UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS …repositorio.ug.edu.ec/bitstream/redug/43702/1/BFILO-PLL... · 2019-09-25 · Adriana López Condoy Alex Piguave Zambrano

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

SISTEMA DE EDUCACIÓN PRESENCIAL

CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL

PROYECTO EDUCATIVO

PROYECTO EDUCATIVO PREVIO A LA OBTENCION DE LA

LICENCIATURA EN LENGUA INGLESA

TOPIC

HOW TO IMPROVE THE PRESENT PERFECT TENSE THROUGH

INTERACTIVE SHORT READINGS.

PROPOSAL:

DESIGN OF A BOOKLET WITH INTERACTIVE READING FOR

IMPROVING THE PRESENT PERFET TENSE

AUTHORS:

LÓPEZ CONDOY ADRIANA DEL ROCIO

PIGUAVE ZAMBRANO ALEX FERNANDO

ADVISOR:

MSC. LARRY TORRES

GUAYAQUIL – ECUADOR

2019

II





AUTHORITIES

MSc. Santiago Galindo Mosquera MSc. Pedro Rizzo Bajaña

DECANO SUBDECANO

MSc. Sara Anaguano Pérez Ab. Sebastián Cadena Alvarado

DIRECTOR SECRETARIO GENERAL

III

Guayaquil, septiembre del 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 los integrantes Adriana Del Rocío López Condoy con C. I:

0925437816, Alex Fernando Piguave Zambrano con C. I: 0925662405

diseñaron el proyecto educativo con el Tema: how to improve the present

perfect tense throught interactive short readings.

Propuesta: design of a booklet with interactive reading for improving the

present perfect tense.

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.

Atentamente

IV

Guayaquil, septiembre de 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: tema: how to improve the

present perfect tense throught interactive short readings.

Propuesta: design of a booklet with interactive reading for improving the

present perfet tense.

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

Atentamente,

___________________________ _________________________

Adriana López Condoy Alex Piguave Zambrano

C.I: 0925437816 C.I: 0925662405

V





PROYECTO EDUCATIVO

PROYECTO EDUCATIVO PREVIO A LA OBTENCION DE LA

LICENCIATURA EN LENGUA INGLESA

TOPIC

HOW TO IMPROVE THE PRESENT PERFECT TENSE THROUGH

INTERACTIVE SHORT READINGS.

PROPOSAL:

DESIGN OF A BOOKLET WITH INTERACTIVE READINGS FOR

IMPROVING THE PRESENT PERFET TENSE

APROBADO

……………………………… Tribunal No 1

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

___________________________ _________________________

Adriana López Condoy Alex Piguave Zambrano

C.I: 0925437816 C.I: 0925662405

VI

EL TRIBUNAL EXAMINADOR OTORGA

AL PRESENTE TRABAJO

LA CALIFICACIÓN DE: ______________

EQUIVALENTE A: ______________

TRIBUNAL

______________ ______________

______________

VII

DEDICATION

To God and my dear family: Agripina Zambrano, Francisco Piguave,

Andrea Piguave, Ericka Piguave y Julian Piguave.

For their constant help, force, support and motivation for the end of this

Project.

To my parents:

Agripina Zambrano and Francisco Piguave

To my sisters:

Andrea and Ericka Piguave

To my son:

My partner and my best friend,

To my grandfather:

José Zambrano, I still need you.

To La femme des chats;

for be my inspiration and my love…

Alex Piguave Zambrano

VIII

DEDICATION

To God and my dear family: Rocío Condoy, Leonardo López, Jennifer

López and Rosa Tandazo.

For their constant help, force, support and motivation for the end of this

Project.

To my parents:

Rocío Condoy

Fernando López

To my brother:

Leonardo López

To my little sister:

Jennifer López

To my grandmother:

Rosa Tandazo, She is my principal reason to get this goal.

Adriana López Condoy

IX

ACKNOWLEDGEMENTS

I appreciate to all the people who help me to elaborate 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 grateful to:

With love: God for his guide

My parents: Agripina and Francisco for their support and

constant encouragement to achieve my goals

My sisters: Andrea and Ericka who has always been supporting

me

My son: Julián for being my strength, friend and my accomplice

My advisor: Msc. Larry Torres for his unconditional support,

without him, this project would not be accomplished.

My friends: Celeste, Fabricio, Viktor and others who supported me

at all time.

My friend and project’s partner: Adriana for the force and effort of

all those years and the dedication in this project.

My Femme des chats: For her unconditional support, for your patience,

love and for all that we have lived so far.

Alex Piguave Zambrano

X

ACKNOWLEDGEMENTS

I appreciate to all the people who have collaborated in the elaboration 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. I am so grateful

with all of them.

My grateful to:

With love: God for his guide

My parents Rocío and Fernando for their support and

constant encouragement to achieve my goals

My brother: Leonardo who has always been supporting me.

My sister: Jennifer for her comprehension and support too

My advisor: Msc. Larry Torres for his unconditional support, without

his help, this project would not be accomplished.

My friend and project’s partner:

Celeste Suarez, for her help to prepare myself and Alex

for the force and effort of all those years and the

dedication in this project.

Adriana López Condoy

XI

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO: Como mejorar el presente perfecto a través de lecturas cortas e interactivas

AUTOR/ES: Adriana del Rocío López Condoy & Alex Fernando Piguave Zambrano

TUTOR: MSc. Larry Torres Vivar

REVISORES:

INSTITUCIÓN: UNIVERSIDAD DE GUAYAQUIL

FACULTAD: Facultad de Filosofía, Letras y Ciencias de la Educación

CARRERA: Lenguas y Lingüística

FECHA DE PUBLICACIÓN: No. DE PÁGS: 160

TÍTULO OBTENIDO: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa y Lingüística

ÁREAS TEMÁTICAS: Lengua Inglesa

PALABRAS CLAVE: Lectura corta, lecturas interactivas, presente perfecto.

RESUMEN: Este proyecto de investigación está basado en la creación de un sistema de lecturas cortas, para afianzar los conocimientos del presente perfecto a los alumnos de 1 de Bachillerato General Unificado, de la Unidad Educativa “República de Venezuela” quienes mostraron falencias al momento de aprender el presente perfecto. 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 de diagnóstico y la encuesta fueron instrumentos aplicados al docente y a los estudiantes para recoger y corroborar información acerca de los conocimientos adquiridos en el presente perfecto. Los datos fueron recogidos con una muestra de treinta y dos estudiantes y un docente. Esta investigación ayudará a la mejora del presente perfecto, el aprendizaje y la manera de practicarlo.

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 Adriana López Condoy Alex Piguave Zambrano

Teléfono: 0958967731 / 2843774 0996777158 / 386-7774

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]

X

XII

REPOSITORY NATIONAL IN SCIENCE AND TECHNOLOGY

THESIS REGISTRATION FORM

TITLE Y SUBTITLE:

how to improve the present perfect tense throught interactive short readings. Design of a booklet with interactive reading for improving the present perfet tense.

AUTHOR/S: Adriana del Rocío López Condoy & Alex Fernando Piguave Zambrano

ADVISOR: MSc. Larry Torres Vivar

REVIEWERS:

INSTITUTION: UNIVERSIDAD OF GUAYAQUIL

FACULTY: Faculty of Philosophy, and Sciences of Education

CAREER: Languages and Linguistics

DATE OF PUBLISHING: NUMBER OF PAGES: 160

TITLE OBTAINED: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa y Lingüística

THEMED AREAS: English Languages

KEYWORDS: Short reading, interactive readings, perfect present.

ABSTRACT: This research project is based on the creation of a system of short readings, to reinforce the knowledge of the present perfect to the students of 1 Unified General Bachilleratoe, of the Educational Unit "Republic of Venezuela" who showed flaws when learning the perfect present. The theoretical framework contains information about the variables studied in educational research which were also used to justify the proposal. The methodological design of this research is mixed, it can be said that this has quantitative and qualitative methods. This was also a descriptive, explanatory and proactive investigation. The interview, the observation guide, the diagnostic test and the survey were instruments applied to the teacher and the students to collect and corroborate information about the knowledge acquired in the present perfect. The data was collected with a sample of thirty-two students and a teacher. This research will help to improve the present perfect, the learning and the way to practice it.

REGISTRATION NUMBER (in database): CLASSIFICATION NUMBER:

DIRECTION URL (thesis on the web):

ATTACHED PDF: x YES

NOT

CONTACTING WITH AUTHOR/S Adriana López Condoy Alex Piguave Zambrano

Telephone: 0958967731 / 2843774 0996777158 / 386-7774

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]

X

XIII

TABLE OF CONTENTS

DEDICATION ......................................................................................... VII

REPOSITORY ........................................................................................ XII

TABLE OF CONTENTS ........................................................................ XIII

LIST OF TABLES .................................................................................. XV

LIST OF GRAPHICS ............................................................................. XVI

TOPIC .................................................................................................. XVII

ABSTRACT .......................................................................................... XVII

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

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

THE PROBLEM ........................................................................................ 3

1.1. CONFLICT SITUATION .................................................................................................... 3 1.2. SCIENTIFIC FACT ............................................................................................................ 4 1.3. CAUSES ......................................................................................................................... 4 1.4. FORMULATION OF THE PROBLEM ................................................................................. 5 1.5. OBJECTIVES................................................................................................................... 5

1.5.1. General ................................................................................................................ 5

1.5.2. Specifics ............................................................................................................... 5

1.6. RESEARCH QUESTIONS .................................................................................................. 5 JUSTIFICATION........................................................................................................................... 6

CHAPTER II .............................................................................................. 7

THEORETICAL FRAMEWORK ................................................................ 7

1.1. PRESENT PERFECT USES .......................................................................................... 14 1.1.1. USE 1: Unspecified Time Before Now ....................................................... 14

1.1.2. How do students use the Present Perfect? ............................................. 15

1.1.3. TOPIC 1: Experience ..................................................................................... 15

1.1.4. TOPIC 2: Change Over Time ....................................................................... 16

1.1.5. TOPIC 3: Accomplishments ........................................................................ 16

1.1.6. TOPIC 4: An Uncompleted Action You Are Expecting .......................... 16

1.1.7. TOPIC 5: Multiple Actions at Different Times .......................................... 17

1.1.8. Time Expressions with Present Perfect.................................................... 17 1.1.9. NOTICE............................................................................................................................. 18

1.1.10. USE 2: Duration From the Past Until Now (Non-Continuous Verbs) .. 18

ADVERB PLACEMENT .................................................................................................. 19

XIV

CHAPTER III ........................................................................................... 42

THE METHODOLOGY ............................................................................ 42

3.1. MODALITY OF THE RESEARCH ........................................... 42

3.1.1. TYPES OF RESEARCH...................................................................................... 42 3.1.1.1. Descriptive Research ............................................................................... 42

3.1.1.2. Exploratory Research............................................................................... 43

3.1.2. POPULATION AND SAMPLE ........................................................................... 44 3.1.2.1. Population .................................................................................................. 44

3.1.2.2. Sample ......................................................................................................... 44

STRATUM ......................................................................................................................... 44

CHART N° 2. CAUSES AND CONSEQUENCES OF THE CONFLICT SITUATION ................................................. 44 CHART N° 3.- OPERATIONALIZATION OF VARIABLES .............................................. 45 3.1.3. RESEARCH METHODS ..................................................................................... 46

3.1.3.1. Method ......................................................................................................... 46

3.1.3.2. Feasible Method ........................................................................................ 46

3.1.3.3. Deductive Method ..................................................................................... 46

3.1.3.4. Inductive Method ....................................................................................... 46

3.1.3.5. Heuristic Method ....................................................................................... 47

INTERVIEW TO THE ENGLISH TEACHER ...................................................................... 51 MARK WITH AN X ACCORDING TO YOUR OPINION CONSIDERING THE OPTIONS

