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UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFIA, LETRAS...
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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA
EDUCACIÓN
CARRRERA: LENGUAS Y LINGÜISTICA
PROYECTO EDUCATIVO
PREVIO A LA OBTENCIÓN DEL TÍTULO DE LICENCIADO EN
CIENCIAS DE LA EDUCACIÓN
MENCIÓN LENGUA Y LINGÜISTICA INGLESA
TOPIC
STRENGTHENING THE SPEAKING SKILL THROUGH
INTERACTIVE DIALOGUES
PROPOSAL
DESIGN A BROCHURE WITH INTERACTIVE DIALOGUES IN
ORDER TO STRENGTHENING THE SPEAKING SKILL
AUTHORS: ROLDÁN MORA MÓNICA ELIZABETH
VIEJÓ ZAMBRANO JOHANNA MARIBEL
ADVISOR: MSC. LARRY TORRES VIVAR
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GUAYAQUIL, 2019 UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
PRESENCIAL HIGHER EDUCATION SYSTEM UNIVERSITY CENTER: MATRIX GUAYAQUIL
AUTHORITIES
MSc. Santiago Galindo Mosquera MSc. Pedro Rizzo Bajaña DECANO SUBDECANO
MSc. Carlos Valle Cevallos Ab. Sebastián Cadena Alvarado DIRECTOR SECRETARIO GENERAL
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Guayaquil, septiembre 2019
MSc.
SANTIAGO GALINDO MOSQUERA, MSc.
DECANO 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: Inglés, en septiembre del 2019.
Tengo a bien informar lo siguiente:
Que las integrantes Mónica Roldán Mora con C. I: 0928639335, Johanna Viejó
Zambrano con C. I: 0929111458 diseñaron el proyecto educativo con el Tema:
Strengthening the speaking skill through interactive dialogues. Propuesta: Design a
brochure with interactive dialogues in order to strengthening the speaking skill.
El mismo que han cumplido con las directrices y recomendaciones dadas por el
suscrito.
Los participantes satisfactoriamente han ejecutado las diferentes etapas
constitutivas del proyecto, por lo expuesto se procede a la APROBACIÓN del
proyecto, y pone a vuestra consideración el informe de rigor para los efectos legales
correspondiente.
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Guayaquil, septiembre 2019
MSc. SANTIAGO GALINDO MOSQUERA, MSc. DECANO 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: Strengthening the speaking skill through
interactive dialogues.
Propuesta: Design a brochure with interactive dialogues in order to strengthening
the speaking skill.
Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.
Atentamente,
___________________________ _________________________
MÓNICA ROLDÁN MORA JOHANNA VIEJÓ ZAMBRANO
C.I: 0928639335 C.I: 0929111458
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UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA
EDUCACIÓN PRESENCIAL HIGHER EDUCATION SYSTEM UNIVERSITY CENTER: MATRIX GUAYAQUIL
PROJECT
TOPIC: STRENGTHENING THE SPEAKING SKILL THROUGH
INTERACTIVE DIALOGUES. PROPOSAL: DESIGNING A
BROCHURE WITH INTERACTIVE DIALOGUES IN ORDER TO
STRENGTHENING THE SPEAKING SKILL
APROBADO
……………………………… Tribunal No 1
……………………… ……………………… Tribunal No 2 Tribunal No 3 _________________________ _____________________________
MÓNICA ROLDÁN MORA JOHANNA VIEJÓ ZAMBRANO
C.I: 0928639335 C.I: 0929111458
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EL TRIBUNAL EXAMINADOR OTORGA
AL PRESENTE TRABAJO
LA CALIFICACIÓN DE: ______________
EQUIVALENTE A: ______________
TRIBUNAL
______________ ______________
______________
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DEDICATION
To God and my parents: Maribel Zambrano Garcia and Joe Viejó Romero
For their constant help and force, support and motivation every day for can continue with the end of this Project.
To my brothers:
Steven Viejó Zambrano
Joel Viejó Zambrano
Abel Viejó Zambrano
To my sister:
Génesis Viejó Zambrano
To my son:
Ian Vidal Viejó, who was the motivation and reason for finish my goal.
Johanna Viejó Zambrano
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DEDICATION
To God and my dear family: Aura Mora Otero and Amable Roldán Valle
For their constant help and force, support and motivation for the end of this Project.
To my brother:
Daniel Plúas Mora
To my nephews:
Doménica Plúas Cerdan
Sofia Plúas Cerdan
Daniel Plúas Soriano
To my cousin:
Joselin Macias Mora
To my boyfriend: Alexander Dos Santos
Mónica Roldán Mora
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ACKNOWLEDGEMENTS
I appreciate to all the people who have collaborate in the realization in this
educational project that is the end of the academic preparation and at the same time
the beginning of a career in the professional field. My thanks go for all of them.
My gratefull to God for his guide; to my parents Aura and Amable for their support
and their constant encouragement to pursue my goals; to my brother Daniel who has
always been supportive of me too; to my boyfriend Alexander Dos Santos for his
comprehension; to my advisor MSc. Larry Torres for his unconditional support, this
project would not been accomplished; to my friends Ruddy Plaza for her advices and
Gabriel Cedeño and his wife Vanessa Escudero de Cedeño for their suggestions;
and my classmate Johanna for the force and effort of all those years and the
dedication in this project.
Mónica Roldán Mora
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ACKNOWLEDGEMENTS
I appreciate to all the people who have collaborate in the realization in this
educational project that is the end of the academic preparation and at the same time
the beginning of a career in the professional field. My thanks go for all of them.
My gratefull to God for his guide; to my parents Maribel and Joel for their support
and their constant encouragement to pursue my goals; to my brothers Steven, Joel
and Abel who has always been supportive of me too; to my sister Génesis for his
comprehension and support too; to my advisor Msc. Larry Torres for his
unconditional support, this project would not have been accomplished; to my friends
Ruddy Plaza for her advices and Gabriel Cedeño and his wife Vanessa Escudero
de Cedeño for their suggestions; and my classmate Mónica for the force and effort
of all those years and the dedication in this project.
Johanna Viejó Zambrano
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: Fortalecimiento de la expresión oral a través de un folleto de diálogos interactivos
AUTOR/ES: Mónica Elizabeth Roldán Mora & Johanna Maribel Viejó Zambrano
TUTOR: MSc. Larry Torres Vivar
REVISOR: MSc. Rodrigo Guerrero
INSTITUCIÓN: UNIVERSIDAD DE GUAYAQUIL
FACULTAD: Facultad de Filosofía, Letras y Ciencias de la Educación
CARRERA: Lenguas y Lingüística
FECHA DE PUBLICACIÓN: No. DE PÁGS: 145
TÍTULO OBTENIDO: Licenciatura en Ciencias de la Educación, mención en Lengua y Lingüística Inglesa
ÁREAS TEMÁTICAS: Lengua Inglesa
PALABRAS CLAVE: Diálogos interactivos, técnicas comunicativas, habilidades para hablar.
RESUMEN: Este proyecto de investigación está basado en la creación de un sistema de actividades con diálogos interactivos para desarrollar a nivel básico, las habilidades para hablar de los estudiantes de octavo año de Educación General Básica, sección “B” de la Unidad Educativa “Vicente Rocafuerte” quienes mostraron deficiencia de ciertas técnicas comunicativas al momento de desarrollar un diálogo corto en la expresión oral. El marco teórico contiene información acerca de las variables estudiadas en la investigación educativa los cuales fueron usados también para justificar la propuesta. El diseño metodológico de esta investigación es de carácter mixto, se puede decir que esto tiene métodos cuantitativos y cualitativos. Esto también fue una investigación descriptiva, explicativa y propositiva. La entrevista, la guía de observación, la prueba e diagnóstico y la encuesta fueron instrumentos aplicados al docente y a los estudiantes para recoger y corroborar información acerca de la deficiencia en el desarrollo de un diálogo corto en la expresión oral. Los datos fueron recogidos con una muestra de cuarenta y tres estudiantes y un docente. Esta investigación es importante porque la aplicación de un sistema de actividades basadas en diálogos cortos desarrollará las habilidades para hablar de los estudiantes del establecimiento educativo mencionado anteriormente a nivel básico y esto fortalecerá los conocimientos de los estudiantes previamente adquiridos en clase.
No. DE REGISTRO (en base de datos): No. DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO PDF: x SI
NO
CONTACTO CON AUTOR/ES Mónica Roldán Mora Johanna Viejó Zambrano
Teléfono: 0998448542 / 2-144316 0984892379 / 450- 48576
E-mail: [email protected] [email protected]
CONTACTO EN LA INSTITUCIÓN: Nombre: Secretaría de la Escuela de Lenguas y Lingüística
Teléfono: (04)2294888 Ext. 123
E-mail: [email protected]
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REPOSITORY NATIONAL IN SCIENCE AND TECHNOLOGY
THESIS REGISTRATION FORM
TITLE Y SUBTITLE: Strengthening the speaking skill through interactive dialogues. Designing a brochure with interactive dialogues in order to strengthening the speaking skill
AUTHOR/S: Mónica Elizabeth Roldán Mora & Johanna Maribel Viejó Zambrano
ADVISOR: MSc. Larry Torres Vivar
REVIEWERS: MSc. Rodrigo Guerrero
INSTITUTION: UNIVERSITY OF GUAYAQUIL
FACULTY: Faculty of Philosophy, and Sciences of Education
CAREER: Languages and Linguistics
DATE OF PUBLISHING: NUMBER OF PAGES: 145
TITLE OBTAINED: Licenciatura en Ciencias de la Educación, mención en Lengua y Lingüística Inglesa
THEMED AREAS: English Languages
KEYWORDS: Interactive dialogues, communicate techniques, speaking skills.
ABSTRACT: This research project is based on the creation of a system of activities with short dialogues to develop, at basic level, the speaking skill of the students of eighth grade of General Basic Education, section “B” of the Unidad Educativa “Vicente Rocafuerte” who showed deficiency of certain communicate techniques at the time of developing a short dialogue in the oral expression. The theoretical frame contains information about the variables studied of the educational research which were used also to justify the proposal. The methodological approach of this investigation is of mixed character, it can be said that it has a quantitative and qualitative approach. This is also descriptive, explanatory and purposeful research. The interview, the observation guide, the test and the survey were the instruments of investigation applied to the teacher and students to collect and corroborate information about the deficiency in the development of a short dialogue in oral expression. Data was collected with a sample of forty - three students and one teacher. This research is important because the application of a system of activities based on short dialogues will develop speaking skills of the students of the educational establishment before mentioned at a basic level and it will strengthen the knowledge of the students previously acquired in class.
