail Uvidia Reinoso

ACKNOWLEDGEMENT

I would like to thank first God for this Project, them my family for their

support, but specially my mom that helped me throughout of these years of

study in order to obtain this professional degree.

Also thank to my partner Abigail, teachers, and the tutor Msc. Lucila

Sánchez that collaborated to the fulfilment of this project.

Cinthya Pamela León Coello

AGRADECIMIENTO

Agradezco primeramente a Dios por este proyecto, a mi familia por su

apoyo incondicional y especialmente a mi mamá quien me ayudó a través

de estos años de estudio para obtener mi título profesional.

Deseo agradecer a mi compañera de tesis Abigail, a mis profesores y a la

Msc. Lucila Sánchez quien colaboró a la culminación de este proyecto.

Cinthya Pamela León Coello

INDEX

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

DIRECTIVES……………………………………………………………………..ii

CERTIFICATION OF ACADEMIC TUTOR ACCEPTANCE………………...iii

INTELLECTUAL RIGHTS OF THE PROJECT……………………...…….....iv

PROJECT……………………………………………………………………..….v

EXAMINER TRIBUNAL………………………………………………………...vi

ACKNOWNLEDGMENT………………………………………………….…vii-x

INDEX……………………………………………………………………...…xi-xv

INDEX OF TABLES AND GRAPHICS…………………………………..…..xiv

ABSTARCT……………………………………………………………............xvi

REGISTRATION FORM OF THESIS………………………………...xvii

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

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

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

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

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

1.4 CAUSES .............................................................................................. 4

1.5 PROBLEM FORMULATION ................................................................ 5

1.6 RESEARCH OBJECTIVES .................................................................. 5

1.6.1 GENERAL OBJECTIVE…...……………………………………………..5

1.6.2 SPECIFIC OBJECTIVES………………………………………………...5

1.7 QUESTIONS OF THE INVESTIGATION ............................................. 5

1.8 JUSTIFICATION .................................................................................. 6

CHAPTER II ............................................................................................... 8

2.1 HISTORICAL BACKGROUND…………………………………………….8

2.2 THEORETICAL FOUNDATION ......................................................... 10

2.2.1 LINGUISTICS FOUNDATION ......................................................... 10

2.2.1.1 SEMANTICS ................................................................................ 10

2.2.1.2 LEXICOLOGY .............................................................................. 10

2.2.1.3 VOCABULARY DEFINITIONS ..................................................... 10

2.2.1.1 PARTS OF THE SPEECH ........................................................... 12

2.2.1.2 TYPES OF VOCABULARY .......................................................... 12

2.2.2 PSICOLOGICAL FOUNDATIONS .................................................. 13

2.2.2.1 MODEL OF MOTIVATION ........................................................... 14

2.2.2.2 THEORY OF MASLOW ............................................................... 14

2.2.2.3 TYPES OF MOTIVATIONS .......................................................... 16

2.2.2.4 MOTIVATION OF THE STUDENT IN THE CLASSROOM .......... 19

2.2.3 PHILOSOPHICAL FOUNDATION .................................................. 19

2.2.4 PEDAGOGIC /DIDACTIC FOUNDATION ....................................... 21

2.2.4.1 VOCABULARY STRATEGIES ..................................................... 21

2.2.4.2 DEFINITION OF A DIDACTIC GUIDE ......................................... 22

2.2.4.3 CHARACTERISTICS OF A DIDACTIC GUIDE: ........................... 22

2.2.5 SOCIOLOGICAL FOUNDATION .................................................... 23

2.2.5.1 COMMUNICATIVE APPROACH ................................................. 23

2.2.5.2 BRUNER ´S PERSPECTIVE ....................................................... 24

2.2.5.3 VYGOTSKY PERSPECTIVE ....................................................... 24

2.2.6 LEGAL FOUNDATION .................................................................... 25

CHAPTER III ............................................................................................ 27

3.1 METHODOLOGICAL DESIGN .......................................................... 27

3.2 TYPES OF INVESTIGATION ............................................................. 27

3.2.1 DESCRIPTIVE ................................................................................ 27

3.2.2 EXPLICATIVE ................................................................................. 28

3.2.3 PROACTIVE ................................................................................... 28

3.3 POPULATION AND SAMPLE ............................................................ 28

3.4. VARIABLES OPERATIONALIZATION CHART ................................ 30

3.5 INVESTIGATION METHODS ............................................................ 31

3.5.1 ANALYSIS-SYNTHESIS METHOD ................................................ 31

3.5.2 HISTORIC-LOGIC METHOD .......................................................... 31

3.5.3 INDUCTIVE-DEDUCTIVE METHOD .............................................. 32

3.5.4 SYSTEMIC-STRUCTURAL FUNCTIONAL METHOD .................... 32

3.6 TECHNIQUES AND TOOLS OF INVESTIGATION ........................... 32

3.7 ANALYSIS OF THE DATA ................................................................. 32

3.6.2 INTERVIEW .................................................................................... 48

3.6.3 CLASSROOM OBSERVATION ...................................................... 48

3.6.7 CHI SQUARE AND VARIENCE TEST………………………………..48

3.8 CONCLUSIONS & RECOMMENDATIONS ....................................... 50

CHAPTER IV ........................................................................................... 52

4.DIDACTIC GUIDE WITH LUDIC ACTIVITIES FOR THE DEVELOPMENT

OF VOCABULARY……………………………………………………...……..52

4.1 JUSTIFICATION ................................................................................ 52

4.2 OBJECTIVES ..................................................................................... 52

4.2.1 GENERAL OBJECTIVE .................................................................. 52

4.2.2 SPECIFIC OBJECTIVES ................................................................ 53

4.3 THEORETICAL ASPECTS ................................................................ 53

4.4 FEASIBILITY OF APPLICATION .................................................. …..54

4.5 DESCRIPTION ................................................................................. .54

INDEX OF TABLES AND GRAPHS

TABLE N° 1 and Graphic N°4………………………………………………....33


TABLE N° 3 and Graphic N° 6………………………………………………...35



TABLE N° 6 and Graphic N°9 ……………………………………………..….38

TABLE N° 7 and Graphic N°10……………………………………………..…39

TABLE N° 8 and Graphic N°11…………………………………………….....40

TABLE N° 9 and Graphic N°12………………………………………………..41

TABLE N° 10 and Graphic N°13……………………………………………...42

TABLE N °11 and Graphic N°14………………………………………….…..43




TABLE N° 15 and Graphic N°18…………………………………………..….47

ANNEXES 1…………………………………………………………………….56

ANNEXES 2…………………………………………………………………….60

ANNEXES 3………………………………………………………………….…63

ANNEXES 4…………………………………………………………………….67

BIBLIOGRAPHY……………………………………………………………72-74

DIDACTIC GUIDE…………………………………………………….….75-206

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA,

LETRAS Y CIENCIAS DE LA EDUCACIÓN

SISTEMA DE EDUCACIÓN: Presencial

ESPECIALIZACIÓN: Lenguas y Lingüística

THEME: “Influence of motivation in the development of vocabulary”.

PROPOSAL: Design a didactic guide with ludic activities.

ABSTRACT

Nowadays there is a lack of motivation of the students in the teaching-

learning process due to the inadequate methodologies which are been

applying. For that reason, the purpose of this investigation is to analyze the

influence of motivation in the development of vocabulary. The lack of

motivation in the class has as consequence the little use of vocabulary and

problems in the learning process. Also, this study is aimed to change the

vision of teachers in their teaching-learning methodology using a variety of

ludic activities to improve the teaching practice. Consequently, It will be

design of a didactic guide to assist students to relate the content of the text

with their reality, so they will be able to use the learned vocabulary, also this

didactic guide presents practical instructions to the teachers to know how to

guide the learning of the student, and achieve the goals of assimilation of

contents, Through the use of videos, games, photos slides and worksheets.

Key words: Vocabulary, motivation, didactic guide, teaching English as a

foreigner language

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA,

LETRAS Y CIENCIAS DE LA EDUCACIÓN

SISTEMA DE EDUCACIÓN: Presencial

ESPECIALIZACIÓN: Lenguas y Lingüística

TEMA: “Influencia de la motivación en el desarrollo del vocabulario”.

PROPUESTA: Diseñar una guía didáctica con actividades lúdicas

RESUMEN

En la actualidad existe una falta de motivación en los estudiantes en

el proceso de enseñanza - aprendizaje, debido a las inadecuadas

metodologías que han sido aplicadas, por esta razón, el propósito de esta

investigación es analizar la influencia de la motivación en el desarrollo del

vocabulario, la falta de motivación en clases da como resultado problemas

en su proceso de aprendizaje.

Esta investigación también tiene como objetivo cambiar la visión de

la metodología de los educadores en el proceso de enseñanza-

aprendizaje, utilizando una variedad de actividades lúdicas para mejorar la

práctica de la enseñanza. Consecuentemente se diseñará una guía

didáctica que ayude a los estudiantes a relacionar el contenido del texto

con su realidad, de este modo los estudiantes estarán aptos para usar el

vocabulario aprendido, Esta guía didáctica incluye instrucciones prácticas

para que el educador pueda guiar a sus estudiantes, En la guía didáctica

puede encontrar: fotos, diapositivas, videos, juegos y hojas de trabajo de

las actividades. Esta guía didáctica no demanda de muchos recursos, los

autores de este proyecto se encargaran de suplirlos.

Palabras Claves: Vocabulario, motivación, guía didáctica, enseñanza de

inglés como idioma extranjero.

REPOSITORY NATIONAL SCIENCE AND TECHNOLOGY

REGISTRATION FORM OF THESIS

TITLE AND SUBTITLE: Influence of motivation in the development of vocabulary. Design a didactic guide with ludic activities

AUTHORS: Uvidia Reinoso Yesenia Abigail León Coello Cinthya Pamela.

REVISORES: P. Msc. Sánchez Pérez Lucila Margarita

INSTITUTION: University of Guayaquil FACULTY: Philosophy, Letters and Science of Education

CAREER: Lenguas y Lingüística

DATE OF PUBLISHING:

NUMBERS OF PAGES: 208

THEMATIC AREA:

KEY WORDS: Motivation, Didactic Guide, Vocabulary, Teaching English as a foreigner language

ABSRACT: Nowadays there is a lack of motivation of the students in the teaching-learning process due to the inadequate methodologies which are been applying. For that reason, the purpose of this investigation is to analyze the influence of motivation in the development of vocabulary. The lack of motivation in the classrooms which results in the little use of vocabulary and problems in the learning process. Also, this study is aimed to change the vision of teachers in their teaching-learning methodology using a variety of activities to improve the teaching practice. Consequently, It will be designed a didactic guide to assist students to relate the content of the text with their reality, so that through the activities developed they will be able to use the learned vocabulary to communicate, also this didactic guide presents practical instructions to the teachers to know how to guide the learning of the student, and achieve the goals of assimilation of contents. Throughout the use of videos, games, photos slides and worksheets.

NUMBER OF REGISTER (en base de datos):

NUMBER OF CLASIFICATION:

URL ADDRES: (tesis en la web):

PDF ATTACHED: YES x NO

CONTACT WITH AUTHOS: TELEPHONE: 0991188803 (1)7862863879

E-MAIL: [email protected] [email protected]

CONTACT INTHE INSTITUTION:

NAME: Universidad de Guayaquil

TELEPHONE: 04294888 Ext 123

E-MAIL: [email protected]

mailto:[email protected]

REPOSITORIO NACIONAL EN CIENCIAS Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO: Influencia de la motivación en el desarrollo del vocabulario. Diseño de una guía didáctica con actividades lúdicas.

AUTOR/ES: Uvidia Reinoso Yesenia Abigail León Coello Cinthya Pamela.

