UNIVERSIDAD TÉCNICA DE MACHALA

UNIDAD ACADÉMICA DE CIENCIAS SOCIALES

CARRERA DE CIENCIAS DE LA EDUCACIÓN MENCIÓN INGLÉS

TEMA: GROUP TECHNIQUES THAT TEACHERS USE IN THE TEACHING-LEARNING

PROCESS TO ACHIEVE AND INTEGRATED SIGNIFICANT LEARNING IN ENGLISH LEARNERS

TRABAJO PRÁCTICO DEL EXAMEN COMPLEXIVO PREVIO A LA OBTENCIÓN DEL

TÍTULO DE LICENCIADO EN CIENCIAS DE LA EDUCACIÓN ESPECIALIZACIÓN INGLÉS

AUTOR: SARANGO GONZA MANUEL IVAN

MACHALA - EL ORO

CESIÓN DE DERECHOS DE AUTOR

Yo, SARANGO GONZA MANUEL IVAN, con C.I. 0705175115, estudiante de la carrera de CIENCIAS DE LA EDUCACIÓN MENCIÓN INGLÉS de la UNIDAD ACADÉMICA DE CIENCIAS SOCIALES de la UNIVERSIDAD TÉCNICA DE MACHALA, en calidad de Autor del siguiente trabajo de titulación GROUP TECHNIQUES THAT TEACHERS USE IN THE TEACHING-LEARNING PROCESS TO ACHIEVE AND INTEGRATED SIGNIFICANT LEARNING IN ENGLISH LEARNERS

• Declaro bajo juramento que el trabajo aquí descrito es de mi autoría; que no ha sido previamente presentado para ningún grado o calificación profesional. En consecuencia, asumo la responsabilidad de la originalidad del mismo y el cuidado al remitirme a las fuentes bibliográficas respectivas para fundamentar el contenido expuesto, asumiendo la responsabilidad frente a cualquier reclamo o demanda por parte de terceros de manera EXCLUSIVA.

• Cedo a la UNIVERSIDAD TÉCNICA DE MACHALA de forma NO

EXCLUSIVA con referencia a la obra en formato digital los derechos de:

a. Incorporar la mencionada obra al repositorio digital institucional para su democratización a nivel mundial, respetando lo establecido por la Licencia Creative Commons Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0), la Ley de Propiedad Intelectual del Estado Ecuatoriano y el Reglamento Institucional.

b. Adecuarla a cualquier formato o tecnología de uso en internet, así como incorporar cualquier sistema de seguridad para documentos electrónicos, correspondiéndome como Autor(a) la responsabilidad de velar por dichas adaptaciones con la finalidad de que no se desnaturalice el contenido o sentido de la misma.

Machala, 13 de noviembre de 2015

SARANGO GONZA MANUEL IVAN

C.I. 0705175115

DEDICATION

To my parents, to my wife, to my sonny, and to my brothers for the unconditional support,

patient, affection and to give me the force to get to crystallize the objective.

ACKNOWLEDGE

I thank in special way to my Investigation Design Teacher, Sociologist Francisco Samuel

Sanchez Flores, to give his time and comprehension to get a correct learning, and to can

crystallize my proposed goal to become in a successful professional man

I also thank to all teachers of the academic unit because their given help in the classrooms I

have got to improve my knowledge and to can prepare to a major of quality with honesty and

confidence.

El Author.

ABSTRACT

GROUP TECHNIQUES THAT TEACHERS USE IN THE TEACHING-LEARNING

PROCESS TO ACHIEVE AN INTEGRATED SIGNIFICANT LEARNING IN

ENGLISH LEARNERS

Author: Manuel Iván Sarango Gonza

Guide: Soc. Francisco Samuel Sánchez Flores.

The general objective of this study identifies the group techniques that teachers use to

get an integrated significant learning in the English students. To talk of group techniques, we

say they are methodological resource that the teacher develop in the classroom through the

straight planning of a task group with the objective to do teaching-learning process, where the

gay is active part of the process. The significant learning is, according to the American theorist

David Ausubel, the kind of learning where a student match the new information with the

information that he has, resetting and rebuilding both information in this process. To the

development of the present project I will use the investigation like the principal skill to recollect

data. With the present project I want to help to the teachers of English to use more the group

techniques to get an integrated significant learning in English students. To this is so relevant

the group techniques study, for this reason I recommend the mayor use of these.