REGISTRATION NUMBER (in database): CLASSIFICATION NUMBER:
DIRECTION URL (thesis on the web):
ATTACHED PDF: x YES
NOT
CONTACTING WITH AUTHOR/S Mónica Roldán Mora Johanna Viejó Zambrano
Telephone: 0998448542 / 2-144316 0984892379 / 450- 48576
E-mail: [email protected] [email protected]
CONTACTING IN THE INSTITUTION: Name: Secretariat of the School of Languages and Linguistics
Telephone: (04)2294888 Ext. 123
E-mail: [email protected]
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TABLE OF CONTEXT
PRELIMINARES
FRONT PAGE .......................................................................................... i
DIRECTIVES ........................................................................................... ii
APPROVAL OF THE PROJECT LETTER ............................................... iii
INTELLECTUAL RIGHTS LETTER ........................................................ iv
APPROVAL OF THE COURT ................................................................. v
QUALIFICATION OF THE COURT ........................................................ vi
DEDICATION ......................................................................................... vii
ACKNOWLEDGEMENTS ....................................................................... ix
TABLE OF THE CONTEXT ................................................................... xiii
LIST OF TABLES .................................................................................. xvi
LIST OF FIGURES .............................................................................. xviii
ABSTRACT ............................................................................... xx
INTRODUCTION ........................................................................ 2
CHAPTER I ................................................................................. 3
THE PROBLEM .......................................................................... 3
PROBLEM OF THE INVESTIGATION .................................................... 3
CONFLICT SITUATION .......................................................................... 3
SCIENTIFIC FACT .................................................................................. 3
CAUSES .................................................................................................. 4
FORMULATION OF THE PROBLEM ..................................................... 4
OBJECTIVES .......................................................................................... 5
SPECIFIC OBJECTIVES ......................................................................... 5
QUESTIONS OF THE INVESTIGATION ................................................. 5
JUSTIFICATION ...................................................................................... 5
CHAPTERII ................................................................................. 7
THEORETICAL FRAMEWORK .................................................. 7
BACKGROUND ....................................................................................... 7
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THEORICAL FOUNDATIONS ................................................................. 8
ORAL EXPRESSION .............................................................................. 8
WAYS OF ORAL EXPRESSION ............................................................. 9
IMPORTANCE OF ORAL EXPRESSION .............................................. 10
ASPECTS OF SPEAKING .................................................................... 11
CHAPTER III ............................................................................. 34
METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF
THE RESULTS ......................................................................... 34
METHODOLOGICAL DESIGN .............................................................. 34
TYPES OF RESEARCH ........................................................................ 34
POPULATION AND SAMPLE ............................................................... 35
OPERATIONALIZATION OF THE VARIABLES CHART....................... 36
THEORICAL METHODS ....................................................................... 37
TECHNIQUES OF THE INVESTIGATION ............................................ 38
INSTRUMENTS OF THE INVESTIGATION .......................................... 38
ANALYSIS AND INTERPRETATION OF RESULTS ............................. 37
TRIANGULATION OF RESULTS OF INSTRUMENTS OF INVESTIGATION
................................................................................................................. 37
CHI SQUARE TEST .............................................................................. 37
CORRELATION OF VARIABLES TEST ................................................ 37
CONCLUSSIONS AND RECOMMENDATIONS ................................... 37
CHAPTER IV............................................................................. 34
THE PROPOSAL ...................................................................... 34
TITLE..................................................................................................... 37
JUSTIFICATION .................................................................................... 37
OBJECTIVES ........................................................................................ 37
GENERAL OBJECTIVES ...................................................................... 37
SPECIFIC OBJECTIVES ....................................................................... 37
THEORETICAL ASPECTS .................................................................... 37
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FEASIBILITY OF ITS APPLICATION .................................................... 37
DESCRIPTION ...................................................................................... 37
CONCLUSSION .................................................................................... 37
BIBLIOGRAPHIC REFERENCES ............................................ 34
ANNEX I
LETTER OF APPROVAL OF THE ACADEMIC CONSULTANT
LETTER OF ACCEPTATION OF THE EDUCATIONAL ESTABLISHMENT
ANNEX II
SCREEN CAPTURE OF URKUND
ANNEX III
PHOTOGRAPIC EVIDENCES
ANNEX IV
INSTRUMENTS OF INVESTIGATION
ANNEX V
TITULATION WORK EVALUATION RUBRIC
ANNEX VI
CERTIFICATE OF PERCENTAGE OF SIMILITARY
ANNEX VII
FINAL REVIEW CERTIFICATE OF THE EDUCATIONAL PROJECT
ANNEX VIII
WRITTEN EDUCATIONAL PROJECT EVALUATION RUBRIC
ANNEX XI
CERTIFICATE OF THE REVIEWING TUTOR
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LIST OF TABLES
CHART 1
Causes and consequences of the conflict situation CHART 2 Distributive of the population and sample
CHART 3 Table of operationalization of variables
CHART 4
It is important to develop short dialogues in class
CHART 5
Short dialogues help to develop speaking skills
CHART 6 Distinguish the main idea in a short dialogue CHART 7
Identify the secondary ideas in a short dialogue CHART 8 Apply skimming and scanning techniques in the development of a short dialogue CHART 9
Apply exploratory reading in the development of a short reading CHART 10 Apply inquisitive reading in the development of a short reading CHART 11
Identify the genre that is found in a short reading CHART 12 Apply underlining technique in the development of a short reading CHART 13
Apply highlighting technique in the development of a short reading
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CHART 14 Make concept maps to strengthen their knowledge at the end of a short reading CHART 15
Use synoptic tables to summarize the ideas of a short reading. CHART 16 Develop the stages of reading comprehension in its entirety when analyze a short reading CHART 17 Understand and answer questions asked according to the level of reading comprehension that contains the short reading CHART 18 Your level of reading comprehension is not fully developed yet CHART 19
The realization of various activities with short stories helps to the development of reading comprehension CHART 20
Items to do the test Chi Cuadrado CHART 21 Results of the test Chi Cuadrado
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LIST OF FIGURES
FIGURE 1
It is important to develop short readings in class FIGURE 2 Short readings help to develop reading comprehension FIGURE 3
Distinguish the main idea in a short reading FIGURE 4 Identify the secondary ideas in a short reading FIGURE 5
Apply skimming and scanning techniques in the development of a short reading FIGURE 6 Apply exploratory reading in the development of a short reading FIGURE 7
Apply inquisitive reading in the development of a short reading FIGURE 8 Identify the genre that is found in a short reading FIGURE 9
Apply underlining technique in the development of a short reading FIGURE 10 Apply highlighting technique in the development of a short reading FIGURE 11
Make concept maps to strengthen their knowledge at the end of a short reading FIGURE 12 Use synoptic tables to summarize the ideas of a short reading FIGURE 13
Develop the stages of reading comprehension in its entirety when analyze a short reading
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FIGURE 14 Understand and answer questions asked according to the level of reading comprehension that contains the short reading FIGURE 15 Your level of reading comprehension is not fully developed yet FIGURE 16
The realization of various activities with short stories helps to the development of reading comprehension FIGURE 17
Results of the test Chi Cuadrado
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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
TOPIC: Strengthening the speaking skill through interactive dialogues.
PROPOSAL: Design a brochure with interactive dialogues in order to
strengthening the speaking skill.
AUTHORS: Mónica Roldán y Johanna Viejó
ADVISOR: MSc. Larry Torres Vivar
ABSTRACT
This research explores the use of interactive dialogues in the
strengthening of speaking skills in students of eighth grade of General Basic
Education, section “B” of the Unidad Educativa “Vicente Rocafuerte”, Zone 8,
District 09, Province of Guayas, Canton Guayaquil, Parish Ximena, school year
2018 – 2019. That show deficiencies in the linguistic competences, typical of the
English language. The theoretical framework gathers information about the
variables, based on the importance of speaking skills in the development of
acquiring a second language, not only for English, but for any new language that
students expect to learn. The theoretical framework also collects accurate
information about different activities to promote oral expression in order to
communicate and express students’ opinions.
The information was obtained through field observation where 43 students
participated with a survey carried out to know how students perceive
conversations in English classes, and what they need to improve the levels of
communication during classes. The present project is a purposeful, descriptive
and explanatory investigation that intends to discover an appropriate technique
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to improve oral expression by using interactive dialogues. The data was collected
during the period 2018-2019 with a population of 801 people inside the institution;
and a sample of 43 students. The interview was used to gather information from
the principal and the teacher; this research is important because it will help the
students of the students of eighth grade of General Basic Education, section “B”
of the Unidad Educativa “Vicente Rocafuerte, school year 2018 – 2019. Since it
proposes the practice of different communicative techniques to strengthen
speaking skills. Then, the use of a brochure based on interactive dialogues which
become in an innovative tool for students who need to practice exercises that turn
them into high level speakers.
Keywords: Interactive dialogues, communicate techniques, speaking skills.
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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÌA, LETRAS Y CIENCIAS DE LA
EDUCACIÒN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
TEMA: Strengthening the speaking skill through interactive dialogues.
PROPUESTA: Design a brochure with interactive dialogues in order to
strengthening the speaking skill.
AUTORES: Mónica Roldán y Johanna Viejó
TUROR: MSc. Larry Torres Vivar
RESUMEN
Este proyecto de investigación está basado en la creación de un sistema
de actividades con diálogos interactivos para desarrollar a nivel básico, las
habilidades para hablar de los estudiantes de octavo año de Educación General
Básica, sección “B” de la Unidad Educativa “Vicente Rocafuerte” quienes
mostraron deficiencia de ciertas técnicas comunicativas al momento de
desarrollar un diálogo corto en la expresión oral. El marco teórico contiene
información acerca de las variables estudiadas en la investigación educativa los
cuales fueron usados también para justificar la propuesta. El diseño
metodológico de esta investigación es de carácter mixto, se puede decir que esto
tiene métodos cuantitativos y cualitativos. Esto también fue una investigación
descriptiva, explicativa y propositiva. La entrevista, la guía de observación, la
prueba e diagnóstico y la encuesta fueron instrumentos aplicados al docente y a
los estudiantes para recoger y corroborar información acerca de la deficiencia en
el desarrollo de un diálogo corto en la expresión oral.
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Los datos fueron recogidos con una muestra de cuarenta y tres
estudiantes y un docente. Esta investigación es importante porque la aplicación
de un sistema de actividades basadas en diálogos cortos desarrollará las
habilidades para hablar de los estudiantes del establecimiento educativo
mencionado anteriormente a nivel básico y esto fortalecerá los conocimientos de
los estudiantes previamente adquiridos en clase.
Palabras claves: Diálogos interactivos, técnicas comunicativas, habilidades
para hablar.
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INTRODUCTION
The present research project is focused on strengthening the speaking
skills by using interactive dialogues. This focus group is located in students of
eighth grade of General Basic Education, section “B” of the Unidad Educativa
“Vicente Rocafuerte”, Zone 8, District 09, Province of Guayas, Canton Guayaquil,
Parish Ximena, school year 2018 – 2019.
Oral expression is a fundamental tool for communication and it is exactly
the group of students already mentioned in the previous paragraph who show a
deficit of speaking interaction. This is the main reason to consider interactive
dialogues to overcome this deficiency.
Some authors define speaking as the tool to start a communication by
expressing ideas and it is necessary to create different activities day by day such
as role plays and dialogues. Speaking can be carried out orally, but whatever the
form, the important thing is to understand the text and the words in context; in
such a way that there is reasoning and reflection on what is say.
Also, is important to declare that sample dialogues are an efficient tool to
start the creation of a new conversation, and establish the patterns to improve
the way that students express ideas.
Finally, it is important to communicate readers the importance of this
research as well as the use of field investigation, surveys, and interviews which
has been composed by four chapters that are summarized below:
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CHAPTER ONE
This was developed by using the location of the problem, assessment,
definition of the problem, field research, its causes and consequences, and
general and specific objectives in this work.
CHAPTER TWO
This chapter includes the theoretical framework in which the problem is
analyzed based on references and other important works. All of them established
on the background, theoretical foundation contextual framework, and legal
framework.
CHAPTER THREE
This contains the methodology of the investigation, types and level of
research, procedures and instruments of research, methods, techniques, survey,
interview, population and sample, and the application of research instruments.
There is also a description of the results from the survey applied to students, the
conclusions and recommendations according to those results.
CHAPTER FOUR
It includes the proposal, the digital handbook about visual stories with its
background, rationale, summary diagnosis, fundamental problem, objectives,
importance, feasibility, description of the proposal and appendixes section.
3
CHAPTER I
THE PROBLEM
PROBLEM OF THE INVESTIGATION
CONFLICT SITUATION
Students that shows some interest in the class, they cannot communicate
with the teacher using the second language due to they considered that is very
complicate and some in cases they feel rare when they try to express. Moreover,
the students do not pay attention to the activity cause of they do not understand
the language and such as consequence they do not practice.
All those observations were appreciated with the different deficiencies in
the language in students from eighth grade section “B” at Unidad Educativa
“Vicente Rocafuerte”, during the school year 2018 – 2019.
In that place, the students show some difficult in the process of speaking
skill. Some students try to do the activity but they think that they do bad or their
speech is not good such others. Some in cases, in class does not do emphasis
on intonation or pronunciation. The learners perform dialogues and during the
process, they are not monitored, so they do not know if they are correct.
Therefore, the problem increase with the didactic material due to the fact
that they are focused on other skills and they do not contain activities to
strengthen the intonation or pronunciation in a dialogue or speech, and
consequently learners practice very little or nothing.
SCIENTIFIC FACT
Deficiency in speaking in students of eighth grade of General Basic
Education, section “B” of the Unidad Educativa “Vicente Rocafuerte”, Zone 8,
District 09, Province of Guayas, Canton Guayaquil, school year 2018 – 2019.
4
CAUSES
Some causes were observed during the time of teaching practice which
have influenced in the learning of students and in the development of the oral
activities. These causes, at the same time, generate some consequences in the
learners.
Deficiency in the didactic treatment of dialogues. It means that students
only put in practice the tasks which the text contains. Sometimes, text´s
activities do not have sufficient tasks based on dialogues and learners
practice their pronunciation and intonation less than other skills. It
provokes that students do not practice their speech and with the time they
feel nervous to speak in front of class since that they will consider their
high deficiency.
The level of difficult during the speaking. It can be said that learners do not
have the level adequate to perform activities in the grade where they are.
It causes that they have problems to express their ideas or feelings. In
some cases, they have difficult to do the tasks into the class and in the
future, they will pass to a next course with more deficiencies what they
have.
Insufficient didactic resources to work with dialogues. It can be inferred
that students only do activities related by the text and they do not have
extra material with another exercises to strengthen the skill, so it produces
that students practice less this ability.
FORMULATION OF THE PROBLEM
How do dialogues influence in the development of speaking skill in
students of eighth grade of General Basic Education, section “B” of the Unidad
Educativa “Vicente Rocafuerte”, Zone 8, District 09, Province of Guayas, Canton
Guayaquil, Parish Ximena, school year 2018 – 2019?
5
OBJECTIVES
GENERAL OBJECTIVE
To analyze the influence of dialogue in the development of speaking skill
through a bibliographic study, statistical analysis and field research, to design a
brochure based on interactive dialogues to strengthen speaking skill.
SPECIFIC OBJECTIVES
To value the influence of dialogue through a bibliographic study, statistical
analysis and field research.
To describe the speaking kill through a bibliographic study, statistical
analysis and field research.
To design a brochure with interactive dialogues for strengthening speaking
skill.
QUESTIONS OF THE INVESTIGATION
How important are dialogues in speaking skill?
Which are the theoretical bases on oral expression in relation to
dialogues?
