Tesis en Ingles 10 Octubre

8/14/2019 Tesis en Ingles 10 Octubre

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TABLE OF CONTENTS

List of Tables and Figures..Swore Statement...iLetters.....iiDedicatory ...iiiAcknowledgements .ivAcronyms .....vExecutive Summary ....vi

Chapter I: THE PROBLEM AND ITS IMPORTANCE ..

Background ... 2Description ........3Problematization... 4Justification .......4Problem ........4

Objectives of the investigation.....5

Extensions and limitations.....6


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DECLARACIN JURADA

Yo Freddy Mndez Chavarra, soltero, egresado de la carrera de laEnseanza del Ingls, vecino de Betania, San Jos con cedula de identidad

N 1-0973-0763. En este acto, debidamente apercibido y entiendo de laspenas y consecuencias con las que se castiga en el Cdigo Penal el delitode perjuicio, ante quienes se constituyen en el Tribunal Examinado de mitrabajo de tesis para optar por el ttulo de Licenciatura en Enseanza delIngles, juro solemnemente que mi trabajo de investigacin : Analizar lasprincipales tcnicas del Mtodo Audiolingstico y el Enfoque Cooperativistapara utilizarlas e incrementar el nivel oral del idioma Ingls, es una obra que

ha respetado todo lo preceptuado por las Leyes Penales, as como la Ley deDerecho de Autor y Derechos Conexo N 6683 del 14 de octubre de 1982 ysus reformas, publicada en la Gaceta N 226 del 25 de noviembre de 1982;incluyendo el numeral 70 de dicha ley que advierte: Articulo 700: Espermitido citar a un autor, transcribiendo los pasajes pertinentes siempre queestos no sean tan seguidos, que pueda considerarse como una produccinsimulada y sustancial, que redunde en prejuicio del autor de la obra original.

Asimismo, quedo advertido que la Universidad se reserva el derecho deprotocolizar este documento ante Notario Pblico.En fe de lo anterior, firmo en la ciudad de San Jos.

_________________ Cdula 1-0973-0763


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San Jos 02 de Julio del 2009

Sra. ..Directora de la Carrera de Enseanza del InglesUniversidad Fidlitas

He cumplido con las labores de asesora y direccin de la Tesis Como

ensear gramtica atreves del mtodo comunicativo del estudiante FreddyMndez Chavarra. Considero que responde a las exigencias acadmicasestablecidas por la Universidad para esta clase de trabajos escritos y por lotanto, me permito expresarle que tiene meritos suficientes para ser expuestaante los Tribunales de Grado que se asigne para el caso.

Muy atentamente.

Firma: __________________________

Lic. Mara Jos De Briones Solrzano


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CHAPTER I

PROBLEM OF INVESTIGATION AND ITS

IMPORTANCE


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1.1 The Problem

a) Background

There are a series of approaches to teach English. Many of them are

effective in their theories; however, the students need to feel comfortable

and motivated in class. The problem students are confronting is precisely that

teachers create a barrier in regards to interaction. Although many teachers

claim that grammar is important and interaction is second after grammar,

educators must solve problems Costa Rican schools have. The Ministerio de

Educacion (MEP) establishes that students must be placed in the context of

the 21 Century; therefore, obsolete methods of teaching are all to be stopped

and abandoned. Most students would want to have a very interactive English

classroom, so their education would be more of success and not a

discouragement as most of it actually is and will be unless education

authorities change their poor thinking. There exist many advantages of using

class interaction such as practice of language in a real context and achieving

speaking skill. Not a disadvantage, but more like a negative factor, is that

interaction needs feedback or error correction in what has been done.

Therefore, it is not convenient when the teacher does not give feedback for

any reason known or unknown. When students are allowed to carry on

making the same types of mistakes or even ones that are basic and that

should not be made, that is when interaction does not happen.


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Grammar in interaction is necessary but not more or less important.

Grammar is needed in order to interact since it becomes a whole component

of communication. People whose special language has no written forms stillcommunicate and can understand each other. English is taught in different

places such as Instituto Nacional de Aprendizaje, but students usually

complain about having learned a great deal of grammar but not speaking.

Some students at Instituto Nacional de Aprendizaje say they speak English;

however, when other people who speak the language speak to them, they do

not really understand all of the words.


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a) Description

.Many consider the Communicative Approach is deemed a success if

the teacher understands the student. But, if the teacher is from the same

region as the student, the teacher will understand errors resulting from an

influence from their first language. Native speakers of the target language

may still have difficulty understanding them. Many have critiqued CLT for

paying insufficient attention to the context in which teaching and learningtake place. The Audio-Lingual Method focuses mainly on grammar, without

using the students' native language to explain new words or grammar in the

target language which many consider appropriate for beginner students of

Instituto Nacional de Aprendizaje.