................................................................................................................................................ 53 RESULTS OF SURVEYS .................................................................................................... 55 ANALYSIS OF RESULTS ................................................................................................... 56 ANALYSIS OF RESULTS ................................................................................................... 57 ANALYSIS OF RESULTS ................................................................................................... 61 ANALYSIS OF RESULTS ................................................................................................... 62 ANALYSIS OF RESULTS ................................................................................................... 63 ANALYSIS OF RESULTS ................................................................................................... 64 ANALYSIS OF RESULTS ................................................................................................... 65

CHAPTER IV ........................................................................................... 67

THE PROPOSAL .................................................................................... 67

FEASIBILITY OF THE PROPOSAL ........................................................ 69

DESCRIPTION OF THE PROPOSAL ..................................................... 69

CONCLUSION ........................................................................................ 70

BIBLIOGRAPHY ..................................................................................... 71

INTERVIEW TO THE ENGLISH TEACHER ...................................................................... 92 MARK WITH AN X ACCORDING TO YOUR OPINION CONSIDERING THE OPTIONS

................................................................................................................................................ 94

XV

LIST OF TABLES

CHART N°1. List of most common irregular verbs in past participle

CHART N° 2. Causes and consequences of the conflict situation

CHART N° 3. Operationalization of variables

CHART N° 4: CHART OF FREQUENCY # 1










XVI

LIST OF GRAPHICS

Graphic 1: Unspecified Time Before Now

Graphic 2: Time expressions with present perfect

Graphic 3: Timeline

Graphic 4: Duration from the Past until Now

Graphic 5: Analysis of results, statement 1










XVII

Topic: How to improve the present perfect tense through interactive short

reading

Proposal: Design a booklet with interactive reading for improving the

present perfect tense

Author’s: Adriana López – Alex Piguave

Tutor: MSc. Larry Torres

ABSTRACT

This research explores the incidence in the application of interactive short

readings for improving the Present Perfect Tense in students of first year

of Bachillerato at Unidad Educativa “República de Venezuela”, Zone 8,

District 3, Guayas Province, Guayaquil City, Parish Febres Cordero, school

year 2018 – 2019. The deficiency in the application, absence of good

backgrounds for teaching and learning, and the inappropriate use of

modern methodology of teaching Present Perfect Tense are the main

causes for this research. The theoretical foundation gathers information

about the variables, based on the Present Perfect tense reading, writing and

speaking skills importance. Also, the theoretical foundation shows the

forms, functions and uses of the present perfect tense as dependent

variables, and the definition, types and characteristics for reading skills as

independent variables. The information was obtained during the period

2018 – 2019, through interviews to 32 students, a teacher and the

chairwoman who filled a survey to know how they can improve their

teaching-learning skills, and a new tool in order to accomplish the purpose

of this research. The present project is a purposeful, descriptive and

exploratory research that intends to look for an appropriate technique to

improve the present perfect tense teaching and learning skills. The

importance of this research is high because it will help the students of first

year of Bachillerato, of Unidad Educativa “República de Venezuela”, school

year 2018 – 2019. Then, the researchers developed a booklet based on

different authors and modern teaching techniques, with a wide range of

practical and innovative exercises

Keywords: Present Perfect, reading skills, booklet

XVIII

Tema: Cómo mejorar el presente perfecto a través de cortas lecturas interactivas.

Propuesta: Diseñar un follero con lecturas interactivas para mejorar el presente perfecto.

Autores: Adriana López – Alex Piguave Tutor: MSc. Larry Torres

RESUMEN Esta investigación tiene como propósito explorar la incidencia en la

aplicación de cortas lecturas interactivas para mejorar el uso del presente

perfecto en los estudiantes de primer año de bachillerato, zona 8 distrito 3,

provincia Guayas, ciudad de Guayaquil, parroquia Febres cordero, periodo

lectivo 2018 – 2019. La deficiencia en la aplicación, la ausencia de un buen

antecedente para la enseñanza-aprendizaje, y el inapropiado uso de

modernas técnicas de enseñanza del presente perfecto son las causas

para esta investigación. Los fundamentos teóricos reúnen información de

las variables, basado en las habilidades del presente perfecto, como la

lectura, expresión oral y la escritura. También, el marco teórico muestra las

formas, funciones y usos del presente perfecto como variables

dependientes y en la definición, tipos y características para habilidades

lectoras como variables independientes. La información fue obtenida

durante el periodo 2018-2019, a través de entrevistas a 32 estudiantes, 1

profesor y la rectora, que llenaron una encuesta para conocer cómo pueden

mejorar sus habilidades de enseñanza-aprendizaje. Y las nuevas

herramientas para cumplir lo propuesto. El presente proyecto es una

investigación útil, descriptiva y exploratoria que tiene como intención buscar

una apropiada técnica para mejorar la enseñanza del presente perfecto y

las habilidades lectoras. La importancia de esta investigación es alta,

porque ayudará a los estudiantes del primer año de bachillerato, de la

unidad educativa “República de Venezuela” del año lectivo 2018 – 2019.

Entonces, los investigadores desarrollaron un folleto basado en los diversos

autores y técnicas modernas de enseñanza con un amplio rango de

ejercicios prácticos e innovadores.

Palabras Clave: Presente Perfecto, Habilidad lectora, Folleto.

1

INTRODUCTION

In all language, Grammar is the support and essence of any linguistic

structure and in English one apprentices have to consider a lot this part

since without it is almost impossible to speak and write it correctly. It is worth

saying that grammar facilitates students in acquiring a new language

helping in organizing and putting their ideas and thoughts clear. Besides,

grammar has a good effect on all the abilities of this language. Although the

benefits of grammar on teaching and improving writing skills have been

better accepted, its impact on reading, listening and speaking is also now

being seen to be prominent.

The word Grammar means different things to different people. To the

ordinary people, it connotes the good and wrong of the language that they

speak. For students, it means an analytical and terminological study of

sentences. Knowledge of grammar helps the student in the correction of

mistakes and improvement not only of written work but also speaking one.

English language cannot be acquired only through a process of

unconscious assimilation it must be taught by means of a systematic

process given for a specialized person. Grammar is a sure ground of

reference when linguistic habits fail, thus grammar is indispensable for all

students that are interested in learning another language.

In this project the main aim is to bring the attention of the English

language to the teachers as well as to the students and encourage them

about the real utility of grammar in teaching learning process of the English

language. Besides, this work is focused in the teaching of the Present

Perfect which students of first year of Bachillerato present failures and their

performance is very poor due to the lack of practice on the part of the

teachers since it implies to know past participle of the verbs and the correct

use of have and has.

2

For that reason, the authors of this project want to contribute with a

didactic material that will reinforce the teaching of this grammar tense and

that this one be put into practice in real life.

The following research has been divided in four chapters as follow:

Chapter 1

Context of research, conflict situation, scientific fact, general and specific

objectives, formulation of the problem, causes, and justification.

Chapter 2

Backgrounds, theoretical, epistemological, psychological, sociological,

pedagogical, and legal foundations.

Chapter 3

Methodological design, types of research, population and sample, matrix of

variables, methods, techniques and research instruments, data analysis,

interpretation of results, conclusions and recommendations.

Chapter 4

Justification, feasibility, general and specific objectives, description of the

proposal, and bibliography.

3

CHAPTER I

THE PROBLEM

1.1. CONFLICT SITUATION

In foreign language teaching process, teaching grammar is one of

the stressed points that teachers cannot disregard. Despite the various

views whether it should be presented or not, there is a general agreement

that a systematic and purposeful teaching of it vital to master the target

language. Grammar, either directly or indirectly, is taught from the

elementary education until the undergraduate studies for more than ten

years in this country. Thus, students have to learn grammar for many years

long. However, it is observed that in spite of teaching grammar so

extensively, students are unable to produce grammatically correct

sentences. Students suffer from English phobia and join courses to develop

their linguistic competence even after completing their graduation

Grammar is one of the most important components that are very

essential in learning a language. It is used in all the skills such as Listening,

Speaking, Reading and Writing. Without mastering Grammar properly,

students will find difficulties in understanding a language, either a spoken or

written one. In the same way the problems that learners of English of first

year of Bachillerato at Unidad Educativa República de Venezuela face in

deciding which tense to use when talking about a past event is a common

situation that they have to decide at the moment of choosing the correct

structure at the moment of speaking or writing becoming in a real challenge.

The authors of this research detected the problem at the first time

when they arrived to the institution where the inconvenient is occurred since

they could notice that students did not understand the grammar part that is

related to present perfect. They were very confused with other grammar

structure creating a big problem to the teacher because they do not possess

the indispensable prior knowledge that is necessary for acquiring this tense.

4

Besides, students do not know differentiate the regular and irregular

verbs neither in present nor in past participle provoking a big deficiency in

developing the present perfect and low performance when participating in

class.

Through this study, the writers of this research would like to

investigate further the problems in applying Present Perfect Tense and its

possible solution. Furthermore, by adopting different kind of didactic

resources, the researchers believe that the problems encountered in the

students can be thoroughly solved. When the solution be planned and

revealed, it will help not only students but also teachers in teaching and in

learning activities of English tenses into a more meaningful way and,

simultaneously, give better remedial actions. In the end, better strategies

can be carried out in teaching meaningful English tenses.

1.2. SCIENTIFIC FACT

Deficiency in the application of Present Perfect Grammar Tense in students

of first year of Bachillerato at Unidad Educativa “Republica de Venezuela”

in the school year 2018 – 2019.

1.3. CAUSES

❖ Students do not possess background knowledge that serve as base

to introduce the present perfect tense.

❖ The inappropriate use of modern methodology provoke that teachers

do not practice English in an interactive way.

❖ The text used by students and teachers do not contain the necessary

resource to develop the present perfect tense.

5

1.4. FORMULATION OF THE PROBLEM

What is the incidence in the application of interactive short readings for

improving the Present Perfect Tense in students of first year of Bachillerato

at Unidad Educativa “República de Venezuela” in the school year 2018 –

2019?

1.5. OBJECTIVES

1.5.1. General

❖ To demonstrate the good impact of interactive readings through a

field investigation, bibliographical, and statistical analysis in order to

elaborate a booklet with interactive readings.

1.5.2. Specifics

❖ To identify the interactive readings through a field investigation,

bibliographical and statistical research.

❖ To examine the Present Perfect tense through a field investigation,

bibliographical, and statistical research.

❖ To design a booklet with interactive readings for improving the

Present Perfect through obtained data interpretation.

1.6. RESEARCH QUESTIONS

❖ What will be the impact in applying the interactive readings?

❖ Who will be the indirect and direct beneficiaries of the new didactic

material?

❖ What kind of methodology will help to obtain true data?

❖ Will the new booklet help to improve the Present Perfect?

❖ Who will be involve in the elaboration of this project?

6

JUSTIFICATION

It is worth to say that teaching grammar is the doorway for earning

another language academically. Grammar is the secret muse of all

expression, the portrait painter of life’s emotions. Grammar allow students

to understand the different structure of a simple sentence or a complex

paragraph. Whether students want to learn English and writing and

speaking in a correct way, firstly they must learn grammar, thus, they will

become in polite speakers.

Teaching grammar has two reasons. The first is that grammar gives

students meta-language, “language about language.” Having this, students

can learn a great deal more about how to communicate clearly than they

can without it. The second reason is that students are interested in language

its changes and variations and they feel gratified to learn how it works and

what it can do.

The words previous mentioned serve as introduction to clarify that

this project mainly deals with the Present Perfect. Furthermore, the present

perfect is not always used in the same way in different countries where the

English language is official. In this research, however, the used examples

represent a general view that will be shown that the Present Perfect is a

problematic tense to learn and to teach because it has so many notions and

uses. It will be proved that a major difficulty in learning this tense arises from

the interference from the learner‘s mother tongue. As far as teaching is

concerned, when introducing a new piece of grammar, it always has to teach

not only the form, but also its functions, and not only meaning but also use.