REVISORES: P. Msc. Sánchez Pérez Lucila Margarita

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

CARRERA: Lenguas y Lingüística

FECHA DE PUBLICACIÓN :

NÚMERO DE PÁGINAS: 208

ÁREAS TEMÁTICAS:

PALABRAS CLAVES: Motivación, guía didáctica, vocabulario, enseñanza del inglés como idioma extranjero.

RESUMEN: En la actualidad existe una falta de motivación en los estudiantes en el proceso de enseñanza - aprendizaje, debido a las inadecuadas metodologías que han sido aplicadas, por esta razón, el propósito de esta investigación es analizar la influencia de la motivación en el desarrollo del vocabulario, la falta de motivación en clases da como resultado problemas en su proceso de aprendizaje. Esta investigación también tiene como objetivo cambiar la visión de la metodología de los educadores en el proceso de enseñanza- aprendizaje, utilizando una variedad de actividades lúdicas para mejorar la práctica de la enseñanza. Consecuentemente se diseñará una guía didáctica que ayude a los estudiantes a relacionar el contenido del texto con su realidad, de este modo los estudiantes estarán aptos para usar el vocabulario aprendido, Esta guía didáctica incluye instrucciones prácticas para que el educador pueda guiar a sus estudiantes, En la guía didáctica puede encontrar: fotos, diapositivas, videos, juegos y hojas de trabajo de las actividades. Esta guía didáctica no demanda de muchos recursos, los autores de este proyecto se encargaran de suplirlos.

N° DE REGISTRO (en base de datos):

N° DE CLASIFICACIÓN:

DIRECCIÓN URL: (tesis en la web):

ADJUNTO PDF : SI x NO

CONTACTO CON AUTOR/ES:

TELEFONOS: 0991188803 (1)7862863879

E-MAIL: [email protected] [email protected]

CONTACTO EN LA INSTITUCIÓN:

NOMBRE: Universidad de Guayaquil

TELÉFONO: 04294888 Ext 123

E-MAIL: [email protected]

mailto:[email protected]

INTRODUCTION

The topic of this research is important according to the Good Living

National Plan 2013-2017, objective 4:“to strengthen the skills and

potentialities of the citizenship, the evaluation and assurance of the quality

are indispensable requirements of all formative process.” These principles

guarantee the pertinence of the educative offer in all the levels. The purpose

of this investigation is to analyze the influence of motivation in the

development of vocabulary, because of this, a diagnosed was issue to

measure the motivation in the classrooms. The results showed little use of

vocabulary and problems in the learning process itself.

The motivation is the reason why things are done, in this case why it

is studied; and it is related with the academic achievement in the learning

field (González, I. 2008).

This research used a bibliographic, field and statistical methodology

that allows to obtain the necessary information to present the proposal. The

current methods are inadequate for teaching-learning, resulting on a

slowing down in the acquisition of knowledge. The aim of this project is to

change the vision of teachers in their methodology of teaching-learning

using a guide of ludic activities to improve the work of the educator.

This Project contains four chapters:

Chapter I, Problem: Research context, Research problem, Conflict

situation and Scientific Fact, Causes, Problem Formulation, Research

Objectives, General Objectives, Specific Objectives, Questions of the

Investigation and Justification.

Chapter II, Theoretical Frame: Study background, Theoretical

Foundations (Didactic, Linguistic, Psychological, Pedagogical, Legal

Foundation, and Glossary).

Chapter III, Methodology: Methodological Design, Types of

Investigation, Population and Sample, Chart of Variables

Operationalization, Investigation Methods, Techniques and tools of

Research, Analysis and Interpretation of Results, Conclusions and

Recommendations.

Chapter IV, the Proposal, Title, Justification, Objectives, Feasibility of

Application, Description, Validation of Proposal, Social Impact,

Beneficiaries, Bibliography and Annexes.

CHAPTER I

THE PROBLEM

1.1 RESEARCH CONTEXT

The Pedro J. Montero High School is located in the north of

Guayaquil, in the Francisco de Orellana Avenue. It was founded in 1997, in

an industrial zone, close to the highway to Daule.

On January of 1997, a committee made from teachers and people

from the area wanted to improve their community. To accomplish this, they

impulse the creation of the first public High School in the area due to the

need that the community had. To start functioning, the school requested the

collaboration of the “UNIÓN NACIONAL DE EDUCADORES” (UNE).

The school started its activities on May 1997, in the public school

“Rosa Paredes Jumbo”, with a building with walls made of cane and

teachers graduated from the Faculty of Philosophy of the University of

Guayaquil. The teachers were: Ricardo Holguín, Manuela Ladines, Alexa

Áreas, Martha Camino, Samuel Villalva, and José León. The desire from

the parents, students and community produced its results, and in January

2009 the government of the president Rafael Correa started the

construction of this institution. This institution came to be the “5 de Febrero”

High School.

The changes that the government brought and the implementation of

a new Organic Law of Intercultural Education and its regulation produced a

transformation in the education system. On April eleventh, 2013, it was

resolved to dispose the reorganization of the educative institutions “5 de

FEBRERO” and “SANTIAGO DE ROLDOS”. They remained with their

respective itineraries, levels and sublevels, but through a fusion process

they became one educative institution named

“Pedro J. Montero” Public Educative Unit. The principal in charge was

the teacher Pedro Ricardo Holguin, under the administrative resolution

number 061-2013 Educative district address pascuales-1,” Los Vergeles”.

1.2 CONFLICT SITUATION

It has been observed that there is a lack of interest of the students in the

learning of the English language, besides students need more motivation to

increase their school development. Specifically, the origin of the problem is

the little use of vocabulary, which prevents them to carry out any activity in

the English language.

Motivation helps to improve the learning of a foreign language and

leads to an effective communication. Following that perspective the use of

didactic materials, the methods employed and the techniques could be

improved in order to solve actual problem.

1.2 SCIENTIFIC FACT

Students of ninth grade do not participate in class activities, due to

the little knowledge of vocabulary words which do not allow students to

express themselves. Also, students show lack of motivation when it comes

to learn the English language, only the use of the textbook does not help

the students to learn more vocabulary, because it makes the learning

boring, therefore students require ludic activities to motivate them to learn.

1.3 CAUSES

Among the causes it is pointed out:

The teacher makes little use of ludic activities,

The teacher has insufficiency of didactic refreshing courses

for the development of vocabulary,

The teacher focuses more in the grammatical aspect of the

language and does not pay attention in the acquisition of

vocabulary words.

1.4 PROBLEM FORMULATION

How does the motivation influence in the development of vocabulary

in the students of ninth grade of GBE at “Pedro J. Montero” High School in

Guayaquil city, school year 2016-2017?

1.5 RESEARCH OBJECTIVES

1.6.1 GENERAL OBJECTIVES

Analyze the influence of motivation in the development of vocabulary,

by means of a bibliographic, field and statistical research to design a

didactic guide with ludic activities for the development of vocabulary.

1.6.2 SPECIFIC OBJECTIVES

Know the type of motivation that students need to learn

English through a bibliographic, field and statistical research.

Identify the level of the vocabulary development in students

through a bibliographic, field and statistical research.

Design of a didactic guide with ludic activities for the

development of vocabulary through the interpretation of the

main data obtained.

1.6 QUESTIONS OF THE INVESTIGATION

1) Which are the causes that influence in the development of

vocabulary in EFL students?

2) Which are the theoretical bases that support the influence of

motivation in the development of vocabulary of the students?

3) How does the proposal of a didactic guide with ludic activities

allow to improve the development of vocabulary?

1.8 JUSTIFICATION

Nowadays, the inadequate methods of teaching-learning influence

the acquisition of knowledge in the classroom, however they are still in use.

It is necessary a fundamental factor in the academic context to implement

new methods or techniques to develop the environment in the classroom,

especially when it comes to motivation.

This investigation is convenient because it can be used to improve

the development of vocabulary, so that students can be motivated through

ludic activities.

The motivation in English as a foreign language (EFL) is significant

for the educational process, because it constitutes a relevant part of the

student`s learning. (The National Curriculum Guidelines, 2014). If students

participate in a more active way in the process of teaching- learning, this will

help to promote the motivation for language learning.

The direct beneficiaries of this project will be students and teachers,

of Pedro J. Montero High school, in Guayaquil city, of Ninth grade of Basic

General Education. The indirect beneficiaries will be parents and society.

The proposal to be designed is supported by the Ley Orgánica de

Educación Intercultural, so that the implementation of a didactic guide,

intends to be a solution to the necessities that students have in the

development of vocabulary (LOEI, 2011).

According to the Nation Curriculum Guidelines the suggested level of

proficiency is A1.2 that refers” students should have by the end of this level,

a basic vocabulary repertoire of words and phrases related to their social

background and link words or groups of words with very basic linear

connectors like but or then”(p.20). For students to achieve these learning

levels, the proposal of didactic guide with ludic activities will help them so

that the learning would be more meaningful. Besides this project is

supported by the “Plan Nacional del Buen Vivir” (2013) objective 4, that

states “to strengthen the skills and potentialities of the citizenship, the

evaluation and assurance of the quality are indispensable requirements of

all formative processes”. These principles guarantee the pertinence of this

project (p. 6).6)

In the Ecuadorian National Constitution, Title number seventh

“Regime of well living”, chapter first “Inclusion and equity”, section first

“Education”, holds that the educative system should be dynamic to the

abilities of the people can be developed, for that reason, the proposal will

be designed applying ludic activities which are expected to achieve, to

obtain a better level in the development of vocabulary. (Republic of Ecuador,

2011).

The purpose of this investigation is to analyze the influence of

motivation in the development of vocabulary. The lack of motivation in the

classrooms which results in the little use of vocabulary and problems in the

learning process. Also, this study is aimed to change the vision of teachers

in their teaching-learning methodology using a variety of activities to

improve the teaching practice.

CHAPTER II

THEORETICAL FRAMEWORK

2.1 HISTORICAL BACKGROUND

There are several studies that refer about the motivation of the

students in classrooms. For that reason, diagnostics have been made

throughout the years. Among these diagnostics, the project of Pila (2012),

singles out that the motivational strategies allow to rouse the interest of the

students in the learning of the English as a second language. The

importance that motivating learners has, can be appreciated, so that not

only it is required to teach general knowledge to adapt the young people

and keep the interest in their different ages, but also to share the teaching

according to the real necessities of each student.

According to Tapia (1992), Fernandez (2009) and Zuñiga (2012), it

is considered that motivation is an essential component for the learning of

the English language, because if you do not want to learn the language

there will be no desire to participate in the process of acquiring knowledge.

Therefore the teacher is an essential element in the learning process

so that it the teacher feels enthusiastic about teaching the subject and uses

techniques which better suited according to the age and needs of students

as well as presenting contents that encourage student interest for learning,

the learning will be more meaningful and enjoyable.

In this way, according to (Gonzalez, 2013) it is valued that the lack of

motivation is an issue that currently is taking place in educational

institutions, what leads to have little interest or apathy about learning the

language.

Likewise adds that the vocabulary can be acquired in different ways

and, if it is done in a more collaborative and dynamic way, students will

improve their level of vocabulary, resulting in encouraged students

that do not see the language as something unnecessary but as useful

communicating tool. This is why the authors of this study consider ludic

activities will help to the teacher providing with techniques and activities to

use in class and encourage development in the use of vocabulary in a fun

way to reinforce the level of vocabulary that is required for the domain of the

language.