How does the lack of activities based on interactive dialogues affect in the
development of oral expression in students of eighth grade of General
Basic Education, section “B” of the Unidad Educativa “Vicente
Rocafuerte”?
What is the importance of the design of a brochure based on interactive
dialogues on the development of oral expression?
JUSTIFICATION
This investigation was presented as a result of a diagnosis, which students
of eighth grade of General Basic Education, section “B” of the Unidad Educativa
“Vicente Rocafuerte” show deficiencies in speaking skill. Their study is
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convenient due to that it increases and strengthen the cognitive development of
the learners.
In addition to this, it is considered relevant because a speaker uses a
range of skills and strategies which they contribute in the learning of a second
language due to the use of it, students can increase their vocabulary, improve
their pronunciation and express clearly.
This project contributes to the science due to the fact that allows the
solution of an educational problem, in this case, the creation of a brochure based
on interactives dialogues for the development and strengthening of oral
expression.
Moreover, this investigation is considered an important resource to the
society and community since that it is supported by the National Plan for Good
Living (2013), in the objective 4.8, item D which states “to impulse in all levels
and modalities a bilingual intercultural education of quality for children,
adolescents, youth and adults, belonging to several communities, people and
nationalities” (p.172).
It is also pertinent since that fulfill with the LOEI objectives (March, 2001)
in the second chapter of the state obligations about right to the education, chapter
seven, subsection x, which it guarantees that “plans and initial education
programs, elementary and secondary school, expressed in the curriculum,
promote the development of skills and capacity to create knowledge and promote
the incorporation of citizens into the working world” (p. 13).
Finally, the direct beneficiaries of this research project are the students of
eighth grade of General Basic Education, section “B” and the teacher of the
Unidad Educativa “Vicente Rocafuerte”, and the parents with the community are
the indirect beneficiaries.
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CHAPTER II
THEORETICAL FRAMEWORK
BACKGROUND
In the different educational establishments in the country and overall in
Guayaquil, the deficiencies are more notables each day. The objective of this
research project is to give a solution to an educational problem which it was
evident the difficult that students shows in the process of learning in oral
expression in the Unidad Educativa “Vicente Rocafuerte”.
The majorities of the students have problems and some inconvenient at
the moment to perform dialogues due to the fact that they do not understand to
the partner or to the indications of the teacher. These difficulties do that students
lose the interest in the activity and do not do.
In addition, according to O’Malley (2015), emphasizes that oral expression
is a skill which human beings use to transmit ideas, feelings, emotions, by means
of an adequate phonological, semantic and pragmatic structure. Besides, it is
necessary its application since that the oral expression is fundamental part in the
development of literacy.
It can be mention that oral expression is essential in the process of
learning of a child owing to the fact that they can interact with others and can
answer questions, participate in group and overall, learner can be able to help
others who shows some inconvenient.
Moreover, Kayi (2006), in the research project about Teaching Speaking:
Activities to Promote Speaking in a Second Language mentions that oral
expression is very important in the learning of the students since that the use
adequate of it, allow the students acquire a second language because they can
communicate expressing their opinions.
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Besides, Cardona and Celis (2011), on their investigation focused on
Strategies to Improve Oral Expression remarks that is very important the use of
different strategies in the development of the process of learning in a second
language due to the fact that its application allows to the teenagers to improve
and expand their lexicon which is fundamental in their social interaction.
In addition to this, in the project of Crandall and Shin (2014), for that
reason, this investigation is important the performing of analysis quantitative and
qualitative of the different aspects related to the variables, in this case focus on
the influence of dialogues in the development of oral expression in the students
of eighth grade of General Basic Education, section “B” of the “Vicente
Rocafuerte” High School.
To conclude, it can remark that in the high school where is performed the
research project do not found some files in its libraries which identify some
reference bibliographic about dialogues and its influence. For that reason, this
research project is necessary since that give a solution to an educational problem
which in this case is proposed the design of a system of activities based on
dialogues to improve oral expression.
THEORETICAL FOUNDATIONS
In the following paragraphs are developed the logic part of the variables
which are focused to solve an educational problem due to the fact that give a
solution to an educational problem.
ORAL EXPRESSION
Oral expression is the skill that human beings develop during the first year
of life where they are mentioned some words or their first words and during the
time they will talk more words, sentences and so on. For this reason, oral
expression is the main base of the communication of the people.
It is remarkable in the investigation of Kayi (2006), based on Teaching
Speaking: Activities to promote Speaking which mentions that oral expression is
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important in the process of learning of the learners since that they interact with
other from scholar life until when they have a professional life.
It is important to remember that oral expression is the way to communicate
with other faster than others. It is faster communicating our ideas, thoughts,
feelings or opinions that doing it in a written way due to the fact that to write is a
process longer.
Besides, it is also based on Mubarokah (2014), who states that oral
expression is the skill and capacity which have human beings to transmit
information through the verbal communication. It is the base of communication
among people owing to the fact that speaker is clear and specific when they share
an idea or give a message to receptor.
According to Burk (2008) in their research about teaching oral
communication in grades K-8, they establish that speaking is “the process of
building and sharing meaning through the use of verbal and non – verbal
symbols, in a variety of contexts”.(p.13).
It can infer that teaching oral expression to the learners is to teach them
to speak such their mother tongue, due to the fact that they have the skill to
express their feeling and give ideas or opinions in a clear way and overall in their
daily routine.
Besides, the teaching of speaking is very important in the process of
student since that during many year teacher have taught a second language just
a repetition and memorization of vocabulary and conversations or dialogues.
However, the educational world has changes and actually, the education is more
exigent and it require dedication to that students improve and fulfill the levels
specific according to the grade scholar.
WAYS OR FORMS OF ORAL EXPRESSION
The forms of speaking are considered the way in which the learners
express their ideas.
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Cardona and Celis, (2011), in this investigation focus on strategies to
improve oral expression commented that exists two ways to express orally which
are reflective and spontaneous oral expression.
REFLECTIVE ORAL EXPRESSION
Cardona and Celis, (2011), mention that reflective oral expression is the
main function to persuade and converse with the listener due to the fact that the
syntactic construction of the text and the structure are previously elaborated. It is
larger, selected, cultured and chosen. This is applied in academic discourses, in
media programs, conferences, and so on.
SPONTANEOUS ORAL EXPRESSION
As its name indicates it is to speak spontaneously, Cardona and Celis,
(2011), comment that students have the ability to express orally of a spontaneous
way in a conversation or any situation in their daily routine. It is also used to give
ideas, opinions or different point of view on the different subjects.
According to Spilkova and Van Dommelen, (2013), mention that “one of
the most important factors in reduction of word forms is speaking style. Usually,
investigations compare more formal presentations often read speech with less
formal speech often called spontaneous speech.” (p. 91)
IMPORTANCE OF ORAL EXPRESSION
Heather Evans (2015), comments that the objective in the learning of a
second language is to have the ability to communicate with other people since
that is essential the development of this skill because it allows the development
of the thinking and the language.
It can mention that oral expression not only is the way to exchange
information, but also it helps to people understand theories; solve and organize
situations or problems presented in the daily routine; give opinions or express
feelings, emotions and thoughts. Oral expression is important like listening skill
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because they are user than other skills because they are the skills quicker for
interact in the job, in the school, and at home.
Dale Edgar, (2007), was an educationist who designed a model named
“The Cone of Experience” that includes several theories based on the process of
learning and teaching. He theorized that learners retain and acquire information
through they do instead of listen, read or see.
In addition to this, Lucanus Anton (2017), comment that people learns
basic concepts at home because in the school, they only increase their
knowledge and the environment is other factor that influences in the process of
the communication. It will define their professional communication in the future
since that they will have a good communication with other people.
A good communication helps to students to share and to socialize with
other people, found new friends, and in general, dominating this skill, students
will be able to express ideas, ask and answer questions, and overall to discuss.
ASPECTS OF SPEAKING
The different aspect of oral expression is the process in which the students
or human beings communicates. The following aspects are very important in the
process of learning of the students which will allow that the communication is
easier later to manage them. They are:
INTONATION
It is an important aspect when it comes to speak a second language.
According to Chapman (2010), comments that “many instructors and students
feel it is an important aspect of the language to incorporate into a curriculum.” (p.
3). Teaching intonation can be difficult to a foreign but it is important can
communicate and be understood.
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VOCABULARY
According to Mehring (2015), mentions that “vocabulary, like other aspects
of language learning, can be facilitated when done through cooperative learning”
(p. 4). In this case with the help of other students or didactic activities the speaking
vocabulary can be acquired.
COHERENCE
Chapman (2010), mentioned that it is about that students can express their
ideas in a specific way. It means to understand and produce accurate thoughts.
DICTION
It is referred to the articulation and the enunciation of the words at the
moment to speak according to Chapman (2010).
FLUENCY
Oher crucial factor is the fluency in the oral expression because the
students will have the ability to communicate quicker and express their ideas
clearly mentioned by Chapman (2010).
Jong and Perfetti, (2011), states in their article based on Fluency Training
in the ESL Classroom: An Experimental Study of Fluency Development and
Proceduralization that the ultimate goal of many second language, learners is to
be fluent in the target language. That is, to be able to express their thoughts
easily, with more attention to meaning than form, in any given situation.
Communication should eventually be smooth, with some processes of production
relatively fast and automatic. (p. 533).
The authors also mention that fluency is linked to the range of the learner’s
linguistics understanding, how quickly they are able to acquire that knowledge to
reproduce it.
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CLARITY
According to Chapman (2010), mentioned that clarity can also be a part of
fluency due to the fact that if you are communicating fluently, it means
understanding and producing accurate thoughts. Also, once the learner is fluent,
he or she will be able to communicate with coherence, which means the idea the
student is reproducing will be correspondent to the topic or subject matter.
STRUCTURE OF THE MESSAGE
Posner Michael, (2013), declares in his book about “Foundations of
Cognitive Science” refers that there are several points about discourse structure.
He mentions some kinds of speech, for example: conversations, dialogues
monologues, arguments, discourses, and so on. He explains about the different
structures that have each type of speech.
VOLUME
The volume is very important at the moment to speak. According to Rorke
Cree Zoe (2015), in her book “Improve your Diction and Voice Production”,
mentions the importance of certain organs like the tongue or the larynx to be able
to articulate correctly.
STRATEGIES TO IMPROVE ORAL EXPRESSION
Moreover, in the investigation based on Strategies to Improve Oral
Expression of Celis and Cardona (2011), remarks that oral expression have the
necessity of using some strategies in the process of learning in a second
language due to the fact that allows the development and improvement of this
skill.
In the following lines, some activities for instance debates, dialogues,
interviews, role plays or expositions can be used by teachers and students in a
speaking class to improve the skill and fulfill the learning of the learners.
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DEBATES
According to Chapman (2010), mentioned that a debate is an argument
which is structured. It is also the skill to speak and express in a clary way any
problem. It is employed at the moment that two people speak alternately each
other about a topic in specific. Some examples to apply in the beginning:
In an opinion, it can say:
In my opinion…
The way we observe it…
If you need my honest opinion…
According to me…
According to the other side…
My position is the following…
In a sequence, it can comment:
First, secondly…
My first point is that…
The first reason is…
To begin, I think that…
The first point…
The main point…
It can point out that I am listening to the other side:
I observed your point…
All this is interesting, but the problem is that…
When learner disagree, it can note:
I disagree with you…
I would like to take issue about…
I would like to focus on …
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There is one issue our opponents have failed to dispute…
I point out that …
My opponent has claimed that …
EXPOSITIONS
Posner Michael, (2013), said that exposition is considered a way in which
people or learners convey or explain any information what is complicated to
understand. At the end of this, students usually answer questions about the topic
explained.
INTERVIEWS
According to Posner Michael, (2013), interview can define as a formal
meeting among two people where the interviewer makes questions to the
interviewee with the purpose to obtain specific information. In some cases, the
interview can be more two people and it depends the situation or the interviewer.
The person who asks questions is called interviewer and the person who answers
the questions is named interviewee.
It can say that interview is a good activity to be performed in the classroom
since that students can exchange information with other classmate. This task
allows the learners to improve their pronunciation and the intonation too.
In addition to this, this activity allows them to interact with other, be more
sociable and know likes or dislikes of the rest of the class. A good
recommendation to perform this task is that teacher uses a rubric or qualification
scale to give a note to the students.
ROLE PLAY
Another activity that learners can do into the classroom is the role play.
This activity is a technique in which students simulate a situation mentioned by
Posner Michael, (2013). This activity can be related such a game because
students assume roles of different characters and create stories. The participants
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choose the actions for their characterization according to the rules or guidelines
given.
This activity has a main purpose that students develop the imagination and
appreciate the different situations according the thematic. Gimenez (2013),
mentions in her research about role plays that “role play is a ludic activity in which
players take a role in a story whose ending unknown. The game allows teachers
to increase the motivation of their students and on the other hand, introducing
concepts, values and procedures.” (p. 67)
GROUP DIALOGUE
Dialogue is a technique used to promote the development of oral
expression between two people. When the dialogue is performed among three or
more people is considered a group dialogue. This is more used in the classroom
and the teacher is the person who monitors it.
It can say that students are divided in some groups which can be small or
large. Then, the teacher defined the situation or topic with the purpose that
learners share their ideas and opinions and they improve their speaking and
pronunciation.