The Cooperative Approach seeks to integrate the students into

communicative experiences and that way to build the strengths and

weaknesses of each student in order to enrich the teaching-learning process.

Therefore the merger of these two approaches is to replace the

Communicative Method which even it is very effective in certain techniques,

is not suited to the needs of students from beginning level.


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a) Problematization

The students from basic levels usually undergo a pressure to be

educated through the Communicative Approach due to it is based on

principles of teaching a foreign language, using only the language to learn.

Therefore, the merger of the Audiolinguistic Approach and the Cooperative

Approach both will be a viable option for the acquisition of a foreign

language, on students at Instituto Nacional de Aprendizaje.


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b) Justification

Since classes are taught in English and all students are learning Englishas a foreign language, teachers are encouraged to incorporate some of theAudiolingual Method and Cooperative Method techniques in their classes.

However, it is expected that teachers always talk and emphasize the use of English outside the institution. For some students, English has become asecond language and feel very comfortable thinking and putting into practice.


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1.2 Problem

How to analyze and implement the main techniques of Audio-lingual Method

and the Cooperative Language Learning to increase the English oralproficiency in beginning students at Instituto Nacional deAprendizaje ( INA ) in June, 2009

1.3 General Objective:

1.3.1 To analyze and implement the main techniques of Audiolingual

Method and the Cooperative Language Learning to increase the oralproficiency in the English language beginning students at Instituto Nacionalde Aprendizaje

1.3.2 Specific objectives

1.3.2.1 To establish the importance of the communicativecompetence in the English Language throughAudiolingual method

1.3.2.2 To identify the main techniques from AudiolingualMethod and the Cooperative Language Learning to teach

oral skills

1.3.2.3 To implement the techniques to develop oral skills intothe teaching learning process of beginning students of English as a Foreign Language


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1.4 Extensions and Limitations

1.4.1 Extensions

The purpose of this research is to benefit several groups involved withthe teaching- learning process. After analyzing and interpreting the data isexpected to provide a new option in order to teach English language as aforeign language at first , it is expected to contribute to the teacher`s field.

Many hypotheses have been tested as innovative ways to teach English.However, it has never been proved how teachers at Instituto Nacional deAprendizaje could improve their English class management. The Method thathas been applied is the Communicative, but it has not been the mostappropriate for beginning levels according to many teacher`s experiences.

The second field is expected to benefit from this research is the first

admission of students at Instituto Nacional de Aprendizaje (INA), so that waythey will feel more secure and confident to perform in the process of learningEnglish as a foreign language. The third and last, which is expected toimpact positively on the authorities of Instituto Nacional de Aprendizaje for this research can become a reality throughout the country, especially to thedifferent branches administerd by Instituto Nacional de Aprendizaje.

These three areas are expected to contribute just a little part of animportant area in order to improve the development of the country.


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1.4.1 Limitations

Despite many opportunities that these methods and approaches couldbe developed in order to provide better methods for teaching and learningEnglish. Unfortunately, negligence will be reflected on many teachers whenapplying these methods. Another important aspect to mention is that thesemethods and approaches cannot be implemented many braches of InstitutoNacional de Aprendizaje, due to many students` low schooling. Amongstother situations that this .


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1.5 Organization

El Instituto Nacional de Aprendizaje (INA) is an autonomous body created byLaw No. 3506 of May 21, 1965, as amended by the Law N . 6868 of May 6,1983. Its main task is to promote and develop training for men and women inall areas of production for economic development and contribute to improvingliving and working in the Costa Rican people, through training, certificationand accreditation for productive work, sustainable, equitable, high quality andcompetitiveness. "The National Learning Institute is a public body thatprepares individuals through training for productive work that facilitates thegeneration companies with quality and competitiveness." INA is a publicinstitution funded by the following sources:

1.5% of payroll amount of private enterprise in all economic sectorswith more than five workers.

1.5% of total payroll wages of autonomous institutions, and semi-stateenterprises.0.5% of farm companies with more than ten workers..

