UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS …repositorio.ug.edu.ec/bitstream/redug/41361/1/BFILO-PLL.16P046 Ga… · menciÓn: inglÉs tema: “the influence of vocabulary

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN SISTEMA DE EDUCACIÓN

SUPERIOR PRESENCIAL CENTRO UNIVERSITARIO: MATRIZ

GUAYAQUIL

PROYECTO EDUCATIVO

PREVIO A LA OBTENCIÓN DEL TÍTULO DE LICENCIADO EN CIENCIAS DE LA EDUCACIÓN

MENCIÓN: INGLÉS

TEMA:

“THE INFLUENCE OF VOCABULARY IN ORAL EXPRESSION IN

STUDENTS OF 1ST YEAR “E” BACHILLERATO OF EDUCATIONAL

INSTITUTION DR. JOSÉ MARIA EGAS, CORRESPONDING TO ZONE

8, DISTRICT XIMENA 2, PROVINCE GUAYAS, CANTÓN

GUAYAQUIL, PARISH XIMENA, AND 2015-2016 ACADEMIC YEAR”

PROPUESTA:

EDUCATIONAL GUIDE WITH VOCABULARY OF THE ENGLISH

LANGUAGE

AUTORES

SILVIA CAROLINA GARCIA GUTIERREZ

SUSY CYNTHIA TITO SANCHEZ

CONSULTOR:

MSc. GLENDA MORALES

GUAYAQUIL, 2016

II

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

SISTEMA DE EDUCACIÓN PRESENCIAL CENTRO UNIVERSITARIO:

MATRIZ GUAYAQUIL

FIRMA DE AUTORIDADES

_______________________

__________________________

MSc. Silvia Moy-sang Castro

MSc. José Zambrano García

DECANA

SUBDECANO

_________________________

_________________________

Msc. Jacinto Calderón Vallejo

Ab. Sebastián Cadena Alvarado

DIRECTOR DE CARRERA

SECRETARIO GENERAL

III

MSc.

SILVIA MOY-SANG CASTRO, Arq.

DECANA DE LA FACULTAD DE FILOSOFÍA

LETRAS Y CIENCIAS DE LA EDUCACIÓN

CIUDAD.-

APROBACION DEL TUTOR

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,

el día 10 de noviembre del 2015.

Tengo a bien informar lo siguiente: Silvia Carolina García Gutiérrez con C

I: 0704523224 y Susy Cynthia Tito Sánchez con CI: 0924442130 diseñaron el

proyecto educativo con el tema: “The influence of vocabulary in oral expression

in students of 1st year “E” Bachillerato of Educational Institution Dr. José Maria Egas, corresponding to Zone 8, District Ximena 2, Province

Guayas, Cantón Guayaquil, Parish Ximena, 2015-2016 academic year.

Propuesta: Educational guide with vocabulary of the English language.

Las mismas 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.

.…………………………………………….

MSc. Glenda Morales

IV

Guayaquil, 5 de septiembre del 2016

MSc

SILVIA MOY-SANG CASTRO, Arq.

DECANO DE LA FACULTAD DE FILOSOFÍA,

LETRAS Y CIENCIAS DE LA EDUCACIÓN

AUTORIZACION LEGAL

Ciudad.-

Para los fines legales pertinentes comunico a usted que los derechos

intelectuales del proyecto educativo con el tema:



INSTITUTION DR. JOSÉ MARIA EGAS, CORRESPONDING TO ZONE 8,

DISTRICT XIMENA 2, PROVINCE GUAYAS, CANTÓN GUAYAQUIL,

PARISH XIMENA, AND 2015-2016 ACADEMIC YEAR”

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

Atentamente,

___________________________

______________________

Silvia Carolina García Gutiérrez

Susy Cynthia Tito Sánchez

C I: 0704523224

CI: 0924442130

V

UNIVERSIDAD DE GUAYAQUIL


SISTEMA DE EDUCACIÓN PRESENCIAL

CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL

PROYECTO



INSTITUTION DR. JOSÉ MARIA EGAS, CORRESPONDING TO ZONE 8,

DISTRICT XIMENA 2, PROVINCE GUAYAS, CANTÓN GUAYAQUIL,

PARISH XIMENA, AND 2015-2016 ACADEMIC YEAR”

APROBACION DEL TRIBUNAL

………………………………

Tribunal No 1

………………………

Tribunal No 2

………………………

Tribunal No 3

___________________________


C I: 0704523224

_____________________


CI: 0924442130

VI

EL TRIBUNAL EXAMINADOR OTORGA

AL PRESENTE TRABAJO

LA CALIFICACIÓN DE: ______________

EQUIVALENTE A: ______________

CALIFICACION DEL TRIBUNAL

__________________ __________________

___________________

VII

DEDICATION

First, I want to dedicate this educational project to God because he gives

me the strength to follow the correct path, then I dedicate this achievement

to my beloved parents Dr. César García Vallejo and Gladyz Gutiérrez who

taught me to persist until reach my goals and supported me all these years

of hard work and studies to finish my career successfully.

Besides, I dedicate this achievement to my Husband Luis Cely, my children

Carolina, Isaias and our last baby that is on the way.

To my dear sister Claudia García and her kids.


VIII

ACKNOWLEDGMENT

In addition, my heartfelt thanks to all my teachers who gave me the

appropriate academic tools to surpass every educational part in my years

as English learner and be able to achieve this important step in my life.

Special thanks to Mercedes Galarza, Nohemí Casierra and MSc. Lizmary

Ferriz.


IX

DEDICATION

This research work devoted to God, who with his blessings to guide my way.

My parents, my husband and my children who have been the engine to keep

climbing success in professional life and have supported me in good times

and difficult times of life.


X

ACKNOWLEDGMENT

A very great thanks to God because he has walked with me in every step during

college, my parents and husband for their unconditional support, which led me

to this goal and for giving me the opportunity to study and become a

professional, my career teachers who shared their time and knowledges and

also thank the MSc. Lizmary Feriz as thesis director who contributed with

suggestions necessary to reach this successful conclusion and to all who

supported me with words of encouragement to finish the race.


XI

TABLE OF CONTENTS

FIRMA DE AUTORIDADES ....................................................................... II

AUTORIZACION LEGAL .......................................................................... IV

APROBACION DEL TRIBUNAL ................................................................ V

CALIFICACION DEL TRIBUNAL .............................................................. VI

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

ACKNOWLEDGMENT ............................................................................ VIII

DEDICATION ............................................................................................ IX

ACKNOWLEDGMENT ............................................................................... X

TABLE OF CONTENTS ............................................................................ XI

INDEX OF TABLES ............................................................................. XVIII

INDEX OF FIGURES ............................................................................. XIX

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA ....................... I

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA ...................... II

ABSTRACT ............................................................................................... III

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

CHAPTER ONE ......................................................................................... 2

THE PROBLEM ......................................................................................... 2

1.1. Context of investigation ................................................................... 2

1.2. Research problem ........................................................................... 2

1.3. Causes ............................................................................................ 3

1.4. Problem formulation ........................................................................ 3

1.5. Objectives of investigation ............................................................... 4

1.5.1. General objective ...................................................................... 4

1.5.2. Specific objectives .................................................................... 4

1.6. Research questions ......................................................................... 4

1.7. Justification ...................................................................................... 5

XII

CHAPTER II ........................................................................................... 8

THE THEORETICAL FRAMEWORK ...................................................... 8

2.1. Context of the Research .................................................................. 8

2.2. Vocabulary .................................................................................... 11

2.3. Aspects of knowing a word ............................................................ 12

2.3.1. Form ....................................................................................... 12

2.3.1.1. Prefixes ................................................................................ 12

2.3.1.2. Suffixes ................................................................................ 13

2.3.2. Meaning .................................................................................. 13

2.3.2.1. Synonyms ......................................................................... 14

2.3.2.2. Antonyms .......................................................................... 15

2.3.3. Use ......................................................................................... 15

2.3.3.1. Associations ...................................................................... 16

2.3.3.2. Grammatical functions ....................................................... 17

2.3.3.3. Collocations ....................................................................... 17

2.3.3.4. Constraints ........................................................................ 17

2.4. Types of vocabulary ...................................................................... 18

2.4.1. Receptive vocabulary .............................................................. 18

2.4.2. Productive vocabulary ............................................................. 18

2.5. Vocabulary acquisition activities .................................................... 19

2.5.1. Information gap activities ........................................................ 19

2.5.2. Semantic activities .................................................................. 20

2.5.3. Games .................................................................................... 21

2.5.4. Matching activities ................................................................... 22

2.6. Oral expression ............................................................................. 22

2.7. Types of oral expression ............................................................... 23

XIII

2.7.1. Conversation ........................................................................... 23

2.7.2. Dialogues ................................................................................ 24

2.7.3. Interviews ................................................................................ 24

2.7.4. Discussions ............................................................................. 25

2.8. Qualities of oral expression ........................................................... 26

2.8.1 Pronunciation ........................................................................... 26

2.8.2. Fluency ................................................................................... 27

2.8.3. Accuracy ................................................................................. 27

2.8.4. Rhythm ................................................................................... 27

2.9. Classroom management for developing oral expression ............... 28

2.9.1. Communicative approach ....................................................... 28

2.9.1.1. Communicative language teaching ................................... 28

2.9.1.2. Natural approach ............................................................... 29

2.9.2. Motivation................................................................................ 30

2.9.3. Pairwork and Groupwork ........................................................ 30

2.10. Philosophical foundation .............................................................. 31

2.11. Epistemological foundation .......................................................... 31

2.12. Linguistic foundation .................................................................... 32

2.13. Pedagogical foundation ............................................................... 36

2.14. Sociological foundation ................................................................ 37

2.15. Psychological foundation ............................................................. 39

2.16. Legal foundation .......................................................................... 43

CHAPTER THREE ................................................................................... 46

METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF

RESULTS ................................................................................................ 46

3.1. Methodological design ................................................................... 46

XIV

3.1.1. Qualitative research ................................................................ 47

3.1.2. Quantitative research .............................................................. 47

3.1.3. Mixed methods ........................................................................ 47

3.2. Types of Research ........................................................................ 48

3.2.1. Exploratory research ............................................................... 49

3.2.2. Descriptive research ............................................................... 49

3.2.3. Explanatory research .............................................................. 50

3.3. Population and Sample ................................................................. 50

3.4. Variables ....................................................................................... 51

3.5. Research methods ........................................................................ 52

3.5.1. Deductive method ................................................................... 52

3.5.2. Inductive method ..................................................................... 53

3.5.3. Historical-comparative method ................................................ 53

3.6. Empirical techniques and research instruments ............................ 54

3.6.1. Observation ............................................................................. 54

3.6.2. Interview.................................................................................. 54

3.6.3. Oral test .................................................................................. 55

3.6.4. Survey ..................................................................................... 55

3.7. Analysis and interpretation of the data collected ........................... 56

3.7.1. Analysis of the observation sheet ........................................... 57

3.7.1.1. The teacher plans effectively the class and communicate the objectives of the lesson ............................................................ 57