Moreover, O’Malley (2015), suggests other strategies to promote oral
expression and it will be applied for student without any difficulty.
STRATEGIES TO FOSTER ORAL EXPRESSION
O’Malley (2015), mention that some strategies are allowing ample opportunities
to practice without penalty (e.g., brainstorming, conferencing, sharing). Provide
questions/topics in advance to allow time for preparation. Provide a safe
opportunity for children to develop skills. For example, do not grade
presentations; consider them an exercise in skill development.
Besides, it is important to O’Malley (2015), to increase the 'wait time' for
expecting a response. For instance, count silently to 10. Incorporate oral
recitation activities such as poetry readings, parts in plays, etc. to help children
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build expressive fluency. Let children speak regularly through combinations of the
following: a) answering questions and participating in discussions, b) taking
positions and arguing those positions in class, c) debating other children, d)
making formal and informal presentations, and e) engaging in or analyzing oral
expression processes.
In addition to this, he also mentions that is necessary to provide a wide
range of situations such as telling stories and anecdotes; describing and
comparing places, people and habits; expressing opinions; showing agreement
and disagreement; reacting to an event; expressing judgment, wishes and
feelings; expressing probability and degrees of certainty; elaborating on, retelling
and summarizing what has been said; expressing permission; giving instructions;
expressing plans and intentions.
Other suggestions that mention O’Malley (2015), is to allow children extra
time to respond to questions. To have children arrange oral and written sentences
or paragraphs in logical, sequential order. To have children practice identifying
the parts of a story in terms of the beginning, middle or ending. To have children
explain the steps of a procedure orally and in writing. To teach children how to
make a flow chart that breaks down a procedure into its component parts. Giving
children opportunities to apply new vocabulary in classroom discussions. Having
children make up stories using wordless picture books. Having a child speak into
a tape recorder and play it back. To provide props and encourage children to
make up a play. Creating new verses to songs. To allow children to use puppets
to communicate thoughts or stories. Providing opportunities to be in
conversations that use extended discourse. To encourage children to speak in
complete sentences.
To conclude, O’Malley (2015), said that nobody should not interrupt or
finish a sentence for a child; to play a game in which a child describes a simple
design to a peer, and have the peer follow the directions to draw it without looking
at it. To Incorporate multisensory activities into lessons to allow chance to use
descriptive language.
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MESSAGE STRUCTURE OF ORAL EXPRESSION
O’Malley (2015), assured that in order to assess oral expression of a
person we may focus on his degree of:
Understanding: It is a psychological process that intervenes in the
process of development during the acquisition of new knowledge.
Vocabulary: It is a list or a set of words that will help the students to
increase or to build their knowledge
Volume: It is the tone of voice that the person has to talk or express any
idea or information. It is to express the emotion of the speaker.
Rhythm: It can be defined as the harmonious combination of sounds,
voices or words in which include pauses and silences necessary.
Clarity: It is an idea that a person expresses to other and this is generally
understood assertively.
Coherence: It is the cohesion or logical relationship between two things
or between two elements.
Emotivism: Ability that a person has to experiment feelings or emotions.
DIALOGUES
The dialogue has some similitudes to the conversation, but the different is
that dialogues are used in an interaction more important and formal to refer
important topics and with a formal language. Literary Devices (2018), says that
dialogue is a literary technique that writers use in their stories two or more
characters to have a conversation among them. In the literature, it can be a
conversation or written exchange conversation in group or between two or more
people towards to a specific topic.
The use of dialogues can be seen back in classical literature, especially in
Plato’s Republic. Several other philosophers also used this technique for
rhetorical and argumentative purposes. Generally, it makes a literary work
enjoyable and lively.
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FUNCTION OF DIALOGUE
According to Literary Devices (2018), the dialogue fulfills some functions,
since that its use not only is in fiction, it is also used in poetry, films, non - fiction,
and drama. This has some purposes, for instance, it advances the plot of a
narrative, and can reveal the characters who cannot be understood otherwise.
Moreover, dialogues show a presentation of the background of the past
events, and help to create the tone of a narrative. Its usage is visible in modern
literary works, which colors the personality of the characters, moves the storyline,
creates a conflict, and highlights the vernacular.
The dialogues make a literary piece became alive and interesting, in
addition, it is an enjoyable experience to the readers.
TYPES OF DIALOGUE
There are two types of dialogue in literature according to Literary Devices
(2018):
Inner Dialogue
Outer Dialogue
INNER DIALOGUE
Inner dialogue is about a conversation which takes place in their minds,
the characters speak to themselves and in some cases they reveal their
personalities. In literature, the writers use several techniques such as dramatic
monologue or stream of consciousness to put on practice the inner dialogue
mentioned by Literary Devices (2018). Some writers like a William Faulkner and
James Joyce use this type of dialogue.
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OUTER DIALOGUE
Literary Devices (2018), said that outer dialogue is about a normal
conversation among two or more characters. It is used in the majorities of fictional
works.
HOW TO WRITE DIALOGUE
Dialogue is very important and essential part in a story and the literary
writers make an effort to make sure that in the dialogues written in movies, books,
stories, and theater plays looks so authentic and natural such as they were in real
life.
The most of writers use dialogues to give some information to readers for
that become more emotionally attractive and interesting. When a dialogue is
written, the characters must be understood, and it must be read in simple and
honest way with a loud voice.
THE GOVERNING PRINCIPLES OF DIALOGUE
According to Budapest Centre (2014), in their research about Dialogue as
a tool for addressing mass atrocities mentioned some governing principles of
dialogue such as:
1. Inclusiveness
2. Joint Ownership
3. Learning
4. Humanity
5. A Long – Term Perspective
INCLUSIVENESS
Budapest Centre (2014), mentioned that dialogue processes that promote
democracy must be inclusive, as all social expression must be heard, including
political, economic, social and military expressions, as well as the expression of
those who have been repeatedly excluded in the past. If inclusiveness is not
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comprehensive, that circumstance can compromise the sustainability of any
understandings that emerge.
JOINT OWNERSHIP
This criterion requires, at the very least, that the dialogue process not be
an instrument of only one actor, for example, the government—to buy time or to
accomplish only a government agenda. Rather, dialogue is an ‘exchange’, even
when convened by powerful institutions. It embodies the democratic notion that
everyone is involved and engaged equally. It is a two-way street where no one
side is dictating the other according to Budapest Centre (2014).
Through this dialogue you basically assure ownership of the process.
Without ownership, reform and change remain a superficial exercise. But when
that ownership is assured, people really take issues forward, and that produces
remarkable results compared to other experiences.
LEARNING
Budapest Centre (2014), mentioned that dialogue creates an opportunity
for learning through self-reflection. People begin to realize that each only has a
little bit of truth. On a larger scale, this can lead to the development of ‘public
knowledge’ that can make positive change more sustainable.
Dialogue is not about the physical act of talking, it is about minds unfolding.
On one level, this principle addresses the quality of interaction in a dialogue
process. It distinguishes a legitimate dialogue from a “fake” dialogue, wherein the
communication is all one-way, and from a debate or negotiation, wherein
participants focus only on winning as much as possible for their own side.
Key skills that create this kind of interaction are as follows:
Listening without resistance or imposition;
Respecting awareness of the integrity of another’s position and the
impossibility of fully understanding it;
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Suspending suspension of assumptions, judgement, and certainty.
HUMANITY
This characteristic has a lot to do with how people behave towards each
other when they engage fully in dialogue. It requires empathy—the ability to put
oneself in another’s shoes. When people start to make an effort to understand
the other, the seed of dialogue is planted.
A LONG-TERM PERSPECTIVE
Dialogue is about using time in a different way, in the sense of realizing
there are no quick fixes. One-off interventions are hopeless and useless.
Significant change in relationships takes time and commitment from those
involved.
CODE OF CONDUCT IN A DIALOGUE
According to Budapest Centre (2014), is necessary some code of conduct
in a dialogue such as to show empathy that is, truly understanding the position of
the other person instead of reacting to it; exhibit openness to expressing one’s
point of view with respect for the rules of the dialogue; maintain a respectful tone,
even in the most extreme conditions; to have conversations about what truly
matters—the real thing; to assume responsibility, individually and collectively, for
both the problem and the solution; unblocking emotionally: listening to the
reasons of the heart that Reason often ignores; to have the courage to recognize
differences and, even more, to recognize common ground and to demonstrate
the capacity to change.
PHILOSOPHICAL FOUNDATION
From the philosophical point of view. It is focused on the axiology, it wants
to say that people in general, can be children or adults always have to be in
contact with the values. The children must be always put in practice several
values when they are doing activities or learning in the school.
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It is very essential that learners during the process of the learning, they put
in practice values, overall the respect, the responsibility and the honesty because
they conduct them to keep a good relationship with the other.
According to Tomar (2014), in her research based on Axiology in teacher
education: Implementation and Challenges mentions that
Value based on education is a key to a dimension of building peace, social
conduct, justice, tolerance and intercultural understanding. For real
preogress of a country, it is important to develop values in all citizens and
to achieve this objective, teacher plays an important role. Teachers are the
key to know or understand a nation. To do the significant development in
a nation or society, people have to look towards teachers. (p. 52)
In addition to this, Gadamer (2001) mentions in his investigation focused
on Truth and Method that “language is the essence of human beings and as such
it is the means through which is possible that understanding occurs in humans,
in fact, everything that can be understood.” (p. 477).
It can say that a person which contains values, is considered an important
tool in their development in the society since that allows them to keep a good
communication a personal relation with others and further with a good oral
expression, it can transmit opinions, feelings, ideas, thoughts, give information,
ask and answer questions and so on.
In addition to that, a good communication and the acquisition and learning
of a second language, it is inevitable the learning of a new culture, and its
traditions.
The philosophy of learn a new language is originated from the need of
people to communicate with each other through a spoken language. Therefore,
H.G Gadamer (2001), in his research Truth and Method establishes that
language is “the essence of human beings and as such it is the means through
which is possible that understanding occurs in humans, in fact, everything that
can be understood is language” (p. 477)
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It is necessary to emphasize the importance of the oral expression in the
human beings since that is the way to communicate more efficient and quick. It
is important to make emphasis since that by means of oral expression people can
exchange several information, knowledge, feelings, and so on. It is also unique
because only humans beings can develop and learning to speak in a natural way.
Furthermore, Allright (2011), shows ideas to emphasize that students must
be evaluated not only in the knowledge, it is essential to qualify them by the desire
of learning and overall improving their skills. It can evidence in the classroom, at
the moment that students put in practice their participation and creativity to
perform activities either in group, in pairs or alone.
It is necessary to remember that the students must not lose the interest
and they have the disposition to do any activity based on the oral expression skill,
giving them the motivation necessary and positive comments with the objective
to motivate them and that they continue their learning with good evolutions, big
changes and overall the improvement their level in the second language.
Tomar (2014), emphasize that a learning or education focused on values,
it gives to learners several opportunities. During the time of their escolar life, the
children mold postures, attitudes and in special their personality and all these
values on the whole help human beings to be politer.
PSYCHOLOGICAL FOUNDATION
To fulfill a good communication and that leaners improve his skill during
the time of development of learning, it is important the environment and in special
the conditions that surrounded them.
It is necessary to remember that learners have different ways to learn, they
acquire with different techniques or strategies the information or commands.
From the point of view of the psychologist Howard (2009), in his research project
about multiple intelligences notifies that people are able to develop several
intellectual abilities.
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There are eight multiple intelligences created by Gardner with the
objective to develop the intellectual ability of the humans to help them to give
solutions to the different problems presented on their life diary since that every
person is able to develop these kind of intelligences and they are good in some
of them.
Gadamer, (2001) and Armstrong (2015) in their projects say that the use
of language has several advantages which include the mnemonic is used to
remind information, the disclosure that is the use of the language to inform, the
meta language is the use of language to describe the language itself, and the
rhetoric that is the usage of this to persuade other people to take a course of
action in particular.
To summarize it can say that two authors considered very essential the
learning of oral expression since that help to people to communicate orally when
they want and to express their ideas, feeling, knowledge, and so on.
It is important to emphasize in this research project that learners who are
learning a second language, they develop the verbal intelligence or linguistic. It
is the ability to use the word, by means of sounds, phonetics and articulation too.
Mubarokah (2014), establishes that oral expression is the base to
communicate between people, and considers it very important in the
development of learning of a second language since that allows to people or
learners be able to communicate and transmit by themselves information or
performing situations or roles of play into the class.
This intelligence helps to students to distinguish, to transmit and express
all they feel, think, or want to say. To conclude, it can mention that is very
essential the motivation of the teacher since that in this way the students feel
confident and give a better participation during the performance of the activities.
It will be notable in the advance of each one due to the fact that each learner
improves their pronunciation and intonation during a speech.
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Furthermore, Ramjah and Aiel (2016), states that work in group or making
role plays give self-confident to the learners and it helps to them to that improve
their capacity to perform several activities into the class and can improve and
increase their speaking skill.
The fear is the main factor of the students which they prefer do not perform
the task and avoid their participation since that they prefer a bad grade to do
mistakes in front of the class or among classmates. The role of the teacher in this
area is very important since that is the person indicate and prepared to encourage
and give motivation to these students.
