Pedagogical Research II

8/13/2019 Pedagogical Research II

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PEDAGOGICAL RESEARCH II

English night VI semester

Profesor: Claudia

Students: Carlos Augusto Quintero

OBSERVATION

The first observation was in Jorge Eliecer Gaitan high school six grade at 10

am, I observed that the topic class was the daily routine. The teacher had asked

to the students bring some flash card about the daily routine to the class a few

days ago, so she checked this material to the students but the most of them did

not bring the flash card, then she use the flash card for explaining the variation

of the verb in third person, they had to write sentences in third person and in

first person on the back the flash card, she worked with the whole class,

therefore most of the students did not do the activity, finally she wrote a list of

18 common daily routine for the students write them on the flash card.

In this classroom there are many behavior characteristic, for example the

students speak very loud, they do not do the homework and leave the

classroom when they are bored, in the other hand, the teacher could not catch

the attention of all the students, besides the students were not pay attention in

the lesson therefore only three or four students participate in the class, besides

she work with whole class. she stand up in the front of the board and explainthe topic like a presentation. Moreover, she use different materials in order to

work with the students. they are in a passive state, and they do not pay

attention to the lesson, and during the lesson she does not speak English all the

time. when she speak in English she translate and speak very slow, then

students pronouns some words or short phrases in English, but most of the time

the students and teacher speak in their mother tongue.


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Last Observation Analysis

On the fourth observation, the class is based on practice and review previously

learned verbs and vocabulary, during the entire class the teacher makes a class

participation activity randomly ask students about the vocabulary, after almost

finishing the class she makes an introduction on the use of verbs in the third

person and leaves work at home, make sentences to third persons.

During this activity, students work individually, and had a large share in the

activity they most wanted to express, and it showed that those who sat at the

front of the room participated more than the back, but the teacher 9wanted

everyone to participate, then she did very fair activity, the teacher incorporate all

students, so motivated students did not want to participate and they did, in this

fourth observation was somewhat notorious in this group, is the change in

behavior, students now have more to pay attention to their classes.

The teacher used an average use of two languages, that is say a phrase in

English and translated immediately, and students spoke only in the second

language when asked. At the time of the activity is noticed things like thestudents say "go jome" or "mais of bed", "estudi", they pronounced in Spanish

what they wrote in English, the teacher to see that students are corrected and

corrected it, sometimes between students corrected each other, and it showed

how quickly captured the correct pronunciation.

In this class the teacher was a roll of Director that the activity she was leading

the group and used a medium high voice, to stand out and catch the attention of

students.

The students showed a role of participants, because for the most wanted

activity participate in the activity.

The teacher does not use a resource not matter because she was doing a

check of vocabulary that they had already seen, that is almost a test but in this

there was a score in between.


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STATEMENT

Why there is little development in speaking skills in a second language

acquisition?

Skills deficiency

In school sixth grade Jorge Elieser Gaitan at day morning, teaching English as

a second language has focused on learning grammar rules and translation

without regard to pronunciation, as has not existed an approach aimed at

develop the ability to communicate, that is to say only teaches students to learn

a new language but not to communicate through it, that's the reason why most

students despite knowing all the rules of grammar and enough vocabulary are

not able to sustain a conversation in that language, that is why the teaching of

pronunciation from the early grades of schooling is essential in the acquisition

and production of English as a second language.But we must also highlight the

work also miss the teacher try to include the teaching of this skill.

Research problem.

Pronunciation problems in the acquisition of English as a second language.

Justification:

This research is performed to show that in our country the teaching of a second

language is incomplete when teaching the skills of learning a second language,

and is also performed to show future teachers to teach a second language

should work all skills, because nowadays the speech skills, correct

pronunciation has remained in a second plane, thus creating a fossilization in

students when they reach an advanced education will have many problems in

this skill, and ability speech is one of the most important of learning a second


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language is the medium in which we communicate more and this means that

this should be the most developed

Deficiencies:

for the acquisition of English as a second language is not enough to teach a

rigid and stiff grammatical structure or translating large texts into their mother

tongue or filling in the blanks to complete sentences need to include a clear

pronunciation contextualized aimed at developing communication skills, it is

imperative there is a change in the way of teaching English as this far from

being a simple matter within the curriculum, this has become a necessity that

will allow us to be more competitive in this globalized world.