Therefore, teaching the present perfect is quite a difficult task. For that

reason, this investigation will also discuss critical questions teachers should

ask themselves and the various notions and uses of the present perfect in

detail, providing at the same time possible ways of teaching them with

quoted activities from different exercises.

7

CHAPTER II

THEORETICAL FRAMEWORK

BACKGROUNDS

After revising the different projects that lie in the library of the Faculty

of Philosophy, specifically in the School of Languages, it has been noticed

that exist research works with the same variables as topics and proposals

but focused from another point of view and intending to give a possible

solution to different problems. This usually happens because students from

public high schools have most of the time the same inconvenient in common

in the same circumstances. However, the main objective of this project is to

facilitate not only to students but also teachers new techniques and

strategies that will reinforce the teaching learning process of this part of the

Grammar Structure of the English language which students show serious

problems and difficulties in developing it.

For that reason, the authors of this project intend to contribute with

the improving with this part of this language because they as teachers

consider that putting in practice this work the scholastic yield of the students

will improve considerably and the good results will see reflected at the end

of the school year.

THEORETICAL FOUNDATION

PRESENT PERFECT

Language has been an integral part of human development and

interactive process which manifests itself in verbal and symbolic forms. It

serves as a vehicle of interaction through which people understand

themselves. It is obvious that no single sentence, spoken or written, is

without a verb. Tense is the pivot of the intended communication of a

sentence. Despite the importance attached to the tense in bringing out the

meaning of the verb, with students, tense has gone a big challenge. For that

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reason, this project tries to explore the status of tense aspect in English of

which Present Perfect Tense has been emphasized through the exploration

of some strategies of teaching second language learners of English.

Although the current study is synchronic in nature, a few points on

the history of this form in English specifically are in order, both to

comprehend the wider context of the Present Perfect and to reconstruct the

developmental path that led to the current special status of it. This should

also enable to students to follow several considerations that lie behind

previous accounts of the subject. In this way, perfects may have different

sources. As Wright & Michaelis (1986) “English, principally one possibility is

posited, although historical linguists agree that an adequate reconstruction

of the exact source and the subsequent development is only possible by

approximation” quoted by Werner (2014).

The present perfect forms in English are often wrongly considered to

be difficult to understand and use. Each language sees the world differently,

and the secret of understanding a foreign language is to be flexible and to

detach themselves from the structures of their own language. With the

development of this part of this project, students will see the logic behind

the forms of the present perfect.

Tense as defined by Yule (2006) quoted by Alroqi (2014) “as the

relationship between the form of the verb and the time of the action or the

state it describes” (p 17). By tense it is understood the correspondence

between the form of the verb and people´s concept of tense. The main aim

of teaching grammar in every language is to help students learn how to use

grammatical structures accurately, meaningfully, and appropriately. The

use of present perfect tense presents long term learning English language

challenges to students. For example, learning when it is appropriate to use

the present perfect tense represents a formidable challenge for learners.

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FORM OF THE PRESENT PERFECT TENSE

Written form

The form of the Present Perfect is the present of have (the auxilliary

verb) + the past participle of the main verb. For regular verbs the past

participle has the same form as the Past Simple tense, i.e. we add –ed to

the infinitive. For irregular verbs the past participle can be formed in various

ways but in any list of irregular verbs it can always be found in the third

column, hence its common name the third form.

When it is used in speaking, it is usually contract the subject and the

auxiliary verb, for example, I have played becomes I've played and he has

played becomes he's played. In writing the contractions can be used in

personal letters, e-mails and other informal types of text.

The negative of the Present Perfect is formed by adding not after the

present of have. The negative can also be contracted: have not becomes

haven't and has not becomes hasn't.

Question in the Present Perfect tense is formed by changing the

position of the subject and the verb have: "They have changed a lot."

becomes "Have they changed a lot?”

Spoken form

When speaking and using the full, i.e. not contracted, form of the

Present Perfect tense there is always stressed both the auxiliary have and

the past participle: I have bought. When using the contracted form in

speaking the auxiliary is always unstressed but the past participle remains

stressed: I've bought.

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MEANING AND FUNCTION OF THE PRESENT PERFECT TENSE

The Present Perfect is a present tense but it often implies a strong

connection between present and past. As Lewis (2009) quoted by Werner

(2014) (The fundamental meaning of the Present Perfect tense is that the

speaker is looking back in time from the point now and the tense provides

the speaker's present view of an action or event which happened sometime

in the past. It is important to stress that the action or event happened at an

unspecified time before now and people are usually not interested in the

action itself but rather in its result, which is important now.

FUNCTIONS OF THE PRESENT PERFECT TENSE

According to Leech and Svartvik (2002) “a tense is said to be perfect

when the action is over and complete” (Benjamins, 2013, p 161). The

present perfect tense shows an already recently completed action. It is

formed by the use of have/has plus past participle. It is usually termed as

“en” or “ed” participle. In teaching English language present perfect tense is

considered very important so as to help the learners of English language to

understand the time of the perfection and completeness of an action. The

aim of every English teacher is to introduce the learners the way to develop

and improve their speech and written competency. The learning of present

perfect tense therefore cannot be over emphasized. The teacher is in the

position to expose the students to the correct usage and rules governing the

formation of the present perfect tense through different methodology.

There are four major functions realized in the usage of present

perfect tense. The functions are here presented with examples:

1. Present Perfect Tense: Shows the completed action in the recent or

immediate past. In another way it indicates a just concluded action. This is

why sometimes it is conveyed with the word just. However, a perfect user

knows the action is completed in the recent past even without physically

presenting the word just. Examples:

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❖ Janet has just gone out.

❖ We have finished the class work.

❖ I have just returned home.

2. Present Perfect Tense: It is used to show that the action which began

in the past has continued up to the present. Examples:

❖ I have lived in Khartoum since 2013.

❖ George has worked in the college for 10 years.

❖ They have studied English for 3 years.

3. Present Perfect Tense: It also shows that an action completed in the

past has implication for the present. Performance of certain action in the

past resulted or gave birth to another completed action present situation.

For instance, Mary may give some story about the United States of

America and in order to convince you to trust her information I can say

“She lived in New York for two years”. By implication, she can now tell

you a lot about New York or America. See further examples below:

❖ You have walked a long distance.

❖ She has driven for 3 years.

❖ It has bitten the frightened girl.

4. Present Perfect Tense: It expresses past action without specification

unspecified action is the one which no time marker is attached to it.

Examples:

❖ She has never been to Jos.

❖ Have you ever seen her before?

❖ They have always waited for their turn.

Another Functions

According to Leech (2012) “in grammar books and sources

concerning English grammar there occur different numbers of possible uses

or functions of the Present Perfect tense” (Routledge, 2018). However, the

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author supposes that most course books for foreign students of English try

to be as specific as possible in offering the function of the Present Perfect

tense for the first time to the students so it will focus in detail on the most

specific categorization of the Present Perfect tense functions. Leech says

that there are four categories of functions of the Present Perfect, one of

them having a sub-category. In the following the names of the categories

are the same as Leech uses them.

State up to the Present

This function of the Present Perfect is in some other sources called

Continuing Situation because it starts to talk about a situation which started

sometime in the past and continues in the present. It is quite probable that

the situation may continue also into the future. Leech (2012) quoted by

Saaristo (2015) illustrates the use of this function on the following

sentences:

We've lived in London since last September.

Have you known the Faulkners for long?

For this function generally the use of the Present Perfect with an

adverbial of duration, most often containing the preposition for or since.

Leech says that this function it is not used very often without adverbials but

when it is so, the stress is on the verb have and the sentence implies some

kind of reservation: I have played tennis ('... but not very often').

Indefinite Past

Leeach (2012) mentioned that he meaning of the Present Perfect in

this function is "at least once in the period leading up to the present". Here

it is not wanted to know when somebody did something but rather if did it, if

it is experienced. Leech illustrates this experience function on the following

sentences: Have you been to America? All my family have had measles.

For this function it is often used the tense with adverbials such as ever,

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never or before (now) but as with the previous function (continuing situation)

it can sometimes use it without adverbials, again with the stress on the verb

have and some kind of reservation implied in the sentence: I have eaten

lobster ('... but I can't say I enjoyed it').

Leech also introduces a sub-category of the indefinite past function.

This author calls it recent indefinite past (2.A) and says that it is usually used

with adverbs such as just, already, recently and yet and indicates the

'nearness' of the event. To imply this function of recent events American

English does not use the Present Perfect but rather the Past Simple tense,

which is not acceptable in British English for this function.

Habit in a Period Leading up to the Present

This function is very similar to the first function of the Present Perfect

tense and in many sources they are not distinguished at all. The only

difference in meaning is that in the first function talk about a state extending

over a period of time lasting up to now whereas in this function talk about "a

state consisting of repeated events" (Leech 39). As well as in the State up

to the Present function in this function it is also quite probable that the state

or habit will continue through the present moment into the future and again

it is usually necessary to use an adverbial of duration with this function, or

an adverbial of frequency. The use of the Present Perfect in this function is

illustrated by:

❖ Mr. Philips has sung in this choir for fifty years.

❖ I've always walked to work.

❖ The news has been broadcast at ten o'clock for as long as I can

remember. (Leech 39)

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TEACHING PRESENT PERFECT

The present perfect is formed using has/have + past participle. Questions

are indicated by inverting the subject and has/have. Negatives are made

with not.

➢ Statement: You have seen that movie many times.

➢ Question: Have you seen that movie many times?

➢ Negative: You have not seen that movie many times.

1.1. Present Perfect Uses

1.1.1. USE 1: Unspecified Time Before Now

Graphic 1: Unspecified Time Before Now

The present perfect is used to say that an action happened at an unspecified

time before now. The exact time is not important. Students CANNOT use

the present perfect with specific time expressions such as: yesterday, one

year ago, last week, when I was a child, when I lived in Japan, at that

moment, that day, one day, etc. Besides, the present perfect is used with

unspecific expressions such as: ever, never, once, many times, several

times, before, so far, already, yet, etc.

Examples:

❖ I have seen that movie twenty times.

❖ I think I have met him once before.

❖ There have been many earthquakes in California.

❖ People have traveled to the Moon.

❖ People have not traveled to Mars.

❖ Have you read the book yet?

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❖ Nobody has ever climbed that mountain.

❖ A: Has there ever been a war in the United States?

B: Yes, there has been a war in the United States.

1.1.2. How do students use the Present Perfect?

The concept of "unspecified time" can be very confusing to English learners.

It is best to associate present perfect with the following topics:

1.1.3. TOPIC 1: Experience

The present perfect can be used to describe experiences. It is like saying,

"I have the experience of..." This tense can also be used in this way: “you

have never had a certain experience.” The present perfect is NOT used to

describe a specific event.

Examples:

❖ I have been to France.

This sentence means that you have had the experience of being

in France. Maybe you have been there once, or several times.

❖ I have been to France three times.

You can add the number of times at the end of the sentence.

❖ I have never been to France.

This sentence means that you have not had the experience of

going to France.

❖ I think I have seen that movie before.

❖ He has never traveled by train.

❖ Joan has studied two foreign languages.

❖ A: Have you ever met him?

B: No, I have not met him.

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1.1.4. TOPIC 2: Change Over Time

The present perfect is often used to talk about change that has happened over a period of time.

Examples:

➢ You have grown since the last time I saw you.

➢ The government has become more interested in arts education.

➢ Japanese has become one of the most popular courses at the

university since the Asian studies program was established.

➢ My English has really improved since I moved to Australia.

1.1.5. TOPIC 3: Accomplishments

The present perfect is used to list the accomplishments of individuals and humanity. You cannot mention a specific time.

Examples:

❖ Man has walked on the Moon.

❖ Our son has learned how to read.

❖ Doctors have cured many deadly diseases.

❖ Scientists have split the atom.

1.1.6. TOPIC 4: An Uncompleted Action You Are Expecting

The present perfect is used to say that an action which we expected has not

happened. Using the present perfect suggests that we are still waiting for

the action to happen.