Revenue from sales of products, use of goods and services generatedby the INA as regular programs, Loans to perform its purpose and donations.In Learning Mode, the minimum requirements for admission are:

1. Age: 15 to 20 years (inclusive)

2. School: Sixth grade school approved

3. Approve the selection process.


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The exception is the area of electronics, where the minimumrequirement

of education is Diploma in Secondary Education. To facilitate theincorporation of all workers in the labor sector, thus widening the range of ages. The requirements are:

1. Age: older than 15 years

2. School: Sixth grade school approved

3. Approve the selection process.

Exceptions are the areas of Electronics, Tourism & Hairdressing andBeauty. Electronics in the minimum requirement of education is Diploma inSecondary Education, Tourism and Hairdressing and Beauty is a need for the ninth year of high school passed. The program is aimed at strengthening

the skills and abilities of those who are already incorporated in the labor market. The requirements are:

1. Age: older than 15 years

2. School: Sixth grade school approved.

3.Experience in the sector in which training is developed

4. Approve the selection process

The courses offered by INA are totally free. It also has a flexiblesystem of grants to benefit low-income students. Eligible for this service allparticipants in training activities in all areas and modalities offered. Thescheme provides financial assistance to cover matters such as


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accommodation, transportation and food. The duration of the courses of theINA is varied, ranging from 2 years and half in the form of learning, to 3months in the patterns of Habilitation and Complementation. The modality of

Public Workshop is open, the participants are at least 6 hours per week andthe training depends on the interest of the student to learn. The Institute hasa range of training across the country. Given the range of needs of the INAprovides training activities in all sectors of production. Among the many areasof training that are offered include: Computer Science, English, Accountingand Finance, Secretarial Management, Occupational Health, Sales andMarketing, among others. The Language Subsector born to respond to the

need of learning the English language in Costa Rican society, to facilitateinsertion into the labor market.


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Hypothesis

Using the techniques from Audiolingual Method and the Cooperative

Language Learning the students will definitely improve their oral skills.


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CHAPTER II

THEORETICAL FRAMEWORK


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2.2.1 Cooperative Language Learning

2.2.1.1 Background and definition

2.2.1.1.1 Background

Cooperative Learning has antecedents in proposals for peer-tutoring

and peer-monitoring that go back hundreds of years ago. In the early

twentieth century, the educator John Dewey promoted the idea of building

cooperation in learning into regular classrooms on a regular and systematic

basis ( Rodgers 1988 ). But it was until 1960, that this approach was put into

practice in the United States and since then it has been developed and

promoted by the educational system of this country and abroad.

Educators were concerned that traditional models of classroom

learning were teacher-fronted, fostered competition rather than cooperation,

and favored majority students; they believed that minority students might fall

behind higher-achieving students in this kind of learning environment.

Therefore, the Cooperative Language Learning started growing as a

consequence of the routine of traditional teaching methods.


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2.2.1.1.2. Definition

Cooperative learning is a method of instruction that has students

working together in groups, usually with the goal of completing a specific

task. This method can help students develop leadership skills and the ability

to work with others as a team. However, gifted students are often placed in

groups with non-gifted children, sometimes with the goal of having the giftedstudent help the others, either directly or by example. In these instances, the

gifted student is not likely to learn anything new, while the non-gifted

students are not likely to develop any leadership skills. As Olsen and Kagan

affirm learning is dependent on socially structured exchange of information

among learners in groups and in which each learner is held accountable for

his or her own learning and is motivated to increase the learning of others.

( Olsen and Kagan 1992:8 ) Cooperative Language Learning is a group work

journey that increases self-confidence, motivation, and language.


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of them, conversation is among their most significant and engrossing

activities ( Richards and Schmidt 1983:117 ) .

Conversation operates according to a certain agreed-upon set of

cooperative rules or maxims ( Grice 1975 ).

A person learns how these cooperative maxims are realized in his or

her native language through casual, everyday conversational

interaction.

People learn how the maxims are realized in a second language

through participation in cooperatively-structured international

activities.

2.2.1.2.3 Nature of learning

The main learning purpose is based on the theories from the

psychologists Jean Piaget ( e.g. 1965 ) and Lev Vygotsky ( e.g. 1962 ) that

refers to the importance of the role in social interaction regarding learning

processes. A central premise on CLL is that learners develop communicative

competence in a language by conversing in socially or pedagogically-

structured situations. CLL learning theory proposes interactive structures that

are considered optimal for learning the appropriate rules and practices when

acquiring a new language; it also encourages students to develop critical


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thinking by asking and responding to a deeper range of alternative question

types. The word cooperative tells what CLL seeks: to promote cooperation

rather than competition in learning. Through the learning path studentsincrease frequency and variety of second language practice and that gives

them the possibility to develop the language itself. CLL can be integrated

with Content-Based Instruction and includes a great variety of instructional

materials. It gives the teachers freedom to master new professional skills

and provides students with opportunities to act as resources for each other,

which let them assume a more active role in their learning.

2.2.1.2.4 Principles

The most important principles, in which CLLs theory lies, are the

following.