Audiences.

This statement is addressed to teachers and directors of educational

institutions, and also to future teachers of English to include all the skills when

teaching a second language.


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LITERATURE REVIEW

This draft is a reflection on the current situation of teaching pronunciation in the

foreign language class, paying particular attention to as it relates to the field of

little use phonics in primary schools and in the limited emphasis given to this .

Since the late nineteenth century to the present, the emphasis on the teaching

of pronunciation in teaching methods and approaches to second language and

foreign language (hereafter L2) has been fluctuating. According to Jones (in

Richards and Renandya, 2002), this education was irrelevant to the grammar-

translation approach and is taken into account for the first time to emerge Direct

Method in the 20s (Siglo XX). It reaches its peak with Audio lingual method,

which emerged in the 40s, and again lost relevance with the emergence of the

Natural Approach and Approach Communicative Language Teaching in the

"early 80s. Pronunciation is the primary medium throgh which we bring our use

of language to the attention of other people" (cursiva en el original) (Stevick

1978: 145)

Christopher J. Brumfit (1980). pp 1-9. language learning as a process that deals

with a product that is not static. Language, we can increasingly see, is not a set

of definable and prearranged tokens but a process of linguistic and cultural

negotiation of meaning. Students have to develop their innate ability to use

language for their own purposes in interaction with the purposes of other

language users. Communicative syllabuses have been discussed partly through

a recognition of this need, but a discussion of syllabus organization is not

enough, for the methodological implications are much more important. If

languages are not, in principle, discrete, language teaching will not be served

well if it is based on the assumption that we can specify the learner's product

exactly. All syllabuses tend to concentrate on the product, or content. This

paper argues that it is time to move away from syllabus definition, which has

been adequately discussed for the current state of classroom practice. This


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means that is time to change the methodology. We cannot follow a simple

syllabus for teaching a second language. We need to create the need of

communication into the students, because a language does not have to do only,

whit structure and grammar, it has to do with the culture knowledge of the

English language.

Celce-Murcia et al. (1996: 7): ...both empirical and anecdotal evidence indicates

that there is a threshold level of pronunciation for nonnative speakers of

English; if they fall below this threshold level, they will have oral communication

problems no matter how excellent and extensive their control of English

grammar and vocabulary might be. An effective message depends to a large

extend in how do you give this message. That is why the importance of the

pronunciation inside of the communicative approach. Pronunciation mastering a

second language requires the muscle use and movements different from those

used in the pronunciation of L1. The pronunciation correction is synonymous to

be physically fit, which can be reached through of instruction and proper

training, but above all, by doing (D'Introno and Weston, 1996: 3).

In most of the cases the teacher and the students unknown how use the

articulations, or what are the articulations, that they need for getting a better

pronunciation. Also students need to learn about intonation and respect the

silent into a conversation, because all these factors interfere in the learning of

pronunciation processes.

Several authors have created variety of teaching methods of the second

language that can be useful in the teaching of pronunciation, and can facilitate

learning in children since they can produce in an educational, innovative and

entertaining.

The audio-lingual method, emerged in the mid of this century in the United

States, from the creation of the Movement Reformista2 (according to some

researchers in the field (Howatt 1984, among others)), attaches great


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importance to pronunciation, which is explicitly taught from the beginning. As

that the Direct Method, the teacher (or recording) models a sound, word or

phrase and repeat students trying to imitate. However, Unlike one (the direct),

the teacher makes use of phonetic information, as the AFI (Al fabeto

International Phonetic), or posters demonstrating the articulation of sounds. The

typical exercise used is the "minimal pair drill" (minimal pairs exercise),

reflecting the notion of linguistic contrast structural. It begins by presenting

these three minimal pairs for the student will listen. Then make auditory

discrimination exercises: the student hears two words and must decide if they

are identical or minimal pairs and given a written list of these minimal pairs for

him to indicate which sound was used. Then proceeds to the oral exercise:

Students. The Total Physical Response (Total Physical Response), proposed

by Asher (1977), as are the natural (and Terrell Krashen 1983) was based on

the principle that before the student begins to produce (orally), should be limited

to listening for a period significant, therefore, argue its proponents, not be

pressured to speak, he can concentrate their efforts towards internationalization

of the phonological system of L2. Thus, supposedly, when you begin to speak,

his pronunciation would be excellent without having been taught explicit In

approaches "naturalists" can include the Direct Method and its Recent

"successors", Total Physical Response, and Natural method (Krashen and

Terrell 1983). The Direct Method, classic representative of the approach

intuitive-imitative, that became popular at the beginning of this century, based

the pronunciation teaching in imitation and repetition of models (teacher or

recordings). Students should strive to approximate increasing the pattern, for

which repetition is extensive and intensive key.