Within Common European Framework of References for language

teaching, learning, assessment (2013), it has been analyzed the four

objectives:

To promote, encourage and support the efforts of teachers and

learners at all levels to apply in their own situation the principles of

the construction of language-learning systems

By basing language teaching and learning on the needs, motivations,

characteristics and resources of learners; by developing appropriate

methods and materials;

To promote methods of modern language teaching which will

strengthen independence of thought, judgment and action,

combined with social skills and responsibility. (p.4)

Nowadays there is a lack of motivation of the students in the

teaching-learning process due to the inadequate methodologies which are

been applying. For that reason, in view of the information researched, it is

concluded that the motivation is a determinant factor which influences in the

development of vocabulary, and in the academic performance of students.

2.2 THEORETICAL FOUNDATION

2.2.1 LINGUISTICS FOUNDATION

2.2.1.1 SEMANTICS

For Jackson and Zé Amvela (2007), Semantics is defined: “as the

study of meaning. Its aim is therefore to explain and describe meaning in

natural language.” (p. 5)

To understand how vocabulary is developed, first is necessary to

take into account the contribution that semantics has in the process of

vocabulary teaching-learning, because its function is to give meanings to

the words, which helps to increase the amount of lexicon in the students.

2.2.1.2 LEXICOLOGY

The study of lexicon allows the students to develop the four abilities

of the language. “Lexicology may be defined as the study of Lexis,

understood as the stock of words in a given language, i.e. its vocabulary or

lexicon” (Jackson and Zé Amvela, 2007, p. 2), also, lexicology does not only

work with simple words but also complex and compound words.

This investigation will use lexicology and semantics in the proposal

because it is very necessary to improve the understanding and learning of

vocabulary in order to reach the communicative competence established by

the National Curriculum Guidelines for the level A1.2 (2014).

2.2.1.3 VOCABULARY DEFINITIONS

The term vocabulary has a range of meanings (Antonacci and

O‘Callaghan, 2012) which are:

1. Sight-word: when the students can observe and recognize the

words which are written in a text.

2. Listening vocabulary: when students can comprehend what they

listen e.g. intensive or extensive listening.

3. Academic vocabulary: when students can understand commands or

phrases which are used in class.

Tylor (1990) (cited by Mukoroli, 2011) defines “vocabulary as the

entire stock of words belonging to a branch of knowledge or known by an

individual.” (p. 6) It is determined that vocabulary is not only an ensemble,

nor the meaning of the words but also, how it functions within a context and

the relation that it has with other words. This is why this contribution is

considered pertinent for the fulfillment of this project of students.

Miller (1999) (cited by Mukoroli, 2011) states that vocabulary is a set

of words that are the basic building blocks used in the generation and

understanding of sentences. He considered that “vocabulary is the base of

which can be developed the comprehension abilities of the sentences.” (p.

6).

In this project of investigation, it is considered that sigh-word is more

relevant in the development of the vocabulary of students but, there is a

concept established by Antonacci and O´Callaghan (2012) which states that

vocabulary is the “students understanding of oral and print words.” (p. 83)

This concept can be used as a scientific base to support the

development of this thesis. Furthermore, this author also explains that a

dictionary definition of vocabulary does not apply to a vocabulary that

includes conceptual knowledge of words. Instead “Students vocabulary

knowledge is a building process that occurs over time as they make

connections to other words, learn examples and non-examples of the word

and related words, and use the word accurately within the context of the

sentence.” (p. 83)

2.2.1.1 PARTS OF THE SPEECH

According to Stockwell & Minkova (2001) the main parts of

vocabulary are:

Conjunctions,

preposition,

modal verbs,

verbs,

and words related to the academic context.

2.2.1.2 TYPES OF VOCABULARY

In words of Corson (1995), there are two types of vocabulary, the

active vocabulary and the passive vocabulary.

Active Vocabulary: are the words which are used frequently, in a

daily communication.

Passive Vocabulary: are the words which people have little

knowledge about, and consequently these are not used.

To Montgomery (2007), there are others types of vocabulary:

1.-Listening Vocabulary: are the words which students can

comprehend when listen.

2.-Speaking Vocabulary: are the words that students use to

communicate.

3.-Reading Vocabulary: are the words that students can observe and

recognize in a text.

4.-Writing Vocabulary: are the words students can understand when

these are written in a text.

It should be taken into account the different types of vocabulary to

develop it in the students. This will allow them to apply the vocabulary in

each skill of the language, since the student should learn to recognize and

identify the meaning of words. For that reason, if the student applies these

types of vocabulary in their school tasks, they will be more involved in the

learning process then it will result easier for them to communicate.

The use of active vocabulary will be used in this project, because

students should become familiar with basic terms, which belong to their

academic level.

According to Mukoroli (2011) the vocabulary is the base for the

students to strengthen the four skills of the languages.

“Without some knowledge of vocabulary, neither language

production nor language comprehension would be possible. Thus the

growth of vocabulary knowledge is one of the essential pre-requisites for

language acquisition and this growth can only be possible when teachers

employ effective vocabulary teaching and learning strategies.” (Mukoroli,

2011, p. 8)

As the author mentions it, to have a repertoire of vocabulary is

important to be able to communicate, if the students do not possess

vocabulary knowledge, it will be more difficult for them to perform in the

activities that will be assigned, and therefore the production of the

communication will be scarcely.

2.2.2 PSICOLOGICAL FOUNDATIONS

Motivation can be considered as:

A state of cognitive and emotional arousal, which leads to a

conscious decision to act, and which gives rise to a period of sustained

intellectual and physical effort, in order to attain a previously set goals.

According to William & Burden (2010) Motivation is a stimulus to

carry out a task with the aim to accomplish the proposed goals. He mentions

that exist a model of motivation which helps to understand better the way

people achieve their necessities.

2.2.2.1 MODEL OF MOTIVATION

In the words of Williams & Burden (2010), it will be presented a model

of motivation with the aim to clarify the meaning of thereof.

1 .Reasons for undertaking a particular activity

2. Involved in deciding to do something

3. Sustain the effort required to complete the activity to their own

satisfaction. (Williams & Burden, 2010, p.121).

Graphic 1:

Source: Williams & Burden, 2010, p. 121 Authors: Uvidia & León (2016)

2.2.2.2 THEORY OF MASLOW

Maslow (1943) (cited by Kejzers 2010) “states in his need-hierarchy

that there are at least five sets of goals, which are called the basic needs,

namely: physiological, safety, love, esteem and self-actualization.” (p. 8)

According to Maslow (1943) when the first, physiological, need is satisfied

the next “higher-order need” has to be satisfied.

“Maslow distinguishes between lower- and higher-order needs; the

lower-order needs are physiological, safety and love and the higher-order

needs are the last two. Lower-order needs have to be satisfied in order to

pursue higher-level motivators along the lines of self- fulfilment” Maslow

Reason

for doing

something

Deciding to

do

something

Sustaining

the effort, or

persisting

(Kejzers, 2010, p. 8). However, the five needs differ in type of motivation,

e.g. self-actualization is intrinsic growth of what is already in the organism,

or more accurately of what is the organism itself (Maslow, 1970). Maslow

(1943) argues that self-actualization is absolutely not something extrinsic

that an organism needs for health, such as e.g. “a tree needs water”.

Hereby, Maslow (1943) refers to the lower order needs as being more

extrinsic and the higher order needs more intrinsic. Below, a chart of

Maslow’s hierarchy of needs is presented.

Graphic 2:

Source: Keijzers, 2010, p. 9 Authors: Uvidia & León (2016)

The authors of this project consider necessary to take into account,

the second level of higher order needs of Maslow, because it is main

purpose is to fulfill the need of achievement that students have in the

development of vocabulary. This project will take into consideration the two

Self-Actualization

Creativity-Fullfilment

Self-Esteem

Achievement- Recognition

Belonging-Love

Friends- Family-Love

Safety

Securuty- Freedom

Physiological

Food- Water- Sex- Sleep-Health

kinds of motivation which are: extrinsic and intrinsic that will be useful for

explaining the influence of motivation in the development of vocabulary.

Since the natural´s desire is to satisfy his most basic needs to satisfy

to accomplish his higher needs, teachers, family, society and the state.

Become the pillars for the achievement of this objective.

2.2.2.3 TYPES OF MOTIVATIONS

Amabile (1993), explains this as follows:

Individuals are intrinsically motivated when they seek

enjoyment, interest, satisfaction of curiosity, self-expression,

or personal challenge in the work.

Individuals are extrinsically motivated when they engage in

the work in order to obtain some goal that is apart from the

work itself.

Effects of the Cultural and Educational Contexts on Motivation in

Second Language Learning

Graphic 3:

Source: Porta Linguarium, 2007, p.14 Authors: Porta Linguarium

“The educational context refers generally to the educational system

in which the student is registered, and specifically to the immediate

classroom situation. When considering the educational context, we

focus on the expectations of the System, the quality of the program,

the interest, enthusiasm and skills of the teacher, the adequacy of

the materials, the curriculum, the class atmosphere, etc.” (Gardner,

2007, p. 14).

The educative environment should offer students the tools and

resources needed which carries to the adequate apprehension of

Classroom Persistence Cultural Language

Behaviour Contact retention

Cultural

Context

Educational

Context

Integrativeness Attitudes toward the learning

situation

MOTIVATION

knowledge, through the use of effective systems, techniques,

simultaneously with the collaboration of the teacher to facilitate the learning.

According to Gardner (2007) “The motivated individual is goal

directed, expend efforts, is persistent, is attentive, has desires (wants),

exhibits positive affect, is aroused, has expectancies, demonstrates self-

confidence (self-efficacy) and has reasons (motives)” (p.15)

Motivated learners show interest in the learning, they are animated

to reach their personal and academic goals, nevertheless it is considered

important that they maintain the same level of compromise for the topic of

study. Gardner (2007)

Gardner (1985) “emphasized the importance of the language

context. Accordingly, the learning of a second language was included not

only in linguistic codes but also in cultural definitions.” (p. 2)

The environment constitutes the drive which impulses the

development of the language and namely in classrooms, the teacher should

create good class conditions making them be more interested for the culture

of the language. Chiu & Hsien (2012).

“Motivation not only required the appropriate initial psychological

approach towards studying a languages, but also extended persistence

regarding the effort, desire and enjoyment of language learning.” (Chiu &

Hsien, 2012, p. 38)

The learning experiences of a language should be positive so that

the student involves itself in the activities, thus the ludic activities promote

the arousal for learning the language. Chiu & Hsien (2012)

“Attribution Theory in language motivation was initiated from a

notable nature of Second Language (L2) language learning. Mastering a

second language usually requires a long time and many people face

countless failures on the way. How people process these failures and

successful past experiences can impact on how they respond in their future

learning.” (Chiu & Hsien, 2012, p. 45)

Chiu & Hsien (2012), mentions that in the process of learning a

language, when students commit failures, they tend to abandon or decrease

their attention in the subject, for that teachers should be ready to take

actions which turn learners back for the purpose of learning.

2.2.2.4 MOTIVATION OF THE STUDENT IN THE CLASSROOM

Nakanishi (2012) (cited by Pila, 2012) "Motivation determines the

degree of effort that it put in learning a foreign language or a second

language. The motivation leads to successful learning." (p. 28), besides

motivation is the base of all learning because it inspires to achieve success

in academic performance.

2.2.3 PHILOSOPHICAL FOUNDATION

“Generally values influence in the attitudes and behavior.”

(Hernández & Judith, 2016, p. 83)

According to the work of Hernandez & Judith (2016), the educational

systems have the task of educate in values as today we are experiencing a

crisis of values that directly affect learning, therefore it is necessary to

strengthen the use of the same, inside and outside the classroom.

The values guide the behavior and these form the basis upon which it

is being constructing the identity as individuals, therefore it is necessary to

encourage the use of moral standards in the classroom, as part of the

integral education of the student.