Examples:

❖ James has not finished his homework yet.

❖ Susan hasn't mastered Japanese, but she can communicate.

❖ Bill has still not arrived.

❖ The rain hasn't stopped.

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1.1.7. TOPIC 5: Multiple Actions at Different Times

It is also to talk about several different actions which have occurred in the

past at different times. Present perfect suggests the process is not complete

and more actions are possible.

Examples:

❖ The army has attacked that city five times.

❖ I have had four quizzes and five tests so far this semester.

❖ We have had many major problems while working on this

project.

❖ She has talked to several specialists about her problem, but

nobody knows why she is sick.

1.1.8. Time Expressions with Present Perfect

When the present perfect is used it means that something has happened at

some point in the lives before now. Remember, the exact time the action

happened is not important.

Graphic 2: Time expressions with present perfect

Sometimes, learners want to limit the time they are looking in for an

experience. They can do this with expressions such as: in the last week, in

the last year, this week, this month, so far, up to now, etc.

Graphic 3: Timeline

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Examples:

❖ Have you been to Mexico in the last year?

❖ I have seen that movie six times in the last month.

❖ They have had three tests in the last week.

❖ She graduated from university less than three years ago.

She has worked for three different companies so far.

❖ My car has broken down three times this week.

1.1.9. NOTICE

"Last year" and "in the last year" are very different in meaning. "Last year"

means the year before now, and it is considered a specific time which

requires simple past. "In the last year" means from 365 days ago until now.

It is not considered a specific time, so it requires present perfect.

Examples:

❖ I went to Mexico last year.

I went to Mexico in the calendar year before this one.

❖ I have been to Mexico in the last year.

I have been to Mexico at least once at some point between 365

days ago and now.

1.1.10. USE 2: Duration From the Past Until Now (Non-

Continuous Verbs)

Graphic 4: Duration From the Past Until Now

With non-continuous verbs and non-continuous uses of mixed verbs, the

present perfect is used to show that something started in the past and has

continued up until now. "For five minutes," "for two weeks," and "since

Tuesday" are all durations which can be used with the present perfect.

https://www.englishpage.com/verbpage/simplepast.html

https://www.englishpage.com/verbpage/types.html

https://www.englishpage.com/verbpage/types.html

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Examples:

❖ I have had a cold for two weeks.

❖ She has been in England for six months.

❖ Mary has loved chocolate since she was a little girl.

Although the above use of present perfect is normally limited to non-

continuous verbs and non-continuous uses of mixed verbs, the words "live,"

"work," "teach," and "study" are sometimes used in this way even though

they are NOT non-continuous verbs.

ADVERB PLACEMENT

The examples below show the placement for grammar adverbs such as:

always, only, never, ever, still, just, etc.

Examples:

❖ You have only seen that movie one time.

❖ Have you only seen that movie one time?

CHART 1.- LIST OF MOST COMMON IRREGULAR VERBS IN PAST

PARTICIPLE

Base Form Past Tense Form Past Participle

Say Said Said

Make Made Made

Go Went Gone

Take Took Taken

Come Came Come

See Saw Seen

Know Knew Known

Get Got got/gotten (US)

Give Gave Given

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Find Found Found

Think Thought thought

Tell Told Told

become Became become

Show Showed Shown

Leave Left Left

Feel Felt Felt

Put Put Put

Bring Brought brought

Begin Began Begun

Keep Kept Kept

Hold Held Held

Write Wrote Written

Stand Stood Stood

Hear Heard Heard

Let Let Let

Mean Meant Meant

Set Set Set

Meet Met Met

Run Ran Run

Pay Paid Paid

Sit Sat Sat

speak Spoke Spoken

Lie Lay Lain

Lead Led Led

Read Read Read

Grow Grew Grown

Lose Lost Lost

Fall Fell Fallen

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Send Sent Sent

Build Built Built

understand Understood understood

Draw Drew Drawn

break Broke Broken

spend Spent Spent

Cut Cut Cut

Rise Rose Risen

Drive Drove Driven

Buy Bought Bought

Wear Wore Worn

choose Chose Chosen

All the verbs above must be memorized for a correct elaboration of this

grammar tense and the best way to do it is grouping them in three categories

as follow the example:

Similar writing:

Present Past Participle

Cut cut cut

Read read read

Put put put

Partially different from its base form:


Send sent sent

Make made made

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Build built built

Totally different from its base form:


Break broke broken

Draw drew drawn

Write wrote written

READING

Language ability is identified by some as a set of language skills. A

great deal of teaching and testing materials are organized around one such

proposal, that of the four skills of listening, speaking, reading, and writing,

and the four skills model still remains pedagogically useful today, though it

lacks support of empirical findings. Reading is considered by many

teachers, textbook writers and language test constructors to be made up of

different skills and components. It is often claimed that sets of reading

components provide useful frameworks on which to base course design,

teaching, and test development.

Definition

According to Urquhart & Weir (2008) reading skill can be described

as “a cognitive ability which a person is able to use when interacting with

texts” (Alshammari, 2015). Thus, unlike comprehension, which can be

viewed as the product of reading a particular text, skills are seen as parts of

the generalized reading process. So far, many different lists, taxonomies

and even hierarchies of skills have been developed. Davis (2008) defines

eight skills (Rastle, 2018). Munby (2008) quoted by Karavas (2015)

elaborately writes a reading ability list, he distinguishes nineteen reading

micro skills, which has been influential in syllabus and materials design as

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well as language tests design. Heaton (1988) also defines fourteen skills of

reading ability. Hughes (1989) describes “four levels of reading skills:

macro-skills, micro-skills, grammatical and lexical abilities, and low-level

operations” ( Willingham, 2015)

A reading skill is a cognitive ability which a person is able to use when

interacting with the written text. In the taxonomies given in the following

paragraph some skills seem more inclusive than others. According to

Davies (2008) explained “reading skills involve: identifying word meaning,

drawing inferences, identifying writer’s technique, recognizing mood of

passage, finding answers to questions” (Sheydarifirouzabad, Tajrobehkar,

Towhidi, 2018) . Reading skills according to Munby (2008) quoted

byKaravas (2015) can also include: recognizing the script of language;

deducing the meaning, use of unfamiliar lexical items; understanding

explicitly and non-explicitly stated information, conceptual meaning,

communicative value of sentences, relations within the sentences and

between parts of text through lexical cohesion devices; recognizing

indicators and main point of information in discourse; distinguishing main

idea from supporting detail; selective extraction of relevant points from the

text; basic reference skills; skimming, scanning, transcoding information

from diagrams/charts.

According to, E. Lunzer (2009) “reading skills are as follows: word

meaning in context, literal comprehension, drawing inferences,

interpretation of metaphor, finding main ideas, forming judgments” (Zhang,

2018). Reading skills, as in, Grabe, W. (2011) also involves: “automatic

recognition skills, vocabulary and structural knowledge, formal discourse

structure knowledge, content/world background knowledge, synthesis and

evaluation skills/strategies, metacognitive knowledge and skills monitoring”

(Allen, 2016)

It might be the case that sub-skills are more readily identifiable in test

for beginning, weak or dyslexic readers, but not for more advanced readers.

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But as described earlier in this section, no matter what theoretical position

the test developer takes, the need to construct individual test items will exert

strong influence on attempts to measure individual reading components or

skills.

TYPES

All the models of reading that have been looked at so far have been

designed with careful reading in mind. Many of the models of reading that

have surfaced in the literature to date have been mainly concerned with

careful reading at the local level. Weir (2013) proposes four types or levels

of reading:

❖ Reading expeditiously for global comprehension

❖ Reading expeditiously for local comprehension

❖ Reading carefully for global comprehension

❖ Reading carefully for local comprehension

Urquhart & weir (1998) distinguish “between five kinds of reading:

scanning, skimming, search reading, careful reading and browsing, though

they claim that the list is not exhaustive. These terms for different types of

reading are often used in the literature, yet they often appear to be used in

different ways. These will be discussed in detail” (Routledge, 2014)

Richards & al (1992) cited by Asmawati (2015) Skimming: Reading for gist,

it is a type of rapid reading which is used when the reader wants to get the

main idea or ideas from a passage.

Scanning: Reading selectively to achieve very specific reading goals, e.g.

finding a number, date. It is used when the reader wants to locate a

particular piece of information without necessarily understanding the rest of

a text or passage. The main feature of scanning is that any part of the text

which does not contain the pre-selected piece of information is dismissed.

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Search reading: Locating information on predetermined topics. The reader

wants information to answer set questions or to provide data. Search

reading differs from scanning in that in search reading, certain key ideas will

be sought while there is no such attempt in scanning. It also differs from

skimming in that the search for information is guided by predetermined

topics, so the reader does not necessarily have to get the gist of the whole

text.

Careful reading: This is the kind of reading favored by many educationists

and psychologists to the exclusion of all other types. It is associated with

reading to learn, hence with the reading of textbooks.

Urquhart & Weir (2008) noted “the defining features of careful reading are:

❖ That the reader attempts to handle the majority of information in

the text, that is, the process is not selective.

❖ That the reader adopts a submissive role and accepts the writer’s

organization.

❖ That the reader attempts to build up a macrostructure.

They also distinguish between careful reading at local level and at global

level” (Routledge, 2014)

Browsing: It is a sort of reading where goals are not well defined, parts of

a text may be skipped fairly randomly, and there is little attempt to integrate

the information into a macro-structure. There is no necessary correlation

between a particular reading behavior and a particular genre of text. And

readers may switch from one kind of reading to another during reading, they

are under no obligation to maintain a particular reading behavior throughout

the length.

In language teaching, reading activities are sometimes classified as

extensive and intensive. The distinction is largely a pedagogical one,

extensive reading means reading in quantity in order to gain a general

understanding of what is read. It is intended to develop good reading habits,

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to build up knowledge of vocabulary and structure, and to encourage a liking

for reading. Intensive reading is generally at a slower speed and requires a

higher degree of understanding than extensive reading.

IMPORTANCE

According to Freire (2013) Reading, which is important throughout the

lifespan, contributes to growth and development by helping individuals to

understand their personal and social worlds. Du Toit (2001) exposed that

“Reading not only enhances personal, spiritual and mental development but

also provides entertainment, inspiration and knowledge of how we view

ourselves and others” (Rimensberger, 2014).

Lone (2011) argues that “regular reading shapes the intellect, refines

emotions and prepares individuals for social, cultural and political life. It

affects individual development and social progress, in addition to providing

economic benefits, literacy significantly and positively influences the quality

of individuals’ intellectual and spiritual lives while enabling all segments of

the population to participate in their countries’ development” (Subashini &

Krishman. 2013).

Cunningham and Stanovich (1988), cited by Beck & Mckeon (2013)

stated that “reading not only influences reading achievement but also

increases general knowledge”. Additionally, Krashen (2014) argues that

people who read frequently possess stronger overall literacy skills, such as

larger vocabularies, improved writing ability, better spelling and increased

knowledge of grammatical and punctuation rules. Shaheen (2017) found

that “children needed reading to develop language skills and to pass tests

successfully”. Furthermore, Siegel, Borasi (1998) quoted by Majid,

Shaheen; Ng, Hazel Kai Jie; Ying, Su (2017) claimed that reading

significantly contributes to mathematics understanding.

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Barton and Hamilton (2008) noted that “reading is a social practice

that is important for communication, for participating in life outside of one’s

immediate circle and for understanding the world” (Perry & Homan, 2015)

Baker and Wigfield (2009) cited by Stutz, Schaffner, Schiefele (2016)

claimed that two primary reasons for reading are to share what you learn

with friends and family members and to meet others’ expectations and fit

into a group. According to Danacı, Çetin, Doğan (2015) Reading enhances

enthusiasm and the development of self-confidence.