3.7.1.2. The teacher presents appropriate vocabulary for the activity 57

3.7.1.3. There are speaking activities to practice the lesson in class 57

XV

3.7.1.4. Teaching methods used by the teacher allow to the students an effective learning ....................................................................... 58

3.7.1.5. Technology and homework ............................................... 58

3.7.2. Interview.................................................................................. 58

3.7.2.1. Classroom teacher interview questions ............................. 59

3.7.2.2. Analysis of the interview .................................................... 60

3.7.3. Oral test .................................................................................. 60

3.7.3.1. Oral test rubric ................................................................... 61

3.7.3.2. Analysis of the oral test ..................................................... 61

3.7.3.2.1. Vocabulary .................................................................. 62

3.7.3.2.2. Oral expression ........................................................... 62

3.7.4. Survey ..................................................................................... 63

3.7.4.1. Survey ............................................................................... 64

3.7.4.2. Analysis of the survey ....................................................... 65

3.7.4.2.1. Statement # 1 .............................................................. 65

3.7.4.2.2. Statement # 2 .............................................................. 66

3.7.4.2.3. Statement # 3 .............................................................. 67

3.7.4.2.4. Statement # 4 .............................................................. 68

3.7.4.2.5. Statement # 5 .............................................................. 69

3.7.4.2.6. Statement # 6 .............................................................. 70

3.7.4.2.7. Statement # 7 .............................................................. 71

3.7.4.2.8. Statement # 8 .............................................................. 72

3.7.4.2.9. Statement # 9 .............................................................. 73

3.7.4.2.10. Statement # 10 .......................................................... 74

3.8. Chi-squared test ............................................................................ 75

3.9. Conclusions ................................................................................... 77

3.10. Recommendations ....................................................................... 78

CHAPTER IV ........................................................................................... 80

Educational guide with vocabulary of the English language ..................... 80

4.1. Justification .................................................................................... 80

XVI

4.2. General objective ........................................................................... 81

4.3. Specific objectives ......................................................................... 81

4.4. Theoretical aspects of the proposal ............................................... 81

4.4.1. Philosophical aspect ............................................................... 81

4.4.2. Sociological aspect ................................................................. 82

4.4.3. Linguistic aspect ..................................................................... 82

4.4.4. Psychological aspect .............................................................. 83

4.4.5. Pedagogical aspect ................................................................. 83

4.4.6. Legal aspect ............................................................................ 84

4.5. Feasibility of application ................................................................ 84

4.5.1. Financial feasibility .................................................................. 84

4.5.2. Human feasibility ..................................................................... 85

4.5.3. Political feasibility .................................................................... 85

4.6. Description .................................................................................... 85

4.6.1. Table of contents .................................................................... 86

4.7. Conclusion ..................................................................................... 87

References ................................................................................................. 1

Bibliography ............................................................................................... 5

Annexes ..................................................................................................... 1

Acceptance letter (tutor) ............................................................................. 1

Acceptance letter (School) ......................................................................... 2

Antiplagiarism result ................................................................................... 3

Observation sheet ...................................................................................... 4

Interview ..................................................................................................... 5

Survey ........................................................................................................ 6

Oral test ..................................................................................................... 7

Pictures ...................................................................................................... 8

XVII

Didactic guide .......................................................................................... 11

Justification ................................................................................................ 3

General objective ....................................................................................... 4

Specific objectives ..................................................................................... 4

Index .......................................................................................................... 5

Table of contents ....................................................................................... 6

My Family ................................................................................................... 7

Football stuff .............................................................................................. 9

Musical Instruments ................................................................................. 11

Television Programs ................................................................................ 13

Pets .......................................................................................................... 15

Christmas words ...................................................................................... 17

Bibliografía ............................................................................................... 19

Answers ................................................................................................... 20

XVIII

INDEX OF TABLES

Table 1: Form ........................................................................................... 12

Table 2: Prefixes ...................................................................................... 13

Table 3: Suffixes ...................................................................................... 13

Table 4: Meaning ..................................................................................... 14

Table 5: Synonyms .................................................................................. 14

Table 6: Antonyms ................................................................................... 15

Table 7: Use ............................................................................................. 16

Table 8: Three effective techniques ......................................................... 21

Table 9: Useful expressions for discussions activities ............................. 26

Table 10: Natural approach principles...................................................... 29

Table 11: Affective factors ........................................................................ 35

Table 12: Four stages of cognitive development ...................................... 40

Table 13: Range of vocabulary ................................................................ 43

Table 14: A2 level proficiencies ............................................................... 44

Table 15: Population and sample ............................................................. 50

Table 16: Variables .................................................................................. 51

Table 17: Observation sheet results ........................................................ 56

Table 18: Interview ................................................................................... 59

Table 19: Description of oral test activity .................................................. 60

Table 20: Oral test results ........................................................................ 61

Table 21: Survey steps ............................................................................ 63

Table 22: Survey results .......................................................................... 64

Table 23: Survey statement 1 .................................................................. 65








XIX


Table 32: Survey statement 10 ................................................................ 74

Table 33: Chi-squared test 1 .................................................................... 75




Table 37: Financial feasibility ................................................................... 84

Table 38: Table of contents ...................................................................... 86

INDEX OF FIGURES

Figure 1: Social aspects ........................................................................... 36

Figure 2: Three principles ........................................................................ 37

Figure 3: Vygostky's theory ...................................................................... 39

Figure 4: Rote learning ............................................................................. 42

Figure 5: Meaningful learning ................................................................... 42

Figure 6: Research's purposes ................................................................ 48

Figure 7: Deductive method ..................................................................... 52

Figure 8: Inductive method ....................................................................... 53

Figure 9: Survey statement 1 ................................................................... 65

Figure 10: Survey statement 2 ................................................................. 66








Figure 18: Survey statement 10 ............................................................... 74

Figure 19: Chi-squared graphic ................................................................ 76

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FORMA DE REGISTRO DE TESIS Tema: La influencia del vocabulario en la expresión oral subtema: Guía educativa con vocabulario en inglés

AUTHORES : Silvia Carolina García Gutiérrez TUTOR: MSc. Glenda Morales Susy Cynthia Tito Sánchez

INSTITUCIÓN: Universidad de Guayaquil FACULTAD: Facultad de Filosofía, Letras y Ciencias de la Educación

CARRERA: Lenguas y Lingüística

FECHA DE PUBLICACIÓN: No. DE PÁGS: 147

TÍTULO OBTENIDO: Licenciatura Lengua Inglesa y Lingüística

ÁREAS TEMÁTICAS: Lengua Inglesa, pedagogía y didáctica

PALABRAS CLAVE: Vocabulario, oral expresión, actividades RESUMEN: Este proyecto pretende demostrar la influencia del vocabulario en la expresión oral y por lo pretende al mismo tiempo

para mostrar cómo la producción oral se puede aumentar a través de la implementación de técnicas de vocabulario

y actividades adecuadas que ayuden a este grupo de estudiantes de estudiantes de 1er año " E "Bachillerato de la

Institución Educativa Dr. José María Egas, que corresponde a la zona 8, Distrito Ximena 2, Provincia de Guayas,

Cantón Guayaquil, parroquia Ximena, 2015-2016 año académico. Por esta razón, los investigadores de este proyecto

realizaron diferentes pruebas no sólo para los estudiantes sino también para el maestro de esa clase para llegar a

una amplia gama de datos con la finalidad de hacer un análisis detallado sobre el problema académico y para

encontrar la mejor solución para este problema.

Además, esta tesis se ha trabajado bajo diferentes puntos de vista como teorías psicológicas que ayudan a

comprender los procesos cognitivos implicados en el aprendizaje de una segunda lengua. Por otra parte, los

aspectos pedagógicos y didácticos que son necesarios en cada campo de la educación, y las teorías

lingüísticas que serán de utilidad para la comprensión de algunos procesos dentro de la enseñanza del idioma

Inglés que beneficiarán no sólo el maestro de esa clase, sino también a los estudiantes de 1er año "E"

Bachillerato de la Institución Educativa Dr. José María Egas,

No. DE REGISTRO (en base de datos): No. DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web): ADJUNTO PDF:

X x SI NO

CONTACTO CON AUTOR/ES Teléfono: E-mail: 0998764318 Lamuerteeselfindetodo86@hotma 0959293955 il.com

[email protected]

CONTACTO EN LA INSTITUCIÓN: Nombre: Secretaría de la Escuela de Lenguas y Lingüística

Teléfono: (04)2294888 Ext. 123

E-mail: [email protected]

mailto:[email protected]


REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

THESIS REGISTRATION FORM Theme: The influence of vocabulary in oral expression Sub-theme: Educational guide with vocabulary of the English language

AUTHOR / S : Silvia Carolina García Gutiérrez TUTOR: MSc. Glenda Morales


INSTITUTION: Universidad de Guayaquil FACULTY: Facultad de Filosofía, Letras y Ciencias de la Educación

CAREER: Lenguas y Lingüística

PUBLICATION DATE: No. PÁGS: 147

DEGREE: Degree in English language and linguistics

THEMATIC AREAS: English, pedagogy, didactics KEY WORDS: Vocabulary, oral expression, activities SUMMARY: This project seeks to demonstrate the influence of vocabulary in the oral expression and at the same

time pretends to show how oral production can be increased through the implement of appropriate

vocabulary techniques and activities that will help to this group of students of students of 1st year “E”

Bachillerato of Educational Institution Dr. José Maria Egas, corresponding to Zone 8, District Ximena 2,

Province Guayas, Cantón Guayaquil, Parish Ximena, 2015-2016 academic year. For this reason, the

researchers of this project made different tests not only for students but also for the teacher of that

classroom to reach a wide range of data with the purpose to make a detailed analysis about the

academic problem and to find the best solution to this problem.