It raises the achievement of all the students, including those who are

gifted or academically handicapped . Since group working is essential to

CLL, academic, physical or psychological differences among students are

not a boundary to develop the language skill. Support among them is one of the most important objectives of the instruction.

It helps the teacher to build relationships among the students . When

there is interaction among students, they develop tolerance, respect and the


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ability of turn taking. Those characteristics give the academic environment a

relaxing relationship among all the members of the process.

It gives students the experiences they need for healthy social,

psychological and cognitive development. Interacting is one of the most

difficult but valuable experiences in life. CLL promotes interaction and that

includes all the students life areas.

It replaces the competitive organizational structure of most classrooms

and schools with a team-based, high-performance organizational structure.

Traditional teaching methods enhanced students to compete for results; the

winner was always the best student. Within CLL competition decreases and

cooperativeness increases as students develop their language skills.

2.2.1.2.5 Objectives

CLL is an approach designed to foster cooperation rather than

competition, to develop critical thinking skills, and to develop communicative

competence through socially-structured interaction activities.


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2.2.1.2.6 Syllabus

CLL does not assume any particular form of language syllabus, since

activities from a wide variety of curriculum orientations can be taught through

cooperative learning. Thus CLL is used in teaching content classes, ESP, the

four skills, grammar, pronunciation, and vocabulary. What defines CLL is the

systematic and careful planning of group-based procedures in teaching as an

alternative to teacher-fronted teaching.

2.2.1.2.7 Types of teaching and learning activities

There are three main types of activities of cooperative learning. The

first is calledformal cooperative learning groups (Johnson, et al. 1994: 4 - 5).

This could be applied from one hour of class up to a whole week. It is

established for specific tasks and involve students working together to

achieve shared learning goals. There is another one called informal

cooperative learning groups (Johnson, et al. 1994: 4-5). This could be

applied from few minutes until one class period. Because they are used to

focus students attention or facilitate learning during direct teaching. And the

third activity type iscooperative base groups ( Johnson, et al. 1994:4-5 ).

These are long- term, they last for at least a year and consist of

heterogeneous learning groups that develop supporting, helping,

encouraging, and assisting abilities in each student towards their classmates

to have academic success.


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Nevertheless for CLL to succeed, it is necessary to organize group

work according to some important aspects. These aspects have beendesigned as key elements of successful group work learning in CLL ( Olsen

and Kagan 1992 ) :

Positive interdependence occurs when group members feel that what helps

one of them will help any of the group, and what affects one does affect the

group as well.

Group formation is an important element because it enhances

interdependence among students. The group size is, usually,

from two to four. The people in each group are chosen either by

the teacher or students, or at random. It is very important for the

performance of the group to assign roles within the members of

the group, so each one knows what to help with.

Individual accountability involves both individual and group

performance. The group work will be reflected in the individual

performance and knowledge development.

Social skills are developed as well as reinforced through group

working.


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Structuring and structures refer to ways of organizing student

interaction.

2.2.1.2.8 The role of the learners

The members of a group in CLL must work collaboratively on tasks

with other group members. Learners must be directors of their own learning.

They are taught to plan, monitor, and evaluate their performance. Pair grouping is the most typical CLL format. Pair tasks in which learners

alternate roles involve partners in the role of tutors, checkers, recorders, and

information sharers.

2.2.1.2.9 The role of the teachers

The role of the teacher in CLL differs considerably from the role of

teacher in traditional teacher-fronted lessons. The teacher has to create a

highly-structured and well-organized learning environment by setting goals,

planning, and structuring tasks, establishing the physical arrangement of the

classroom, assigning students to groups and roles, and selecting materials

and time for each lesson. ( Johnson et al., 1994 ) In CLL context, the

teacher is a facilitator that moves around the classroom helping students`

and groups` needs.


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2.2.1.2.10 The role of instructional material

The materials are the same as in any other educational environment,

but the difference is how the students use them. Even when the work is in

groups, each student must have a copy of the text to read and refer to.

Materials may be specially designed for CLL out of existing educational

materials or from different discipline


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2.2.2 The Audiolingual Method

2.2.2.1 Background and definition

2.2.2.1.1. Background

It was proposed in order to be taught in American schools. Teacherstaught from books containing short readings passages in the foreignlanguage, proceded by lists of vocabulary. Rapid silent reading was the goal,but in practice teachers often resorted to discussing the content of thepassage in English. Those involved in the teaching of English as a secondlanguage in the United States between the two world was used either amodified Direct Method approach, a reading based approach ( Darian1972 ). Unlike the approach that was being developed by British appliedlinguistics during same period, there was little attempt to treat languagecontent systematically. Sentence patterns and grammar were introduced at

the whim of the textbook writer.There was no standardization of the vocabulary or grammar that was

included. Neither was there consensus on what grammar, sentence patterns,and vocabulary were most important for beginning, intermediate, or advanced learners.