CHARACTERISTICS

Baumann & Duffy (2007) cited by Iqbal, Mubashir & Noor, Mehwish

& Muhabat, Fakharh & Kazemian, Bahram (2015) stablished Different

reading researchers emphasize several characteristics of good or proficient

reader. However, despite contention in many other areas of reading

research, when it comes to proficient readers widespread agreement has

emerged in the form of a set of key habits of proficient readers. This

consensus could be summarized as follows:

Good readers are:

❖ Mentally engaged

❖ Motivated to read and to learn

❖ Socially active around reading tasks

❖ Strategic in monitoring the interactive processes that assist

comprehension

❖ Setting goals that shape their reading processes

❖ Monitoring their emerging understanding of a text

❖ Coordinating a variety of comprehension strategies to control de

reading process.

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EFFECTIVE TEACHING READING SKILLS

According to Goodman & Goodman (2009) “there have been

numerous previous attempts to establish the nature of effective teaching of

reading. Most of these have begun by analyzing the processes involved in

reading and then argued from this analysis to put forward a model to guide

instruction” (Medforda & P.McGeownb, 2015) . The argument has been that

effective teaching of reading is that which produces effective reading

behavior in learners. This sounds like an eminently sensible position but its

main problem has been the difficulty researchers and teachers have found

in agreeing on what exactly should count as effective reading behavior. The

major disagreement has centered around the relative importance given to

lower level, technical skills such as word recognition and decoding or to

higher order skills such as comprehension. Such lack of agreement has led

to proponents of radically different approaches to the teaching of reading

claiming superiority for their suggested programs but using very different

criteria against which to judge the success of these programs.

Since the 1960s there has been a significant shift in the nature of the

debate about reading teaching. Less attention has been given to the content

of what is taught in reading lessons and rather more to the nature of the

contexts in which reading is taught. The whole language approach, for

example, emphasizes language processes and the creation of learning

environments in which students experience authentic reading and writing

(Weaver, 2010). Whole language teachers stress that skills instruction

should occur within the context of natural reading experiences rather than

as decontextualized exercises. The development of literacy tends to be a

natural by-product of immersion in high quality literacy environments.

There is growing evidence that such teaching increases reading

ability (Adams, 2010), especially for students who experience difficulties in

learning to read.

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Naturally this shift in the terms of the debate has led to a switch in

the research agenda and there have been several studies comparing the

effectiveness of teaching programs using a whole language approach and

programs emphasizing traditional decoding. The evidence is growing that

teaching based on whole language principles stimulate students to engage

in a greater range of literate activities, develop more positive attitudes

toward reading and writing, and increase their understanding about the

nature and purposes of reading and writing. However, Graham & Harris

(2004) quoted by Wijekumar, Brkel, Aiken, Ray, Houston (2018) evidence

has also emerged that, compared to teaching which emphasizes decoding

skills, whole language teaching programs do not seem to have much of an

effect on early reading achievement as measured by standardized tests of

decoding, vocabulary, and comprehension.

Teaching which explicitly focuses on phonemic awareness and letter

sound correspondences does, on the other hand, seem to result in improved

performance on standardized tests (Adams, 2010). The picture emerging

from research is, therefore, somewhat confused and students do not yet

seem to have a completely satisfactory answer to the question, "What is the

nature of effective teaching in reading?"

There is, however, one issue to explore which may, in fact, be the

focal point around which apparently conflicting research findings may be

synthesized. This concerns the near impossibility of finding, and thus

testing, ‘pure’ approaches in teaching reading. Close examination of many

studies which appear to support the explicit teaching of decoding and

comprehension suggests that embedded in these programs there are often

many elements of what could be described as whole language teaching,

including, for example, the reading of high quality student's literature

(Pressley et al., 2011). Similarly, when the programs described by whole

language advocates are examined closely, it is quite apparent that they do

contain a good deal of systematic teaching of letter-sound

30

correspondences, for example: Holdaway, (2009) explained that “these

teaching approaches, in fact, are tending to become more and more alike

and commentators” (Manson 2017). In addition to that, Adams (2011)

suggested that there is no need for a division between teaching approaches

styled as whole language or explicit teaching in orientation. What has

emerged in recent years is a realization that explicit decoding and

comprehension instruction are most effectively carried out in the context of

other components.

Such rapprochement between previously contrasting positions brings

a new hypothesis which suggests that the effective teaching of reading is

multifaceted rather than based on one approach or another (Duffy, 2011).

That is to say that effective teaching often integrates explicit letter and word

level teaching with explicit instruction of comprehension processes and sets

these within a context meaningful to the students.

This integrative view of effective teaching still, however, begs several

questions about the precise features of such teaching. How do effective

teachers of reading bring together their teaching of literacy skills and

understandings? How do they ensure students understand the purposes

and functions of reading and go beyond simple competence in particular

skills to the appropriate use of those skills? What is the basis in terms of

teaching skills upon which effective teachers build their practice? It was to

pursue these questions further that we carried out the research reported in

this article.

AN APPROACH TO TEACHING READING SKILLS

❖ Focus on one skill at a time.

❖ Explain the purpose of working on this skill, and convince the

students of its importance in reading effectively.

31

❖ Work on an example of using the skill with the whole class. Explain

your thinking aloud as you do the exercise.

❖ Assign students to work in pairs on an exercise where they practice

using the same skill. Require them to explain their thinking to each

other as they work.

❖ Discuss students’ answers with the whole class. Ask them to explain

how they got their answers. Encourage polite disagreement, and

require explanations of any differences in their answers.

❖ In the same class, and also in the next few classes, assign individuals

to work on more exercises that focus on the same skill with increasing

complexity. Instruct students to work in pairs whenever feasible.

❖ Ask individual students to complete an exercise using the skill to

check their own ability and confidence in using it.

❖ In future lessons, lead the students to apply the skill, as well as

previously mastered skills, to a variety of texts.

EPISTEMOLOGICAL FOUNDATION

As indicated by the epistemology required for the understudy at that

school current, the reality of a right improvement of profitable relational

abilities in the English language is endorsed, bringing about the look for an

asset that enables the understudy to interface with his genuine condition in

a way fun loving and engaging so this learning is completed in an

unconstrained and contextualized way.

In connection to the new model of instructing and gaining this vision

encompassing part from the recognizable proof of the issue of the individual

32

in its two personally explained perspectives, those that are distinguished in

the instructive field.

According to Shunk (1997) quoted by Cooc, Nort, & James (2017)

the coordination amongst learning and the lives' problems of the students is

the capacity to settle circumstances difficult to stand up to. The manner in

which it is learned things and how we become more acquainted with about

things is what covers the point of epistemology. The ideas engaged with the

learning process that incorporates all the consistent thinking, feeling of

assessments, thoughts, and feelings accumulated in one stage of data to

perform in a certain assignment, giving us answers for taking care of issues

by and large. The incitement of the cerebrum and the manner in which we

decipher data is a portion of the outcomes that happen in the

epistemological stage demonstrating the distinctive ways that learning plays

in the scenes of learning.

The instruments used are strategies and are associated with the

normal approach. Also included are visual guides, manuals for educators,

correspondence exercises such as fill the gaps and so on.

PEDAGOGICAL FOUNDATION

It is examined that the pedagogy within the present perfect is

multidimensional and includes several factors such as: methodological

instruction, development of the capacity for self-learning, pedagogical and

curricular domain of the knowledge system and development of an

alternative thinking, which guide to comprehend readings in this grammar

tense, using simple grammar structures that can be applied not only in

sentences but also in paragraphs.

Today, communicative approaches are recommended in the

teaching learning process of the English language and they can be

dialogues, conversations, readings, and other communicative activities

within the classroom, which will improve the acquisition and development of

33

the reading skills. Benítez (2007) suggested that “these exercises are based

on real experiences or situations that have given a plausible way to achieve

students' communicative competence, since the tasks provoke in the

student a need to create meanings, an essential condition that allows,

through an internal process, to acquire the language" (H. Clemens, Ragan,

Benitez, 2017)

Along with the continuous improvement of reading skills according to

the socio-constructivist theory of Vygotsky emphasizes that for a person can

acquire a knowledge of a language in its communicative part. Ackermann

(2004) “it is necessary to take into account two aspects: the level in which

students are and the social world that surrounds them, because, from the

day he is born, this person learns, prospers and grows in relation to others”

(Edger & Merga, 2018 )

SOCIOLOGICAL FOUNDATION

Education is a social environment because school is a place to

interact with people as well. As a result, there is a relationship between

students, teachers, other classmates and the community. At the time of

developing activities socially there is a connection between individuals;

evidently, here the language is a cultural tool, Salazar (2015) group

activities lead to an interaction that will help with oral expression. This is

called a social process where students can easily strengthen social skills

through their activities.

In a sociological context, the tasks assigned to group work must also

be a group and achieve specific goals. With a technique like this, the

classroom becomes more active, emotional with some joy between the

teacher and the student (Taqi & Al-Nouh, 2014). The environment will be

more social with techniques like that.

Collaborative activities generate the same opportunities for each

member, for example, to achieve the same goal, there must be mutual help

34

so that the success of the group is not just one person, but the whole group.

Collaborative activities allow students to increase the comprehension and

understanding in readings in present perfect tense including the ability to

read and expressing ideas and share points of view that the teacher can

provide as an opportunity.

“When individuals cooperate, they work together to accomplish

shared goals, and there is a mutual responsibility to work for one’s own

success” (Johnson & Johnson, 2014, p. 841). This is how there are support

and responsibility at work in the classmates.

PSYCHOLOGICAL FOUNDATION

When students learn are involved with cognitive and emotion, so the

subject of psychology in learning is very important. Vygotsky and Ausubel

have an important role in teaching and learning in a psychological context.

Students are able to do things without the help of anyone with their mental

capacity as well as with the help of someone else; this is something where

students learn from the external atmosphere to practice reading skills to

strengthen cognitive ability. Vygotsky (1987)

According to Ausubel (2000), individuals construct their cognitive

procedure. Ausubel said that in the repetitive learning effect the student

wants to extract new information with the previously learned with a structure

psychologically. The search for approaches helps the student to associate

new related ideas in the intellectual structure. In addition to having modern

information in the psychological system, there is a refinement in the

thoughts so that later they rectify. Ausubel (2000)

Working in a group is much better because it is pleasant. Taqi and

Al-Nough (2014) there is more motivation and confidence to do reading

exercises using the present perfect working in pair or forming groups since

students can interact not only with friends but also with teachers. It is much

better to work like that because those who have problems to understand or

35

solve something can learn from those who know. Those who know transmit

their feelings and thoughts to others to avoid frustration.

Ramírez and González (2013) the purpose of working in cooperation

is to be motivated and collaborate with others with the help of the cognitive

procedure as it allows the creation of new knowledge. Furthermore,

Johnson & Johnson (2014) notes that “The more individuals work

cooperatively with others, the more they see themselves as worthwhile and

as having value, the greater their productivity, the greater their acceptance

and support of others, and the more autonomous and independent they tend

to be” (p. 843).

PHILOSOPHICAL FOUNDATION

The formation of values in education is assumed, as, according to

Martín (2014 p. 399) 21 "In short, values affect all and each of the

dimensions or elements of education - the subject of education: the person

who, being valuable in itself, increases its value. In the teaching learning of

the English language process, values such as respect and responsibility

should be encouraged, so that students can have a better development in

the reading skill through work or workshops that encourage group

camaraderie.

As part of a review of the common European reference framework, it

is necessary to establish goals and objectives such as comprehension for

the development of reading skills and grammar structure, in this case the

Present Perfect. According to Vygotsky's point of view: "each head is a

world" that is, no matter how much connection there is between the thought

process and the language process, it means, there is always an obstacle

between them, which can lead them hand but at the same time separate

them too much from each other.

For students at this level in First year of Bachillerato at Unidad

Educativa República de Venezuela the general objective is to be able to

36

understand phrases and expressions of frequent use related to areas of

experience that they consider highly relevant in their environment, such as

to exchange basic information about themselves and their family in real life.