Due that this research project investigates the incidence of motivation

in vocabulary development, it is considered to be essential to show the need

to strengthen the formation of values of responsibility, solidarity and

multiculturalism, to influence the development of attitudes which promote

academic success from the enhancement of interest and intentionality for a

more dynamic, collaborative and reflective learning.

Responsibility for Jonás (2007), cited by (Hernández & Judith, 2016)

is a value that is in the consciousness of the person, which allows to reflect

(...) and assess the consequences of their actions.”(p. 88)

According to this definition, responsibility (as a value) makes people

aware of the consequences of acts, bringing this to the educational area,

students are responsible for their own school performance, and depending

on the degree of motivation they have towards learning, this will enhance

the a more responsible training, which will determine their academic

success.

Hernandez & Judith (2016), states that responsibility is a virtue that

allows the individual to act freely, moving this idea to the school context, it

could argued that students are free to act in the assigned activities, and

according to the patterns of behavior and attitudes observed by the teacher,

this can tell if students are motivated to perform the aforementioned task.

Solidarity is to give help to those who need it. In the classroom this

value is performed when peer support each other, when a student did not

understand the class and another colleague explains, then it is established

an interrelation that motivates the student whom did not understand feels

part of the group participating more in the school activities.

According to the assessment Ramos (2001) (cited by Hernandez &

Judith, 2016, p. 90) “Solidarity is the generous or well-intentioned action.”

This suggests the idea that if students are motivated, they will have

willingness not only to learn but also to share and help their teammates

when necessary.

According to the Ministry of Education, the formation of values is

related to the cross axis which are defined as “major integration issues that

must be developed through all subjects; which allow the analysis of

attitudes, the practice of values and in general give to the education a

formative and inclusive nature. Promote the concept of “Well Living” as

personal and community effort that seeks harmonious coexistence with

nature and with like-minded.”(Ministerio de Educación, 2014, p. 5)

This definition supports the degree of importance that values have in

education, in the educative area, as moral standards that characterize

motivated students, in order to achieve the learning goals through activities

that will encourage them to know how to relate among classmates.

Within these cross axis multiculturalism, it has been indicated "the

recognition of the diversity of ethnic-cultural events at local, regional,

national and global spheres, from a vision of respect and

appreciation”(Ministerio de Educación, 2010, p. 16) because in the teaching

process English language it should be encouraged the respect to others'

culture, promoting an environment of respect, of tolerance towards people

and cultures, as a fundamental part of the education that not only focus on

academic training but also human.

In conclusion these values contribute to the development of this

project because if we have good teaching resources, with values that help

foster good interpersonal relations, it will be encouraging to have motivated

students, with the intention of learning the language, promoting an

appropriate classroom environment that encourages to achieve the

academic goals.

2.2.4 PEDAGOGIC /DIDACTIC FOUNDATION

2.2.4.1 VOCABULARY STRATEGIES

To develop vocabulary in students is necessary to know the better

strategies that help them to motivate them, among these are: Semantic

Mapping, this strategy allows to better clarify the concepts around

vocabulary. Cognitive strategies allow vocabulary to be presented directly

and meaningful to the learners Note taking/ word list, this strategy allows

to recall the meaning of the word. Key word Method, this method allows

students to relate a new word that sounds similar to, a new known word.

According to Pila (2012) cognitive strategies help students to be

motivated in making activities that are difficult to achieve in the process of

learning.

In view of the already mentioned strategies, this project will work with

the cognitive strategies, because they are considered most suitable to

achieve an effective learning. The guide will contain: visual aids, games and

videos.

2.2.4.2 DEFINITION OF A DIDACTIC GUIDE

“It is an instrument that the teacher needs to help the students in the

class; it could be possible to teach something about the contents of the

student´s book.” Martinez (1998) (cited by Puco &Tapia 2012, p. 6), besides

students can understand better the activities which are difficult to achieve,

with the help of a didactic guide the learning is direct and entertaining.

A didactic guide is an educational material that the teacher uses to

help students, is destined to introduce a new topic or develop the same,

throughout information, exercises and other activities for student

achievements. Among the features it is determined that the teacher helps

develop skills and encourage to improve the student performance.

2.2.4.3 CHARACTERISTICS OF A DIDACTIC GUIDE:

Offers information about contents and its relation to the study

program of the subject for which it was elaborated.

It presents orientations in relation to the methodology and focus of

the subject.

It give instructions concerning how to build and develop knowledge,

abilities, attitudes, values and aptitudes of the students.

It defines specific objectives and activities of study independently for:

guiding preparation of the lesson and reporting to the pupil about

what he has to achieve.

The didactic guide helps students to relate the content of the text with

their reality, so that through the activities developed they will be able to use

the learned vocabulary to communicate, also this didactic guide also gives

practical instructions to the teachers to know how to guide the learning of

the student, and achieve the goals of assimilation of contents.

2.2.5 SOCIOLOGICAL FOUNDATION

The culture involves a combination of what students learn, that

defines and characterize them within the society, so that this learning will

be assimilated and interpreted for respectively be applied in the society.

(Castillo 2012)

2.2.5.1 COMMUNICATIVE APPROACH

According to the thesis of Pila (2012): “In the Communicative

Approach not only grammatical structures and vocabulary are important, but

also the style and functions given to language in social context, since there

are different levels of communication.” (p. 159), besides communicative

approach helps to have a real communication, which allows students feel

security to interact with their teacher and classmates, this approach

transfers the attention the focus from what language to what is done with

the language, thus determining the content to be taught, the role of learners

and teachers, the type of materials, methods and techniques that are used.

According to Canale & Swain (2002) states that there are some

principles for the communicative approach, but in this investigation will be

named three of them, the first one is, the communicative competence, within

of this principle includes the grammatical, sociolinguistic and

communication strategies, the same if they are combined in a balanced way

it will produce a good, strategic communication, the second one is that the

in the communicative approach helps to fulfillment the necessities in the

learning of students, for that reason the proposal of a didactic guide would

help to develop their vocabulary and strengthen their class participation.

The third one is that students should be exposed to have real situations of

language with the interaction of a competitive speaker.

In words of Beltran (2012) states that “this particular approach

emphasizes the idea that learners should communicate efficiently in

different domains. In order to reach to that end, it is necessary to increase

learners´ competences in the four languages skills (i.e. listening, speaking,

reading and writing”, p, 37). For that reason this approach is important in

class, because promote the development of the abilities of the language,

which are necessary to have a proficiency in the language.

2.2.5.2 BRUNER ´S PERSPECTIVE

According to Bruner (1989) mentions that the interaction among

people produce knowledge, the people learn about their experiences, this

indicates that the acquisition of knowledge is a social process, because by

means of the interaction done between the student and the teacher based

on the different actions done in class such as critical thinking, the exchange

of ideas, the resolution of doubts, and clarification of the topic, all of that is

contributing to the development of learning.

2.2.5.3 VYGOTSKY PERSPECTIVE

According to Vygotsky (1934) mentions that people to learn, need to

follow a structure, steps that help them to achieve their objectives. It can be

argued that the social interaction helps to the development of cognoscitive

abilities, both: the social interaction and the cognoscitive abilities take part

in the activity of learning, this related to the development of vocabulary will

shape to an student more capable and motivated to understand and

communicate better which is the purpose of a language.

2.2.6 LEGAL FOUNDATION

According to Constitution of The Republic of Ecuador (2008) article

twenty six and twenty eight, education will not only focus in imparting

knowledge but also imparts values which form more competent and

sensible citizens of their actions, therefore part of the culture of a citizen

conforms the learning of a language allowing them to haves both academic

and occupational opportunities in the future.

Based on to the National Plan of Well Living (2013), objective four:

will be designed a didactic guide to improve the level of vocabulary of

students, using ludic activities, which aligns to the National Plan of Well

Living to ensure that the development of vocabulary would be strengthened.

According to English National Curriculum (2014), students should

achieve the vocabulary required to complete their student´s exit profile to

develop their next academic level.

In the Curriculum Specifications for English 9th and 10th GBE & 1st

year Bachillerarto (2012), educational objectives, sociolinguistically,

students practice formal and polite phrases that will be applied in a context

according of the didactic guide to foment the social interaction among

students.

Based on the Ley Orgánica De Educación Intercultural (2011), title

first of general principles only chapter, the implementation of a didactic

guide, intends to be a solution to the necessities that students have in the

development of vocabulary, students have an important role in the

construction of their learning.

This research project will use semantics and lexicology because

students should be able to identify and know the meaning of words related

to their academic context, it is considered that motivation is an important

factor to acquire and develop vocabulary because students need that

teacher helps them to fulfill their expectations with adequate didactic

material, moreover responsibility and solidarity are important values in the

academic performance, so that them allow to have a better relation among

students and teacher inside of class, the application of communicative

approach will be used to foster the interaction of students in class, to acquire

security in the learning of a language. Thus the perspective of Vygotsky

helps students learn through a social interaction, because students can

increase their confidence in themselves, finally the legal bases of this

project will give support to the design of a didactic with ludic activities for

development of vocabulary.

CHAPTER III

METHODOLOGY, PROCESS, ANALYSIS AND RESULTS DISCUSSION

3.1 METHODOLOGICAL DESIGN

This investigation has a mixed nature since there is no dichotomy

between the qualitative and quantitative information. The methodological

design is of mixed nature which underwent a series of investigations, in

which the approaches combine themselves and create a new quantitative

and qualitative style.

The qualitative information was combined with empirical methods like

the classroom observation, interview and survey.

The quantitative information is also used in this research since the

information gathered was also analyzed and synthetized. Therefore,

throughout this research, both types of information were used.

3.2 TYPES OF INVESTIGATION

The types of research used in this project are: descriptive,

explicative, and proactive.

3.2.1 DESCRIPTIVE

This investigation is descriptive because it reveals the current

deficiencies in the development of vocabulary in the students of ninth course

of GBE, in Pedro J. Montero High School, since they have problems

following only the content of the textbook. Because the content for them is

sometimes difficult to understand, they need other activities to reinforce the

lesson.

Besides in class, there is lack of didactic resources to facilitate the

learning. Because of that students get distracted, bored, and lose attention.

As a consequence they do not have good grades or good academic

performance in class, so the aim of learning a language is not accomplished

and the development of the four skills which are necessary for a

language proficiency is not stimulated.

3.2.2 EXPLICATIVE

This investigation is explicative because it contains the components

which trigger the conflict situation, which are due to the little use of ludic

activities, insufficiency of didactic refreshing courses for the development of

vocabulary, and improvised or unprepared classes.

3.2.3 PROACTIVE

This project proposes the design of a didactic guide with ludic

activities for the development of vocabulary in the English Language, since

it will help to improve the knowledge, understanding, use and application of

vocabulary in specific contexts.

3.3 POPULATION AND SAMPLE

The population are all members which are the object of the

investigation, in this case, the students and the teacher of Pedro J. Montero

High School of ninth course of GBE.

POPULATION CHART

CHART N°1: Distribution of the population

Nº Detail People

1 Teacher 1

2 Course 1 37

3 Course 2 37

4 Course 3 33

Total 108

Source: “Pedro J. Montero” High School, 2016-2017

Authors: Uvidia, León (2016)

To get the sample, this research project used the following formula:

n=N

%2(N−1)+1 n = sample, N = population, %2 = percent error

n = 108/ (0.05)2*(108-1) + 1

n = 108/ (0.0025 x 107) + 1

n = 108 / 0.2675 + 1

n = 108 / 1.2675

n = 85.2071

SAMPLE CHART

Since there are two different groups in this population, this project

use the following formula to establish the fraction:

F = n / N F = 199.50 / 397 F = 0.7889

CHART N°2: Distribution of the sample

Nº Detail People

1 Teacher 1

2 Course 1 29

3 Course 2 29

4 Course 3 26

Total 85

Source: “Pedro J. Montero” High School, 2016-2017

Authors: León, Uvidia (2016)

3.4. VARIABLES OPERATIONALIZATION CHART

CHART N°3: Variables operationalization

Variables Dimensions Indicators

Independent Variable

Motivation is a state of

cognitive and emotional

arousal, which leads to a

conscious decision to

act, and which gives rise

to a period of sustained

intellectual and physical

effort in order to attain a

previously set goals.