In addition, this thesis has been worked under different points of view as psychological theories

that help to understand cognitive processes involved in learning a second language. Moreover,

pedagogical and didactic aspects that are necessaries in every educational field, and linguistic

theories that will be useful for understanding some processes within of the English language

teaching that will benefit not only the teacher of that classroom but also students of 1st year “E”

Bachillerato of Educational Institution Dr. José Maria Egas,

No. REGISTRATION (Database): No. CLASSIFICATION :

URL (thesis on the web): PDF ATTACHMENT:

X x YES NO

CONTACT WITH THE PHONE: E-mail: AUTHOR 0998764318 Lamuerteeselfindetodo86@hotma

0959293955 il.com

[email protected]

CONTACT WITH THE INSTITUTION Name: Secretaría de la Escuela de Lenguas y Lingüística

Teléfono: (04)2294888 Ext. 123

E-mail: [email protected]



UNIVERSIDAD DE GUAYAQUIL


SISTEMA DE EDUCACIÓN: PRESENCIAL

ESPECIALIZACIÓN: INGLÉS

ABSTRACT

This project seeks to demonstrate the influence of vocabulary in the oral

expression and at the same time pretends to show how oral production can

be increased through the implement of appropriate vocabulary techniques

and activities that will help to this group of students of students of 1st year

“E” Bachillerato of Educational Institution Dr. José Maria Egas,

corresponding to Zone 8, District Ximena 2, Province Guayas, Cantón

Guayaquil, Parish Ximena, 2015-2016 academic year. For this reason, the

researchers of this project made different tests not only for students but also

for the teacher of that classroom to reach a wide range of data with the

purpose to make a detailed analysis about the academic problem and to

find the best solution to this problem.

In addition, this thesis has been worked under different points of view as

psychological theories that help to understand cognitive processes involved

in learning a second language. Moreover, pedagogical and didactic aspects

that are necessaries in every educational field, and linguistic theories that

will be useful for understanding some processes within of the English

language teaching that will benefit not only the teacher of that classroom

but also students of 1st year “E” Bachillerato of Educational Institution Dr.

José Maria Egas,

Key words: vocabulary, oral expression, activities

RESUMEN

Este proyecto busca demostrar la influencia del vocabulario en la expresión

oral y, al mismo tiempo pretende mostrar cómo se puede aumentar la

producción oral a través de la implementación de técnicas de vocabulario

apropiadas y actividades que ayudarán a este grupo de estudiantes de 1er

año. Bachillerato de Institución Educativa Dr. José Maria Egas,

correspondiente a la Zona 8, Distrito Ximena 2, Provincia Guayas, Cantón

Guayaquil, Parroquia Ximena, año académico 2015-2016. Por esta razón,

los investigadores de este proyecto realizaron diferentes pruebas no solo

para los estudiantes sino también para el profesor del aula para alcanzar

una amplia gama de datos con el fin de hacer un análisis detallado sobre el

problema académico y encontrar la mejor solución para este problema.

Además, esta tesis se ha trabajado bajo diferentes puntos de vista como

teorías psicológicas que ayudan a comprender los procesos cognitivos

involucrados en el aprendizaje de una segunda lengua. Además, los

aspectos pedagógicos y didácticos que son necesarios en todos los

campos educativos, y las teorías lingüísticas que serán útiles para

comprender algunos procesos dentro de la enseñanza del idioma inglés

que beneficiarán no solo al profesor de ese aula sino también a los

estudiantes de primer año "E". Bachillerato de Institución Educativa Dr.

José Maria Egas,

Palabras clave: vocabulario, expresión oral, actividades.

INTRODUCTION

This thesis is based in the Common European Framework and the National

English Curriculum Guidelines with the principal objective to improve the

English teaching process in all the educative institutions of Ecuador. In

addition, this project pretends to show the influence of vocabulary in oral

expression of students of students of 1st year “E” Bachillerato of

Educational Institution Dr. José Maria Egas, corresponding to Zone 8,

District Ximena 2, Province Guayas, Cantón Guayaquil, Parish Ximena,

2015-2016 academic year.

This project of investigation was structured in the following form:

Chapter I: contains the problem: context of research, research problem,

formulation problems, causes, both general and specific objectives,

research questions, justification.

Chapter II: the theoretical framework that has a background studio which

mentions people who have investigated the same variables and the

theoretical basis that foundations and supporting this thesis.

Chapter III: methodology process, analysis and discussion of results which

contains: methodological design, types of research, population and sample,

operationalization of variables, research methods, techniques and tools of

research, analysis and interpretation data, Recommendations and

Conclusions.

Chapter IV: the proposal: title of the proposal, justification, objectives,

theoretical aspects, feasibility of their implementation, Description,

conclusions, bibliography, appendices.

1

CHAPTER ONE

THE PROBLEM

1.1. Context of investigation

In last years, Ecuadorian government has designed and applied

different type of educational strategies to make a meaningful improvement

in the teaching-learning process in all educative institutions by means of

increasing English levels according to the baselines of the Common

European Framework that establishes strong references about

communicative proficiencies that English language learners need to have

according their levels. Additionally, it was applied new methodologies of

teaching as constructivism and technology in order to enhance the learning

process.

This research was applied by using research instruments to obtain

valuable information from students and the teacher of 1st year “E”

Bachillerato of Educational Institution Dr. José Maria Egas, corresponding

to zone 8, District Ximena 2, Province Guayas, Cantón Guayaquil, Parish

Ximena, and 2015-2016 academic year. In this case, the researchers had

as main purpose to identify what was the current level of the students of the

classroom aforementioned and recognize the research problem to be

solved.

1.2. Research problem

The research problem of this project are the strong deficiencies in

oral expression that showed low levels in communicative proficiencies in

pronunciation, fluency, accuracy and rhythm. In addition, the researchers

2

noted that these deficiencies were caused by an inappropriate knowledge

of vocabulary that produced mispronounced words, a lack of words in

context and several problems to convey ideas during the oral test applied to

the students. Furthermore, it was detected a lack of interest from the

students in learning English that can be considered as another factor to be

solved because motivation is very important for English language

acquisition.

Besides, the teacher showed a limited use of strategies and

techniques to encourage students to express their ideas orally, this fact

produced that most of students remained in silence when she tried to

establish a conversation in English and many answers from students were

incomplete or wrong. Moreover, the teacher not only expressed that she

does not have didactic material enough to encourage them to acquire

vocabulary but also that she does not use additional books to enhance their

vocabulary acquisition.

1.3. Causes

Lack of vocabulary activities in class.

Inappropriate strategies to develop English oral expression.

Inadequate pedagogical methodology.

Deficiencies in didactic material for encouraging English learning.

1.4. Problem formulation

How does vocabulary influence the oral expression in students of 1st

year “E” Bachillerato of Educational Institution Dr. José Maria Egas,

corresponding to zone 8, District Ximena 2, Province Guayas, Cantón

Guayaquil, Parish Ximena, and 2015-2016 academic year?

3

1.5. Objectives of investigation

1.5.1. General objective

To determine the influence of vocabulary in the oral expression

through a bibliographic study, statistical analysis and field analysis to design

a didactic guide with vocabulary games.

1.5.2. Specific objectives

To evaluate the influence of vocabulary through a field study,

bibliographical and statistical research.

To characterize the oral expression by means of a field study,

bibliographical and statistical research.

To design a didactic Guide with vocabulary games to improve

English oral expression skills through an interpretation and analysis

based on the information recollected.

1.6. Research questions

What is the current status of students of 1st year “E” Bachillerato of

Educational Institution Dr. José Maria Egas in oral expression?

What is the current status of the teacher of 1st year “E” Bachillerato

of Educational Institution Dr. José Maria Egas in oral expression

strategies and methodologies?

Which are the theoretical bases to evaluate oral expression from

the use of vocabulary?

4

What transformative proposal will allow improve the oral expression

in the English language through the use of vocabulary?

1.7. Justification

Vocabulary is the most important factor in learning a second

language because without vocabulary would be impossible to convey a

message appropriately, and this factor brings another factor that is oral

expression because if an English student does not have an adequate

vocabulary knowledge then, this student will not be able to develop an

appropriate oral expression. In this case, this project is based on The

Common European Framework (2001) which indicates that:

A particular single word form may have several distinct meanings

(polysemy), e.g. tank, a liquid container or an armoured armed

vehicle. Single word forms include members of the open word

classes: noun, verb, adjective, adverb, though these may include

closed lexical sets (e.g. days of the week, months of the year, weights

and measures, etc.). Other lexical sets may also be established for

grammatical and semantic purposes (p. 111).

Likewise, the constitution of the Republic of Ecuador about

education states that:

Art. 26.- La educación es un derecho de las personas a lo largo de

su vida y un deber ineludible e inexcusable del Estado. Constituye

un área prioritaria de la política pública y de la inversión estatal,

garantía de la igualdad e inclusión social y condición indispensable

5

para el buen vivir. Las personas, las familias y la sociedad tienen

derecho y la responsabilidad de participar en el proceso educativo

(p.27).

This article means that Ecuadorian government must provide

education to all Ecuadorian people because education is an important part

in the progress of the country by means of more capable professionals that

help to achieve better conditions for living to the society in general. Besides,

The Organic Law of Intercultural Education (2011), Title one, article 2 states

that:

W. Calidad y calidez.- Garantiza el derecho de las personas a una

educación de calidad y calidez, pertinente, adecuada,

contextualizada, actualizada y articulada en todo el proceso

educativo, en sus sistemas, niveles, subniveles o modalidades; y

que incluya evaluaciones permanentes. Así mismo, garantiza la

concepción del educando como el centro del proceso educativo, con

una flexibilidad y propiedad de contenidos, procesos y metodologías

que se adapte a sus necesidades y realidades fundamentales.

Promueve condiciones adecuadas de respeto, tolerancia y afecto,

que generen un clima escolar propicio en el proceso de aprendizajes

(p. 10).

This article in freely translation means that Ecuadorian people has

the right to obtain a quality education where each educative institution must

count with well-trained teachers that provides an integral education to

students and improve the teaching process by applying correct

methodologies and strategies for teaching, but in addition, teachers must

6

transmit moral and ethical values to the students in order to form not only

students but also excellent human beings.

Moreover, this project is based on the objective 4.4, Paragraph “A” of

National Plan of Good Living (2013) which states that “Fortalecer los

estándares de calidad y los procesos de acreditación y evaluación en todos los

niveles educativos, que respondan a los objetivos del Buen Vivir, con base en

criterios de excelencia nacional e internacional” (p.170). this article in freely

translated means that Ecuadorian Government is compromised to increase

levels of education in the teaching process in order to achieve better

professionals which will benefit to all students around the country.

Therefore, the direct beneficiaries of this project are students of 1st


because those students will have the opportunity of improving their skills in

oral expression by means of the vocabulary activities that the teacher will

apply by using the didactic guide designed by the researchers of this project.

Finally, the indirect beneficiaries are the teachers of of 1st year “E”

Bachillerato of Educational Institution Dr. José Maria Egas, because they

will enlarge their methodologies, techniques and strategies by the use of

this Didactic Guide with vocabulary games.

7

CHAPTER II

THE THEORETICAL FRAMEWORK

2.1. Context of the Research

According to Coady and Huckin (1997) vocabulary is central part in

a language and play an important role in language students. However,

vocabulary learning has been underestimated through several years for

second language acquistion methods because several researchers and

teachers gave more space to teach syntax and phonology who expressed

that this aspects were more important to teach than vocabulary.