Likewise, it is intended that learning reading skills students can develop the

comprehension of easy readings in English when carrying out simple and

daily tasks that do not require more than simple and direct exchanges of

information on familiar aspects.

LINGUISTIC FOUNDATION

The programs with communicative activities that favor the

development of the reading skills, allow to put the students in contact with

representations of real situations in the field of the foreign language; as well

as allowing lexical and grammatical generalizations to be summarized in

dialogues and conversations.

In the reading process, understanding is achieved when the cognitive

structures that the individual already possesses are associated with those

new cognitive structures. Understanding occurs through the sense-

perceptual, syntactic and semantic cycles, in which the receiver forms oral

or graphics, syntactic, semantic, logical, and socio-cultural configurations to

finally decode the meaning, that is, to know the referent.

LEGAL FOUNDATION

The communicative language approach: language is best learned as a

means to interact and communicate and not as a set of knowledge that is

memorized.

Student-centered approach: teaching methodologies that reflect and

respond to the strengths and challenges of the learners, facilitating their

learning process.

37

Thinking skills: learning a foreign language promotes the development of

thought, as well as the social and creative skills necessary for lifelong

learning and the exercise of citizenship.

Integrated Content Learning for Foreign Languages (CLIL): a model used

to integrate language learning with cultural and cognitive aspects, so that

the acquisition of this language serves as a motor for the development of

students.

International standards: the curriculum is based on internationally

recognized teaching levels and processes for language learning. (CEFR)

The Main Objectives of the Curriculum of English as a Foreign

Language are:

Develop students' understanding of the world, other cultures and their own

and their ability to communicate their points of view through the foreign

language.

Develop the personal, social and intellectual skills necessary to reach their

potential and participate productively in an increasingly globalized world that

operates in other languages.

Create a love for learning languages from an early age, through interesting

and positive learning experiences, in order to encourage the motivation of

students to continue learning.

Achieve the exit profile proposed in the national curriculum for EGB and

BGU.

The Superior sub-level of the Basic General Education constitutes the

prelude of the level of Bachilleratoe. In this sub-level the students have

specialist teachers in different areas and the levels of interdisciplinarity and

epistemological, disciplinary and pedagogical complexity increase.

That is why the values of the profile of the Ecuadorian Bachilleratoe

- justice, innovation and solidarity - are deepened here through all the

38

proposed learning, stimulating the construction of the Good Living society

and the natural, physical, biological, social and intercultural diversity.

Likewise, the understanding of the social processes of liberation,

regional integration and construction of alternative social projects to current

socioeconomic systems and their mechanisms of domination, the valuation

of work in human history, vindicating the gender, ethnic vision is favored. ,

regional and class, the questioning of all forms of discrimination and the

defense of human rights.

In addition, this sub-level enhances the artistic, sports, leisure,

literary, etc., creation and the use of different languages, in a safe and

stimulating environment that values team work and fair play, and that

questions the influence of stereotyped social representations about the

body.

This set of learnings is worked through the technical and ethical use of

diverse sources, multimedia, cartographic and ICT resources.

The following articles support the words above.

Art. 26.- Education is a right of people throughout their life and an

inescapable and inexcusable duty of the State. It constitutes a priority area

of public policy and state investment, guarantee of equality and social

inclusion and an essential condition for good living. Individuals, families, and

society have the right and responsibility to participate in the educational

process.

Art. 27.- Education will focus on the human being and guarantee its

holistic development, within the framework of respect for human rights, the

sustainable environment and democracy; it will be participatory, obligatory,

intercultural, democratic, inclusive and diverse, of quality and warmth; will

promote gender equity, justice, solidarity and peace; It will stimulate critical

thinking, art and physical culture, individual and community initiative, and

the development of skills and abilities to create and work. Education is

39

indispensable for knowledge, the exercise of rights and the construction of

a sovereign country, and constitutes a strategic axis for national

development.

Art. 154.- The ministers and ministers of state, in addition to the

powers established in the law, are responsible for 1. Exercising the

stewardship of the public policies of the area under their charge and issuing

the agreements and administrative resolutions required by their

management.

Art. 344.- The national system of education will include the

institutions, programs, policies, resources and actors of the educational

process, as well as actions in the levels of initial, basic and high school

education, and will be articulated with the higher education system. The

State will exercise the rector of the system through the national educational

authority, which will formulate the national education policy; It will also

regulate and control the activities related to education, as well as the

functioning of the entities of the system.

Among the additional obligations of the State in the full, permanent

and progressive fulfillment of the rights constitutional guarantees in

educational matters prescribed in the Organic Law of Intercultural Education

(LOEI), advertising in the Second Supplement of the Official Register 417

of 31 de marzo del 2011, Article 6 contains the following: literal m) "Promote

scientific, technological and innovation research, artistic creation, the

practice of sport, the protection and conservation of cultural, natural and

environmental heritage and cultural and linguistic diversity "; and literal x),

"Guarantee that the plans and programs of initial, basic and Bachilleratoe

education, expressed in the curriculum, encourage the development of skills

and abilities to create knowledge and encourage the incorporation of

citizens into the world of work";

40

Art. 22 of the LOEI, literal c), establishes among the competences of

the National Educational Authority: "Formulate and implement educational

policies, the mandatory national curriculum at all levels and modalities and

the quality standards of the educational provision, conformity with the

principles and purposes of this [...] ";

The LOEI in its article 25 establishes that the National Education

Authority exercises the rector of the National Education System at the level

and corresponds to guarantee and ensure full compliance with the

constitutional guarantees and rights in education, executing direct actions

and leading to full force, permanent of the Constitution of the Republic;

The General Regulation to the LOEI, in the article 111 states that

"public fiscal and private educational institutions can include the qualifier of"

bilinguals "in their domination, as long as they include at least forty percent

(40%) of their burden time in the foreign language of the educational

institution "

Based on the current demands of the knowledge society, the use of

the English language is fundamental and necessary as a general tool for

communication and access to up-to-date scientific and technological

information; to that extent, it is essential to address the teaching of this

language from an early age, which is why it is necessary to place a load of

English as of the second year of EGB.

On the other hand, taking into consideration the expectancy of the

Ecuadorian government for the exit profile of students in the national

education system, it can be recognized that the focus is linked to the

Common European Framework of Reference (CEFR). The standards place

the concept in ranking form based on the user’s proficiency in the use of the

language, in this case English. The CEFR denotes the skills of listening,

reading, writing and speaking as the four core elements to establish how

41

proficient an individual is. The Ecuadorian government places the national

educational curriculum at the following marks:

❖ Level A1 At the end of 9th year Basic General Education.

❖ Level A2 At the end of 1st year Bachelor.

❖ Level B1 At the end of 3rd year Bachelor.

The national educational curriculum emphasizes the progressive

development of the language, with the purpose of having a citizen who can

use the language to communicate, understand and provide instruction and

information in English at the end of their high school career, with the

expectancy of having citizens who are successful and involved in a

globalized and democratic society.

CONTEXTUAL FRAMEWORK

The institution that has been taken into consideration for the authors

for the development and elaboration of this project is the Unidad Educativa

“República de Venezuela” that is located in the urban part of Guayaquil on

Tulcán and Argentina Street. The infrastructure of this study center is

concrete and count with three academic shifts morning, afternoon and night

shifts. Currently it possesses with 51 teachers that correspond to the three

shifts which are divided in 37 women and 14 men who work following the

requirement of the Ministry of Education.

42

CHAPTER III

THE METHODOLOGY

3.1. MODALITY OF THE RESEARCH

For the execution of this project, the investigations were carried out

at Unidad Educativa República de Venezuela where students played an

important role for the development of this research since they took part in

almost all the activities that were introduced in classroom. New ways in the

teaching learning process were applied in order to reinforce the reading

skills through the application of different activities related with Grammar

Structure, specifically the Present Perfect. For doing this, it was necessary

to implement new approaches and taking into consideration the students´

learning styles for a better success in the acquisition of the new content.

These approaches compose procedures which help students learn and

reach their own acquisition of the language.

3.1.1. TYPES OF RESEARCH

In order to develop this project, it was necessary to apply different

kinds of research which helped to collect true data. Among the most

important were used the following.

3.1.1.1. Descriptive Research

The descriptive research studies independently measured variables

and even if they are formulated hypotheses, such variables are contained

in the research objectives. A descriptive research is measuring the variables

independently, this does not mean that a thorough investigation externally

in order to seek fundamental arguments to identify a specific problem.

43

Descriptive research helps to the researchers of this project to

identify the external characteristics of the object of study which is involved

the lack of understanding and comprehension when reading and also

people, events, processes, in order to present a correct interpretation of the

investigation. For this work, the descriptive research is to describe the most

important characteristics of a particular object of study with respect to their

appearance and behavior, or simply the investigators will seek to describe

the ways and forms in which it is like or unlike in another situation or context

given. Descriptive studies also provide information for the planning of new

research and to develop more appropriate ways to deal with them. This

approach cannot facilitate general conclusions or explanations, but rather

descriptions of the behavior of a given phenomenon.

3.1.1.2. Exploratory Research

The exploratory research is used when the investigators are looking

for clues about the general nature of a problem, the possible alternative

decisions, or the relevant variables and hypotheses to consider. In the same

way, the author argues that the exploratory research is used when looking

results about the essence of the problem.

For the exploratory research, the authors intend in a first

approximation, to detect variables, relations and conditions in which the

phenomenon occurs in which it is aimed. In other words, try to find indicators

which may serve to define with greater certainty a phenomenon or event,

unknown or little studied.

This kind of research, which it is carried out in relation to objects of

study for which has little or no information, there can providing, of course,

definitive or generalizable conclusions, but it allows more precisely define

the problem research, derive hypotheses, know the variables relevant. In

44

addition, it will provide the information needed to approximate the

phenomenon more knowledge in a study later, in the actual investigation.

Ideally all research should include an exploratory phase.

3.1.2. POPULATION AND SAMPLE

3.1.2.1. Population

A complete set of elements such as people, animals, or objects that

possess some common characteristic defined by the sampling criteria

established by the researcher. They can be taken into account in order to

generalize the study findings. The population in this research was the

students, teachers, and authorities of Unidad Educativa República de

Venezuela.

3.1.2.2. Sample

A sample is a finite part of a statistical population whose properties

are studied to gain information about the whole. When dealing with people,

it can be defined as a set of respondents selected from a larger population

for the purpose of a survey. The sample of this research correspond to

students of First year of Bachillerato, one (1) English teacher, and the

Chairwoman.

STRATUM

CHART N° 2. Causes and consequences of the conflict situation

PERSONNEL POPULATION SAMPLE

AUTHORITIES 1 1

TEACHERS 51 1

STUDENTS 418 32

TOTAL 470 34

45

CHART N° 3.- OPERATIONALIZATION OF VARIABLES

VARIABLES DIMENSIONS INDICATORS

DEPENDENT VARIABLE

PRESENT PERFECT

FORMS

Written Form

Spoken Form

FUNCTIONS

Show the action in the recent or immediate past. Show the action in the past has continued up to the present. Show the action completed in the past until the present. Expresses past actions without unspecified action.

USES

Unspecified time before Duration from the past until now.

INDEPENDENT VARIABLE

READING SKILLS

DEFINITION

Cognitive ability which a person is able to use when interacting with the written text.

TYPES

Skimming Scanning Search Careful Browsing

CHARACTERISTICS

Mentally engaged Motivated to read and to learn Socially active around reading tasks. Strategic in monitoring the interactive processes.

46

3.1.3. RESEARCH METHODS

3.1.3.1. Method

Method is a systematic procedure, technique, or mode of scientific inquiry

employed by or proper to a particular discipline or art followed in

presenting material for instructions.

3.1.3.2. Feasible Method

This method is based on the collection and analysis of other’s

opinions so concrete answers of any type could be provided with the most

accurate previous information to help explain the events that have been

observed. It is also considered descriptive due to the fact that its main

characteristic is to provide as much details as possible in an adequate,

understandable manner.