Model of Motivation Clarify the meaning

Needs-hierarchy Theory Lower Level needs

Higher-level needs

Attribution Theory Learning for

experiences

Types of Motivation Intrinsic

Extrinsic.

Dependent Variable

Vocabulary is the

students understanding

of oral and print words.

Vocabulary Morphology

Syntax.

Lexicology

Semantics

Parts of the Speech Conjunctions,

preposition,

modal verbs,

Verbs, and words

related to the

academic context.

Types of vocabulary Passive Receptive

Active Productive

Strategies for teaching

vocabulary

Semantic Mapping

Cognitive strategies

Rehearsal

Mechanical

Note-Taking/ Word

lists

Metacognitive

Strategies

Authors: León, Uvidia (2016)

3.5 INVESTIGATION METHODS

This research project will use the following theoretical methods:

analysis-synthesis,

historic-logic

inductive-deductive

systemic-structural functional

3.5.1 ANALYSIS-SYNTHESIS METHOD

This project used the analysis-synthesis method because the

bibliographic information obtained was analyzed to be later synthesized and

added to the theoretical framework.

3.5.2 HISTORIC-LOGIC METHOD

The present project employs the historic-logic method since it has

consulted previous works of investigation, to know about the topic of all the

components which are related to the historic evolution of motivation in the


3.5.3 INDUCTIVE-DEDUCTIVE METHOD

This project uses the inductive-deductive method which proceeds

from a particular to a general theory. The origin from these investigations

lies in a problem found in the Pedro J. Montero High School and later a

general theory was reached and made the design of a doable proposal.

3.5.4 SYSTEMIC-STRUCTURAL FUNCTIONAL METHOD

This allowed the design of a didactic guide with ludic activities for the


3.6 TECHNIQUES AND TOOLS OF INVESTIGATION

This research project will use the empirical techniques: survey,

interview and classroom observation.

SURVEY.- It is a formal or official examination of the particulars of

something, made in order to ascertain condition, and character, this

empirical technique will be applied to students of ninth course of GBE, of

Pedro J. Montero High School to know the problems related to the influence

of motivation in the development of vocabulary.

INTERVIEW. - This empirical technique is directed towards teachers

of ninth course of GBE, of Pedro J. Montero High School, to obtain valid

information that allows to give a solution to the problem of the influence of

motivation in the development of vocabulary.

CLASSROOM OBSERVATION. - The classroom observation is a

technique which will allow to value the methodology of teaching-learning

applied by the teacher along the classroom, to assess the level of motivation

in the development of vocabulary in the English language.

3.7 ANALYSIS OF THE DATA

Once the information was compiled by the authors through the

application of the survey, interview and classroom observation, the results

48%

39%

7% 2% 4%

Strongly agree

Agree

Undecided

Disagree

Strongly disagree

obtained were classified, synthesized and analyzed. All this process was

developed in order to provide of specific recommendations and conclusions

to solve the educational issue found on the institution object of this study.

INFORMATION ANALYSIS

SURVEY TO THE STUDENTS

TABLE Nº 1

Source: Students from ninth grade of GBE of Pedro J. Montero High School.

Researchers: Uvidia Yesenia & León Cinthya

Graphic Nº4


Researchers: Uvidia Yesenia & León Cinthya

Analysis. - According to the surveyors the 48%, says that students

are strongly agree with a more motivated class, so that students need

didactic resources that allow them to learn English in a practical way.

Necesito una clase más motivada para aprender inglés

Item Variable Frequency Percentage

Strongly agree 45 48%

1 Agree 36 39%

Undecided 6 7%

Disagree 2 2%

Strongly disagree

4 4%

Total 93 100%

54%

26%

12%

5% 3%

Strongly agree

Agree

Undecided

Disagree

Strongly disagree

TABLE Nº 2


Researcher: Uvidia Yesenia & León Cinthya

Graphic Nº5



Analysis. - According to the surveyors the 54%of students say that

are strongly agree that the use of images would help to understand the

meaning of words in English, for that reason the didactic guide provides

visual aids to get the new vocabulary in an effective way.

Necesito imágenes para comprender el significado de las palabras

en inglés



2 Agree 24 26%

Undecided 11 12%

Disagree 6 5%

Strongly disagree

3 3%

Total 94 100%

40%

17%

26%

10%

7%

Strongly Agree

Agree

Undecided

Disagree

Strongly disagry

TABLE Nº 3



3 Agree 16 17%

Undecided 24 26%

Disagree 9 10%

Strongly disagree

7 7%

Total 93 100% Source: Students from ninth grade of GBE of Pedro J. Montero High School.


Graphic Nº 6



Analysis.- According to the surveyors the 40%of students say that

are strongly agree that they learn better with songs or videos, the learning

of vocabulary with videos is a great strategy to acquire and develop

vocabulary.

Aprendo mejor con canciones y videos

TABLE Nº 4



4 Agree 31 34%

Undecided 16 17%

Disagree 8 9%

Strongly disagree

5 5%



Graphic Nº 7




are strongly agree that they like to make previous activities before the

introduction of a new vocabulary in English, for that reason the use of ludic

activities will help to get familiar with the vocabulary that they will learn in

each unit.

35%

34%

17%

9%5%

Strongly Agree

Agree

Undecided

Disagree

Strongly disagree

Me agrada realizar actividades previas antes de la introducción de un nuevo vocabulario en inglés

76%

13%

5% 3% 3%

Strongly agree

Agree

Undecided

Disagree

Strongly disagree

TABLE Nº 5



5 Agree 10 13%

Undecided 4 5%

Disagree 2 3%

Strongly disagree

2 3%



Graphic Nº 8



Analysis. - According to the surveyors the 76 %of students say that

are strongly agree that motivation help them in the learning of vocabulary,

because, if a student is motivated then will participate in classes and will

improve their learning level.

La Motivación me ayuda en el aprendizaje del vocabulario

17%

33%27%

12%

11%

Strongly agree

Agree

Undecided

Disagree

Strongly disagree

TABLE Nº 6

Me siento suficientemente motivado para aprender inglés



6 Agree 31 33%

Undecided 25 27%

Disagree 11 12%

Strongly disagree

10 11%



Graphic Nº 9




they agree because they feel motivated enough to learn English, because

students are excited to know other language that will allow them to have a

better future.

TABLE Nº 7

Entiendo cuando escucho audios en clase de inglés


Strongly agree 6 6%

7 Agree 20 21%

Undecided 22 24%

Disagree 20 22%

Strongly disagree

25 27%



Graphic Nº 10




they are undecided to understand when they listen audios in the English

class, for that reason students should develop continuously listening skills

to understand what they listen to.

6%

21%

24%22%

27%

Strongly Agree

Agree

Undecided

Disagree

Strongly disagree

25%

24%27%

12%

12%

Strongly Agree

Agree

Undecided

Disagree

Strongly disagree

TABLE Nº 8

Necesito realizar trabajos grupales para desarrollar el vocabulario del idioma.



8 Agree 22 24%

Undecided 24 27%

Disagree 11 12%

Strongly disagree

11 12%



Graphic Nº 11




they are undecided about the necessity of doing work of groups for the

development of vocabulary of the English language, therefore the teacher

should implement this strategy to facilitate that students can get on without

embarrassment in class.

6%10%

24%

27%

33%

Strongly agree

Agree

Undecided

Disagree

Strongly disagree

TABLE Nº 9


Strongly agree 6 6%

9 Agree 9 10%

Undecided 22 24%

Disagree 25 27%

Strongly disagree

30 33%



Graphic Nº 12




they are disagree because they do not understand words in a reading text

in English, for that reason it is considered important to make more

vocabulary activities to increase the knowledge of it.

Comprendo las palabras en un texto de lectura en inglés

13%

17%

26%

22%

22%

Strongly agree

Agree

Undecided

Disagree

Strongly disagree

TABLE Nº 10

Utilizo palabras nuevas para comunicarme



10 Agree 16 17%

Undecided 24 26%

Disagree 21 22%

Strongly disagree

21 22%



Graphic Nº 13




they are undecided about using new words to communicate, so that

students have not reinforced their vocabulary knowledge and this produce

insecurity when they need to use it.

14%

23%

15%

22%

26%

Strongly agree

Agree

Undecided

Disagree

Strongly disagree

TABLE Nº 11

Escribo oraciones utilizando vocabulario que aprendo en clases de inglés



11 Agree 21 23%

Undecided 14 15%

Disagree 20 22%

Strongly disagree

24 26%



Graphic Nº 14




they are strongly disagree about writing sentences using vocabulary learnt

in English class, and this happens because students do not have sufficient

time English class to practice vocabulary, for that reason the didactic guide

will focus in giving practical activities to develop vocabulary optimizing time.

37%

23%

23%

5%

12%

Strongly agree

Agree

Undecided

Disagree

Strongly disagree

TABLE Nº 12

Me permite el vocabulario tener una buena comunicación en clase de inglés



12 Agree 21 23%

Undecided 21 23%

Disagree 4 5%

Strongly disagree

11 12%



Graphic Nº 15




they are strongly agree related that vocabulary allows them to have a good

communication in the English language, for that reason is necessary that

students develop vocabulary to improve all the abilities of the language.

15%

17%

17%23%

28%

Strongly agree

Agree

Undecided

Disagree

Strongly disagree

TABLE Nº 13

Recuerdo vocabulario del año pasado



13 Agree 16 17%

Undecided 16 17%

Disagree 21 23%

Strongly disagree

26 28%



Graphic Nº 16



Analysis.-According to the surveyors the 28%of students say that

they are strongly disagree about recalling vocabulary of last year, in such a

way that the experience of learning a language should be more positive, in

order that they keep in mind the vocabulary acquired.

75%

18%

4%2% 1%

Strongly agree

Agree

Undecided

Disagree

Strongly disagree

TABLE Nº 14

Considero que mi nivel de desarrollo de vocabulario en el inglés debe ser mejorado



14 Agree 17 18%

Undecided 4 4%

Disagree 2 2%

Strongly disagree

1 1%



Graphic Nº 17




they are strongly agree considering that their level of vocabulary

development in English should be improved, this will be improve providing

a variety of resources and ludic activities to achieve a good vocabulary level.

32%

38%

28%

1%1%

Strongly agree

Agree

Undecided

Disagree

Strongly disagree

TABLE Nº 15

Necesito actividades lúdicas para fortalecer el vocabulario



15 Agree 34 38%

Undecided 25 28%

Disagree 1 1%

Strongly disagree

1 1%



Graphic Nº 18




they are agree about of necessity of ludic activities to strengthen

vocabulary, thus the didactic guide will be a contribution to the vocabulary

learning will be enjoyable.

3.6.2 INTERVIEW

The authors of this Project carried out the interview at Pedro J.

Montero High School, the teacher of B course was interviewed, and she

pointed out that teachers need more didactic refreshing courses in the

learning of vocabulary of the English language to improve the level of

vocabulary development of students.

3.6.3 CLASSROOM OBSERVATION

It has been observed that there is a lack of attention of students to

what the teacher explains, also the teacher just talks and students are not

able to express themselves because the time in class is not enough.

3.7 CHI SQUARE AND VARIANCE TEST

In base of both variables, which are: dependent variable vocabulary

and independent variable motivation, it has been analyzed and the results

shows that it should develop more ludic activities to motivate students in the

development of vocabulary, as a consequence exist a correlation among of

variables.