Keywords: meaningful learning, group techniques, teaching, students learning English

El objetivo general del presente trabajo identificar las técnicas grupales que los

docentes utilizan para lograr un aprendizaje significativo integrado en los estudiantes de

inglés. Al hablar de técnicas grupales decimos que son recursos metodológicos que el docente

desarrolla en el aula mediante la planificación consecutiva de un conjunto de tareas con la

finalidad de llevar a cabo procesos de enseñanza-aprendizaje, en los que los individuos

forman parte activa del proceso. El aprendizaje significativo es,

según el teórico norteamericano David Ausubel, el tipo de aprendizaje en que un estudiante

relaciona la información nueva con la que ya posee, reajustando y reconstruyendo ambas

informaciones en este proceso. Para el desarrollo del presente proyecto se utilizara la

investigación como principal herramienta para la recopilación de datos. Con el presente

trabajo se quiere ayudar a los docentes de inglés a utilizar más las técnicas grupales para

lograr un aprendizaje significativo integrado en los estudiantes de inglés. Con lo cual es muy

relevante el estudio de las técnicas grupales por lo que se recomienda el mayor uso de las

mismas.

Palabras claves: aprendizaje significativo, técnicas grupales, enseñanza, aprendizajes

estudiantes de inglés.

INTRODUCTIÓN

The group techniques are methodological resources that the teacher develops in the

classroom by means of the consecutive planning of a set of tasks with the purpose of carrying

out processes of education - learning, in which the individuals form a part it activates of the

process. To the moment of which the student forms a part it activates of the educational, this

process turns into the principal point, therefore the advance of the educational process will

depend on the advance so much individually as group of the students. Significant learning is

that one in that the fact that the student relates and combines the knowledge that already it

possesses with those that he is learning, bony the new knowledge. Therefore, (Coll, 2001)

indicates that:

To learn significantly supposes the possibility of attributing meaning to what it is

necessary to to learn from what already is known. This process ends in the

accomplishment of learnings that can be really integrated to the cognitive structure

of the person that he learns, with what one assures his comprehensive memorization

and his functionality. It seems to be, so, well-taken and desirable that the school

situations of education and learning chase the accomplishment of learnings as

significant as be possible, provided that his profitability is notable. (Coll, 2001)

In Ecuador, the most of the teachers do not use group techniques in the educational process,

so they do not achieve the integrated meaningful learning in the English students. In the “El

Oro Province” in the different educational units it is observed as the students of English take

their cycle of learning in individual form since the teachers do not apply the group techniques.

In such a virtue, it is necessary to stimulate the teachers to use the group techniques, due to

the fact that they constitute a basic tool in the aim to get a significant learning.

GROUP TECHNIQUES THAT TEACHERS USE IN THE TEACHING-LEARNING

PROCESS TO ACHIEVE AN INTEGRATED SIGNIFICANT LEARNING IN ENGLISH

LEARNERS

DEVELOPMENT

EXAMINATION COMPLEXIVO PRACTICAL DIMENSION

Practice Reagent to resolving

The teachers do not apply group techniques in the process of teaching learning to get an

integrated meaningful learning to the students.

What group techniques do teachers use to get an integrated meaningful learning in the English

students?

1. What does mean group techniques?

2. What is self-evaluation and the co-evaluation?

3. What are the advantages to use group techniques?

4. Group techniques that an English teacher use.

5. Feasibility of group techniques

6. What does mean significant learning?

7. How to integrate the knowledge in a significant learning?

8. Capacitation that English teachers receive according the techniques

What group techniques do teachers use to get an integrated meaningful learning in the

English students?

Group techniques that teachers used to get an integrated meaningful learning are those that

allow the exchange of ideas, and in this case since we are referring to English students, are

those in which the students can help each other in what is pronunciation, the skills of the

language and its vocabulary. They may also find new ways to search for meanings of new

words for them.

To choose the correct group techniques option to increase the meaningful learning is the

learning cycle; exploration, conceptualization and evaluation. But this technique is not always

group but the teacher needs to adapt this technique to the lesson.

Nowadays the strategies to teach a foreign language is very important. English is the language

most spoken in the world, so to study this language is necessary to get any opportunity

1. What does mean group techniques?

Group techniques are those methodological strategies that teachers can use to carry out the

tasks in which it is intended that the student is the main part of the educational process, since

it will be an active member of the same, as it says (Acosta, quoted in Rivas, 2011)

Group techniques are methodological tools that are developed through the

planning of a consecutive series of activities in order to carry out teaching-

learning processes, in which individuals play an active part of the process.