3.1.3.3. Deductive Method

In a deductive argument, it affirms that the conclusion is followed with

the absolute need and independently from any other fact that can happen

in the world and without scoring grades; in contrast, an inductive argument

it can conclude that it has a probable cause. Works the opposite from the

inductive by going from the broad, holistic side to the narrow way. Meaning

detailing information in the process. It gives a final run down to formulate a

hypothesis that can provide general results at the end.

3.1.3.4. Inductive Method

Inductive methods are directed to the formation of concepts, through

observation, the indifference of principles and regularities of phenomena,

hypothesis formulation, management, organization and the use of empirical

47

data, directly and / or sources secondary sources. (Davini, 2008). Davini

says that the inductive method is the formation of concepts created by

observing this creates hypotheses on research, management and use of

data. The teacher plays the way followed by the scientist trying to confront

the student to eventful journeys and difficulties faced by the investigator

until to the desired truth; then it seems that no other conclusion to appeal to

inductive and deductive methods in teaching as the deepest essence of the

diversity of teaching methods known.

3.1.3.5. Heuristic Method

It is that the teacher encourages students to understand before

setting, involving logical and theoretical justifications or foundations that can

be presented by the teacher or by the student investigated. Besides, the

learners are allowed to find out things on their own. Applying this research,

the authors of this project intend to improve the present perfect with

interactive readings.

INSTRUMENTS AND TECHNIQUES

As a technique for the collection of the information that the authors

used were interviews to the English teacher and to the Chairwoman; and

surveys to the students of first year of Bachillerato at Unidad Educativa

República de Venezuela.

Collect of Data

For collection of the information the researchers used

complementary angles, it is field research within the classroom. The

investigators carried out interviews and surveys to different members of the

educational institution that belong to the Educational Community in the

teaching learning process. Field research allowed to the authors of this

48

project to use techniques and instruments of work contributing to the

effectiveness of the results and thus to the establishment of the conclusions.

Observation

The observation is a technique that consists of to observe carefully

the phenomenon, fact, or case, to take information and record it for its

respective analysis later. The observation is a key element of all

investigative process; for the development of this project the researchers

rely to obtain the highest number of data. Much of the knowledge that

constitutes the science has been achieved through observation.

Interview

Interview is a term that is related to the verb to interview that is the

action of developing a talk with one or more people in order to discuss

certain issues and a particular purpose. The information obtained from the

surveys and interviews were tabbed and processed with the results of this

research so that they can be monitored.

49



APLICACIÓN DE LOS INSTRUMENTOS DE INVESTIGACIÓN

INTERVIEW TO THE CHAIRWOMAN

1. What do you think about the use of another didactic material?

2. How often the English teachers upgrade their knowledge?

3. Do you consider that the English language as a subject deserve the

same importance than the others?

4. Do you agree that students must go at least twice a week to the

English lab?

5. Would you support the implementation of a new didactic resource?

50

51




INTERVIEW TO THE ENGLISH TEACHER

1. Do you practice grammar structure using reading activities or

conversations?

2. Do you think that students show problems in learning Present

Perfect?

3. Do you teach English taking into account the communicative

approach?

52

53




SURVEY TO THE STUDENTS

MARK WITH AN X ACCORDING TO YOUR OPINION CONSIDERING THE OPTIONS

Totally agree (TA) Disagree (D) Indifferent (I)

Agree (A) Totally disagree (TD)

STATEMENTS TA A D TD I Total

The teacher practices reading skills in the classroom.

You want to read in English.

Reading skills is important for developing the other skills.

The teacher must use different methodology for teaching reading skills.

You want to put in practice grammar structure every day.

Forming sentences in Present Perfect is difficult for learning.

You feel confuse when practice Present Perfect.

You like to elaborate grammar structure using the present perfect.

You think you need to use another resource for developing grammar structure.

You will support the introducing of a new booklet with interactive readings

54

55




RESULTS OF SURVEYS

STATEMENTS TA A D TD I TOTAL


0 5 10 12 5 32

You want to read in English. 14 7 5 6 0 32


22 5 0 5 0 32


12 10 6 4 0 32


15 10 4 2 1 32


25 3 2 2 0 32


23 5 1 2 1 32


16 11 3 1 1 32


17 8 0 5 2 32


16 8 4 0 4 32

56

ANALYSIS OF RESULTS

Sample: 32 students Course: First Bachillerato

Statement 1: The teacher practices reading skills in the classroom


Source: Unidad Educativa “República de Venezuela” Researchers: Alex Piguave and Adriana López



COMMENT

In this statement, 0% of students have answered that the practices of

reading skills in classroom are not enough for them. The authors of this

project have to bear in mind these results since English teacher does not

practice Analysis of the questions indicate that the teacher uses techniques

allowing recreational break the monotony to foster psychosocial

development guidance to students interact creatively motivation

0%

16%

31%37%

16%

GRAPHIC 1

TOTALLY AGREE

AGREE

TOTALLY DISAGREE

DISAGREE

INDIFFERENT

ALTERNATIVES FREQUENCY PERCENTAGE

TOTALLY AGREE 0 0%

AGREE 5 16%

TOTALLY DISAGREE 10 31%

DISAGREE 12 37%

INDIFFERENT 5 16%

TOTAL 32 100

57

ANALYSIS OF RESULTS


Statement 2: You want to read in English.



Graphic 6: Analysis of results, statement 2 Source: Unidad Educativa “República de Venezuela” Researchers: Alex Piguave and Adriana López

COMMENT

In this statement as we can see that, 44% of students indicated that

they want to learn reading in English correctly. It is a good point for the

researchers since they count with the students´ willingness for applying this

didactic material.

44%

22%

15%

19%

0%

GRAPHIC 2

TOTALLY AGREE

AGREE

TOTALLY DISAGREE

DISAGREE

INDIFFERENT


TOTALLY AGREE 14 44%

AGREE 7 22%


DISAGREE 6 19%

INDIFFERENT 0 0%

TOTAL 32 100%

58

ANALYSIS OF RESULTS


Statement 3: Reading skills is important for developing the other skills.




AGREE 5 16%


DISAGREE 5 15%

INDIFFERENT 0 0%

TOTAL 32 100% Source: Unidad Educativa “República de Venezuela” Researchers: Alex Piguave and Adriana López


COMMENT

In this statement, 69% of students have answered affirmatively, they

consider that acquiring and developing reading skills they will improve the

other ones since they are sure it is the base for speaking and writing.

69%

15%

0%16%

0%

GRAPHIC 3

TOTALLY AGREE

AGREE

TOTALLY DISAGREE

DISAGREE

INDIFFERENT

59

ANALYSIS OF RESULTS


Statement 4: The teacher must use different methodology for teaching reading skills.




AGREE 10 31%


DISAGREE 4 13%

INDIFFERENT 0 0%

TOTAL 32 100%



COMMENT

In this statement, 37% of students are sure that teacher needs to apply

different methodology for imparting the reading classes. It happens because

they have noticed that they demonstrate failures in the performance during

the classes.

37%

31%

19%

13%

0%

GRAPHIC 4

TOTALLY AGREE

AGREE

TOTALLY DISAGREE

DISAGREE

INDIFFERENT

60

ANALYSIS OF RESULTS


Statement 5: You want to put in practice grammar structure every day.




COMMENT

The results of this statement demonstrate that, 47% of students want

to put in practice what they learn in classroom. In this way they will gain self-

confidence and they can communicate with peers any time, even though

social networks.

47%

31%

13%

6% 3%

GRAPHIC 5

TOTALLY AGREE

AGREE

TOTALLY DISAGREE

DISAGREE

INDIFFERENT



AGREE 10 31%


DISAGREE 2 6%

INDIFFERENT 1 3%

TOTAL 32 100%

61

ANALYSIS OF RESULTS


Statement 6: Forming sentences in Present Perfect is difficult for learning.




AGREE 3 10%


DISAGREE 2 6%

INDIFFERENT 0 0%

TOTAL 32 100%



COMMENT

In this statement, 78% of students have answered positively, it is truth

that they present serious inconvenient for acquiring and developing this

grammar tense. For that reason, the researchers of this investigation are

going to introduce a new didactic material with innovative techniques and

strategies that will improve the present perfect.

78%

10%

6%

6%

0%

GRAPHIC 6

TOTALLY AGREE

AGREE

TOTALLY DISAGREE

DISAGREE

INDIFFERENT

62

ANALYSIS OF RESULTS


Statement 7: You feel confuse when practice Present Perfect.




COMMENT

As expected in this statement, the results show that 72% students feel

confused in acquiring present perfect when teacher impart this academic

content. It happens, because they do not use the most appropriate

methodology that engage students and involve them in this grammar tense.

72%

16%

3%6%

3%

GRAPHIC 7

TOTALLY AGREE

AGREE

TOTALLY DISAGREE

DISAGREE

INDIFFERENT



AGREE 5 16%


DISAGREE 2 6%

INDIFFERENT 1 3%

TOTAL 32 100%

63

ANALYSIS OF RESULTS


Statement 8 You like to elaborate grammar structure using the Present

Perfect.




AGREE 11 35%


DISAGREE 1 3%

INDIFFERENT 1 3%

TOTAL 32 100%



COMMENT

In this statement, 50% of students affirm that they like present perfect

since they want to make sentences both writing and speaking. For that

reason, the authors of this project will introduce several useful activities

that will help to elaborate sentences in this grammar tense.

50%

35%

9%

3% 3%

GRAPHIC 8

TOTALLY AGREE

AGREE

TOTALLY DISAGREE

DISAGREE

INDIFFERENT

64

ANALYSIS OF RESULTS


Statement 9: You think you need to use another resource for developing

grammar structure.




AGREE 8 25%


DISAGREE 5 16%

INDIFFERENT 2 6%

TOTAL 32 100%



COMMENT

According to the results of the surveys, 53% of students are sue that

the teacher must use another didactic material for imparting the English

classes, since they only limit to work with the text book given by the

government leaving aside the creation of another that will facilitate the

teaching learning process of the English language.

53%

25%

0% 16%6%

GRAPHIC 9

TOTALLY AGREE

AGREE

TOTALLY DISAGREE

DISAGREE

INDIFFERENT

65

ANALYSIS OF RESULTS


Statement 10: You will support the introducing of a new booklet with

interactive readings.




AGREE 8 25%


DISAGREE 0 0%

INDIFFERENT 4 13%

TOTAL 32 100%


Graphic 14: Analysis of results, statement 210Source: Unidad Educativa “República de Venezuela” Researchers: Alex Piguave and Adriana López

COMMENT

Respondents to this question, 50% of students, indicates the great

importance of using another didactic material and they will support the

introducing of it. They have already noticed that they need to reinforce the

grammar structure specially the present perfect.

50%

25%

12%

0%13%

GRAPHIC 10

TOTALLY AGREE

AGREE

TOTALLY DISAGREE

DISAGREE

INDIFFERENT

66

CONCLUSIONS AND RECOMMENDATIONS

CONCLUSIONS

❖ Students do not like to participate in reading practices during the

class due to the lack of knowledge and they feel ashamed in their

performance.

❖ Students do not want to read in English not even when the work in

pair strategy is being applied.

❖ Students consider that Reading skills is not important for them.

❖ Students do not give the real importance to the English language.

❖ Teachers do not apply modern methodology for teaching English.

❖ Teachers do not upgrade their knowledge constantly.

RECOMMENDATIONS

❖ It is recommended to involve students in the importance that the

English language has today in modern society.

❖ Students at this level must apply this language both academic and

real life.

❖ Teachers can encourage students that developing reading skills they

are fostering the other ones.

❖ Teachers must be creative at the moment of using the didactic

resources.