ANALYSIS AND INTERPRETATION OF RESULTS

3.8 CONCLUSIONS & RECOMMENDATIONS

The results demonstrated that:

Students consider that they need to develop their level of

vocabulary knowledge.

Students affirmed feeling more motivated to learn a foreign

language when they participate in team activities

Learners need a more motivated class by means of ludic

activities.

Vocabulary learning could be easier and meaningful for

students if videos, songs, movies, and other diverse

motivating activities were applied in class by the teacher.

Students would be more engage in learning if they received a

reward for the job done.

The teacher considers vocabulary learning as a fundamental

part for the development of all linguistic competences.

Activities applied by the teacher in class are lightly supporting

the students´ vocabulary learning.

The teacher is willing to incorporate more motivating activities

for assisting students´ vocabulary learning.

In order to overcome the issues related to this topic and based on the

conclusions displayed, the authors suggest the following recommendations:

The educator should emphasize the importance of

vocabulary acquisition in learning a foreign language, and to

encourage students to pursuit this objective.

More motivating and diverse activities to encourage

vocabulary acquisition should be applied by the teacher in

class.

Group activities, visual aids, songs, videos and games

should be used to foster students’ active participation in the

learning process.

The design of a didactic guide that includes ludic activities to

be applied by the teacher in order to have a more dynamic

and meaningful learning.

For that reason the authors´ proposal will be addressed to assist in

the vocabulary enrichment and development of students by providing to the

teacher with diverse and motivating activities to be applied along the

learning process.

CHAPTER IV

THE PROPOSAL

4. DIDACTIC GUIDE WITH LUDIC ACTIVITIES FOR THE

DEVELOPMENT OF VOCABULARY

4.1 JUSTIFICATION

This proposal is justified by the limitations founded in the

development of vocabulary and the inefficient use of itself, which prevents

students to understand and carry out any activity in the English language,

which emerged as a result of the diagnostic applied in the institution.

This research project employed some investigation techniques,

which were: the survey, the interview to the teacher and classroom

observation. These investigation tools, helped to identify and confirm that

there is a lack of motivation because of the unsuitable methodologies which

lead to lose the interest for the study and learning vocabulary in the English

language of students, besides decrease their school performance.

The proposal based on a didactic guide with ludic activities intends

to be applied in the students to motivate them for learning English language,

so they can interact among them to improve their vocabulary.

4.2 OBJECTIVES

4.2.1 GENERAL OBJECTIVE

To develop students´ vocabulary knowledge with ludic

activities to obtain a fluency of lexicon.

4.2.2 SPECIFIC OBJECTIVES

Motivate students through the use of ludic activities,

improving vocabulary proficiency.

Use ludic activities to apply communicative approach

effectively.

Assist the teacher through this didactic guide with ludic

activities so that students feel motivated to learn and develop

vocabulary according to the units.

Encourage students to achieve a better academic

performance in class.

4.3 THEORETICAL ASPECTS

From the linguistic point of view, this guide will use lexicology and

semantics because the students should be able to identify and know the

meaning of the words to carry out the learning activities. Jackson & Zé

Amvela (2007).

From the pedagogical point of view, this proposal is based on the

communicative approach because it helps the students to interact among

them with the aim to develop and strengthen their vocabulary. Pila J. (2012).

From the psychological point of view, this guide is based on the

theory of Maslow because the students need that the teacher fulfill their

necessities like a self -steem, achievement, belonging, creativity. Keijzers

(2010).

From the philosophical point of view, this proposal will focus to

strengthen the formation of values such as: responsibility and solidarity

which will contribute to a better learning environment. Hernández & Judith

(2016).

From the sociological point of view, this proposal will use the

perspective of Vygotsky because the construction of the knowledge is done

by the social interaction with the teacher and classmates, and as a result a

more dynamic class. Puscama (2014).

From the legal point of view, this proposal is guided by the Plan

Nacional del Buen Vivir, because it is expected to strengthen the abilities of

the students, through ludic activities which motivate the learning of the

language and to reach the academic level established.

4.4 FEASIBILITY OF APPLICATION

Financial feasibility, this proposal does not demand excessive

economic resources. The economic demands of this research will be

supplied by the authors of this project. In the legal aspect, this proposal is

supported by the Constitution of the Republic of Ecuador, which states that

everyone has the right to participate in formative learning processes, and

the Código de la Niñez y Adolescencia (Code of Childhood and

Adolescence), which establishes that people should enjoy their rights

including and have all the didactic resources for learning. For the technical

feasibility, this proposal will use as technical resources, the computer,

projector and speakers. Related to human feasibility, the main human

resources for the implementation of this proposal are the authors of the

proposal, finally this proposal is politically feasible because it is supported

by the Plan Nacional del Buen Vivir, since it should be strengthen

potentialities and skills of people. This proposal also counts with the support

of the teachers inside the institution.

4.5 DESCRIPTION

This didactic guide has the objective to motivate the development of

vocabulary, in ninth grade students, according to the level that assigns the

Common European Framework of Reference which is A1.2, for students of

ninth course of GBE. This level of learning is expected to be achieved

throughout the use of ludic activities that stimulate the development of

vocabulary.

The aim of this didactic guide is to motivate students to interest for

learning and development of the English language, the didactic guide will

be used by the teacher for the introduction of the topic of each unit on the

Syllabus, making ludic activities which help to the comprehension of

vocabulary include on the topics of each unit.

The didactic guide intends to be a dynamic alternative to the teacher,

for the introduction of a topic. This didactic guide contains videos, songs,

games and visual aids on a Cd. It allows the interaction among students

to apply a better communicative approach. In the didactic guide will find six

units, within of this units will find three different ludic activities. Each

activity has a general objective which are expect to be achieved for the

students. In each activity educator will find instructions and resources that

will be needed to develop the activity, besides the teacher will find in the

didactic guide: worksheet, flashcards. Also will be attached to the didactic

guide a Cd which contains videos, songs, flashcards, the teacher can do

photocopying and use when the teacher needs.

ANNEXES 1

ANNEXES 2

ANNEXES 3

THESIS TUTORIAL

Source: University of Guayaquil

Authors: Cinthya León Coello and Yesenia Uvidia Reinoso

Our Advisor Msc. Lucila Sánchez checking chapters of the thesis, and

Cinthya León signing the attendance control sheet.

Source: University of Guayaquil


Msc. Lucila Sánchez asks me to check a paragraph of chapter number

four about design our didactic guide

Pedro Montero High School

Source: Pedro J. Montero High School




Msc. Shirley Durán who is the director of Pedro J. Montero High school



In front of the mural of Pedro J. Montero High school

ANNEXES 4

ENCUESTA A ESTUDIANTES

Estimado estudiante:

OBJETIVO: Esta encuesta es parte de un proyecto de investigación que

estudia la incidencia de la motivación en el desarrollo del vocabulario, por

lo que le agradecemos su colaboración.

INSTRUCCIÓN: Marque con una “X” el enunciado de acuerdo a la

información que considere adecuada

1.-Totalmente desacuerdo

2.-En Desacuerdo

3.-Ni de Acuerdo, Ni Desacuerdo

4.-De Acuerdo

5.-Totalmente de Acuerdo

Enunciados

1

2

3

4

5

1.- Necesito una clase más motivada para aprender inglés.

2.-Necesito imágenes para comprender el significado de las palabras en inglés

3.- Aprendo mejor con canciones o videos

4.- Me agrada realizar actividades previas antes de la introducción de un nuevo vocabulario en inglés

5.-La Motivación me ayuda en el aprendizaje del vocabulario

6.-Me siento suficientemente motivado para a aprender inglés

7.-Entiendo cuando escucho audios en clase de inglés

8.-Necesito realizar trabajos grupales para desarrollar el vocabulario del idioma inglés

9.-Comprendo las palabras en un texto de lectura en inglés

10.-Utilizo palabras nuevas para comunicarme

11.-Escribo oraciones utilizando vocabulario que aprendo en clases de inglés

12.-Me permite el vocabulario tener una buena comunicación en clase de inglés

13.-Recuerdo vocabulario del año pasado

14.-Considero que mi nivel de desarrollo del vocabulario en el inglés debe ser mejorado

15.-Necesito actividades lúdicas para fortalecer el vocabulario

INTERVIEW FOR THE TEACHER

This interview is part of an investigation project which studies the incidence

of motivation in the development of vocabulary for that we appreciate your

collaboration.

1.-Do you motivate students to the learning of the English language through

ludic activities? Why?

2.-Do you consider that ludic activities will strength the development of

vocabulary? Why?

3.-Do you apply audiovisual aids for the teaching of vocabulary? Why?

4.-Do you think the use of songs help the acquisition of vocabulary? Why?

5.-Do you assign tasks that allow the development of vocabulary? Why?

6.-Do you consider that there is a lack of techniques or methodologies for

the teaching of vocabulary? Why?

7.-Do you think that students learn vocabulary by means of flashcards?

Why?

8.-Do you consider that students present insufficiency in the development

of vocabulary? Why?

9.-Have you attended to methodological refreshing courses for the didactic

treatment of vocabulary of your students? Why?

10.-Do you think that a didactic guide will help to improve the motivation in

the development of vocabulary? Why?

Classroom Observation Questionnaire

The purpose of this classroom observation is to gather information to

understand accurately to improve the academic performance.

Highest Satisfactory Low Lowest Not Applicable/ N.A

5 4 3 2 1

_____ 1. Uses instructional methods according to the age of the

students

_____ 2. Pays attention to students in the educational needs.

_____ 3. Encourages relevant student´s participation in the learning

process.

_____ 4. Involves to the whole class in sharing/ planning and

evaluating.

_____ 5. Connects student interest with the new content.

_____ 6. Varies student groupings: individual; pairs; small groups.

_____ 7. Uses ludic activities in class.

_____ 8. Provides didactic materials to the students in class.

_____ 9. Responds appropriately to student questions and comments.

_____ 10. Uses games or visual aids to develop a new content.

SOURCE: Adapted from Faculty and Stuff Resources (2016)

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INDEX

UNIT TOPIC VOCABULARY SKILLS

FLASHBACK Flashback Numbers Colors

Alphabet

Listening Writing

1 Can you count? Clock times

Reading

2 I always get up at six- thirty

Daily routines Speaking

3 Miami- a great place to be

Places in a town or city

Leisure activities

Speaking Listening

4 What is Brian doing Rooms and parts of a house

Listening

5 Did he call her again today?

Past time expressions Emoticons

Listening

6 I really had a great time

Some occupation Listening Speaking Reading

Dear Teacher:

In this didactic guide you will find General and Specific objectives,

the general objective is to develop students’ vocabulary knowledge with

ludic activities to obtain a fluency of lexicon, and the specific objective is

to motivate and engage students to learn English by using these activities.

On this manner it will be promoted learners vocabulary proficiency, the

improvement of fluency when they producing the language, and the

betterment of communicative skills.

The use of lexicology and semantics activities presented in this

didactic guide facilitates student to identify and know the meaning of the

words to carry out the learning activities. Vygotsky´s perspective is applied,

and the construction of the knowledge is achieved by social interaction with

the teacher and classmates, resulting in a more dynamic class.

The current didactic guide intends to be a motivating resource for

the teacher to introduce diverse topics. This didactic guide contains

videos, songs games and visual aids on a Cd. All these elements will allow

the students to apply a better communicative approach, as a consequence

learners would be able to achieve the A1.2 level of English Language

proficiency pointed by the Common European of Reference (CEFR) and

established in the Ecuadorian English National Curriculum Guidelines for

ninth grade students.