But the entry of United States into World War II had significant effecton language teaching in America. To supply the U.S. government with

personnel who were fluent in German, French, Italian, Chinese, Japanese,Malay, and other languages, and who could work as interpreters, code-roomassistants, and translators, it wasnecessary to set up a special languagetraining program. The gornvenment commissioned American universities todevelop foreign language programs for military personnel. Thus the ArmySpecialized Training Program ( ASTP) was established in 1942. Fifty- fiveAmerican universities were involved in the program by the beginning of 1943.


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The objective of the army programs was for students to attainconversational proficiency in a variety of foreign languages. Since this wasnot the goal of conventional foreign language courses in the United States,

new approaches were necessary. Linguistics, such a Leonard Bloomfield atYale, had already developed training programs as part of their research thatwere designed to linguists and anthropologists mastery of American Indianlanguages and other languages they were studying. Textbooks did not existfor such languages.

The technique Bloomfield and his colleagues used sometimes knownas the informant method, Since it used a native speaker of the language

the informant who served as source of phrases and vocabulary and whoprovided sentences for imitation, and a linguists, who supervised the learningexperience. The linguists did not necessarily know the language from theinformant. Thus the students and the linguist were able to take part in guidedconversation with the informant, and together they gradually learned how tospeak the language, as well as to understand much of its basic grammar.Students in such courses studied ten hours a day, six days a week.

There were generally fifteen hours with native speakers and twenty tothirty hours of private study spread over two to three six-week sessions. Thiswas the system adopted by the army, and in small classes of mature andhighly motivated students, excellent results were often achieved.


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2.2.2.1.2. Definition

The Audiolingual Method is a method of foreign or second Languageteaching which emphasizes the teaching of speaking and listening beforereading and writing. In the Audiolingual Method, mother tongue isdiscouraged in the classroom. The Audiolingual Method uses dialogues as

the main form of language presentation and drills as the main trainingtechniques. The Audiolingual is also named the aural-oral method, or mim-mem method because the method uses exercises such as pattern practicedialogues which make use of the mimicry (imitation) and memorization of material presented as a model.

2.2.2.2 Characteristics of the Audiolingual Method

2.2.2.2.1 Role of content

The ALM uses the target language communicatively

2.2.2.2.2 Nature of language

It was derived from a view proposed by American linguists in the

1930s and the 1940s. The view then came to known as struction linguistics


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with Bloomfield and Fries as its representatives. Structural linguistics viewslanguage as a system of structurally related elements (such as phonemes,morphemes, words, structure, and sentence types) for the expression of

meaning. The grammatical system consists of a list of grammatical elementsand rules for their linear combination into words, phrases and sentences.According to a structural view, language has the following characteristics inthe Audiolingual Method:

Elements in a language are produced in a rule-governed (structured )way.

Language samples could be exhaustively described at any structural

level of description.

Language is structured like a pyramid, that is, linguistic levels aresystem within systems.

Phonemic systems led to morphemic systems, and these in turn led tothe higher-level systems of phrases, clauses and sentences. The

structural linguists believed that the primary medium of language isoral, that is language is speech.

This view of language offered the foundations for the AudiolingualMethod in language teaching in which speech was given in a priority.The Audiolingual Method is the first theory to recommend the development

of a language teaching theory on declared linguistic and psychological

principles

2.2.2.2.2 Nature of Learning

A method of teaching cannot be based simply on a theory of language. Italso needs to refer to the psychology of learning and to a learning theory.The learning theory of Audiolingualism is the behavioral psychology which is

an empirically based approach to the study of human behavior. Behaviorism


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tries to explain how an external event (a stimulus) caused a change in thebehavior of an individual (a response) without using concepts like mind or ideas or any kind of mental behavior. According to the Audiolingual

Method, learning consists of stimulus response connections. It is alsodescribed as the formation of association between responses.

The idea of conditioning is based on the theory that you can train ananimal to do anything if you follow a certain procedure which has three major stages: stimulus, response, and reinforcement. Reinforcement is a vitalelement in the learning process, because it increases the likelihood that thebehavior will occur again and eventually become a habit.Reinforcement

which increases the likelihood of a response in known as positivereinforcement. Reinforcement which decreases the likelihood of a responsein known as negative reinforcement. In other words, reward was positivereinforcement; punishment, negative reinforcement.

To apply this theory to language learning is to identify the organism as theFL learner, the behavior as verbal behavior, the stimulus as what is taught

(language input), the response as the learners reaction to the stimulus, andthe reinforcement as the approval or praise (or discouragement) of theteacher or fellow students.