SOCIOLOGICAL FOUNDATION
The sociological foundation is based on the sociology which is the science
that studies the development of people into the society and their interaction with
others in a social environment. It can say that sociology has an important role in
the process of learning of the students in their scholar life because it involves not
only students, it involves teachers, authorities, parents and the educational
community too.
According to Byrne, cited by Rodriguez (2010), mentions that “social
foundations make reference to the individuals inside the groups and communities
that they are involved in, by exerting specific roles of behavior that give a positive
and negative meaning to the personal achievement” (p. 19).
It can deduce that the science of the sociology fulfills an essential role in
the process of development of the people. It is about the interaction of them into
of the society since that people are capable of development in different ways by
means of oral expression.
In addition, Fingermann (2010), refers that sociology is a good factor and
helps in the educative process of human beings owing to the fact that gives the
capacity to the people to find out solutions to solve the different problems which
are presented every day.
27
Moreover, Lindsay and Knight (2016), state that
People speak for many reasons to be sociable because they want
something, because they want other people do something, or to do
something for someone else, to respond to someone else, to express our
feelings or opinion about something, to exchange information, to refer to
an action or events in past, present or future the possibility of something
happening. (p. 58).
Human beings do not only use oral expression to say something or
express feeling to other. People use in different situations such as to narrate
experiences between friends, to ask information to someone or to obtain some
data for themselves.
In addition to this, Segura, (2012) in her research about the importance of
teaching and speaking skills also mentions that:
Comprehending and understanding a language is necessary when
students are learning a new language due to the fact that people always
need to communicate and interact with others, not only to develop their
ability by using it to communicate successfully inside and outside the
classroom, but also in different moments or situations in their life. (p. 10).
It indicates that when people are learning a new language is necessary
that they understand and comprehend due to human beings need to
communicate and interact with other people without necessity of following some
instruction or specific vocabulary since that the purpose of learning a second
language is the facility of communicating successfully not only into the classroom,
but also outside the classroom because the situations of the life are different in
all moment.
To conclude, it is necessary to remember the importance of oral
expression in the society since that have a role essential not only out of house
but also into school. People are always communicating with others and when they
28
learn a second language not only learn a new language but also learn new
traditions, cultures and overall people.
PEDAGOGICAL FOUNDATION
For Clark (2011), according his research the best known in the foreign
language curriculum approach which gave rise to the traditional teaching as a
pedagogical theory is the communicative approach. It means that the content
taught is expressed in terms of the different elements of phonology, grammar and
vocabulary, which make up the particular language. These are staggered so
simple to complex regarded estimated and then woven into a graded series of
texts created or chosen for exemplify them.
In addition to that, Spratt, Pulverness and Williams (2011) make reference
a productive skill which student should develop. This is oral production which it
allows to learners interact with other people orally with the purpose of transmitting
a message or their ideas and feelings, since that one of the most important skill
in the learning of a second language and difficult skill to develop is oral
expression, because in some educational establishments, teachers have often
used to the traditional way to teach learners which is based on repetition
consequently of the same word and the memorization of dialogues which in some
cases learning an incorrect intonation and they sound like a robot.
That means that learners using this method can be able to acquire and
develop in a good way oral expression since that allow having a reference and
practice it to then the students can perform other content with the structure which
they have learned. It can be said that if the student puts in practice a conversation,
he is going to memorize the intonation of some words until the structure of a
phrase.
Actually in this world, the learning of a second language requires their
acquisition to be different, essential and more dynamic to the student with the
purpose of fulfilling goals and objectives of the learners.
29
According to Scrivener (2015), indicates that learners have the capacity to
acquire knowledge in a big percentage, but to do it, teacher have to apply
techniques to present a new class or vocabulary. Besides, teacher have to give
some space to learners to put in practice the new knowledge and the technique
more used is working in group which can be small or big but it depends the
situation and the activity.
Moreover, another important point to consider is the number of words that
learners have to domain and to apply in their speaking. Thornbury (2012),
explains that an independent user has the capacity to acquire 3000 high -
frequency word or word families, but students only have 1000 or 1500 high –
frequency words which become their vocabulary on daily routine. Besides, he
mentions that learners need half of this number for speaking.
It is important that teachers plan their activities and introduce the
vocabulary necessary to students can express their opinions in a structured way
either into or out the classroom.
Furthermore, Navarro and Piñero (2012), indicates that group activities is
a didactic strategy in which help to students in the process of teaching – learning
to strengthen their social skills by means of cooperation. The objective principal
of didactic strategies is give a structure to the process to that students do not
memorize the information and they be able to develop their own knowledge and
can doing the activity in harmony, being respectful each other.
LINGUISTIC FOUNDATION
In the linguistic foundation, it can mention to Morozova (2012), who
remarks that oral expression is the most important skill that students have to
develop during their life due to the fact that speaking help them to express.
For that reason, it is important that in the process of learning in a second
language, students should practice most of the days with the purpose that they
lose the fair and improve their intonation and feel confident.
30
Linguistic is consider the skill to organize the verbal activity which are due
to different situations of communication, such as objectives, role relationship and
productive activities, and all this goes with concrete situations.
Besides, Papalia (2017) emphasizes that is important to train the sense of
the ear, by means of the auditory practice and specially the recognition of some
sounds and to practice the intonation with the objective to avoid errors.
Moreover, Boyer (2007), mentions in the investigation about Oral
Expression Across the Curriculum that
Students need language to express and grasp effectively their ideas and
feelings. To succeed in high school, leaners should be able to write and
speak with clarity, and read and listen with totally comprehension.
Language and thought are connected and as undergraduates develop
their linguistics skills, they become socially and intellectually empowered.
(p.1)
Besides, it is important to give activities to put in practice vocabulary since
that is the base to construct phrases, and sentences. In this way, the human
being can express with others. Harmer (1998), comments that “when speaking,
we construct words and phrases with individual sounds, and also use pitch
change, intonation, and stress to convey different meanings”. (p. 29).
Moreover, the learning and teaching of a second language has had
changes in its historical evolution, and it is due mainly to the currents of
behavioral psychology and structural linguistics respectively. It occurs in
opposition to a structural and behavioral teaching, due to the fact that is centered
in the learning and teaching of the communication as a creative act, which is
conscious that occurs among two or more active agents and the information goes
together.
A good recommendation to motive students in speaking class is create a
classroom environment where students feel that they are in real situations with
31
authentic activities that promote a conversation or develop of ideas. It will help
them to improve their speech, their confidence, and can interact with others.
LEGAL FOUNDATION
It is based on LOEI, Ley Orgánica de la Educación Inercultural (Organic
Law Intercultural Education), (2013) in its article 7 dealing with rights and duties,
the students should receive free social, psychological services and integral
attention in health in all the educative circuits, as well as receive pedagogical
support and academic tutorial according to their necessities. Therefore, the
students are the first and most important characters of this research as they are
sponsored by the current regime of education of this country.
According to Constitution of Ecuador (2008), indicates in the section five
focused on education in the article twenty - six that
Education is a right of persons throughout their lives and an unavoidable
and mandatory duty of the State. It constitutes a priority area for public
policymaking and state investment, the guarantee of equality and social
inclusion and the indispensable condition for the good way of living.
Persons, families and society have the right and responsibility to
participate in education. (P. 27).
Besides, in the article 343 remarks that
The national education system shall be aimed at developing the
population’s individual and collective capabilities and potential, enabling
learning and the generation and use of knowledge, techniques, wisdom,
arts and culture. The system shall have as its core focus the learning
subject and shall function flexibly and dynamically, with an inclusive,
efficient and effective approach. The national education system shall
incorporate an intercultural vision in line with the country’s geographical,
cultural, and linguistic diversity and respect for the rights of the
communities, peoples and nations. (P. 160).
32
Moreover, the British Council (2015), in Ecuador dedicated sometime in
the investigation of the EFL teaching, and deciphered that the English language
teaching should fulfill some patterns that include targets for functional
competence aligned with the Common European Framework of Reference for
Languages (CEFR); new evaluation parameters for newly qualified English
teachers; continuous professional development for existing English teachers;
travel-study options for English teachers; scholarships for students to study at
universities abroad that teach in English, (p. 23).
To conclude, it is also based on terms of El Plan Nacional del Buen Vivir
(The National Good Living Plan), (2013 - 2017), the state is in charge of the
matters and the involvement of the students in a participatory society. It points
out in its article 26 that:
Education is people’s lifelong right and an unavoidable, inexcusable duty
of the State. It is a priority area for public policy and for public investment, to
guarantee equality and social inclusion, as a prerequisite for Good Living. People,
families and society have the right and the responsibility to participate in the
educational process, (p. 61)
CONTEXT OF THE INVESTIGATION
In the educational institute around Ecuador, the education´s level in
English shows more difficult into the learners. It depends about strategies,
methodologies that teacher applies with them and the students do not have
interest or mention that the language is difficult and impossible to learn.
In addition to this, in different high schools have problems in the
development of an English class in the different skills. As well as, they do not
have a laboratory, or a complete equipment to work activities related to the
language. It makes more complicate the situation in the process of learning in a
language.
33
In the case, in the Unidad Educativa “Vicente Rocafuerte”, there is an area
to perform and practice the second language but the students show certain
difficult in some skills, but the most notable was in the speaking skill since that
learners have nervous to express in from others or into the class. Sometimes,
they do not do the activity because they do not understand the activity or their
pronunciation is not good.
34
CHAPTER III
METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF
THE RESULTS
METHODOLOGICAL DESIGN
The methodological design applied in this research project about
deficiency of dialogues on oral expression was of mixed character due to the fact
that there is not dichotomy in the quantitative and qualitative side of the
investigation.
It is noticeable that the qualitative side is showed in the logic development
of the bibliographical sources in the theoretical framework, as well as in the
analysis of each variable studied.
On the other hand, the quantitative side is presented in the analysis,
tabulation, and description of the data obtained in the application of the different
instruments of investigation to the students and the teacher of the Unidad
Educativa “Vicente Rocafuerte”.
TYPES OF RESEARCH
DESCRIPTIVE
This research project is descriptive according to is gnoseologic objective
since that shows the principals causes of the problem presented in the
educational unit. In this case presents the deficiencies which have the students
in oral expression.
EXPLANATORY
In addition to that, it is an explanatory research because it showed the
main causes and analyze the consequences of the educational problem
established in the students from eighth grade section “B” at Unidad Educativa
35
“Vicente Rocafuerte”, such as the deficiency in the didactic treatment of
dialogues, the level of difficult during the speaking and the insufficient didactic
resources to work with dialogues.
PURPOSEFUL
Besides, this research project is considered purposeful due to the fact that
the investigation allows the designing and creation of a proposal, which in this
occasion is the design of a brochure with interactive dialogues that will help to
students from eighth grade section “B” at Unidad Educativa “Vicente Rocafuerte”
for strengthening their speaking skill, owing to that their function is giving a
solution to an educational problem which presents conflicts in a sector of the
population.
POPULATION AND SAMPLE
Moreover, in this research project, it was necessary the use of any formula
to deduce the sample of the population since that the universe of the population
is more than one hundred. The sample for this research project was forty – two
students and one teacher.
CHART N° 1. Causes and consequences of the conflict situation
PEOPLE POPULATION SAMPLE
STUDENTS 800 42
TEACHER 1 1
TOTAL 801 43
Source: Unidad Educativa “Vicente Rocafuerte” Authors: Roldán Mónica and Viejó Johanna
36
OPERATIONALIZATION OF VARIABLES CHART
CHART N° 2. Distributive of the population and sample
Variables Dimensions Indicators
Dialogues
Types Inner
Outer
Governing principles
Inclusiveness
Joint Ownership
Learning
Humanity
A Long Term Perspective
Code of conduct
Empathy
Respectful tone
Unblock emotionally
Exhibit openness
Oral Expression
Strategies
Quiet learners
Organize ideas
Promote
Activities
Expositions
Interviews
Role play
Group dialogue
Debates
Components
Coherence
Volume
Vocabulary
Rhythm
Clarity
Source: Unidad Educativa “Vicente Rocafuerte” Authors: Roldán Mónica and Viejó Johanna
37
THEORETICAL METHODS
In this investigation were necessary the application of some methods
which are explained in the following paragraphs.
INDUCTIVE – DEDUCTIVE METHOD
In this research project was used the inductive and deductive method
which the inductive side is reflected in all conclusions made in a particular way
about the problem established in the students of eighth grade of General Basic
Education, section “B” of the Unidad Educativa “Vicente Rocafuerte” who have
deficiencies in the treatment of dialogues to a general way which is the oral
expression through deductive method.
ANALYSIS – SYNTHESIS METHOD
This research method was applied to determine the educative problem
which is evidenced in the students of eighth grade of General Basic Education,
section “B” of the Unidad Educativa “Vicente Rocafuerte” and then, to be studied
in detail its variables since that allow looking at from individual way to collective.
HISTORICAL – LOGICAL METHOD
The other method which was put in an application for the study of the
educational problem is the historical – logical method. This method allowed the
analysis and study of background of the investigation that is in the theoretical
framework with the main objective of comprehend the process which had the
problem observed in the Unidad Educativa “Vicente Rocafuerte”.