The aim of this didactic guide is to provide to you with a wide

repertoire of ludic activities that can be applied in class to improve your

student’s vocabulary knowledge throughout the process of a second

language acquisition. On each unit the teacher will find specific objectives

expected to be achieved for all the students. On each activity, teachers will

find instructions and resources to develop the activity, besides the teacher

will be provided of: videos, visual aids and slides on a Cd attached to the

didactic guide.

It is our desire that this didactic guide becomes a useful resource

along your teaching practice inside the classroom.

The Authors:

Yesenia Abigail Uvidia Reinoso and

Cinthya Pamela León Coello.

UNIT 1

ACTIVITY. - The educator has Students to watch a video about telling the

time, then he will choose ten students randomly. Those students will have

to tell the time displayed on the screen. The rest of the class will check which

student tells the time correctly and who does not. If a student gives a wrong

answer the rest of the class will assist him by providing the correct answer.

Every time that a student comes up with a right answer the teacher will prize

him

VIDEO ABOUT TELLING THE TIME

(All Videos, songs and worksheet of this didactic guide will be

attached in a Cd.)

ACTIVITY: N°1

TOPIC: Telling the time

OBJECTIVE. - To Tell the time by applying appropriate vocabulary.

GROUP CONFIGURATION: Whole class

RESOURCES. - Laptop, projector, speakers and a pieces of paper.

ACTIVITY: N°2

ACTIVITY. – Teacher asks students to join in three different groups for

making a human clock (circle), each group chooses two people. One for

telling the time, and the other one for setting the time (he will act as pointer

of a clock), then the teacher gives a piece of paper with the time written for

students telling the time. As soon as students with the written time have to

tell the time aloud to his group and repeat it twice. Then the members of the

group, try to set the right time by making a human clock. Teacher monitors

the activity. And the end, the group with less mistakes will be the winner.

TOPIC: Telling the time

OBJECTIVE. – To set the time in appropriate way.

GROUP CONFIGURATION: Group of three

RESOURCES. - Laptop, projector, speakers and a pieces of paper.

ACTIVITY: N°3

ACTIVITY. - The teacher asks students to form a half moon inside of the

class. The teacher gives flashcards to each student about imperative verbs.

Immediately students have to look at the picture and read the sentence and

try to memorize the picture, the students return flashcards to the teacher.

After that the teacher tells students that they will play a game called “Simons

Says”, then students have to listen carefully the imperative verb, that the

teacher says. As soon as teacher tells to the students the imperative verb,

each student has to make the mimic that represent the verb mentioned.

Student who stands up first and starts to make the mimic will be the winner

(Flashcards about of imperative verbs you can find in annexes or on

in a Cd)

TOPIC: Imperative

OBJECTIVE. - To apply imperative verbs in a game.


RESOURCES. – Flashcards, pencils

UNIT 2

ACTIVITY: N°1

TOPIC: Modal verb “Can”

OBJECTIVES. – To use the modal verb in interview.

GROUPS CONFIGURATION: Whole class

RESOURCES. - Human and Flashcards.

ACTIVITY. - The teacher shows some flashcards about activities in English,

then the teacher explains that they will make an interview about activities or

hobbies that they like to practice.

The teacher chooses a student to be a journalist, other an interviewer and

the last one a cameraman. Before of this the rest of students have to think

in what ability or hobby they can practice? How many hours can practice

this ability or hobby? In which place can practice the ability or hobby? What

days they can practice the activity or hobby? After the teacher tells that they

have to perform like if they were in an interview, meanwhile students have

to remember the activities or hobbies that they can practice. Afterward the

teacher has to prepare to the interviewer for asking the rest of students, the

teacher gives the following guide to start with the program:

(Good Morning, audience, today we have the pleasure to asking to some

students of Pedro. J. Montero, for a new abilities program. Now we are going

to meet each student of second grade, tell us, what is your name? How old

are you? Can you speak two languages? Can you dance for five hours?

Can you act? Can you cook? Can you ride a bike? Can you play the piano?

And the rest of questions previously mentioned), and the cameraman has

to say “action” and starts to record. After that all students have been

interviewed, the teacher will finished the interview asking students if they

the activity like.

(Flashcards about of leisure activities or hobbies you can find in

annexes or on in a Cd)

ACTIVITY: N° 2

ACTIVITY. – Teacher divides to the class in pairs and gives a “What can I

do” worksheet to each student.

In each group in pairs, a student have to place their right hand behind their

back and then attempt to do each task in turn. The first student in turn ask

the questions to his/ her classmate” Can you open your bag?” If the student

is able to do the task with just his/ her left hand, the student has to write

'Yes, I can' next to the task. On the worksheet. If the students is unable to

do the task he /she has to write on the worksheet ' No, I can’t'. When all the

students have finished, they interview classmate from other group and ask

questions about their ability to do the tasks. Students write their classmates’

answers on the worksheet using the third person. The teacher monitors the

activity.

(Worksheet about “What can I do” you can find in annexes or on in a

Cd)

TOPIC: Modal verb “Can”

OBJECTIVES. – To apply the modal verb in a funny activity

GROUPS CONFIGURATION: Whole Class

RESOURCES. - Human and Didactic.

ACTIVITY: N°3

TOPIC: Daily Routines

OBJECTIVE: To learn how to describe their daily routines

GROUP CONFIGURATION: Group of five

RESOURCES: Laptop, speakers, projector ad flashcards

ACTIVITY. - The teacher tells students to watch a video about daily routine

and adverbs of frequency, then the teacher asks students to join in five

group of four people. The teacher draws on the whiteboard a table that

include statements with three different options to choose the right one. For

example:

Her favorite sport is Tennis, she watches her team play every week

a) She often watches Tennis

b) She always watches Tennis

c) She never watches Tennis

Our English teacher give us homework every day

a) The teacher never gives them homework

b) The teacher rarely gives them homework

c) The teacher always gives them homework

Each group has to go to the whiteboard to choose the correct answer. As

soon as the teacher check the answer the next group will be ready to pass

on the whiteboard and choose the correct answer, Finally the group who

has less mistakes will be the winner.

(Video and Flashcards about of daily routines and adverbs of

frequency that you can find in annexes or on in a Cd)

VIDEO ABOUT DAILY ROUTINES WITH ADVERBS OF FREQUENCY

FLASHCARDS ABOUT DAILY ROUTINES

UNIT 3

ACTIVITY N° 1

TOPIC: Prepositions of Location

OBJECTIVE. – To apply prepositions of location to give information about

where a place is.

GROUP CONFIGURATION: Group of four

RESOURCES. - Laptop, speakers, projector and flashcards, markers,

eraser.

ACTIVITY. - The teacher tells students have to work in small groups. The

educator chooses two small objects inside of the class for example: eraser,

marker. Then the teacher asks students that a team have to leave the

classroom for a short time. While the team is outside, the other students

have to hide the two objects in different places somewhere in the room.

When the team returns to the classroom, they have to ask questions to the

students to find out where the objects are hidden. For example: Where is

the Object1? Is the object 1 behind of...? Is the object 2 in front of…?

Each team receive a point every time that they answer correctly, the winner

team will be who has more points.

(Slides of preposition of location you can find in annexes or on in a

Cd)

SLIDES ABOUT PREPOSITION OF LOCATION

ACTIVITY: N°2

TOPIC: Places in a city

OBJECTIVE. – To identify different places in a city or a town.

GROUP CONFIGURATION: Group of three

RESOURCES. – Pictures,

ACTIVITY. - The teacher chooses one student to be the “host of a TV

show”, then he chooses twelve students randomly to be “contestants” and

they have to answer the questions. The questions will be written in the

whiteboard. Each student have to answer correctly. Otherwise he or she

have to walk away the game and give the opportunity to the next contestant

by the way the contestant stay in the game still he or she answer wrongly.

Each questions has different score. When he or she does not know the

answer has only a help (fifty/ fifty).Each contestant has thirty second to

answer a question. Contestant who has more points will be the winner.

(Below of the questions will be pictures about places in a City where the

teacher can guide to make more questions.)

The questions for this game are about places in a City,

(Worksheet and flashcards about “Who want to be millionaire”? and

places in a town or city that you can find in annexes or on in a Cd)

PLACES IN A TOWN OR CITY

BANK MALL

RESTAURANT BOOKSTORE

MOVIE THEATER SUPERMARKET BUS STOP

MUSEUM ZOO DRUGSTORE

POST OFFICE PARK

ACTIVITY: N°3

ACTIVITY.-The teacher asks students to work in pairs, then the teacher

gives two flashcard to each pair about leisure activities, after the teacher

tells students to make a little dramatization of two flashcards, while the

student make the dramatization the other student have to guess what

leisure activity is, if the student does not guess will disqualified and the other

group have to opportunity of act.

(Flashcards about leisure activities you can find in annexes or on in a

Cd)

TOPIC: Leisure activities

OBJECTIVE. – To speak about their leisure activities

GROUPS: In pairs

RESOURCES. – Flash cards

UNIT 4

ACTIVITY: N°1

TOPIC: Rooms and Parts of the House

OBJECTIVE: To describe and set more familiarized with the parts of the

house and colors.


RESOURCES: colorful cardboards, tape, colors, pencils, ruler, scissors

ACTIVITY: The educator explains students that they have to make a puzzle

about part of the house, after they have to cut the different part of the puzzle

for interchanging puzzles between classmates, then the teacher gives

colorful cardboards a student of each group. Then each group will create a

puzzle with colorful cardboards for example, they can draw, a window a door

etc.

Each group have to interchange their puzzles and describe it, the first group

have to assemble the puzzle and describing what part of the house is? And

what color is? Students who described in 1 minute will be the winner All

students should have described the puzzles,

ACTIVITY: N°2

TOPIC: Rooms and Parts of the House

OBJECTIVE: To structure sentences related to the parts of the house and

colors.


RESOURCE: Marker, Sheet

ACTIVITY. - Teacher tells students that they have to organize sentences,

then the teacher gives out copies of the vocabulary words to students.

Students will work in groups of five. Students have to form three sentences

by using the vocabulary sheet.

One sentence by using four words

One sentence by using five words

One sentence by using six words

Students will have several minutes to create sentences. The group who

completes the three sentences correctly, will have a prize.

(Worksheet about organize sentences you can find on a Cd)

LIVING ROOM YELLOW KITCHEN BIG BLUE

SMALL AND GARAGE RED THE I BATHROOM EAT WATCH BEDROOM

BLACK ORANGE IS SLEEP THEY

IN BROWN TABLE TV WATCH WHITE CAR COFFEE DRINK

CLOCK

ACTIVITY: N°3

ACTIVITY. – The teacher shows some flashcards about rooms and parts of

the house, then the teacher asks students to join in groups of four. Then

he/she gives a flashcard to each group. On the flashcard there is a picture

of a part of the house with the object usually found in. The teacher explains

that they have to create a story by including the elements the flashcard. For

instance: Pillows, mirror, lamp, bed, blinds, towel, radio, dishes. Each group

will take turns to come to the front of the class to tell the story. They have a

minute to finish the story. The first student begins telling, then he passes

the flashcard to the next student to continue the story. At the end of the

minute every member of the group should have participated. The rest of the

class will listening the stories, in order to choose the winner

(Flashcards about rooms and parts of the house you can find in

annexes or on in a Cd)

TOPIC: Parts of the House

OBJECTIVE. - To remember objects inside a bedroom.


RESOURCES. - Speakers, slides, laptop and projector, paper.

UNIT 5

ACTIVITY: N°1

TOPIC: Creating Sentences

OBJECTIVE: To Construct And Organize Sentences Using Past Time

Expressions.


RESOURCES: Flashcards

.