According to this behaviorist psychology, learning a language is aprocess of acquiring a set of appropriate language stimulus-response chains,a mechanical process of habit formation. This theory of learning is particularly

associated with the American psychologist B.F. Skinner-----a famous Harvardbehaviorist who believes that verbal behavior is the same as any other fundamental respect of non-verbal behavior.

According to the behaviorist, a habit is formed when a correctresponse to a stimulus is consistently rewarded. The habit therefore is theresult of stimulus, correct response and reward occurring again and again.According to Skinner, reward was much more effective than punishment in a


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teaching situation. In an audiolingual classroom, teachers are encouraged toshow approval for each and every correct performance by their students, andevery drill is designed so that the possibility of making mistakes is minimized,

engineering success for the students. The five slogans (Moulton, 1961)which express the basic theoretical principles of the Audiolingual Method.

2.2.2.2.3 Principles

One of the key principles of the Audiolingual Method is that the

language teacher should provide students with a native-speaker-like model.

By listening, students are expected to be able to mimic the model. Based

upon contrastive analyses, students are drilled in pronunciation of words that

are most dissimilar between the target language and the first language.

Grammar is not taught directly by rule memorization, but by examples.

Language forms do not occur by themselves; they occur most

naturally within a context. It means the native language and the target

language have separate linguistic systems and they should be kept apart so

that the students` native language interferes as little as possible with thestudents` attempts to acquire the target language. At this point one of the

language teacher`s major roles is that of a model of the target language.

Students stumble over of the lines of the dialogue.


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It means it is important to prevent learners from making errors. Errors

lead to the formation of bad habits, so that teachers should do their best

when teaching, in other words, errors should be immediately corrected by theteacher.

Teachers use single-slot and multiple slot substitution drills.

In order to do the language target more communicatively, teacher occupy

particular slot in sentences.

2.2.2.2.3 Objectives

The general objective of the Audiolingual Method is to enable thestudents to use the target language communicatively. In the early stages, thefocus is on oral skills, with gradual links to other skills as learning develops.The primary stress is laid on oral proficiency, which means the studentsshould achieve accurate pronunciation and correct grammar. Brooks (1964)distinguishes between long-range and short-range objectives of anAudiolingual programme. Short-range objectives include training in listening

comprehension, accurate pronunciation, reading comprehension andproduction of correct sentences in writing. In other words, the objectives of the Audiolingual Method are the development of mastery in all four languageskills, beginning with listening and speaking, and using these as a basis for the teaching of reading and writing.


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Long-range objective, or the ultimate goal, is to develop in thestudents the same types of abilities that native speakers have, to use itautomatically without stopping to think.

Objectives are:

To experiment with language and non-verbal elements (eg.gesture) to achieve an effect for a particular purpose andaudience.

To select from a range of word choices and use simplesentence patterns to communicate ideas and information.

To make connections between text, prior knowledge, andpersonal experiences.

2.2.2.2.4 Syllabus

Audiolinguism is a language or a structure-based approach tolanguage teaching. The starting point is a program of language study, which

contains the basic elements of phonology, morphology and syntax of thelanguage in its order of presentation. These may have resulted in part of thecontrastive analysis of differences between mother tongue and targetlanguage, and that these differences are believed to be the cause of thegreat difficulties the students encounter. In addition, a program of study of basic lexical items of vocabulary is also usually specified in advance.Language skills are taught in order of listening, speaking,

reading and writing. The language could be presented wholly


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(3). Progressive Drill: Progressive drill is to give the students practice infinding and filling in the slots of a sentence. It is similar to the simple

substitution drill. The difference is that the teacher gives cue phrases, one ata time, that fit into different slots in the dialogue line.

(4). Transformation Drill: The teacher gives students a certain kind of sentence, and affirmative sentence for example. Students are asked totransform this sentence into a negative one.

(5). Question-and-answer Drill : Causation-and-answer drill helps studentspractice with answering questions.

(6). Expansion Drill : this drill helps students to produce longer sentences bitby bit, gradually achieving fluency.

(7). Clause combination Drill : Students learn to combine two simple

sentences into a complex one.

(8). Backward build-up Drill: This drill is used when a long line of a dialogueis giving students trouble. The teacher breaks down the line into severalparts. The students repeat a part of the sentence, usually the last phrase of the line. Then, following the teachers cue, the students expand what theyare repeating part by part until they are able to repeat the entire line.