In this case, grammar translation method was the first teaching

method to teach a second language in the eighteenth century for public

schools and its main purpose was to teach students to read and write

classical materials but students that were instructed under this teaching

method were not able to use the target language because students were

prepared only for reading and writing but not for speaking that second

language.

In addition, vocabulary was introduced by using reading lists that

were used for students to translate books and its teaching was limited by

reading long columns of new vocabulary and even after the reform

movement in 1920s, vocabulary was not considered as a main part in

language teaching because it was taught only by using basic vocabulary or

isolated items.

8

Similarly, vocabulary did not have a main role in the direct method

but the difference between the grammar translation method and this method

is that the students practiced more vocabulary and not only in a long reading

list, but also by using other techniques of vocabulary acquisition,

unfortunately, vocabulary was not introduced in the measure needed to

acquire it a large quantities.

The direct method was mainly focused on spoken language, it means

that this method seeks to obtain fluency in speech activities and also

achieve that students were trained by means of natural language acquisition

by applying intensive classes using questions, answers, vocabulary and

sentences that were practiced everyday in order to achieve awesome

improvements in speaking skills of students.

Moreover, Coady and Huckin (1997) indicate that vocabulary in

audio-lingual method was selected depending on simplicity and familiar

words because new words were presented by using drills but only the words

needed to accomplish the activity. In this method puts special emphasis in

grammar structure and pronunciation by using intensive oral drilling in basic

sentence patterns to enhance oral production in students. Furthermore,

other teaching method in which vocabulary did not have have enough

attention was in communicative language teaching where the attention was

put on the appropriate use of communicative competence.

According to Coady & Huckin (1997) this method was triggered by

the theory syntactic structures by Chomsky in 1957 that makes a revolution

in linguistics by expressing that language is a mental grammar

representation of the speaker that makes unconscious intuitions about

language. Additionally, communicative language teaching is focused on

9

form and meaning by making emphasis in learning by doing where grammar is

introduced inductively and also it applies task-based on solving real situations

of daily life in order to obtain its main purpose in students that is to improve

speaking skill for achieving successfull oral communication.

Finally, the natural approach developed in 1983 which vocabulary

takes an important place in acquisition, because according to Krashen and

Terrell (1983) cited by Coady and Huckin (1997) “acquisition depends

crucially on the input being comprehensible, and comprehensibility is

dependent directly on the ability to recognize the meaning of key elements

in the utterance. Thus, acquisition will not take place without comprehension

of vocabulary” (p. 15). Consequently, vocabulary plays an important role in

this teaching method in order to develop its main goal that is to increase

communicative abilities of students by means of its acquistion-learning

hypothesis.

Estrada (2013) points out that vocabulary does influence oral

expression in all its levels of proficiencies because according to the

information recollected to students of 27 students of Charlotte Institute

English School located in Quito, Ecuador which was analyzed by means of

research instruments and statistical methods had conclusive results that

proved that the students with a more knowledge in vocabulary had a better

performance than students that did not have enough vocabulary.

This research was aimed to know if vocabulary knowledge can

influence oral expression and its contents to be research were mainly

receptive vocabulary, productive vocabulary and the influence that have

between them in order to benefit oral expression. Finally, the researcher

10

recommended to apply several strategies to teach vocabulary to those

students.

2.2. Vocabulary

Vocabulary is a group of words within a language that can be

combined in order to create sentences and at the same time to convey a

specific message with the main purpose of communicating with people, but

vocabulary are not only isolated items in a language because according

Kamil and Hiebert (2005) “words represent complex and, often, multiple

meanings. Furthermore, these complex, multiple meanings of words need

to be understood in the context of other words in the sentences and

paragraphs of texts” (p. 1).

It becomes the most important part in a language because it provides

to second language learners a base to develop their four skills which

becomes the core of languages due to without it there are no sentences,

nor would grammar and even there not be languages.

Furthermore, vocabulary researches have estimated that size of

vocabulary in second language learners can change depending on their

knowledge about how words are composed, word meanings and vocabulary

type because according to Nation (2001) its size in second language learners

needs to be large in order accomplish oral expression goals in the target

language and this it can be acquired by learners through knowing that

vocabulary is composed by some aspects that become important to this group

of students of 1rst year because according to research they do not have the

lexis backgrounds to interact in basic words.

11

2.3. Aspects of knowing a word

According to Nation (2001) a word can be described in different

forms, however there are three important aspects of knowing a word to be

taken into account for developing this project of science which are form,

meaning and use.

2.3.1. Form

Word formation implies word pronunciation, spelling and word parts that

are divided in prefix, suffix and roots, these parts of words can be added at the

beginning or at the end of the root in order to change its meaning.

Aspect

component

Receptive

Productive

vocabulary vocabulary

Form Spoken What does the How is the word word sound pronounced?

like?

written What does the How is the word word look like? written and

spelled? word parts What parts are What word parts recognizable in are needed to

this word? express the

meaning?

Table 1: Form

Source: (Nation, 2001, p. 40)

2.3.1.1. Prefixes

Thornbury (2002) explains that many words has the same root but

some of them have different beginings or endings depending on the affix

applied to express a different meaning with a grammatical purpose and this

is the basic concept of word formation. In the same way, Stonham and

Katamba (2006) expressed that a prefix is an affix that is added before the

stem.

12

Affix stem Result

Re make Remake

Re read Reread

Un kind Unkind

Un tidy Untidy

In decent Indecent

In accurate Inaccurate Table 2: Prefixes Source: (Stonham and Katamba, 2006, p. 3)

2.3.1.2. Suffixes

In addition, Stonham and Katamba (2006) expalained that a suffix is

an affix added after stem or base, like -ly, -er, -ist, -s, -ing and –ed”.

Stem Affix Result

Kind ly Kindly

Quick ly Quickly

Wait er Waiter

Play er Player

Book s Books

Mat s Mats Table 3: Suffixes Source: Stonham and Katamba, 2006, p. 3)

2.3.2. Meaning

Moreover, Nation (2001) affirms that meaning of words interacts with its

form in order to associate concepts to the items with the purpose that students

create mental linkages of their old knowledge to produce new

13

meanings according to the context and there are some types of words to

convey a message using different meanings.

Aspect

component

Receptive

Productive


meaning form and What meaning What word form

meaning does this word can be used to

form signal? express this

meaning?

concepts and What is included What items can referents in this concept? the concept refer to?

associations What other What other

words does this words could

make people people use

think of? instead of this

one?

Table 4: Meaning


2.3.2.1. Synonyms

In the same way, Thornbury (2002) points out that synonyms are

words that have similar meaning as another word or other words within a

language.

Synonyms

Elderly Antique

Aged

Older

Table 5: Synonyms Source: (Thornbury, 2002, p. 9)

14

2.3.2.2. Antonyms

Besides, Thornbury (2002) explains that antonyms are word that do

not have the same meaning, it means that have an opposite meaning.

Antonyms

Afraid

Confident

Ancient Modern

Arrogant Humble

Ascend Descend

Attack Defend

Table 6: Antonyms Source: (Thornbury, 2002, p. 9)

Likewise, Nation (2001) expressed that “the strength of the

connection between the form and its meaning will determine how readily the

learner can retrieve the meaning when seeing or hearing the word form,

retrieve the word form when wishing to express the meaning” (p.64). It

means that if English students achieve to make a connection between form

and meaning, it will be easy to make relations and association of words in

second language acquisition.

2.3.3. Use

Finally, Nation (2001) explains that the use of words implies to know

associations, grammatical functions in phrases, collocations, register and

frequency that the words are used.

15

Aspect

component

Receptive

Productive


Use grammatical In what patterns In what patterns must

functions does the word we use this word?

occur?

collocation What words or What words or types of types of words words must we use occur with this with this one? one?

constraints Where, when, Where, when, and how on use and how often often can we use this

(register,fre would we expect word?

quency) to meet this

word?

Table 7: Use


2.3.3.1. Associations

According to Nation (2001) indicates that associations are made by

semantic relations among English words as synonyms, antonyms,

hyponyms and more that have their own type of organization. These types

relations are useful to explain different meaning in words and to create

activities to enrich the vocabulary knowledge of students with the purpose

to teach the nature of language, language knowledge and an appropriate

language use. All these facts will be useful to those students because

association in semantic field will help them not only by making relations

among words but also to acquire new vocabulary during the association

process.

16

2.3.3.2. Grammatical functions

Besides, grammatical functions help students to know the part of the

speech and how to use its grammatical patterns depending on the

grammatical learning burden because if a second language student uses

the same patterns of the the mother tongue to make an approximation to

predict grammatical pattern of second language, then this grammatical

burden will be lighter because the previous knowledge will act as an

orientation.

2.3.3.3. Collocations

In the same way, Nation (2001) points out that collocations are word

sequences that "we have stored large numbers of memorised sequences in

our brain. Instead of constructing these each time we need to say

something, we frequently draw on these ready made sequences” (p.74).

2.3.3.4. Constraints

Some constraints on use of vocabulary refers to the words that are

translated from mother tongue or from a specific context used because

according to Nation (2001) in some languages there are severe constraints

“on the terms used to refer to people, particularly in showing the relationship

of the speaker to the person being referred to Learners may anticipate this

and be particularly cautious in this area when using a second language”

(p.75).

Therefore, in order to have an appropriate acquisition of vocabulary

is necessary to know how words are composed, this is the best option to

build a large vocabulary in second language by helping students to learn all

these aspects of knowing a word that have different components for improve

not only their vocabulary but also their oral expression.

17

2.4. Types of vocabulary

2.4.1. Receptive vocabulary

According to Nation (2001) receptive vocabulary is transmitted by

language input from people or other means through reading activities and

listening activities for conveying a message or information what provides a

general idea that receptive vocabulary is easier than productive vocabulary

because in receptive activities, the students do not have an active

participation in communicative activities.

2.4.2. Productive vocabulary

On the other hand, Naggy, Hiebert and Kamil (2005) state that

“productive vocabulary is the set of words that an individual can use when

writing or speaking. They are words that are well-known, familiar, and used

frequently” (p. 30). Besides, productive vocabulary can include receptive

vocabulary and seeks to expand it due to productive vocabulary is more

difficult to be developed and it needs learning more output patterns of written

and spoken words because in productive activities, the vocabulary

knowledge needs to be more accurate.

Moreover, McCarten (2007) cited that another poiny to be taken into

account is what productive vocabulary is required by teachers from students

to use at the time to develop speaking or writing activities and what receptive

vocabulary they need to be able to identify and understand because many

students feel bad when they are not able to produce an appropriate

vocabulary in speaking activities. In this case, it is necessary to know that

receptive vocabulary has a strong influence over productive vocabulary

because if a student of a second language has extensive repertoire of

receptive vocabulary, then this student will have a high performance in oral

expression.