ACTIVITY: Class is divided in groups of four students. Each group is given a set

of cards of past time expressions and verbs. The past time expressions are placed

face down. The set of verbs are given to each student. Each member of the group

has the same amount of verbs. A student takes one card of the time expressions

that is on the pile, the student makes a sentence that is true for him or her, while

the rest of the group provides Feedback.

(Past time expressions you can find on a Cd)

PAST TIME EXPRESSIONS

Yesterday last month last day last night

Last year three years ago when I was six last summer

In 2016 last winter two days ago last Sunday

VERBS

Eat watch go play have

Listen travel sleep write walk

Clean drink take meet swim

ACTIVITY: N°2

TOPIC: Ball Game “Hot Potato”

OBJECTIVE: To structure sentences using past time expressions


RESOURCES: card, ball

ACTIVITY: The teacher will bring a ball, and a card with past questions that

students have to answer. Those questions could be:

QUESTIONS:

What did you do yesterday at night?

What movie did you watch in the cinema?

What cellphone did you buy the last Sunday?

What did you do five minutes ago?

What did you eat a day ago?

The game begins when teacher gives a ball to any student in the class, then

the teacher stays facing the whiteboard and giving the back to the class.

Students passes the ball to each other , meanwhile the teacher

continuously says “ hot, hot, hot “, when the teacher says “potato” students

have to stop passing the ball. The Student who has to answer a question by

applying verb in past tense and past time expression.

ACTIVITY: N°3

ACTIVITY: Teacher divides the class in groups of five. Teacher draws in

the whiteboard a table that contain questions and emoticons, after he /she

gives each group a paper with questions about how they feel during holidays

(Christmas, New Year’s Eve, carnival). A student of each group has to pass

to the whiteboard and fill the table using numbers in the emoticons that

express the feelings´ partners. For example: sadness, happiness, anger,

disappointment, exited, joked, surprised and crying,

Then the same student has to make a report about how many partners feel

QUESTIONS

*How did you feel on Christmas?

*How did you feel on New Year’s Eve?

*How do you feel on carnival?

(Flashcards about emoticons you can find in annexes)

TOPIC: Emoticons

OBJECTIVE: To express feeling during holiday seasons by using

emoticons.


RESOURCES: Human and Questions Cards

How do you

feel

Christmas

New Year

Eve

Carnival

UNIT 6

ACTIVITY: N°1

TOPIC: Occupations

OBJECTIVE: To identify and match the occupations flashcards with their

corresponding names.


RESOURCES: Occupations Flashcards, Strips Of Paper

ACTIVITY: Teacher asks students to join in small groups, then he/ she

choose a girl to be a “fortune teller”, the teacher tells to the fortune teller that

she has to guess what they will become when they grew up. Each small

group has to make a dramatization asking to the fortune teller what will they

become in the future. The fortune teller has to tell and show them pictures

about occupations and she has to improvise a story. Finally the teacher

monitors the activity (Example of a conversation in a role play)

Student: Good Morning, Fortune teller I need to know what will be in my

future, I want to be a Doctor but I want to know with precision what I will

become?

Fortune Teller: Good Morning, dear guess please take a sit, and me let me

ask to the sun about your doubt. The Sun tells me that you will become a

great Dentist and will the best in this country.

Student: Oh my God it is awesome! Thanks. I will come back with my

friends, to see you.

(Flashcards about occupations you can find in annexes or in a Cd)

MECHANIC

PILOT

DRIVER

HAIRDRESSER

DOCTOR

ELECTRICIAN

ACTIVITY: N°2

ACTIVITY.- The teacher tells students that they have to play a game called

“BINGO”, the teacher asks students join in a pairs, then he or she gives

them a table of occupations, to each pair, then the teacher tells students

have to mark a cross in each imagine that will be appropriate with the

occupations. After the teacher takes out of an amphora one picture with their

corresponding names until to reach twenty images. The teacher shows

students the pictures and they have to mark a cross in the correctly picture.

Finally when a pair of students have completed the table will be the winner.

(Table of bingo you can find in annex or in a Cd)

TOPIC: Some occupations

OBJECTIVE. - To learn how to say some occupations in English.


RESOURCES. – Photos, Sheet, Pencils

OCCUPATIONS

MECHANIC PILOT DRIVER

HAIRDRESSER DOCTOR ELECTRICIAN

CARPENTER NURSE WEB DESIGNER DENTIST

ACTIVITY: N°3

ACTIVITY: The teacher asks students to make a circle, then he or she has

to stand in the middle of the circle. Immediately the teacher has to assign

each student an occupation, for instance: “You are a driver”, “You are a

pilot”, “You are a dentist,” “You are an electrician”.

As soon as the teacher tells “driver”, pilot, dentist, etc. Students who are of

this occupation have to change places then if the educator tells “Fruit salad”

everyone has to change places several times, when students are confident

with what they are doing, the teacher has to tells the occupations again, but

this time when student changes places the teacher has to sit down in one

of their place and student has to stand and he or she has to tells the next

occupations and the game can begin again.

(Flashcards of occupations you can find in annex)

TOPIC: Occupations

OBJECTIVE: To reinforce different occupations.

GROUP CONFIGURATIONS: Whole class

RESOURCES: Human and Tools Flashcards.

ANEXES

WORKSHEETS

FLASHCARDS

SURVEY

INTERVIEW

PHOTOS

WORKSHEEET

FLASHBACK

LETTER SOUP OF THE ALPHABET

NAME:

COURSE:

FIND THE WORDS ACCORDING TO EACH THE ALPHABET

A D O O R R M O P J V Y

P F I S R Y U Y A U I O

P G U I T A R B I I O Y

L C A T I K E Y N C L O

E G G L O E A F T E I V

B A L L W H A T Ñ T N C

I N S E C T T R A I N H

M O M N T O U S Y E O C

O R A N G E E F O X S T

S N A K E Q U E E N E A

U M B R E L L A V C T W

Z E B R A F I S H Q Ñ W

R A D I O L E A F K E Y

WHAT CAN I DO?

TASK ME

Open your

bag

Write two

words

Draw a line

Comb your

hair

Send a

message

TABLE OF “BINGO”

MECHANIC PILOT SCHOOL

HAIRDRESSER COMPUTER Lake

BOY NURSE WEB DESIGNER DENTIST

SUN CAR UKULELE

TEETH SCREWDRIVER FOREST DRIVER PLANE

INJECTION DOCTOR HAIR IRON CAR CARPENTER

WHO WANTS TO BE A MILLIONAIRE

Select the correct answer

1. - Where do you withdraw and save money?

a) Bank b) Restaurant c) Park d) House

2. - Where you can read and study?

a) Mall b) Driver c) Library

3. - Where you can buy books?

a) Pak b) School c) Bookstore

4. - Where you can go to play football?

a) Mall b) Movie Theater c) Park

5.-Where you can visit animals?

a) Zoo b) Post Office c) Restaurant

6. - Where you can sent Letters?

a) Bank b) Post Office c) Drugstore

7. - Where you can buy toilet paper, noodles, beans and soap?

a) Zoo b) Supermarket c) Bookstore

Complete the sentences

8. - In a _________ you can buy shoes, clothes and fragrances.

Drugstore Hall Mall Zoo

9 - In a ______________ you can see movies.

Bank Bus stop Movie Theater

10. -In a _______________ you can eat Mexican food

Bookstore Restaurant Park

11.-.You can wait Bus in a _______________

Post Office Supermarket Bust Stop

12. - Where you can buy medicines

Park School Drugstore

13.- In a ______________ you can see desiccate animals for purposes of

study.

Museum Park Bank

FLASHCARDS

YESTERDAY

LAST NIGHT

LAST

WEEK

LAST

MONTH

LAST

YEAR

LAST

MONDAY

A FEW

MINUTES

AGO

THREE

DAYS AGO

PREPOSITION OF LOCATION

A WEEK

AGO

A MONTH

AGO

FLASHCARDS

PREPOSITION OF LOCATION

GO TO THE PARTY

GO SHOPPING

EAT OUT

VISIT YOU

GRANDPARENTS

HANG OUT WITH YOUR

FRIENDS

WATCH A DVD

FLASHCARDS

HAIRDRESSER

ELECTRICIAN

DOCTOR

CARPENTER

MECHANIC

DRIVER

WEB DESIGNER

DENTIST

SURVEY

ENCUESTA A ESTUDIANTES

Estimado estudiante:

OBJETIVO: Esta encuesta es parte de un proyecto de investigación que

estudia la incidencia de la motivación en el desarrollo del vocabulario, por

lo que le agradecemos su colaboración.

INSTRUCCIÓN: Marque con una “X” el enunciado de acuerdo a la

información que considere adecuada

1.-Totalmente desacuerdo

2.-En Desacuerdo

3.-Ni de Acuerdo, Ni Desacuerdo

4.-De Acuerdo

5.-Totalmente de Acuerdo

Enunciados

1

2

3

4

5

1.- Necesito una clase más motivada para aprender inglés.

2.-Necesito imágenes para comprender el significado de las palabras en inglés

3.- Aprendo mejor con canciones o videos

4.- Me agrada realizar actividades previas antes de la introducción de un nuevo vocabulario en inglés

5.-La Motivación me ayuda en el aprendizaje del vocabulario

6.-Me siento suficientemente motivado para a aprender inglés

7.-Entiendo cuando escucho audios en clase de inglés

8.-Necesito realizar trabajos grupales para desarrollar el vocabulario del idioma inglés

9.-Comprendo las palabras en un texto de lectura en inglés

10.-Utilizo palabras nuevas para comunicarme

11.-Escribo oraciones utilizando vocabulario que aprendo en clases de inglés

12.-Me permite el vocabulario tener una buena comunicación en clase de inglés

13.-Recuerdo vocabulario del año pasado

14.-Considero que mi nivel de desarrollo del vocabulario en el inglés debe ser mejorado

15.-Necesito actividades lúdicas para fortalecer el vocabulario

INTERVIEW

INTERVIEW FOR THE TEACHER

This interview is part of an investigation project which studies the incidence

of motivation in the development of vocabulary for that we appreciate your

collaboration.

1.-Do you motivate students to the learning of the English language through

ludic activities? Why?

2.-Do you consider that ludic activities will strength the development of

vocabulary? Why?

3.-Do you apply audiovisual aids for the teaching of vocabulary? Why?

4.-Do you think the use of songs help the acquisition of vocabulary? Why?

5.-Do you assign tasks that allow the development of vocabulary? Why?

6.-Do you consider that there is a lack of techniques or methodologies for

the teaching of vocabulary? Why?

7.-Do you think that students learn vocabulary by means of flashcards?

Why?

8.-Do you consider that students present insufficiency in the development

of vocabulary? Why?

9.-Have you attended to methodological refreshing courses for the didactic

treatment of vocabulary of your students? Why?

10.-Do you think that a didactic guide will help to improve the motivation in

the development of vocabulary? Why?

CLASSROOM

OBSERVATION

Classroom Observation Questionnaire

The purpose of this classroom observation is to gather information to

understand accurately to improve the academic performance.

Highest Satisfactory Low Lowest Not Applicable/ N.A

5 4 3 2 1

_____ 1. Uses instructional methods according to the age of the

students

_____ 2. Pays attention to students in the educational needs.

_____ 3. Encourages relevant student´s participation in the learning

process.

_____ 4. Involves to the whole class in sharing/ planning and

evaluating.

_____ 5. Connects student interest with the new content.

_____ 6. Varies student groupings: individual; pairs; small groups.

_____ 7. Uses ludic activities in class.

_____ 8. Provides didactic materials to the students in class.

_____ 9. Responds appropriately to student questions and comments.

_____ 10. Uses games or visual aids to develop a new content.

SOURCE: Adapted from Faculty and Stuff Resources (2016)

PHOTOS

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