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Methods Collecting Data

Survey

1. Le llama la atencin la materia de ingls.

S____ No____

2. Cree que es importante aprender ingls.

S____ No____ no sabe___

3. Cules de estas habilidades se le facilita ms en la materia de ingls.

Escribir__ leer__ hablar__ escuchar__

4. Su profesor (a) les ensea a pronunciar adecuadamente las palabras.

S___ No___ a veces ____

5. Su maestro (a) les exige que hablen en ingls en el aula de clase.

S___ No___ a veces ____


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TEACHER INTERVIEW

1. How English teacher, delves into the ability of speech?

2. How often does it?

3. What elements or strategies do you use to teach speaking skills in

English?

4. Do you think it is good to emphasize the pronunciation in the primary

grades?

5. Do you think that the current methodology for the teaching of English is

adequate or think you need a change in this?


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INSTITUCION EDUCATIVA JORGE ELICER GAITAN

In these survey, will serve for the collection of important data for the analysis

and development of educational mode will be used, in this data collection, do

not reveal personal data of respondents.

STUDENTS DATA

Population

students Teacher


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In the first question you can see the little interest of students for English,

perhaps, this is one of the reasons why students do not pay attention and has a

low level of English in the classroom.

In this second graph of the survey reflected that students do not know whether

or not it is important to learn English and almost a third of students say it is not,

this also reflects the lack of interest of students in English, because to believe it

is not important a subject, also think it is not important to pay attention.

27%

73%

1. Are you draws attention the subject

English?

yes

no

16%

22%

62%

2. Do you think it is important to

learn English?.

yes

no

don't know


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This question focuses more on my research and shows the data I need, in this

question presents the skills that are most difficult for students and see that

speech is one of the most difficult for them, then it is where the teachers must

go deeper and when they do not is where the shortcomings appear.

In this fourth question we can see that the teacher if they delves into the ability

to which I am investigating, then the problem is happening by students or their

lack of motivation on the part of the teacher.

35%

7%8%

50%

3. Which of these skills facilitates

you more in learning English?.

writing

reading

speaking

listening

27%

14%59%

4. Does your teacher (s) taught toproperly pronounce the words?.

yes

no

some time


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On this last question shows that the teacher gives few spaces in the class so that

students develop speaking skills, which is one of the most difficult are, this

shows us that in a few cases the teacher requires them speak in English, should

promote a little bit more this ability as one of the most important because this

is why we do not communicate often.

Interview of teacher

Answers:

1. I think in the classroom must be divided the class according to the class

plan will be developed, and as a teacher I implement acquisition skills in

a second language classroom.

2. As I said before depending on class likewise incorporate speaking skills,

but I would say often.

3. Most of the time I have students speak out after me, I also use picture

cards to represent an action and they pronounce the action and if

19%

27%

54%

5. Does your teacher (s) requires

them speak English in the

classroom?.

yes

no

some time


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mispronounce correct them, or let each other be corrected as a kind of

feedback.

4. Yes, I think it is important to deepen speaking skills at school, but I have

seen that most curricula in institutions ask focus on writing and speech is

always at second base.

5. Well, as a teacher I think I am doing a good job, and as if he needed

anything to change in my classes that would improve the education of my

students, I would.

CONCLUSION

After developing this research discovered the weaknesses presented in

speaking skills in the acquisition of a second language, I showed that to

have an education, both equitable and meaningful not only in a single

skill, participation should be students and teachers, because teaching

and learning depends not only on one if not all together as an

educational unit. It should also highlight the effort of the teacher to try to

get their students because it is not easy to deal with all the students and

know how to improve their classes.

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Pedagogical Research II