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2.5. Vocabulary acquisition activities

Mehring (2005) affirms that “vocabulary acquisition has become an

extremely important part of second language acquisition, and teachers

cannot rely on students acquiring the needed vocabulary just through

interaction with the language” (p. 8). For these reason, teachers must

design different ways to teach vocabulary by means of acquisition activities

taking into account different aspects to help students to retain a large

quantity of words because for acquiring new vocabulary is not only

memorize words how most students make a memorization of grammar.

Vocabulary acquisition needs to have a considerable time to be

practiced in order to reach a construction of a large repertoire and integrate

that new information to the long-term memory. The vocabulary acquisition

activities proposed by the authors of this thesis are information gap,

semantic activities, vocabulary games, and matching activities.

2.5.1. Information gap activities

According to Bello (2013) this type of activity for acquiring vocabulary

is aimed to make students think which are the words that are needed to

complete the information required that usually are introduced in bold letters

and are placed after or before of the target word. In addition, these activities

can be also applied in pairs where every student has a part of the

information and both students will need the other part of the information to

complete the vocabulary activity.

Furthermore, there are some information gap activities that use

pictures where the students will be asked to write the corresponding words

to the pictures and once the students finish to complete the half of the

activity, then they will exchange information with their classmates to

19

complete the other half. Therefore, these type of acquisition activities are

very helpful to learn new vocabulary and catch the interest of students to

know more about to complete the information presented by the teacher.

2.5.2. Semantic activities

Mukoroli (2011) explains that activities that involve the development

of semantic field in vocabulary can help students to make semantic

networks or semantic grids of new vocabulary which usually presents lots

of words that are interrelated by their meaning.

In this case, the semantic field theory proposed that the vocabulary

content within a language is a set of interrelating networks of relations

among words that can be attached to one or more ways in the same area

of a situation presented or cultural meanings.

In addition, Mukoroli (2011) indicates that a simple example of a

semantic field is “the set of kinship terms: father, mother, brother, sister,

son, daughter, uncle, aunt or the various body parts learned as a subset.

Words may be grouped together (related to each other) according to

different criteria” (p. 26).

Moreover, semantic activities cannot be acquired by incidental

learning because this type of activities needs an organized and systematic

vocabulary instruction by teachers in which learners are able to identify

semantic relations of words.

20

2.5.3. Games

Rohani and Pourgharib (2013) expressed that English language

learners must handle many unknown words in every classroom activity in

their language acquisition and they also have to retain these new words by

different types of activities applied by the teacher that sometimes result

boring for students until making that them lose their interest in acquire new

vocabulary instead of motivating them acquire it in different contexts and

making enjoyable the acquisition activity.

In this case, ESL games can become in a wonderful way of

increasing their interest to highest levels for acquiring new vocabulary and

retain it in a better way by using playful activities that provide to students an

appropriate environment for acquisition. In addition, teachers can use

games in order to create different contexts for achieving communication,

opinions and interchange of information, but to implement vocabulary

games a teacher should consider some aspects to apply them in class as

age of students, English level, duration of the activity and an appropriate

content for students. Furthermore, Gairns and Redman (1986) cited by

Rohani and Pourgharib (2013) affirmed that there are three effective

techniques to introduce new vocabulary.

Visual techniques Verbal techniques Translation

Mime Use of illustrative It is considered a

Gestures situation quick, easy, and

Flashcards, Use of synonym and effective way of

Photographs definition conveying the

wall charts Contrasts and meaning of vocabulary

Real objects opposites Table 8: Three effective techniques Source: (Rohani and Pourgharib, 2013, p. 2)

21

2.5.4. Matching activities

Nation (2001) indicates that matching words and definitions are

worked by students through a list of word definitions where students have

to match words with their respective definitions. In the same way, the

teacher can work with synomyms with the main purpose that students are

able to recognize and match these synonyms from a given list of word

provided by the teacher.

Finally a good alternative for building up vocabulary is encouraging

students to find words in a text in order to match their definition. therefore,

these alternative for acquisition of vocabulary will help students to increase

their vocabulary size.

2.6. Oral expression

Nogués (2013) expressed that oral expression is very important for

second language learners not only in educational fields but also in other

fields, for this reason, many educational systems to teach English language

are focused on developing oral expression to achieve that students can

communicate effectively with other people. Additionally, oral expression

abilities depend on many factors as sociological, psychological, pedagogical

and more in order to improve oral skills for transmitting ideas, thoughts and

feelings.

Moreover, Thornbury (2005) explains that oral production is part of

daily life because that a person can produce easily thousands of words per

day, so naturally, people tends to forget the time spent in practice of the oral

expression abilities in order to master it, without expressing that for

acquiring a second language is necessary to start again to learn the new

language in similar way as it was made before with L1 language.

22

Furthermore, Richards and Renandya (2002) indicate that “the ability

to speak in a second or foreign language is a very complex task if we try to

understand the nature of what appears to be involved” (p. 201), it means

that the oral expression or speaking are used with different objectives and

each one of those objectives imply different type of skills, for example, it is

not the same to keep a convesation in which the objective is to establish a

social relation with people or friends is very likely that is going to use many

informal expressions than in a discussion with somebody where the

objective can change in order to express stances, opinions and even try to

persuade somebody where the language needs to be more accurate and

understandable.

Considering our target group of students, oral expression can be

used for giving instructions or just for describing things, making jokes or

anecdotes, but without doubts and no matter what will be the objective of

the use oral expression in each specific situation, the most important aspect

is to be able to produce orally adequately and the only way to make that is

to have clear what qualities of oral expression are required to improved

speaking skills in second language classrooms.

2.7. Types of oral expression

2.7.1. Conversation

Thornbury (2005) explains that in a conversation every student needs

to be trained first in the use of patterns by means of oral drills because this is

the only way that the second language learners develop an interpersonal

conversation appropriately that is the more common oral activity in classrooms.

Besides, this theorist affirms that in L1 conversational skills come from previous

development of language itself because the evolution

23

of language occurs when language speakers develop their skills of maintain

a conversation.

However, designing conversational activities is not an easy task for

teachers due to the best way to design conersational programmes is by

negotiating with students about the topics through the use of a questionnaire

that allows to know the kind of themes students prefer to assess. Therefore,

conversations will be useful for students in order to unleash the oral abilities for

speaking of their favourite topics and share them for rest of the class.

2.7.2. Dialogues

By extension, Thornbury (2005) indicates that “practicising dialogues

has a long history in language teaching, not surprisingly, since language is

essentially dialogic in its use, and any grammar structure or lexical area can

be worked into a dialogue with a little ingenuity” (p. 72). Besides, in

dialogues can be practiced different kind of interaction as teacher-student

or student-student interaction.

This type of oral expression can be an effective way for providing

oportunities to students to practice different competence involved in oral

expression and in this way make an easy integration of new knowledge by

means of reading or memorizing short dialogues for expressing these

dialogues orally without a limited time of the activity allowing adequate

conditions for the incorporation of new language items.

2.7.3. Interviews

Another type of oral expression are interviews that according to Brown

(2010) “is a test administrator and test-taker sit down in a direct face

24

to face exchange and proceed through a protocol of questions and

directives” (p. 207). The interview can be recorded in order to make students

listen one more time their performance in that oral activity with the purpose

to measure some qualities of the oral expression as pronunciation,

vocabulary, fluency, accuracy, sociolinguistics parameters and

comprehension of the topic developed by the students.

In addition, interviews can be personalized by the teacher depending

on their purpose, for example, some interviews can last from 5 to 45 minutes

but a placement interview may need only five minutes depending if the

interviewer is enough prepared to evaluate the oral expression of the

students.

2.7.4. Discussions

Thornbury (2005) expresses that “many teachers would agree that

the best discussions in class are those that arise spontaneously, either

because of something personal that a learner reports or because a topic or

a text in the coursebook triggers some debate” (p, 102).

In this case, teachers must take advantages of this situation and use

it as a oral production activity in English where students can express their

stances or opinions about the topic proposed in which teachers need to

have some discussion techniques to take advantage of the situation as

discussion cards, warm-up discussions, balloon debate and panel

discussion. In the same way, discussions will have a better performance if

teachers provide to students some useful expressions for voicing strong

agreement, strong disagreement and share their opinions that are include

in the following table:

25

Useful expression for discussions activities

Expressing an opinion:

Conceding an argument:

If you ask me, ….. Perhaps you’are write.

(Personally), I think … Ok, you win.

If you want my opinion, … You’ve convinced me.

Strong agreement: Hedging: Absolutely. I take your point, but … I couldn’t agree more. Yes, but … I totally agree.

I agree

Qualified agreement: Strong disagreement:

That’s partly true. I don’t agree.

On the whole, yes. On the contrary …

I’d go along with that. I totally disagree.

Table 9: Useful expressions for discussions activities Source: (Thornbury, 2005, p. 105)

2.8. Qualities of oral expression

2.8.1 Pronunciation

Richards and Renandya (2002) indicate that pronunciation “includes

the role of individual sounds and sound segments, that is, features at the

segmental level, as well as suprasegmental features such as stress, rhythm,

and intonation” (p. 176). In this case, many second language learners are

not able to produce in oral expression activities because they have

difficulties to acquire a native like pronunciation. However, nowadays some

teaching approaches have changed their ways of teaching pronunciation by

focusing on improving accuracy in individual oral sounds and practicing

more all the suprasegmental parts of pronunciation as stress, rhythm and

intonation.

Moreover, some researchers think that teachers should influence of

L2 phonological improvement of their students by seeking new ways to

present pronunciation activities in order to shape their phonological

26

knowledge and show them the importance of pronunciation for the oral

expression development.

2.8.2. Fluency

By extension, the fact to provide opportunities for develop fluency in

oral expression will depend on the vocabulary knowledge of every student

that needs to organize patterns and use familiar words in order to produce

these known words in a speaking activity without hesitation. In this way, is

really necessary to provide learners different types of opportunities to

improve their fluency in oral expression by means of fluency exercises in

classes.

2.8.3. Accuracy

Beisdes, another quality of oral espression is accuracy that according to

Gower, Phillips and Walters (2005) implies “the correct use of vocabulary,

grammar and pronunciation. In controlled and guided activities the focus is

usually on accuracy and the teacher makes it clear from feedback that accuracy

is important ongoing correction is often appropriate during accuracy activities”

(p. 99). Therefore, teachers should dedicate more time and exercises for

practicing accuracy in oral expression activities in class in order to improve the

use of language with communicative purposes.