67

CHAPTER IV

THE PROPOSAL

DESIGN OF A BOOKLET WITH INTERACTIVE READING FOR

IMPROVING THE PRESENT PERFECT TENSE

JUSTIFICATION

After gathering the results of this research and elaborated the

conclusions and recommendations, the authors of this project have

determined that applying interactive readings to the students of First year of

Bachillerato at Unidad Educativa “República de Venezuela” will strengthen

the knowledge of the other skills since reading fosters the acquisition of

different abilities for the learning of the English language.

Besides, reading skills for students are important for their success

not only in high schools but also in real life. In addition, reading can be a

fun and imaginative activity for learners which opens doors to all kinds of

new world for them. Reading is an important way, people use language to

communicate. That is why it must be applied a good and interesting

activities to the students so they get excited and make reading their

hobbies.

The reading activities in present perfect tense that contain this

didactic material will allow students to think about what they already know

about a given topic and predict what they will read or hear. Before students

read any activity, teachers can direct their attention to how a text is

structured grammatically, teaching unfamiliar vocabulary or other concepts,

search for the main idea, and provide students with a purpose for reading

or listening.

It is necessary to remember that the present perfect is used to talk about

things that are important to the present time in some way, even though the action

or experience happened in the past. The focus of a sentence in the present

68

perfect is on the present condition, result, or effect of the past action, event, or

experience. Present perfect sentences place an emphasis on one of several

broad, somewhat overlapping categories of meaning: change over time,

experiences or accomplishments, expected but uncompleted actions, multiple

actions at different times in the past, or duration of time from the past into the

present.

On the other hand, the elaboration of this proposal is justified since

interactive reading in present perfect not only will develop the English

performance in classroom but also will awake the students´ interest both

receptive and productive skills thus they will feel confident during the class.

OBJECTIVES

General

To increase the knowledge and performance of present perfect through the

application of interactive readings with the purpose of improving the

acquisition of grammar structure in students of first year of Bachillerato at

Unidad Educativa “República de Venezuela”.

Specifics

To present the booklet with interactive readings to the students in order to

activate the new information that will be introduced.

To explain how the didactic material is going to work through demonstrative

classes.

To assess students through different evaluations in order to prove if the new

knowledge has been acquired correctly.

69

FEASIBILITY OF THE PROPOSAL

This proposal is feasible since it counts with the support of the whole

educational community it means the director of the institution, the English

teacher, students, and parents. Besides, the researchers counted with the

economic resources for the preparation and implementation of the proposal.

The financial expenses served for printers, copies, transportation,

snacks, markers, cardboard, and various, that were necessaries for the

execution of it.

Likewise, the human talent belong to the academic institution where

the project was carried out.

DESCRIPTION OF THE PROPOSAL

The proposal was made taking into consideration the curricular

planning that correspond to this year of education and selecting topic that

there are in the text book given by the government. Furthermore, it has

added some extra topics that the researchers consider important for the

students at this level.

The content of this innovative booklet varies according to the

students´ necessities without losing its original creation. In this way the

new didactic resource contains a brief explanation and introduction to the

present perfect, thus students will review the steps for elaborating

correctly their statements. Furthermore, it is based in practical exercises

that will reinforce their grammar skills and will catch their attention. Finally,

the reading in present perfect will awake the critical thinking of them, since

they will understand and comprehend what are the stories about.

70

CONCLUSION

With the creation and application of this investigative work, it can be

concluded that the teaching of the English has been enriched as well as the

practices of grammar structure, since it has noticed a change in the

performance and attitude of students in classroom. Surely, with this

contribution authorities, teachers, students, and the whole educational

community will be satisfied with this work and they will give the real

importance that this language deserves in a globalized world.

71

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ANNEX

I

77

78

79

ANNEX

II

80

81

82

ANNEX

III

83

Source: application to the observation guide to students and teacher of first grade of General Basic Unified, of the Unidad

Educativa “República de Venezuela”.Authors: Adriana López and Alex Piguave

84

Source: application to the observation guide to students and teacher of first grade of General Basic Unified, of the Unidad

Educativa “República de Venezuela”.Authors: Adriana López and Alex Piguave

85

Source: Unidad Educativa “República de Venezuela”. Authors: Adriana López and Alex Piguave

86

Source: Tutorials with the academic adviser of the research project Authors: Adriana López and Alex Piguave

87

Source: Tutorials with the academic adviser of the research project Authors: Adriana López and Alex Piguave

88

89

ANNEX

IV

90




INTERVIEW TO THE CHAIRWOMAN

1. What do you think about the use of another didactic material?

2. How often the English teachers upgrade their knowledge?

3. Do you consider that the English language as a subject deserve the

same importance than the others?

4. Do you agree that students must go at least twice a week to the

English lab?

5. Would you support the implementation of a new didactic resource?

91

92




INTERVIEW TO THE ENGLISH TEACHER

1. Do you practice grammar structure using reading activities or

conversations?

2. Do you think that students show problems in learning Present

Perfect?

3. Do you teach English taking into account the communicative

approach?.

93

94




SURVEY TO THE STUDENTS

MARK WITH AN X ACCORDING TO YOUR OPINION CONSIDERING THE OPTIONS

Totally agree (TA) Disagree (D) Indifferent (I)

Agree (A) Totally disagree (TD)

STATEMENTS TA A D TD I Total


You want to read in English.









95

96

97

ANNEX

V

98

99

ANNEX

VI

100

97

ANNEX

VII

98

99

ANNEX

VIII

100

101

PROPOSAL

102

BOOKLET

WITH PRESENT PERFECT

READING ACTIVITIES

AUTHORS: ADRIANA LOPEZ

ALEX PIGUAVE

1

1

2

2

3

3

4

4

5

5

6

6

7

7

8

8

9

9

10

10

11

11

12

12

13

13

14

14

15

15

Present Perfect Reading

Bob and Darren work together. They are talking about interviews for a new sales

manager position at their company.

Bob:

We need to make a decision on who we are going to hire for the new salesperson

position.

Darren:

I know. There are a lot of good applicants. So far we have interviewed 10 people and

have looked at over 50 resumes.

Bob:

Well, let’s take a look at some of the best and make a decision.

Darren:

OK, the first person is Phil. He has worked as a salesperson for 10 years in both The

United States and Canada. Also, he has been the manager of the sales department of a

large auto-parts company.

Bob:

Sounds interesting, but has he ever worked in the food sales industry?

Darren:

No he hasn’t.

Bob:

That might be a problem. We need someone with food experience.

Darren:

OK, what about Karen? She has worked in the food industry for 6 years. She has been a

manager of a major supermarket and worked in marketing for a large meat company.

Bob:

OK. Has she worked in international sales before?

Darren:

No, she has never worked in international sales.

Bob:

Well, that could be a problem. This job will require a lot of international experience. I

think we need someone who has worked in an international environment

16

16

Darren:

Well what about Larry? We haven’t met him yet but his resume looks good. He has been

a salesperson in the food industry for 13 years. He has worked in The United States,

Canada and Mexico. In the past 4 years he has learned to speak Spanish and French.

Bob:

Wow, sounds great!

Darren:

The problem is we still haven’t had an interview with him. I have called him many times,

but I haven’t been able to reach him.

Bob:

Well, why don’t you send him an email? Perhaps he will respond that way.

Darren:

OK, I will try that. I will let you know.

Bob:

Great, thanks.

1. Question

How many people have they interviewed?

10 50 5 3

2. Question

Who has worked in the food industry?

Karen Phil

3. Question

Who have they not met?

Phil Larry Karen

4. Question

Why haven’t they interviewed Larry?

They haven't been able to reach him on the phone.

They haven't been able to contact him by email.

They haven't looked at his resume yet.

They haven't had the chance to call him.

17

17

18

18

THE OLD COLONEL

I think I have had a very interesting life. I'm 73 now and I don't work anymore. I was in

the army for 51 years. I retired when I was 69. I have been to so many countries that I

can't remember all of them. I've been to Australia six or seven times and to South Africa

three times. I have also been once to Russia but I didn't like it at all: much too cold for

me!

They say that love is the greatest thing and I agree. I've been married four times but

never for more than five years. I don't think women really understand me!

I've never been on television, but I've been on the radio once. It was a programme about

life in the military about twenty years ago. I met the Prime Minister on the same day.

Actually, I've met a lot of famous people: members of the royal family, famous

politicians and also famous cinema and television personalities. I've never met the

American President though which is a pity.

Because I've travelled a lot, I've seen a lot of wonderful things and have also eaten and

drunk some strange foods and drinks. I ate cat and rat in India and drank something

called Mirto on a little island in Italy many years ago.

1. What job _____________ before retiring?

He worked in the army.

2. ___________ he in the army?

For 51 years.

3. How many _____________ been to Australia?

Six or seven times.

4. ______________ like Russia?

No, it was too cold.

5. ______________ married so many times?

Because women don't understand him.

6. Has he ever ______________ ?

Yes, he has. But never on TV.

7. When _________________ the prime minister?

When he was on the radio.

8. Has ___________________ American president?

No, he hasn't but he wants to.

9. Where ___________________ cat and rat?

In India.

10. __________________ drunk Mirto?

Yes, he has. In Italy.

19

19

20

20

21

21

22

22

23

23

24

24

25

25

26

26

LOVE STORY

"My boyfriend, John, and I have been together for about six

months. My 16th birthday was coming up and I was so excited

because my previous birthdays had been bad. Of course I was

crushed when he told me his family was going away to Florida

that weekend! While he was gone, my sister took me to the mall

to get my mind off it. The whole time I kept texting him how

much I missed him. I really started to get bummed out and we

had shopped all day, so she decided to take me home. On the

way, my sister said she wanted to stop at her boyfriend's house

to say hi. When we walked in my friends all screamed,

'Surprise!' I was happy about the party but still upset because

John wasn't there. Then my sister told me to go to the closet to

get my presents. I walked over and opened the door, and there

stood John with a big red ribbon on his shirt! It turns out he

had planned the whole party just so I could finally have an

amazing birthday. I couldn't have asked for a better day, or a

better boyfriend!"

27

27

28

28

29

29

30

30

31

31

32

32

33

33

34

34

35

35

SPEAKING PRACTICE IN PRESENT PERFECT

36

36

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https://en.islcollective.com/resources/printables/worksheets_doc_docx/present_perfect_time_words/present-perfect-halloween/60702

https://en.islcollective.com/resources/printables/worksheets_doc_docx/present_perfect_time_words/present-perfect-halloween/60702

https://alonot.com/english/wp-content/uploads/2019/03/Ms3-Level-Test-2-2Nd-Term-2016-2017-Ana-S-Story-By-Samir-Bounab-2017.pdf

https://alonot.com/english/wp-content/uploads/2019/03/Ms3-Level-Test-2-2Nd-Term-2016-2017-Ana-S-Story-By-Samir-Bounab-2017.pdf

https://www.google.com/search?q=grammar+in+the+news&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjM1Mis-7ThAhXSuFkKHUNsDhoQ_AUIDigB&biw=1366&bih=657#imgrc=jwu_qzAA3JTdNM:



https://en.islcollective.com/resources/printables/worksheets_doc_docx/present_perfect_fugitives/present-perfect-describing/72051

https://en.islcollective.com/resources/printables/worksheets_doc_docx/present_perfect_fugitives/present-perfect-describing/72051

https://books.google.com.ec/books?id=7YucE9enciYC&pg=PA75&lpg=PA75&dq=they,+Will.+Have+you+ever+gone+rock+climbing?&source=bl&ots=pevwcx7Uag&sig=ACfU3U3PEfrhPLOH29kUPTjT-E-IUPUjZA&hl=es&sa=X&ved=2ahUKEwjv36nN_LThAhXktlkKHe6MAiwQ6AEwAHoECAgQAQ#v=onepage&q=they%2C%20Will.%20Have%20you%20ever%20gone%20rock%20climbing%3F&f=false






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UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS …repositorio.ug.edu.ec/bitstream/redug/43702/1/BFILO-PLL... · 2019-09-25 · Adriana López Condoy Alex Piguave Zambrano