STRUCTURAL – SYSTEMIC – FUNCTIONAL METHOD
Structural – systemic - functional method was applied to create and
modeling the proposal for give a solution to the educational problem presented in
the Unidad Educativa “Vicente Rocafuerte”. This is also structural because it is
constituted in different units. In addition to that, it is systemic owing to the fact
that is formed in a system of activities which will allow to students of eighth grade
38
of General Basic Education, section “B” improve their level in oral expression. To
finish, this is functional since that the different units which constitute this brochure
have a performance for strengthen the speaking.
TECHNIQUES OF THE INVESTIGATION
In the following paragraphs was detailed the different techniques of the
investigation used in this research project.
OBSERVATION
This technique was applied to analyze visually and determine the factors
of the educational problem and how it affect to the population, in this situation is
in the students of eighth grade of General Basic Education, section “B” of the
Unidad Educativa “Vicente Rocafuerte”.
SURVEY
Another technique was employed in this investigation is the survey. This
was useful to consider in a quantitative way the deficiencies that students of
eighth grade of General Basic Education, section “B” of the Unidad Educativa
“Vicente Rocafuerte” have in the treatment of dialogues.
INTERVIEW
The interview was used to collect some data focused on speaking. It was
only applied to the teacher of the students of eighth grade of General Basic
Education, section “B” of the Unidad Educativa “Vicente Rocafuerte”.
INSTRUMENTS OF THE INVESTIGATION
Some instruments of the investigation were applied in this research project
to deduce and obtained data qualitative and quantitative about the deficiencies
that students of eighth grade of General Basic Education, section “B” of the
Unidad Educativa “Vicente Rocafuerte” have in the use of dialogues.
39
OBSERVATION GUIDE
The observation guide is one of the instruments of investigation applied in
this research which analyzed the process of development of the different activities
carried through in a class. Besides, it allowed determining the needs and
educational situation that have students of eighth grade of General Basic
Education, section “B” of the Unidad Educativa “Vicente Rocafuerte”.
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
Fiscal
Section: ___________
Mixed
Time: Start:
1 2 3 4 5
Sustenance:
OBSERVATION SHEET
Institution:
Objective: Observe and analyze the teaching process that employs the teacher and the activities that do the
students in the development of dialogues in oral expression.
Schedule: _____________________
Type:
Subject:
Topic:
Finished:
Attention forms: Presencial (X) Semi-presencial ( )
Date: _______________________
________________________________________________________________________
English___________
Indicators: 1. Totally desagree; 2. Disagree; 3. Neither agree nor disagree; 4. Agree; 5. Totally agree.
TEACHER
• Encourages the students to perform dialogues during the
class.
• Uses correctly the process of learning.
•Stimulates the students to apply some techniques to put in
practice in the development of a dialogues.• Employs a system of activities that support the development of
oral expression.
STUDENTS
• Understand the process of learning of the teacher.
• Perform dialogues during the class.
• Use some extra material based on dialogues to improve oral
expression.
• Put in practice some techniques in the development of a
dialogues.
40
SURVEY QUESTIONNAIRE
This instrument of investigation was applied to corroborate the educational
problem that students of eighth grade of General Basic Education, section “B” of
the Unidad Educativa “Vicente Rocafuerte” presented in the development of
dialogues and their deficiencies in speaking. Moreover, this questionnaire is
constituted by some items related to the variables of the research and a Likert
scale which allowed to obtained quantitative data.
INTERVIEW QUESTIONNAIRE
Another instrument of investigation that was used is the interview
questionnaire. It was useful to have more knowledge about the methods and
techniques that teacher use in the class. This interview questionnaire is based in
some questions related to the educational problem.
ANALYSIS AND INTERPRETATION OF RESULTS
OBSERVATION ANALYSIS
According to the results obtained during the different days in which were
performed the observation class, the deficiencies that students of eighth grade of
General Basic Education, section “B” of the Unidad Educativa “Vicente
Rocafuerte” in the oral expression were evident.
Students have some difficult to listen to the teacher since that there is a
big number of students into the classroom and it is a problem to students who are
interested in the class since that is a little percentage of the students who likes
the language and have the disposition to learn and practice.
In addition to this, the teacher asks students to work in pairs, students
perform by affinity. In this situation, the students do not do the activity and they
only speak other topic but in their mother language.
41
Moreover, teacher only put inn practice the activities which were in the
textbook that is given by the government since that they do not count with extra
material to reinforce their knowledge in the second language.
TEACHER INTERVIEW ANALYSIS
In the following paragraph is detailed the answers and questions that were
performed to the teacher with the purpose of obtaining some data to determine
the deficiencies and strengths that have the students of eighth grade of General
Basic Education, section “B” of the Unidad Educativa “Vicente Rocafuerte”.
INTERVIEW TO THE TEACHER
Objective: To determine the deficiencies and potentials that are presented in the students of eighth grade, section "B" of the Unidad Educativa "Vicente Rocafuerte" during the development of dialogues in oral expression class.
1. What techniques or methods do you put in practice during the
development of speaking class? ¿Why?
I usually ask to students to perform expositions with the purpose of
evaluating their pronunciation individually.
2. Do you think that students have the appropriate oral expression level
according to their grade’s scholar? Why?
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
42
No, I don´t. I considered that students have different levels because they
came from different educational units.
3. Do you consider important doing dialogues in a speaking class to
your students? Why?
Maybe. I think that students should practice different activities to improve
their speaking.
4. What benefits have to put in practice dialogues in the learning oral
expression?
I consider that dialogues have some benefits, for example, it helps to
students to practice their pronunciation, they feel more security and confident.
5. Would you like to receive a system of activities based on dialogues
to improve the speaking skill in the students? Why?
Yes, I would. Because it will help me to complement my class and
strengthen the knowledge learned of the students.
SURVEY ANALYSIS
The following data were obtained of the application of the survey to the
students of eighth grade of General Basic Education, section “B” of the Unidad
Educativa “Vicente Rocafuerte”.
43
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
SURVEY TO STUDENTS
Objective: To determine quantitatively the knowledge that have the students of eighth grade,
section “B”, of the Unidad Educativa “Vicente Rocafuerte” about dialogues in the development of
oral expression.
From the following statements mark an X in the alternative according their opinion.
1. I communicate my doubts and opinions in the second language.
Totally agree Agree Neither agree nor disagree
Disagree Totally disagree
2. I think that oral expression is essential to put in practice in class.
Totally agree Agree Neither agree nor disagree
Disagree Totally disagree
3. It is important to practice dialogues in class.
Totally agree Agree Neither agree nor disagree
Disagree Totally disagree
4. Dialogues help to develop oral expression.
Totally agree Agree Neither agree nor disagree
Disagree Totally disagree
5. I have some difficult when I express my ideas in English in front of the class.
Totally agree Agree Neither agree nor disagree
Disagree Totally disagree
6. I have more participation when performing dialogues.
Totally agree Agree Neither agree nor disagree
Disagree Totally disagree
7. Performing dialogues help me to express better and with more fluency.
Totally agree Agree Neither agree nor disagree
Disagree Totally disagree
8. I consider that my level in oral expression is not fully developed yet.
Totally agree Agree Neither agree nor disagree
9. Teacher uses some extra material to work in oral expression class.
Totally agree Agree Neither agree nor disagree
Disagree Totally disagree
Disagree Totally disagree
Disagree Totally disagree
10. I will support the introducing of a new didactic material.
Totally agree Agree Neither agree nor disagree
44
ITEM N° 1.- I communicate my doubts and opinions in the second language.
CHART N° 3
I communicate my doubts and opinions in the second language.
ITEM INDICATORS STUDENTS PERCENTAGES
1
Totally disagree 20 47,6 %
Disagree 8 19,0 %
Neither agree nor disagree 7 16,7 %
Agree 5 11,9 %
Totally agree 2 4,8 %
Total 42 100 %
Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa
“Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
GRAPHIC N° 1
Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa
“Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
COMMENT
Forty seven point six percent of the students cannot communicate their
doubts and opinions in the second language, due to the fact that they considered
that its level is low and they unknown the vocabulary to express themselves.
47,6%
19,0%
16,7%
11,9%
4,8%Totally disagree
Disagree
Neither agree nordisagree
Agree
Totally agree
45
ITEM N° 2.- I think that oral expression is essential to put in practice in class.
CHART N° 4
I think that oral expression is essential to put in practice in class.
ITEM INDICATORS STUDENTS PERCENTAGES
2
Totally disagree 0 0,0 %
Disagree 1 2,4 %
Neither agree nor disagree 4 9,5 %
Agree 16 38,1 %
Totally agree 21 50,0 %
Total 42 100 % Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa
“Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
GRAPHIC N° 2
Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa
“Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
COMMENT
Fifty percent of the students think that oral expression is essential to put in
practice in class, since that learning a second language will help them to fulfill a
good job in the future.
0,0% 2,4%
9,5%
38,1%
50,0%
Totally disagree
Disagree
Neither agree nordisagree
Agree
Totally agree
46
ITEM N° 3.- It is important to practice dialogues in class.
CHART N° 5
It is important to practice dialogues in class.
ITEM INDICATORS STUDENTS PERCENTAGES
3
Totally disagree 1 2,4 %
Disagree 3 7,1 %
Neither agree nor disagree 8 19,0 %
Agree 11 26,2 %
Totally agree 19 45,2 %
Total 42 100 % Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa
“Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
GRAPHIC N° 3
Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa
“Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
COMMENT
Forty five point two percent of students of eighth grade of General
Education, section “B” consider that is important to practice dialogues in class
because in this way they will improve their speaking and the intonation too.
2,4% 7,1%
19,0%
26,2%
45,2%
Totally disagree
Disagree
Neither agree nordisagreeAgree
Totally agree
47
ITEM N° 4.- Dialogues help to develop oral expression.
CHART N° 6
Dialogues help to develop oral expression.
ITEM INDICATORS STUDENTS PERCENTAGES
4
Totally disagree 1 2,4 %
Disagree 1 2,4 %
Neither agree nor disagree 6 14,3 %
Agree 15 35,7 %
Totally agree 19 45,2 %
Total 42 100 % Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa
“Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
GRAPHIC N° 4
Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa
“Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
COMMENT
Forty five point two percent of the students of this educational unit totally
agree about dialogues help to develop oral expression, since that is an activity
easy to put in practice among classmates and they feel confident doing it.
2,4%2,4%
14,3%
35,7%
45,2%
Totally disagree
Disagree
Neither agree nordisagree
Agree
Totally agree
48
ITEM N° 5.- I have some difficult when I express my ideas in English in front of
the class.
CHART N° 7
I have some difficult when I express my ideas in English in front of the class.
ITEM INDICATORS STUDENTS PERCENTAGES
5
Totally disagree 1 2,4 %
Disagree 2 4,8 %
Neither agree nor disagree 4 9,5 %
Agree 19 45,2 %
Totally agree 16 38,1 %
Total 42 100 % Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa
“Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
GRAPHIC N° 5
Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa
“Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
COMMENT
Forty five point two percent of the students agree and affirm that they have
some difficult when they express their ideas in English in front of the class
because they feel afraid to say something bad or cannot pronounce correctly.
2,4% 4,8%9,5%
45,2%
38,1%
Totally disagree
Disagree
Neither agree nordisagree
Agree
Totally agree
49
ITEM N° 6.- I have more participation when performing dialogues.
CHART N° 8
I have more participation when performing dialogues.
ITEM INDICATORS STUDENTS PERCENTAGES
6
Totally disagree 1 2,4 %
Disagree 1 2,4 %
Neither agree nor disagree 3 7,1 %
Agree 18 42,9 %
Totally agree 19 45,2 %
Total 42 100 % Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa
“Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
GRAPHIC N° 6
Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa
“Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
COMMENT
Forty five point two percent of the students totally agree about they have
more participation when performing dialogues since that they perform the activity
among them and not in front of the class and in this position do not feel afraid to
commit some error.
2,4% 2,4%7,1%
42,9%
45,2%
Totally disagree
Disagree
Neither agree nordisagreeAgree
Totally agree
50
ITEM N° 7.- Performing dialogues help me to express better and with more
fluency.
CHART N° 9
Performing dialogues help me to express better and with more fluency.
ITEM INDICATORS STUDENTS PERCENTAGES
7
Totally disagree 0 0,0 %
Disagree 1 2,4 %
Neither agree nor disagree 6 14,3 %
Agree 16 38,1 %
Totally agree 19 45,2 %
Total 42 100 % Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa
“Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
GRAPHIC N° 7
Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa
“Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
COMMENT
Forty five point two percent of the students of eighth grade of General
Basic Education, section “B” of the Unidad Educativa“Vicente Rocafuerte” totally
agree; 38,1 % agree about of performing dialogues help them to express better
and with more fluency because they do it in their places speaking at the same
time with their classmates and they help each other when they unknown some
word or they do not how pronounce it.
0,0% 2,4%14,3%
38,1%
45,2%
Totally disagree
Disagree
Neither agree nordisagreeAgree
51
ITEM N° 8.- I consider that my level in oral expression is not fully developed yet.
CHART N° 10
I consider that my level in oral expression is not fully developed yet.