2.8.4. Rhythm

Finally, Roach (2009) points out that “rhythm involves some

noticeable event happening at regular intervals of time; one can detect the

rhythm of a heartbeat, of a flashing light or of a piece of music” (p. 107). It

means that oral expression in English is rhytmical nad that rhythm is

recognize by the sounds of stressed syllables.

27

2.9. Classroom management for developing oral expression

According to Harmer (2007) teachers need to create an English

environment to encourage the development of oral expression of their

students by means of speaking English language most of the time in

classes, and also using appropriate material for enhancing oral production

and its qualities.

In addition, he expressed that teachers need to immerse their

students in a constantly exposure to the sounds in English for helping

students to obtain acquire the pronunciation appropriately and for that

reason, the authors of this thesis propose to use some aspects to improve

the classroom management for developing oral expression in those

students, these aspects are communicative approaches, role of the teacher

and the student, motivation, pairwork and groupwork.

2.9.1. Communicative approach

2.9.1.1. Communicative language teaching

Brown (2007) indicates that communicative language teaching is a

widely accepted approach used in these days because is focused on

communicative tasks to make students improve their communication

through its overall goals that in these strategies that are focused on linguistic

components as grammar, discourse, functional, sociolinguistic and strategic

competence.

In addtion, it tries to design language techniques to engage students to

make a relationship to its form and function with the main objective to use

language for meaningful purposes. Furthermore, in CTL, fluency and accuracy

are seen as important and complementary features of oral expression that are

trained by means of communicative techniques to keep

28

learners engaged to use English language adequately. Moreover, the

communicative language teaching is focused on real-world context that helps

students to use and enhance their receptive and productive language in tasks

that simulate real situations where students need to apply their communicative

skills to solve some problems and real situations outside or inside of classroom

in specific contexts proposed by teachers.

By extension, the role of the teacher in this communicative approach

is as facilitator, guide and empathetic coach instead of being the all-knowing

font of knowledge. The teacher constructs meaning by using linguistic

interactions with the students. Finally, in comunicative language teaching

the role of the student is as an active participant for acquiring their own

knowledge and the students interact no only with classroom mates but also

with the teacher in order to achieve an integrative teaching-learning

process.

2.9.1.2. Natural approach

Another approach proposed by the authors of this thesis in order to

improve oral expression is the natural approach that according to krashen

(1982) is influenced by the second language acquisition theory and presents

the following principles:

Natural approach principles

Classtime is devoted primarily to providing input for acquisition.

The teacher speaks only the target language in the classroom. Students may use either the first or second language. If they choose to respond in the second language, their errors are not corrected unless communication is seriously impaired. Homework may include formal grammar work. Error correction is employed in correcting homework. The goals of the course are "semantic"; activities may involve the use of a certain structure, but the goals are to enable students to talk about ideas, perform tasks, and solve problems.

Table 10: Natural approach principles Source: (Krashen, 1982, p.138)

29

2.9.2. Motivation

Williams and Burden (1997) cited by Harmer (2001) explain that

motivation is a “state of cognitive arousal which provokes a decision to act

as a result of which there is sustained intellectual and /or physical effort so

that the person can achieve some previously set goal” (p. 51). In addition,

motivation in second language teaching plays an important role to achieve

successful improvement in oral expression and its qualities as

pronunciation, fluency and accuracy. However, there are two kind of

motivation in students. The first one is extrinsic motivation that is provoked

by external factors, for example, study for exams etc, and the second one

is intrinsic motivation that comes from within of each student.

Therefore, motivation can help students to have a better attitude in

front of acquisition of a second language and by means of the appropriate

techniques, all teachers can reach to motivate their students to improve their

abilities in oral expression.

2.9.3. Pairwork and Groupwork

Acording to Gower, Phillips and Walters (2005) “when all students are

working together in closed pairs, outside you direct control, then they need to

be able to look at each other” (p. 23). In this way, pairwork will help to this group

of students that usually do not talk in front of the class but using pairwork these

kind of students will feel more confident by speaking with a classroom mate in

order to facilitate them speak spontaneously without much pressure that

usually occurs when students talk for the whole class.

Likewise, Harmer (2001) establishes that teachers can use big

groups in order to make some tasks that would not be able to make in

pairwork because in groupwork, the students can make role plays,

30

simulations or discussions of a topic in which will work with five people to

prepare those communicative activities and make it by taking decisions as

a group.

2.10. Philosophical foundation

Schofield (2012) indicates that “the word 'philosophy' comes from the

Ancient Greek noun ΦιλοσοΦία (philosophia) which literally means 'love of

wisdom'. The word 'wisdom' is somewhat old-fashioned nowadays and the

expression 'love of wisdom' causes little less apprehension than the word

'philosophy' itself” (p. 1). In addition, philosophy is considered the mother of

all sciences and has many branches that are applied in education as that

according to Tomar (2014) “is he branch of Philosophy concerned with the

general problem of values that is, the nature, origin, and permanence of

values-is called Axiology.

Axiology focuses on questions about what ought to be” (p. 51). In this

case, all these values can help this group of students in their educational

activities because axiology teaches the importance of working hard in every

activity of life including educational activities and also axiology teaches to

students self respect. In the same way, this brach of philosophy can be a

useful tool for teachers in order to contributes to the classrooms some

important values as social conduct and tolerance for improving the

behaviour of students.

2.11. Epistemological foundation

Goldman (1999) cited by Siegel (2004) indicates that “the

fundamental aim of education, like that of science, is the promotion of

knowledge [i.e. true belief]. Whereas science seeks knowledge that is new

for humankind, education seeks knowledge that is new for individual

31

learners” (p. 129). Thus, education goes after knowledge by using the

following paths:

1. Organize and transmit pre-existing knowledge

2. Create incentives and learning environments

3. Shaping skills and techniques to facilitate independent learning to

seek the truth

In other words, all the characteristics seen before are describing also

what epistemology is, however, is necessary to add some closely related

features that according to Bernal (2010) are involved in this branch of

philosophy as logics, semantics, ontology and axiology. Thus, logics studies

logical problem and seek methodologies to solve them using also a

structure based on science by means of general procedures of research. In

the same way, semantics seeks concepts, references, contents and

interpretations related to the construction of knowledge in scientific fields.

Finally, ontology analyze and systemizes scientific knowledge in

order to obtain results for contribute to the new knowledge. Finally, axiology

that is focused to study moral values that are important at the time to

construct knowledge scientifically to support this thesis.

2.12. Linguistic foundation

Lobeck and Denham (2013) expressed that Chomsky created in 1957

his theory about generative grammar that made a revolution in applied

linguistics because generative grammar explains that human language is

based on a finite set of rules that can generate the sentences that a person

needs to communicate making a close comparison with mathematical

32

operations as multiplication in which a learner only have to memorize its rules

and this will allow him to multiply any quantity that the student need in order to

establish a convesation with others. For that reason, a language learner do not

need to memorize all sentences in a language to comunicate with other people,

only is necessary to acquire the systems of rules and this aspect will allow to

speak and understand all the sentences in a language.

Furthermore, this revolution triggered by Chomsky with his theory

brought more questions to theorists and researchers of linguistics,

questions as, What is a language?, is it necessary to study language?, it is

clear that the theory of generative grammar made a huge contribution to the

modern linguistic but according to Lobeck and Denham (2013) these

“Chomsky’s key ideas about language can be traced back to the thinking of

the eighteenth-century rationalist philosophers of the enlightenment and to

the work of the great Swiss linguist Ferdinand de Saussure and other

scholars in the structuralist tradition” (p. 20).

In this case, is very notorious the influence of Sassure in the

distinction made by Chomsky between the theories of linguistic competence

and linguistic performance because the theory of competence from

Chomsky is very similar to the concept of Sassure about langue and its

organizing principles of a language. Besides, this theory from Chomsky

helped to other theorists to create different approaches and methodologies

in order to facilitate the second language learning, such as the five

hypotheses about Second Language Acquisition created by krashen and

Terrel in 1983 that is based on the statement that if language is acquired or

learned.

33

According to Krashen (1982) the first hypothesis is the acquisition-

learning distinction that is one the most fundamental hypotheses presented,

because students have two ways to develop lingusitic competence in a

second language. The first one is to acquire a language that is a similar

process how children acquire their first language by means of a

subconscious process in which learners are not aware that they are using

the language to communicate with others.

The second one is by learning that according to Krashen (1983) “we

will use the term "learning" henceforth to refer to conscious knowledge of a

second language, knowing the rules, being aware of them, and being able

to talk about them” (p. 10). In other words, learning is to know about

language and its grammar rules.

Moreover, the second hypotheses is the natural order hypothesis that

refers to the grammatical structures and its influence on predictable order

in sentences of a given language that some students tend to acquire an

accurate grammar structure earlier than others. According to Brown (1973)

cited by Krashen (1983) reported that young learners that acquire English

as a “first language tended to acquire certain grammatical morphemes, or

functions words, earlier than others. For example, the progressive marker

ing (as in "He is playing baseball".) and the plural marker /s/ ("two dogs")

were among the first morphemes acquired” (p. 12).

Additionally, the monitor hypothesis which expresses that acquisition

and learning can coexist together and are use in different aspects, for example,

acquisition makes its beginning since the use of utterances in a second

language and fluency depends on it but learning is a monitor and its function to

check if the utterances produced are correct in grammatically.

34

Likewise, Krashen (1983) points out that the input hypothesis

perhaps proposed the most " important question is: How do we acquire

language? If the Monitor hypothesis is correct, that acquisition is central and

learning more peripheral, then the goal of our pedagogy should be to

encourage acquisition” (p. 20). In addition, this theory try to answer to the

next question, how do we understand language with structures that we have

not yet acquired?, and according to this theorist the answer is that people

use more their linguistic competence, context, social knowledge and extra-

linguistic information to help them understand language.

Besides, Hatch (1978) cited by Krashen (1983) affirms that language

learners learn first structures to practice and after that use these structures for

communicating with others, describing this as fluency, but in the input

hypothesis works on the contrary, language learners acquire meanings first and

practice them and the outcome is structure acquisition. Finally, the affective

filter hypothesis that according to Krashen (1983) refers about a variety of

affective factors that can influence a successful acquisition of a second

language and those affective factors are divided in three categories:

Motivation

Self-confidence

Anxiety

Performers with high Performers with self- Low anxiety appears

motivation generally confidence and a good to be conducive to

do better in second self-image tend to do second language

language acquisition better in second acquisition, whether

(usually, but not language acquisition measured as personal always, "integrative") or classroom anxiety

Table 11: Affective factors Source: (Krashen, 1982, p. 31)

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2.13. Pedagogical foundation

Nowadays in pedagogical fields is used the constructivism theory that

was proposed by Piaget (1964) cited by Woolfok (2010) who suggests that

this theory deals with construction of knowledge, because it is not a copy

from reality, the fact of construction of knowledge since knowing objects or

a simple situation implies that this situation needs to be observed, analyzed

and not only make a mental representation of it without understand its

evolution and this process of evolution, and understand this process to

retain that new information and add it to the previous knowledge is called

constructivism.