(9). Chain Drill: A chain drill gets its name from the chain of conversationthat forms around the classroom as students, one-by-one, ask and answer questions of each other. The teacher begins the chain by greeting aparticular student, or asking him a question. That student responds, thenturns to the student sitting next to him. A chain drill allows some controlledcommunication, even through it is limited. A chain drill also gives the teacher an opportunity to check each students speech in the Audiolingual Method.


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(10). Mini-dialogue: This drill helps students to learn to make an appropriateresponse or reply to a given utterance. Students are told in advance to

respond.

(11). Completion : Students hear an utterance that is complete expect for one word, then repeat the utterance in completed form.

(12). Use of minimal pairs : The teacher works with pairs of words whichdiffer in only one sound; students are first asked to find the difference

between the two words and later to say the two words.

Procedures when using Audiolingual techniques:

In a typical audiolingual lesson the following procedures will be observed:

1. Recognition: Students first hear a model dialogue (either read by the

teacher or on the tape) containing the key structures that are the focus of the lesson and try to understand the meaning of the dialogue with thehelp of the teachers gestures, mime, context or situation established inadvance.

2. Imitation and Repetition: The students repeat each line of thedialogue, individually and in chorus. The students must imitate the right

pronunciation, intonation, and fluency.

3. Pattern Drills : Certain key structures from the dialogue are selectedand used as the basis for patterns drills of different kinds.

4. Follow-up Activities: The students now are allowed to look at their textbooks. They are usually asked to do some follow-up reading, writingor vocabulary activities. This will guide their use of the language.


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2.2.2.2.5. The role of the learners

Students are seen as bodies which may be oriented by skilled trainingtechniques to produce correct answers. According to the behaviorist learningtheory, teaching focuses on the external rnanifestations rather than on theinternal processes. Students play a reactive role responding to stimuli, andtherefore have little control over the content, the pace or style of learning.They are not encouraged to promote interaction, because this can lead toerrors. The fact that in the early stages students do not always understandwhat they are repeating is not perceived as a disadvantage, listening to the

teacher, mimicking accurately and responding to tasks they arelearning a new form of verbal behavior

2.2.2.2.5. The role of the teachers

In Audiolingualism, the teacher has a central and active role, it is a

teacher-dominated method. The teacher models the target language, andcontrols the pace and direction of learning, and monitors and corrects thestudents` performance. The teacher must keep the students attentive to varythe exercises and activities and to choice the relevant situations in order topractice the structures. The language learning is viewed to result of a verbalinteraction between the teacher and the students. Brooks argues that theteacher must be trained to perform the following:

Introduce, maintain and harmonize learning skills or behaviors in thisorder: hearing, speaking, reading and writing.


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This part of the investigation includes the following sections: anexplanation about the type of investigation, the information sources, thetechniques and the instruments that were used to obtain the data.

3.1. Type of investigation

Theoretical purpose:

A descriptive methodology tries to gather information about the

factual state of particular phenomenon ( Ary 308). Based on this premise,

this research is a descriptive study due to the utilization of techniques such

as surveys, interviews, observations, questionnaires, among others. Those

techniques are analyzed and interpreted to know the incidence and the

values of the variables. Finally, the hypothesis is proposed within a

descriptive theoretical framework and not an experimental one; the work has

been developed in the field of Social Sciences.

a) Temporal dimension

Such research is classified as a transverse time dimension becausethe time of application, will be one approximately six months and fifteendays, which should take into account two weeks from May until twentytwenty-seven June of the respective year in which they took the time to raisethe issue of research and both general and specific objectives, then took twoweeks from June until the tenth day of the seventeenth day of the month to


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make the questionnaire which must be put into practice with the teachers of the institutions requested .

a) Framework (Mega-macro-micro)

Innovation process for a specific organization. In the reality of aparticular organization, the processes followed a particular pattern based onthe experience and difficult process. The objective is to determine theprocedures that should start a company to increase the innovation process or to generate new products. This type of sampling was done because thestudent population of INA is two hundred-fifty men and women. Because is avery small population is decided to implement the micro to achieve efficientlya questionnaire.

a) Nature (Qualitative)

Qualitative research avoids quantification. Qualitative researchersmake narrative records of the phenomena that are studied by suchtechniques as participant observation and unstructured interviews. Thefundamental difference between both methods is that quantitative studies theassociation or relationship between the quantified and qualitative variablesas done in structural and situational contexts. Qualitative research seeks toidentify the nature of reality, its system of relations, its dynamic structure.Quantitative research seeks to determine the strength of association or correlation between variables, generalization and objectivity of the resultsthrough a sample to make inferences to a population from which any sampleappropriate. After the study of the association or correlation is intended, inturn, to make causal inferences as to why things happen or not a certain way.