ITEM INDICATORS STUDENTS PERCENTAGES
9
Totally disagree 2 4,8 %
Disagree 2 4,8 %
Neither agree nor disagree 8 19,0 %
Agree 17 40,5 %
Totally agree 13 31,0 %
Total 42 100 % Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa
“Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
GRAPHIC N° 8
Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa
“Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
COMMENT
Forty point five percent of the students of eighth grade agree and
considered that their level in oral expression is not fully developed yet since that
they considered that their pronunciation is not good and they have some difficult
when they are performing activities in class.
4,8% 4,8%
19,0%
40,5%
31,0%Totally disagree
Disagree
Neither agreenor disagreeAgree
Totally agree
52
ITEM N° 9.- Teacher uses some extra material to work in oral expression class.
CHART N° 11
Teacher uses some extra material to work in oral expression class.
ITEM INDICATORS STUDENTS PERCENTAGES
10
Totally disagree 16 38,1 %
Disagree 13 31,0 %
Neither agree nor disagree 6 14,3 %
Agree 5 11,9 %
Totally agree 2 4,8 %
Total 42 100 % Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa
“Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
GRAPHIC N° 9
Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa
“Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
COMMENT
Thirty eight point one percent of the learners totally disagree about teacher
uses some extra material to work in oral expression class because they only use
the textbook that the government give them.
38,1%
31,0%
14,3%
11,9%
4,8%
Totally disagree
Disagree
Neither agreenor disagreeAgree
Totally agree
53
ITEM N° 10.- I will support the introducing of a new didactic material.
CHART N° 12
I will support the introducing of a new didactic material.
ITEM INDICATORS STUDENTS PERCENTAGES
11
Totally disagree 1 2,4 %
Disagree 2 4,8 %
Neither agree nor disagree 8 19,0 %
Agree 12 28,6 %
Totally agree 19 45,2 %
Total 42 100 % Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa
“Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
GRAPHIC N° 10
Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa
“Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
COMMENT
Forty five point two percent of the students totally agree about they will
support the introducing of a new didactic material since that will help them to
improve their level of speaking in a second language.
2,4% 4,8%
19,0%
28,6%
45,2%
Totally disagree
Disagree
Neither agree nordisagreeAgree
Totally agree
54
TRIANGULATION OF RESULT OF INSTRUMENTS OF INVESTIGATION
Through the application of the different instruments of the investigation
such as the observation, interview and survey performed to the students and
teacher of the Unidad Educativa “Vicente Rocafuerte” and later their analysis, it
was evidenced the deficiencies in the treatment of the dialogues in oral
expression.
Most of the students know that they have some deficiencies in the process
of learning of the second language and their level is not the indicated to the
course in which they are studying. In spite of all deficiencies that they have,
learners are interested in increasing their knowledge and improving their skills,
overall their speaking. They are conscious that feel confident during the
performing of dialogues in pairs.
CHI SQUARE TEST
OBJECTIVE: To note quantitatively the relation between the independent
variable and dependent.
INDEPENDENT VARIABLE: Dialogues
DEPENDENT VARIABLE: Oral Expression
CHART N° 13.- Influence of dialogues on the oral expression.
Casos
Válido Perdidos Total
N Porcentaje N Porcentaje N Porcentaje
It is important to practice
dialogues in class. * A
system of activities based on
dialogues will improve my
speaking skill.
42 100,0% 0 0,0% 42 100,0%
Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa “Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
55
CHART N° 14.- Influence of dialogues on the oral expression.
Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa “Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
GRAPHIC N° 11
Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa “Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
56
CHART N° 15.- Results of Chi Square Test.
Pruebas de chi-cuadrado
Valor gl
Sig. asintótica (2
caras)
Chi-cuadrado de Pearson 118,704a 16 ,000
Razón de verosimilitud 65,722 16 ,000
Asociación lineal por lineal 26,586 1 ,000
N de casos válidos 42
a. 23 casillas (92,0%) han esperado un recuento menor que 5. El
recuento mínimo esperado es ,02.
Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa “Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
After the application of the Chi Square, it can notify that the value of P is
less than 0,05. It can deduce that exists a relation between the independent
variable and dependent variable. It means that dialogues have influence on oral
expression.
CORRELATION OF VARIABLES TEST
Another test which was applied to this research project was the correlation
of variables test which it can verify the relation between both variables. According
to results from Pearson, it can show that the independent variable, in this case
the dialogues have influence in the oral expression which is the dependent
variable.
57
CONCLUSIONS AND RECOMMENDATIONS
CONCLUSIONS
It was noticeable that learners have some deficiencies in the development
of activities based on oral expression since that they do not perform it
consequently.
Another factor which students feel discomfort to participate in front of class
is their bad pronunciation in the second language.
They feel more confident at the moment of performing activities based on
dialogues in pairs.
It was evident that students use the textbook which is given by the
government such as unique material to study the second language.
RECOMMENDATIONS
It is advisable that students develop consequently more activities based
on oral expression for that students develop this skill.
It is recommendable use activities which students feel more confident to
practice their speaking skill.
It is important that activities are liked of the students with updated topic.
The implementation of a brochure based on system of activities with
dialogues will help to increase the level of oral expression of the students.
58
CHAPTER IV
THE PROPOSAL
TITLE
SYSTEM OF ACTIVITIES BASED ON DIALOGUES TO IMPROVE THE
LEVEL THE ORAL EXPRESSION.
JUSTIFICATION
This proposal arose after results obtained after of application of the several
instruments of investigation like a survey to the students, an interview to the
teacher and some observations to the class of the students of eighth grade of
General Basic Education, section “B” of the Unidad Educativa “Vicente
Rocafuerte” focus on oral expression.
Besides, it was verified the low level on speaking that students have in the
process of learning and overall in the development of the class, in special in the
speaking class since that they showed some difficult to express their ideas, and
the lack of an update material to reinforce their knowledge. For that reason, it was
decided the design of a system of activities based on dialogues to improve their
level in the oral expression.
OBJECTIVES
GENERAL OBJECTIVE
To improve the level in oral expression by means of a system of activities
focus on dialogues.
SPECIFIC OBJECTIVES
To use several situations in the daily routine to reinforce their speaking.
59
To improve the oral expression by means of the use of the types of
dialogue.
To motivate the use of the code of conduct in a dialogue
THEORETHICAL ASPECTS
In the theoretical foundation, it was based on Mubarokah (2014), who
states that oral expression is the skill and capacity which have human beings to
transmit information through the verbal communication. It is the base of
communication among people owing to the fact that speaker is clear and specific
when they share an idea or give a message to receptor.
Besides, Heather Evans (2015), comments that the objective in the
learning of a second language is to have the ability to communicate with other
people since that is essential the development of this skill because it allows the
development of the thinking and the language.
Moreover, according to Literary Devices (2018), mentions that a dialogue
is a literary technique that writers use in their stories two or more characters to
have a conversation among them. In the literature, it can be a conversation or
written exchange conversation in group or between two or more people towards
to a specific topic
From the philosophical point of view, it is focused on the axiology, it
wants to say that people in general, can be children or adults always have to be
in contact with the values. The children must be always put in practice several
values when they are doing activities or learning in the school.
It is very essential that learners during the process of the learning, they put
in practice values, overall the respect, the responsibility and the honesty because
they conduct them to keep a good relationship with the other.
Tomar (2014), in her investigation focused on Axiology in teacher
education: Implementation and Challenges indicates that
60
Value based on education is a key to a dimension of building peace, social
conduct, justice, tolerance and intercultural understanding. For real
progress of a country, it is important to develop values in all citizens and
to achieve this objective, teacher plays an important role. Teachers are the
key to know or understand a nation. To do the significant development in
a nation or society, people have to look towards teachers. (p. 52)
It is necessary to emphasize the importance of the oral expression in the
human beings since that is the way to communicate more efficient and quick. It
is important to make emphasis since that by means of oral expression people can
exchange several information, knowledge, feelings, and so on. It is also unique
because only human beings can develop and learning to speak in a natural way.
In psychological foundation, it is important to remark in this research
project that learners who are learning a second language, they develop the verbal
intelligence or linguistic. It is the ability to use the word, by means of sounds,
phonetics and articulation too.
According to Mubarokah (2014), establishes that oral expression is the
base to communicate between people, and considers it very important in the
development of learning of a second language since that allows to people or
learners be able to communicate and transmit by themselves information or
performing situations or roles of play into the class.
The sociological foundation is based on the sociology which is the
science that studies the development of people into the society and their
interaction with others in a social environment. It can say that sociology has an
important role in the process of learning of the students in their scholar life
because it involves not only students, it involves teachers, authorities, parents
and the educational community too.
Byrne cited by Rodriguez (2010), emphasizes that “social foundations
make reference to the individuals inside the groups and communities that they
61
are involved in, by exerting specific roles of behavior that give a positive and
negative meaning to the personal achievement” (p. 19).
It can deduce that the science of the sociology fulfills an essential role in
the process of development of the people. It is about the interaction of them into
of the society since that people are capable of development in different ways by
means of oral expression.
In the pedagogical foundation, it was based on Clark (2011), according
his research the best known in the foreign language curriculum approach which
gave rise to the traditional teaching as a pedagogical theory is the communicative
approach. It means that the content taught is expressed in terms of the different
elements of phonology, grammar and vocabulary, which make up the particular
language. These are staggered so simple to complex regarded estimated and
then woven into a graded series of texts created or chosen for exemplify them.
In addition to that, Spratt, Pulverness and Williams (2011) make reference
a productive skill which student should develop. This is oral production which it
allows to learners interact with other people orally with the purpose of transmitting
a message or their ideas and feelings, since that one of the most important skill
in the learning of a second language and difficult skill to develop is oral
expression, because in some educational establishments, teachers have often
used to the traditional way to teach learners which is based on repetition
consequently of the same word and the memorization of dialogues which in some
cases learning an incorrect intonation and they sound like a robot.
According to linguistic foundation, it can mention to Morozova (2012),
who remarks that oral expression is the most important skill that students have to
develop during their life due to the fact that speaking help them to express.
For that reason, it is important that in the process of learning in a second
language, students should practice most of the days with the purpose that they
lose the fair and improve their intonation and feel confident.
62
Linguistic is consider the skill to organize the verbal activity which are due
to different situations of communication, such as objectives, role relationship and
productive activities, and all this goes with concrete situations.
To conclude, in the legal foundation, it was based on LOEI, Ley Orgánica
de la Educación Intercultural (Organic Law Intercultural Education), (2013) in its
article 7 dealing with rights and duties, the students should receive free social,
psychological services and integral attention in health in all the educative circuits,
as well as receive pedagogical support and academic tutorial according to their
necessities. Therefore, the students are the first and most important characters
of this research as they are sponsored by the current regime of education of this
country.
FEASIBILITY OF ITS APPLICATION
This proposal is feasible since that according to the financial resources
are minimal to the elaboration and creation. In addition to this, in the technical
feasibility, it does not need any technological resources. Furthermore, according
to the human feasibility, it is support in the human resources of the
establishment since that the teacher and the students are the beneficiated
because they will receive a system of activities that will help in the process of
teaching and learning in oral expression.
In legal feasibility, such as mentioned in the chapter II, it was based on
Constitution of Ecuador (2008), which indicates in the section five focused on
education in the article twenty - six that
Education is a right of persons throughout their lives and an unavoidable
and mandatory duty of the State. It constitutes a priority area for public
policymaking and state investment, the guarantee of equality and social
inclusion and the indispensable condition for the good way of living.
Persons, families and society have the right and responsibility to
participate in education. (P. 27).
63
To conclude, in the educational policy, it is based on The National Good
Living Plan, (2013 - 2017) which the state is in charge of the matters and the
involvement of the students in a participatory society. It points out in its article 26
that
Education is people’s lifelong right and an unavoidable, inexcusable duty
of the State. It is a priority area for public policy and for public investment,
to guarantee equality and social inclusion, as a prerequisite for Good
Living. People, families and society have the right and the responsibility
to participate in the educational process, (p. 61)
DESCRIPTION OF THE PROPOSAL
This proposal was designed with the goal of improving the level of oral
expression in the students of eighth grade of General Basic Education, section
“B” of the Unidad Educativa “Vicente Rocafuerte” through the creation of a system
of activities based on dialogues which have different activities that will allow the
reinforcement of the knowledge into the class.
Teacher can use and apply the different activities to the beginning or at
the end of each unit or block in the second quimestre. In the application of this
system, learners are going to have many advantages since that they increase
and strengthen their vocabulary, improve their pronunciation, reinforce their
intonation and will have a good social interaction with their classmates.
Furthermore, it contains a brief introduction that is based on aspects of its
structure. Moreover, it contains a methodological recommendation which is very
important because it is going to help to the teacher to how use it in the class.
64
CONCLUSION
The usage of this proposal will help to students of eighth grade of General
Basic Education, section “B” of the Unidad Educativa “Vicente Rocafuerte” to
improve and strengthen their knowledge in the process of learning of a second
language overall in oral expression skill through the application of different
activities focused on dynamic dialogues which are designed to improve the
pronunciation, the intonation and the self – confidence of the students. In addition
to this, it remarks that students will use the vocabulary learned in a previous class
and in the process they are going to learn new words and will expand their
vocabulary.