Furthermore, Carretero (2009) proposes the following three aspects

about to construct knowledge in social aspects:

1 Learning as a single process

2 Learning and social interaction

3 Learning as a result of the social context

Figure 1: Social aspects Source: (Carretero, 2009, p. 35)

In the same way, Tragant and Muñoz (2004) state that L2 pedagogy has

a strong influence in second language acquisition by means of different types

of methodologies, strategies and techniques in language teaching that

36

try to expose students to a meaning-centered classroom by using

communicative activities focused in real-situations contexts. In addition, L2

pedagogy used in communicative language teaching has showed to be the

best option for teaching a second language in which teachers are facilitators

of knowledge and their methodology of teaching is aimed to the students

can create their own knowledge by applying different ways of teaching as

incidental and intentional learning and too many other ways that facilitate

the learning of a foreign language.

2.14. Sociological foundation

According to Johnson (2004), Vygotsky’s sociocultural theory can be

summarized in three principles:

The developmental analysis of mental

processes

The role of sign

The social origin of systems in the

development of human mental processes

human higher mental

functions

Figure 2: Three principles Source: (Johnson, 2004, p. 104)

Likewise, Johnson (2004) points out that all these tenets can seem

not to be related, but they are closely related because to understand each

37

one of them, first it is needed to understand all of them and how these

principles interact among them. The first principle deals analitic topic related

scientific methods and the interpretation of psychological functions.

In the second principle Vygotsky explains that higher mental

processes and logical thought and learning have their origins in social

activities and is included in the genetic law of cultural development because

first it shows on social planes, and then it appears on psychological planes.

Besides, Johnson (2004) indicates that:

Vygotsky maintains that sociocultural factors occupy the central

position in the development of human higher functioning. Although

he recognizes the importance of biological constraints on human

mental development, he denies the human brain the central position

in cognitive development. For Vygotsky, the development of higher

mental functioning suchs as voluntary attention, logical memory,

rational thought, and learning represents not the unfolding of innate

cognitive abilities but the transformation of these capacities that is

initiated by the child’s sociocultural environment (p. 111).

Finally, the last principle that deals with the role of language in the

development of human higher mental functions that express that language

regulates and facilitates the speech by means of the interpersonal and

intrapersonal factor that are closely related with the sociocultural theory. As

it can see in the next figure:

38

LANGUAGE

SOCIAL HUMAN HIGHER

ENVIRONMENT MENTAL FUNCTIONS

Figure 3: Vygostky's theory Source: (Johnson, 2004, p. 172)

Additionally, Johnson (2004) indicates that “a dialectical interaction

between the interpersonal and the intrapersonal planes leads to the merging

of language performance and language competence: they represent two

sides of the same coin” (p. 172). In this model of second language

acquisition that expresses that social contexts help to create language and

viceversa because according this theory, the second language ability is not

located in mind of learners but it is located in sociocultural exposures and

in the discursive practices that language learners have acquired during their

life. For these reasons, in order to apply the sociocultural theory in second

language acquisition is necessary to abandon some theories which support

the general language ability which express that language does not need

social environment to evolve.

2.15. Psychological foundation

Coleg (2009) expressed that the four stages of cognitive development

created by “Piaget which suggests that learning to understand the world around

unfolds through four main stages. These are sensory motor, the pre-operational

stage, the concrete operations and the formal

39

operational stage” (p. 8). In the following table is going to show the

cognitive skills that people develop through their lives:

Four stages of cognitive development

Sensory-motor 0

Use of memory, thoughts and imitation.

to 2 years

Pre-operational The child is capable of logical thinking stage from 2 to 7 progressively. years

Use of language.

Specific Children develop the ability to apply logical

operations from 7 reasoning in some areas at the same time.

to 11 years

Formal operations Children are able to use logical and deductive from 11 years to reasoning. adulthood Table 12: Four stages of cognitive development Source: (Woolfok, 2010, p. 34)

In addition, Vygotsky (1978) explained that a every student will face

some problems that will be solved by applying some structures and

reminders in order to help them to remember the steps to achieve that

solutions, however, some problems are beyond of the capacities of some

students that according to Johnson (2004) who states that:

The learner is not able to notice or correct the error, even with

intervention of the tutor. A this level, the learner dies not have a

sufficient basis from which to interpret the tutor’s moves to provide

help, and probably has no awareness that there is even a problem.

The thutor, therefore, must assume full responsibility for correcting

the error. Thus, rather than providing corective help, the tutor’s task

40

is to bring the target form into focus and, in so doing, begin the

process of coconstructing the ZPD with the learner (p. 137).

In this case, the zone of proximal development theory can be used to

enhance the second language acquisition by applying its tenets in langage

acquisition fields with the main purpose of increasing the communicative

skills in students by the adequate assistance of teacher through new

methodologies and strategies to benefit the teaching-learning process.

Besides, the last contribution from pshychology fields to this thesis is

the meaningful learning or subsumption that can be described as “a process

of relating and anchoring new material to relevant established entities in

cognitive structure. As new material enters to cognitive field, it interacts with,

and is appropriately subsumed under, a more inclusive conceptual system”

(Brown, 2007, p.91). In this case, Ausubel expressed that learning takes

place in cognitive fields by means of processes, but in second language

acquisition is necessary to use this theory in order to make more effective

the learning process.

Consequently, Brown (2007) makes a demostration about how works

meaningful learning in comparison with other way of learning as rote

learning. In this demostration cognitive structures are imagined as building

blocks, then rote learning is the process to acquire isolated blocks without

particular function that would mean a construction of a structure without

relation with the other blocks, but meaningful learning would be is process

to build a cognitive structure where all blocks integrate a part already

established.

41

Rote learning

Acquisition and storage of

Inefficient retention Loss of retention without

items (triangles) as because of interfering repeated conditioning

arbitrary entities contiguous items

Figure 4: Rote learning Source: (Brown, 2007, p. 92)

Meaningful learning

Acquisition and storage of Subsumption process Systematic “forgetting”

items anchored to an

continues in retention subsumed items are “pruned” in

favor of a larger, more global established conceptual

conception, which is, in turn,

hierarchy by subsumption related to other items in

cognitive structure

Figure 5: Meaningful learning

Source: (Brown, 2007, p. 92)

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2.16. Legal foundation

According to the Common European Framework (2001) students

need to have a large vocabulary including single word forms in order

accomplish lexical competence required:

A particular single word form may have several distinct meanings

(polysemy), e.g. tank, a liquid container or an armoured armed

vehicle. Single word forms include members of the open word

classes: noun, verb, adjective, adverb, though these may include

closed lexical sets (e.g. days of the week, months of the year, weights

and measures, etc.). Other lexical sets may also be established for

grammatical and semantic purposes (p. 111).

In addition, the Common European Framework (2001) states the

following standards in vocabulary knowledge in English language learners

in A2 level:

Illustrative scales are available for the range of vocabulary knowledge, and the ability to control that knowledge (A2 level)

Vocabulary range Has sufficient vocabulary to

conduct routine, everyday

transactions involving familiar situations and topics.

Has a sufficient vocabulary for the expression of basic communicative needs. Has a sufficient vocabulary for coping with simple survival needs

Vocabulary control Can control a narrow repertoire dealing with concrete everyday needs. Table 13: Range of vocabulary

Source: (Common European Framework, 2001, p. 112)

43

This thesis is also based in National English Curriculum Guidelines

(2014) that cited the following features of proficiencies according to students

of 1st year Bachillerato (A2 level):

Communicate in simple, routine tasks requiring a simple, direct exchange of information on familiar and routine matters;

Describe in simple terms aspects of their background, immediate environment, and matters in areas of immediate need understand, identify, and produce longer, more detailed informational, transactional, and expository texts (e.g. traveling

Table 14: A2 level proficiencies Source: (National English curriculum guidelines, 2014, p. 14)

Moreover, the constitution of the Republic of Ecuador establishes

that in the educational field:







(p.27).

Freely translated means that, education is right guaranteed by

Ecuadorian government that is compromised to give education of quality

because education is an important aspect within Ecuadorian society to

impulse good standards of life in every Ecuadorian family. In the same way,

La Ley Orgánica de Educación Intercultural (2011) in its tenets and

objectives, article 2, cited that:

44

W. Calidad y calidez.- Garantiza el derecho de las personas a una

educación de calidad y calidez, pertinente, adecuada,

contextualizada, actualizada y articulada en todo el proceso

educativo, en sus sistemas, niveles, subniveles o modalidades; y

que incluya evaluaciones permanentes. Así mismo, garantiza la

concepción del educando como el centro del proceso educativo, con

una flexibilidad y propiedad de contenidos, procesos y metodologías

que se adapte a sus necesidades y realidades fundamentales.

Promueve condiciones adecuadas de respeto, tolerancia y afecto,

que generen un clima escolar propicio en el proceso de aprendizajes

(p. 10).

Freely translation means that education is right for Ecuadorian

people, however, Ecuadorian government must provide an education with

quality and kindness in order to benefit all the students of educational

institutions in this country. Besides, the Ecuadorian government is

compromised to provide educational training to teacher with the objective

that they will be able to create an appropriate classroom environment full of

moral values and comfortable for the students.

Additionally, this thesis is supported on the objective 4.4, Paragraph “A”

of Plan Nacional del Buen Vivir (2013) which establishes that “Fortalecer los

estándares de calidad y los procesos de acreditación y evaluación en todos los

niveles educativos, que respondan a los objetivos del Buen Vivir, con base en

criterios de excelencia nacional e internacional” (p.170). This article means that

Ecuadorian government has planned some objectives in order to reach

international standards of good living for its people, however, in the objective

4.4 about education establishes that Ecuadorian government will seek to

improve education in all its educational levels.

45

CHAPTER THREE

METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF

RESULTS

3.1. Methodological design

Creswell (2009) expresses that a methodological design are

procedures, plans and approaches in order to make decisions from facts and

assumptions to establish the adequate methodologies to collect and analyze

information. In this case, methodological design helped to the authors of this

project to establish the baselines to investigate this research problem that were

selected by taking into account the nature of the problem which not only

required field studies, specific research methods and appropriate research

instruments focused on this particular case, but also this methodological design

needed of the personal experiences of the researchers to complete a detailed

process of investigation.