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a) Character (Descriptive)

Descriptive statistics is a part of statistics that is devoted to analyzeand represent data. This analysis is very basic but essential in any study.Although there is a tendency to generalize the entire population after theinitial conclusions from a descriptive analysis, inferential power is minimalwhich should be avoided. Other branches of statistics focusing on thecontrast of hypotheses and its generalization to the population. This researchis descriptive. Data will be analyzed through the questionnaire applied toEnglish instructors at INA, so that through this questionnaire we maydiscover whether communicative approach is quite efficient to teach grammar adequately to beginners and intermediate students.

3.2 Data Sources

a) First hand

It is the documentary source that is considered a first-hand on aphenomenon to be investigated. In the case of historiography, which hasserved its time as a tool to build the story. Primary source may be a workcreated by a witness or protagonist of a historic event in which they are

described, but may include physical objects (like coins), newspaper articles,letters or diaries. They can also be, however, almost any type of information:for example, advertisements for 50 years can serve as a primary source in apaper on the perception of modern technology. What distinguishes a primarysource of a secondary source is more how it has used the substance. Asecondary source is usually a historical constructed from primary sources,but the historians themselves often use secondary sources as witnesses of

their time to study aspects of historiography (for example, a book on the


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history of computers that can highlight other books on the history of thesemachines ignore their military, or too focused its technical characteristics). Inthis research, the information was taken from literature sources such as

Thornbury Scott. How to teach Grammar. UK: Longman, 2002.

a) Second hand

Secondary sources are texts based on primary sources, and involvegeneralization, analysis, synthesis, evaluation or interpretation. In the study

of history, secondary sources are those documents that were not writtencontemporaneously with the events studied. A secondary source in contrastto a primary, a form of information that can be regarded as a relic of its time.A secondary source is usually a comment or a primary source analysis. For example, the journal of General Ulysses S. Grant is a primary sourcebecause it was written in his own time and can be considered as a source of information "raw" (which says nothing about its accuracy or completeness). A

book that is about Grant, and resorted to daily, generally would beconsidered a secondary source. In historiography, however, even this bookmay be considered a primary source, if another is devoted to study on thevarious stories written about Grant, as may be using the trace which wasoriginally conceived as a secondary source. The second-hand informationthat we use was obtained through Internet.

b) Third hand

A tertiary source is a selection and compilation of primary sources (first-hand material on a phenomenon) and secondary (commentaries, analysisand criticism based on primary sources). While the distinction between

primary and secondary source is essential in historiography, the distinction


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between these sources of evidence and tertiary sources is more superficial.Typical examples of tertiary sources are bibliographies, library catalogs,directories, reading lists and articles on surveys. Encyclopedias and

textbooks are examples of pieces that reflect both secondary and tertiarysources, with commentary on the one hand and analysis and the other tryingto provide a summary of available material on the subject. For example, longarticles in the Encyclopedia Britannica are the kind of analytical material fromsecondary sources, while also trying to provide comprehensive coverageassociated with the tertiary sources. Through this investigation a tertiarysource of information has been used such as a dissertation, FOREIGN

LANGUAGE LEARNING IN SANTO DOMINGO:QUALITATIVE CASE STUDIES IN TWO PRIVATE SCHOOLS byPRISCILLAGARRIDO NOBLE.

2.2.1 Sampling procedures

a) Probabilisticb) Non-probabilistic

1.1 Data collection procedure

a) Quantitative

Quantitative research is a research method based on the methodologicalprinciples of positivism and neopositivism development and that adheres to

strict standards of design before starting the investigation. The objective of


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this research is to study the quantitative properties and phenomena and their relationships to provide a way to establish, develop, strengthen and reviewthe existing theory. Quantitative research develops and uses mathematical

models, theories and hypotheses that fall within the natural phenomena.Quantitative research is widely used in natural and social sciences, fromphysics and biology to sociology and journalism.

c) Qualitative

Qualitative research avoids quantification. Qualitative researchers makenarrative records of the phenomena that are studied by techniques such asparticipant observation and unstructured interviews. The fundamentaldifference between both methods is that quantitative studies the associationor relationship between the quantified and qualitative variables as done instructural and situational contexts. Qualitative research seeks to identify the

nature of reality, its system of relations, its dynamic structure. Quantitativeresearch seeks to determine the strength of association or correlationbetween variables, generalization and objectivity of the results through asample to make inferences to a population from which any sampleappropriate. After the study of the association or correlation is intended, inturn, to make causal inferences as to why things happen or not a certain way.We decided to use the questionnaire as a research tool due to the

population from which we to obtain the information is very small and thequestionnaire is a simple, fast and effective way to achieve our goal.


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Tesis en Ingles 10 Octubre

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