These techniques are varied depending on their purpose, the context, the

characteristics of the group, etc. (Rivas, 2011)

Also, as we read in (Lopez, 1983) :

Group techniques are advertised as the most appropriate for the changing of

attitudes. This work tries to present a psychosocial methodology, with special

attention to the controls on the experimental situation, adapted to the study of

the experimentation with groups. A summary of the research carried out in the

area of the faculty. (López, 1983)

When you work in a group, we have more option to a change of skill already that this acts

presenting a psychosocial methodology, showing a situation adapted to learning on the basis

of group experiences.

For the learning of the English language we can say that the group techniques help the

development of all language skills as well as grammar and vocabulary, due to that practiced

the self-assessment and evaluation schemes.

2. What is self-evaluation and the co-evaluation?

"The self-assessment activities must be designed to be useful for students (format, content,

complexity… ), being particularly important the immediate return, as detailed as possible, that

the learner is provided on the results obtained" (García, 2009)

You can also say that self-evaluation is a very important tool for the measurement of

knowledge that we make to ourselves.

The co-evaluation does not serve to plan, to correct and remedy our own learning, in addition

to identifying these weaknesses that we have in relation to our high schools.

In this virtue according to Pinar del Rio in its Journal of Medical Sciences.

Self-evaluation and coevaluation between other forms or techniques of

evaluation as the Interevaluacion are not private property in any subject in

particular; but tracks and instruments of all; always and when provided with the

student the necessary elements and aspects to take into account to carry them

out not only in the CPILI (practical classes comprehensive of the English

language) where they interact with greater freedom and excitement, but in all

other. (Rio, 2007)

3. What are the advantages to use group techniques?

Before mentioning the benefits of working in a group, such as background we have to say that

the work group, is neither new nor should only be give in the educational field, as they say

Zárate, Moiraghi scientific in a statement of the National University of the Northeast..

The group is not an invention of the school or by the society. It is a way to live

that arose between the different species of animals including man. In our

everyday life we live much of the time by integrating groups, this is so clear that

it is impossible to improve the education ignoring the human behavior and the

problematic nature of the groups. That is why the teaching methods that are

beyond a development group to become inconsistent with the own purposes of

education.

Group work is popular in North America and in Europe during the Second World

War, and since that time has been an employee of empirical way almost always,

in many countries through the pioneering experiences of a few schools. (Zarate,

2004)

There are a number of advantages that presents the work with group techniques, however,

the most relevant we must; we provide a study with a more formative level and with a

deeper reflection.

Working with group techniques also enables students to value and to emphasize its

performance and participation that generate these within your work group

4. Group techniques that a English teacher use.

There are a number of group techniques that teachers can use in a classroom. Among them

we have:

The dynamics.

The games.

The dialogues.

Interpretation of a text

Writing a text

Translation of a writing.

Discussion, among others.

Dynamic: This is the way or means of as predispose students to increase their emotion

and mood, with the purpose of obtaining the maximum performance in the process of

teaching and learning.

Games: These are techniques or resources that the teacher used to make learning more

enjoyable, and in turn earn more attention and interest of the student.

Dialogues: the dialogues are very helpful, because in that this technique puts into practice

the skills of oral English language (listening and speaking), you can also integrate all the

skills in this technique. Since we can raise for our students to develop their own dialog in

relation to a topic, where in addition to strengthen their skills, enrich their vocabulary and

grammar and, where the students go correcting the errors of the companions and also

learning what still do not know.

Interpretation of a text: what we call generally summary, with the difference that in this

technique the students write what they understand of the text.

Write a text: in this technique will provide students with clear ideas for the proper

performance of the text, where in addition will strengthen their skills such as: writing,

speaking, reading and listening. We must also say that the students will learn new words,

thus improving their vocabulary, and grammar that they also might not be aware of.

Translation of a text: when we ask the students translate a text on a group basis, we

should not expect less than a very good job, because that may help each other with those

words that some member of the group do not know.

Discussion: It is an act of defense and presentation of ideas with a different point of view

on any issue that is being treated. The goal of such a debate is the exposure of their points

of view in relation to a topic and know the arguments and positions of the different people

or parts.

5. Feasibility of group techniques

To choose a technical group we must take into account and consider the feasibility of the same.

So Omar Torres Proposed:

It is recommended that you take into account this element, even so we suggest,

but it is necessary to consider other criteria, in order to realize the feasibility that

you can have the use of group techniques in other contexts hitherto excluded,

either by ignorance, prejudices, tease out or other reasons. What is more,

estimating other elements, it can make us conscious of the desirability of their

non-implementation by certain circumstances so require. Some of these

elements might be, among others, the composition of the group from the point

of view ethnic, ideological, age, etc. In addition, take into account the activity

that unites the members of the group in question. Such considerations are core

to the time to consider the feasibility of the use of the techniques. (Rodriguez)

6. What does mean significant learning?

Significant Learning is one in which the student relates the knowledge you already own with

new knowledge, as we see:

Meaningful Learning is the process through which new information (a new

knowledge) is related in a way that is neither arbitrary and substantive (non-

literal) with the cognitive structure of the person that learns. In the course of the

meaningful learning, the logical meaning of the learning material will be

transformed into psychological meaning for the subject. (Ausubel, 1963 citado

en Moreira, 1997)

This teaching kind matches the knowledge that the student has with the new that they

are learning, so is method does the relationship of the knowledge.