65
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A+MEJORAR+LA+EXPRESION+ORAL+EN+EL+GRADO+4%C2%B0+D
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communication/
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en-la-educacion
Gadamer, H. (2001). Verdad y Metodo. Truth and Method. P. 477.
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1 depok. Retrieved from http://eprints.uny.c.id/16074/
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1 depok. Retrieved from http://eprints.uny.c.id/16074/
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Spratt. Mary. Pulverness. Alan. And Williams. Melanie. (2011). TKT Teaching
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ANNEX
I
ANNEX
II
ANNEX
III
Source: Tutorials with the academic adviser of the research project Authors: Roldán Mónica and Viejó Johanna
Source: Unidad Educativa “Vicente Rocafuerte” Authors: Roldán Mónica and Viejó Johanna
Source: application to the interview to the teacher of the Unidad Educativa “Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
Source: application to the observation guide to students and teacher of eighth grade of General Basic Education, section “B”
of the Unidad Educativa “Vicente Rocafuerte” .Authors: Roldán Mónica and Viejó Johanna
Source: application to the survey to students of eighth grade of General Basic Education, section “B” of the Unidad Educativa
“Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
Source: Students of eighth grade of General Basic Education, section “B” of the Unidad Educativa “Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna
ANNEX
IV
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
Fiscal
Section: ___________
Mixed
Time: Start:
1 2 3 4 5
Sustenance:
OBSERVATION SHEET
Institution:
Objective: Observe and analyze the teaching process that employs the teacher and the activities that do the
students in the development of dialogues in oral expression.
Schedule: _____________________
Type:
Subject:
Topic:
Finished:
Attention forms: Presencial (X) Semi-presencial ( )
Date: _______________________
________________________________________________________________________
English___________
Indicators: 1. Totally desagree; 2. Disagree; 3. Neither agree nor disagree; 4. Agree; 5. Totally agree.
TEACHER
• Encourages the students to perform dialogues during the
class.
• Uses correctly the process of learning.
•Stimulates the students to apply some techniques to put in
practice in the development of a dialogues.• Employs a system of activities that support the development of
oral expression.
STUDENTS
• Understand the process of learning of the teacher.
• Perform dialogues during the class.
• Use some extra material based on dialogues to improve oral
expression.
• Put in practice some techniques in the development of a
dialogues.
INTERVIEW TO THE TEACHER
Objective: Determine the deficiencies and potentials that are presented in the students of eighth grade, section "B" of the Unidad Educativa "Vicente Rocafuerte" during the development of dialogues in oral expression class.
Questions
1. What techniques or methods do you put in practice during the
development of speaking class? ¿Why?
2. Do you think that students have the appropriate oral expression level
according to their grade’s scholar? Why?
3. Do you consider important doing dialogues in a speaking class to your
students? Why?
4. What benefits have to put in practice dialogues in the learning oral
expression?
5. Would you like to receive a system of activities based on dialogues to
improve the speaking skill in the students? Why?
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
SURVEY TO STUDENTS
Objective: To determine quantitatively the knowledge that have the students of eighth grade,
section “B”, of the Unidad Educativa “Vicente Rocafuerte” about dialogues in the development of
oral expression.
From the following statements mark an X in the alternative according their opinion.
1. I communicate my doubts and opinions in the second language.
Totally agree Agree Neither agree nor disagree
Disagree Totally disagree
2. I think that oral expression is essential to put in practice in class.
Totally agree Agree Neither agree nor disagree
Disagree Totally disagree
3. It is important to practice dialogues in class.
Totally agree Agree Neither agree nor disagree
Disagree Totally disagree
4. Dialogues help to develop oral expression.
Totally agree Agree Neither agree nor disagree
Disagree Totally disagree
5. I have some difficult when I express my ideas in English in front of the class.
Totally agree Agree Neither agree nor disagree
Disagree Totally disagree
6. I have more participation when performing dialogues.
Totally agree Agree Neither agree nor disagree
Disagree Totally disagree
7. Performing dialogues help me to express better and with more fluency.
Totally agree Agree Neither agree nor disagree
Disagree Totally disagree
8. I consider that my level in oral expression is not fully developed yet.
Totally agree Agree Neither agree nor disagree
9. Teacher uses some extra material to work in oral expression class.
Totally agree Agree Neither agree nor disagree
Disagree Totally disagree
Disagree Totally disagree
Disagree Totally disagree
10. I will support the introducing of a new didactic material.
Totally agree Agree Neither agree nor disagree
ANNEX
V
ANNEX
VI
ANNEX
VII
ANNEX
VIII
ANNEX
XI
PROPOSAL
DIALOGUE with me
Roldán Mónica and Viejó Johanna
1
INTRODUCTION
“Dialogue with me” is a system activity is focused on
dialogues which will help to students of eighth grade of General
Basic Education to develop the oral expression skill. As well as,
it will allow them to acquire vocabulary and strengthen their
vocabulary background.
This contains three units, and each unit is formed by
several activities based on dialogues according to the
necessities of the students. During the process of development
of these exercises, learners will improve their pronunciation,
intonation and their social relation too.
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TABLE OF CONTENT
Introduction
Table of content
UNIT 1
MEETING PEOPLE
Reading
Think about
Human Bingo
UNIT 2
PLACES
Role play
Preposition
UNIT 3
FIRST DAY
Comment
Practicing
Sequence
UNIT 4
NATIONALITIES
3
Tongue Twister
Teammates
Create
UNIT 5
CLOTHES
Board game template
To sing
Own conversation
UNIT 6
ADJECTIVES
Dialogue
Describe the image
List of adjectives
One word stories
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UNIT 1
MEETING PEOPLE
Read the following dialogue and comment the situation.
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THINK ABOUT!
Do you believe that the human beings are
responsible for the pollution?
________________________________________________________
________________________________________________________
HUMAN BINGO
A similar activity to ‘Find someone who’ but allows for more personalization is
‘Human Bingo’. Students mingle and ask questions using the prompts suggested by
students at the start of a class. If the answer to their questions is yes, they write the
name of the student who came up with the prompt. If the answer is not, they continue
asking. The first one to fill a straight line (horizontally, vertically, diagonally) wins.
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UNIT 2
PLACES
Read the dialogue and role play with a partner.
Maia: What's wrong, Jin? You look worried!
Jin: Well, my sister is coming to visit me this weekend.
Maia: Oh! That's great!
Jin: No! No it isn't! I have spent most of my time studying and working.
I don't know what to do in this city!
Maia: I have done lots of stuff in the city! You don't need to be so
anxious.
Jin: Really? You can help? Wow, thank you, Maia!
Maia: No problem, Jin! I'd be happy to give you some ideas.
Jin: OK, let's go!
Maia: So, what does your sister like? Clubs? Bars? Concerts?
Jin: Um, museums and architecture. Maybe I should do this on my own
after all.
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PREPOSITIONS
Describe to your friend how to arrive to your home. You can use
the following prepositions of place. EXAMPLE:
Student 1: Hello, _______ how are you?
Student 2: Very good, and you?
Student 1: Very good also, are you going to come home?
Student 2: Yes, of course.
Student 1: Do you remember how to come?
Student 2: I don´t remember well, can you repeat me please?
Student 1: Yes, sure. My home it´s a white blue house located next to
a school, in front of a gas station.
Student 2: Thanks! See you.
Student 1: Bye, see you later
Across from
Behind
Between
Next to
On
On the corner of
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UNIT 3
First day Read the following dialogue and comment the situation
Sage: Hey Brian, what's up? How are your classes going?
Brian: They're not. No matter how much I try, I just can't seem to get anything done.
Sage: Sounds like you have some stuff happening. Do you have any idea what's
up?
Brian: No. I'm just really confused about what I need to know for class and I can't
seem to get going. I can't stay focused. I'm really tired and sometimes I even fall
asleep in class.
Sage: Why don't you take a break now and I'll try to calm you down a little. I know
some stress relief methods.
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Brian: That sounds great, if you don't mind helping me out.
Sage: No problem. Let's start with a few questions. Do you think you get enough
sleep at night?
Brian: Not really. I have to work and study, so I probably only get about four or five
hours if I'm lucky.
Sage: What about exercise? You should try to exercise at least three days a week.
Brian: The only exercise I get is walking back and forth to class.
Sage: Hmmmm... What about your friends? talking to my friends, it really cheers me
up.
Brian: Well, I used to talk to my friends all the time, but I've sort of lost touch with
them.
Sage: Is something worrying you? Something is making you hard to concentrate?
Brian: I guess I'm worried about grades, or work.
Sage: How do you feel after you're done listening to music?
Brian: I feel a little more relaxed. Sometimes it puts me to sleep.
Sage: Maybe you should run AND listen to music!
PRACTICING You are in your first day of job, and your boss introduce you to your coworkers. Put in practice, the connectors in the box. EXAMPLE:
A: Good morning ________ welcome to your new job.
B: Good morning Mr.
A: Come to meet your new coworkers.
First
Then
After
Finally
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B: She is ________ She is very friendly.
A: Nice to meet you _________
B: He is _________ he is very energetic and talkative.
B: She is _________ shy and patient.
A: Nice to meet you all. I hope to spend good time with you.
SEQUENCY Look at the picture and imagine the sequence. Then, perform with your partner.
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UNIT 4
Nationalities TONGUE TWISTER Repeat the sentence bit by bit after the teacher. Practice saying it. how fast
can you say it?
Teacher: seashore
Learners: seashore
Teacher: by the seashore
Learners: by the seashore
Teacher: seashells by the seashore
Learners: seashells by the seashore
Teacher: She sells seashells by the seashore
Learners: She sells seashells by the seashore
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A big black bug bit a big black dog on his big black nose
Kitty caught the kitten in the kitchen
The big bug bit the little beetle, but the little beetle bit the big bug
back
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TEEMMATES Work in teams of five. Ask your teammates questions to complete the chart below.
What is your name?
What is your nationality?
What is your date of birth?
What is your occupation?
What was your last job?
"MY FRIEND PETER"
My friend's name is Peter. Peter is from Amsterdam, in Holland. He is
Dutch. He is married and has two children. His wife, Jane, is American.
She is from Boston, in the United States. Her family is still in Boston,
but she now works and lives with Peter in Milan. They speak English,
Dutch, German, and Italian!
Their children are pupils at a local primary school. The children go to
school with other children from all over the world. Flora, their daughter,
has friends from France, Switzerland, Austria, and Sweden. Hans, their
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son, goes to school with students from South Africa, Portugal, Spain,
and Canada. Of course, there are many children from Italy. Imagine,
French, Swiss, Austrian, Swedish, South African, American, Italian,
Portuguese, Spanish, and Canadian children all learning together in
Italy!
CREATE
Based on a short story, ask them to imagine a key conversation between characters
in a specific part of the story.
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UNIT 5
Clothes BOARD GAME TEMPLATE Play and enjoy it!
When you land on a picture, say the word. For example, “skirt” and make a
sentence. For example: “I love skirts!”.
The first person to reach the ‘FINISH!’ square is the winner!
TO SING
WHERE ARE THE CLOTHES
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OWN CONVERSATION Based on a song: The singer is singing to some specific things. Imagine the
conversation they have following the song.
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UNIT 6
Adjectives Read the following dialogue and with a partner comment the adjectives what you found.
DESCRIBE THE IMAGE Look at each image and describe them using several adjectives
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ONE WORD STORIES
Each student adds a word to create a group story.
The teacher can begin by saying the first word and in a circle each student
adds the next word, without repeating what has come beforehand.
Good starting words are 'Suddenly' or 'Yesterday' to force the story into the
past tense.
It is great for highlighting word collocations and practicing word order. The
stories can develop in any number of ways. Some groups may need the
teacher to provide punctuation and decide that the sentence should end and
a new one should begin.
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BIBLIOGRAPHY REFERENCES
Warfield, Anna. (2008). Dialogue between two friends. Storyboard That. Retrieved
from https://www.storyboardthat.com/blog/e/dialogue-between-two-friends
Easy English Conversations. Retrieved from http://www.english-for-
students.com/Easy-English-Conversations.html
ThoughtCo. (nn). How to use dialogues in class. Retrieved from
https://www.thoughtco.com/how-to-use-dialogues-in-class-1212184
Lavery Clare. (2010). Having fun with dialogues. Teaching English. British Council.
Retrieved from https://www.teachingenglish.org.uk/article/having-fun-
dialogues
Trowbridge, Sally. (2010). Learn English Kids. Kids and speaking. Teaching English.
British Council. Retrieved from
https://www.teachingenglish.org.uk/article/kids-speaking
Budden, Joanna. (2010). Circle games. Teaching English. British Council. Retrieved
from https://www.teachingenglish.org.uk/article/circle-games
Weatherall Peter. (N/N). Clothes song. Retrieved from
https://www.slideshare.net/Merceditasperez/the-clothes-song-lyrics-12525606
Cambridge University Press. (October, 2015). World of better learning. Retrieved
from http://www.cambridge.org/elt/blog/2015/10/14/tell-dialogues-speaking-
practice/
Penn State University. (August, 2017). Student Conversation about Stress
Management. Online learning tutorials for essential college skills. It Learning
and development. Retrieved from
http://tutorials.istudy.psu.edu/stressmanagement/stressmanagement2.html