7. How to integrate the knowledge in a significant learning?

The integration of knowledge in the meaningful learning occurs due to the fact that we can

relate those knowledge we already have with the new knowledge learning. It is as well as to

integrate a new knowledge in the learning of the English language

8. Capacitation that English teachers receive according the techniques

“In the year 2010, 108 000 teachers took at least one course. Many filed two and more. The

policy of the Ministry is to provide for several times each year, until it covers the demand for

teacher”. (Educacion, 2015)

RESULTS

The use of group techniques have helped to obtain a significant learning integrated into the

students of English, due to the fact that integrate the prior learning with the new and in turn

practiced techniques such as self-evaluation that helps the students alone are able to identify

the shortcomings that have and achieve correct them, in turn also apply the evaluation that will

help them to learn from my partner and correct those who have empty, according to his

knowledge.

The techniques that teachers most often used in a classroom are the presentations and

summaries group, however we see that the best group techniques that can be used are those

in which the student is the active part of the learning process.

The use of group techniques is vital to have a significant learning integrated, but also to ensure

that the students help between correcting existing weaknesses practicing the assessment and

cooperative learning.

Group techniques generally help obtain a meaningful learning, as we read below:

1. The strategies used by teachers in classroom, are the traditional, the dictate

of course, sometimes the participation of the student and very few teachers

employ the dynamic group, in general.

2. The technique of group dynamics is not really used in the classroom,

according to the students are not accustomed to working in groups, 56.2 % said

this, the 22.9 % said that they always do. The techniques used were: Seminar,

group work, plenary and partner dramas.

3. The type of learning that students use in the classroom is to work in groups

on a low percentage and 25% studying using the methodology of working alone

or in group. There was a greater participation of the students in this dynamic of

group work that in the other three dynamics.

4. The use of the dynamic group makes it easy to work in the classroom,

enabling it to improve the academic performance of students, it also promotes

active participation, by which prevents the natural tiredness that presents this

class of students who work in the day and studying at night.

5. The dynamic group (Seminar, group work, plenary and partner dramas)

promote integration at the level of pairs facilitating research and compliance

with the academic tasks.

6. The students before the experimentation (experimental group) prioritized the

rote learning, from the frequent use of the dynamic group, applied in class,

develop a critical learning, understanding and analytical. To the extent that it

promotes the exchange of knowledge.

7. The dynamic group (Seminar, group work, plenary and partner dramas),

facilitates the integration of the components of the classroom and the school,

and facilitates the communication of ideas, development leadership to the

extent that the leadership of working groups is given alternately.

8. Learning with the use of the dynamic group improved school performance,

before the implementation of the group dynamics the 72.92 per cent had a

performance considered good, after the experiment the group reached the

77.08 % with a performance considered as very good. (monografias.com, s.f.)

In this case the best group techniques that the teacher has to use is that allows the

integratation of the all members of the work group.

CONCLUSSIONS

The meaningful learning matches the knowledge that the student has with the new that

they are learning, so is method does the relationship of the knowledge. So

You must use the group techniques, as these can help to achieve a significant learning in

English students, integrating the knowledge of a few students with others, it is necessary to

say that to take full advantage of these techniques, we can also integrate English language

skills, and in turn will help the cooperative work.

Some teachers do not apply the group techniques due to the fact that it does not have the

necessary capacity so that they can be used, so much so that limited use only individual

techniques. In other cases, teachers apply group techniques, but not the monitor, rather than

just devote themselves to making the instructions and leave the groups into oblivion.

Education authorities are doing their work at the time of train constantly to the teachers;

however there is a need to fill with these seminars to all teaching staff of Ecuador, with greater

attention to the teachers of English, since they perform a particular job at the time that they

teach a new language.

All teachers should apply the significant learning integrated, through which will achieve a level

commensurate with the needs of the society and remembering and relating the previous

knowledge with new ones that go by collecting the student.

The integration of knowledge in the meaningful learning occurs due to the fact that we can

relate that knowledge we already have with the new knowledge learning. It is as well as to

integrate a new knowledge in the learning of the English language

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