Likewise, Creswell (2009) suggests that in a methodological design

needs to be used three approaches as qualitative, quantitative and mixed

approach. However, this thesis is based on these three approaches in order

to obtain better results, conclusions and recommendations to solve this

research problem. In the same way, Hernandez, Fernandez and Baptista

(2010) indicate that methodological design is a set of “systematic, empirical

research and critical processes that involves the collection and analysis of

quantitative and qualitative data as well as their integration and joint

discussion to make inferences of all the information collected and greater

understanding the phenomenon under study” (p. 546).

46

3.1.1. Qualitative research

Creswell (2009) explains that a qualitative research explores and

make an understanding of the “meaning individuals or groups ascribe to a

social or human problem. The process of research involves emerging

questions and procedures where data is typically collected in the

participant's setting and data analysis inductively building from particulars

to general themes” (p. 4). Besides, the researcher needs to interpret the

meanings of the data collected in order to make report or make conclusions

under a flexible structure that pretends to find individual meanings to find

possible solutions to improve the inappropriate performance in oral

expression of those students by using individual and collective proofs that

will be focused on their social and human side.

3.1.2. Quantitative research

In addition, Creswell (2009) defines quantitative research as a means

for making tests of objective theories “by examining the relationship among

variables and these variables, in turn, can be measured typically on

instruments, so that numbered data can be analyzed using statistical

procedures and the final written report has a set structure consisting of

introduction” (p. 4). Additionally, the researcher makes assumptions about

these objective theories to obtain results, alternative explanations and

discussions to find the most adequate solution to this project.

3.1.3. Mixed methods

Finally, Creswell (2009) explains that “mixed methods research is an

approach to inquiry that combines or associates both qualitative and

quantitative forms. It involves philosophical assumptions, the use of qualitative

and quantitative approaches, and the mixing of both approaches in a study” (p.

4). Furthermore, this type of methodological design is more

47

than a simple collection and analysis of information because it involves the

use of both approaches that fortify the study of this research problem

making at the same time a more detailed investigation that provides better

outcomes.

3.2. Types of Research

Neville (2007) states that research is a process of inquiry and

investigation that uses systematic, methodical and ethical steps to complete

a research that can help researchers to solve problems of investigation and

increase knowledge.

In addition, this educational research has some types to develop a

more detailed and ordered research that also serves to measure and control

different aspects within an investigation that offer to the researchers several

opportunities to confirm, clarify and discover valuable information in order

to contribute to the solution of the research problem proposed. Likewise, a

research has some purposes to be taken into account as the following

aspects in the next graphic:

Review or Investigate existing Explore and analyse

synthesize existing situations or more general issues knowledge problems

Explain new

Construct or create

phenomenon and Provide solutions to new procedures or

Generate new problems systems

knowledge

Figure 6: Research's purposes Source: (Neville, 2007, p. 7)

48

3.2.1. Exploratory research

Likewise, Neville (2007) indicates that “exploratory research is

undertaken when few or no previous studies exist. The aim is to look for

patterns, hypotheses or ideas that can be tested and will form the basis for

further research” (p. 2). Additionally, this type of research also includes case

studies, reviews and observations of previous investigations and studies

performed previously.

Consequently, this type of research was applied in this project of

science in order to look for uninvestigated information about vocabulary

acquisition methodologies, strategies and techniques that contributes to

accumulate useful data for being added to the typical information that is

already used in all researches about second language learning.

3.2.2. Descriptive research

Furthermore, Neville (2007) affirms that “descriptive research can be

used to identify and classify the elements or characteristics of the subject,

e.g. number of days lost because of industrial action” (p. 2). Besides, this

type of research is commonly used in quantitative researches that tend to

collect, analyze and summarize information in order to obtain results and

make discussions of them.

Therefore, descriptive research was applied in this thesis with the

purpose of making a systematical process of the information collected and

to carry out an analytical research that allows to describe or explain why or

how something is happening in the research problem that become in a

useful procedure to identify and locate the several aspects implied.

49

3.2.3. Explanatory research

Hernandez, Fernandez and Baptista (2010) state that explanatory

research seeks to explain all the “concepts or phenomena or the

establishment of relationships between concepts; that is, they are aimed at

responding to the causes of events and physical or social phenomena.”

(p.79). Therefore, this type of research was applied to this project in order

to find every question implied in the research problem and also it is focused

on giving reasons in how this educational problem affect to the students of

this institution by applying better structures and systematical steps to reach

an appropriate understanding with the main objective to solve the several

deficiencies showed by the students at the time to acquire the second

language.

3.3. Population and Sample

The population of this thesis is 45 students of 1st year “E” Bachillerato

of Educational Institution Dr. José Maria Egas, corresponding to zone 8,

District Ximena 2, Province Guayas, Cantón Guayaquil, Parish Ximena, and

2015-2016 academic year. Besides, the sample of thesis is 45 students of

1st year “E” Bachillerato of Educational Institution Dr. José Maria Egas,


Guayaquil, Parish Ximena, and 2015-2016 academic year.

ITEM

POPULATION

SAMPLING

Students 45 45

Teacher 1 1

total 46 46 Table 15: Population and sample

Source: 45 students of 1st year “E” Bachillerato of Educational Institution Dr, José Maria Egas Researchers: Silvia García and Susy Tito

50

3.4. Variables

INDEPENDENT VARIABLE VOCABULARY

Dimensions Indicators

Form

Aspects of knowing a word Meaning

Use

Types of vocabulary Receptive vocabulary Productive vocabulary

Information gap activities

Vocabulary acquisition activities Semantic activities

Games

Matching activities

DEPENDENT VARIABLE ORAL EXPRESSION

Dimensions Indicators

Conversation

Types of oral expression

Dialogues

Interviews

discussions

Pronunciation Qualities of oral expression

Fluency

Accuracy

Rhythm

Communicative approaches

Classroom management for Motivation

developing oral expression Pairwork and groupwork

Table 16: Variables


51

3.5. Research methods

Research method is a way to solve the research problem. According

to Kothari (2004) “It may be understood as a science of studying how

research is done scientifically. In it we study the various steps that are

generally adopted by a researcher in studying his research problem along

with the logic behind them” (p. 8). Consequently, this thesis uses deductive,

inductive and historical-comparative in order to establish scientific

parameters. In addition, research methods are more general but research

methods produce research techniques that in a research practice are

interchangeable because methods and techniques work together.

3.5.1. Deductive method

Besides, Neville (2007) explains that “deductive method moves from

general ideas or theories to specific particular situations” (p. 3). Therefore,

this method was applied in order to take general concepts and explain each

one of its parts in order to obtain a better comprehension of the topic of

research that is very useful to this project to make a complete analysis of

each situation.

General ideas

Particular situation

Figure 7: Deductive method Source: (Neville, 2007, p. 3)

52

3.5.2. Inductive method

According to Neville (2007) inductive method moves from particular

facts in order to infer general theories or concepts. Consequently this

method contribute to this thesis with the analysis of particular or small facts

in order to make theorize general ideas to achieve a better understanding

of the research problem.

Particular situation

General ideas

Source: (Neville, 2007, p. 3) Figure 8: Inductive method Source: (Neville, 2007, p. 3)

3.5.3. Historical-comparative method

In addition, Bernal (2010) establishes that historical-comparative

method that is a “procedure of research and clarification of cultural phenomena

which is to establish the similarity of these phenomena, inferring a conclusion

about their genetic parentage, it means, their common origin” (p.60). Therefore,

this method was applied in this project of science to review historical facts,

scientific review and educational studies to know more about the research

problem and make some comparison with current studies of these two variable

for obtaining valuable information.

53

3.6. Empirical techniques and research instruments

The researchers of this project applied different types of techniques

and instruments in order to collect information to make an analysis and

interpretation, the research instruments and techniques used in this thesis

are: Observation, interview, oral test and survey.

3.6.1. Observation

Accordng to Mason (1996) cited by Mackey and Grass (2005) noted that

observation refers to "methods of generating data which involve the researcher

immersing in a research setting, and systematically observing dimensions of

that setting, interactions, relationships, actions, events, and so on, within it" (p.

175). It means that when a researcher makes a collection of data by using

obsevation is traying to obtain detailed characteristics of educational situation

in class. Also how students are acquiring the second language in their class

environment where the researcher does not influence in the activities

performed in class. in addition, the information is often collected by applying

field notes, observation sheets or some combinations according to the criteria

of the researcher.

3.6.2. Interview

Additionally, Mackey and Grass (2005) “interviews are often associated

with survey-based research, as well as being a technique used by many

qualitative researchers” (p. 173). Besides, this project uses unstructured

interview where the researchers of this thesis make questions or statements by

taking into account the research problem and all unknown data about the

prerformance of the teacher. Also methodology, strategies and techniques

used in class for teaching English language. Moreover, this interview allows the

teacher to express her opinion as a natural conversation to produce a

widespread outcome without any limitation to

54

answer the statements proposed by the researchers of this project of

science.

3.6.3. Oral test

According to Cohen, Manion and Morrison (2007 ) “the field of testing

is so extensive that the comments that follow must needs be of an

introductory nature and the reader seeking a deeper understanding will

need to refer to specialist texts and sources on the subject” (p. 414). In

addition, the researchers decided to apply an oral test because is a powerful

method for collecting information more precise about the problem of

investigation that will allow to obtain a huge spectrum of quantitative data to

be analyzed and interpreted by measuring all the students of the classroom

aforementioned.

3.6.4. Survey

Creswell (2009) indicates that “a survey design provides a

quantitative or numeric description of trends, attitudes, or opinions of a

population by studying a sample of that population. From sample results,

the researcher generalizes or makes claims about the population” (p. 146).

This research instrument was applied in order to make analysis about

opinions, preferences and feelings of the students about how is developing

the second language learning and if students consider that some procedure,

methodology, strategy and technique is appropriate or is necessary to be

changed.

55

3.7. Analysis and interpretation of the data collected

Classroom observation sheet

Name of the teacher: Lcda. Patricia Zambrano

Observers: Silvia Garcia, Susy Tito

Subject: English language

Length of the lesson: 40 minutes course: 1st year Bachillerato

Topic: Adverbs of frequency

Rating

1- Strong

2- Apparent

3- Not displayed

scale

1. The teacher plans effectively the class and 1 2 3

communicate the objectives of the lesson

a. Objectives are communicated at the beginning

b. There is a structure of the lesson

c. The lesson is reviewed at the end of the class

2. The teacher presents appropriate vocabulary for the activity

a. The vocabulary supports the lesson

b. The teacher presents additional vocabulary

c. there is vocabulary material (flashcards, prints)

3. There are speaking activities to practice the lesson in class

a. The teacher sets a speaking activity to practice

b. Students form groups to participate in the activity

c. The teacher applies role play or games in class

4. Teaching methods used by the teacher allow to the students an effective learning

a. The teacher uses the communicative approach

b. The teacher involves all the students in the lesson

c. The teacher gives clear explanations of the lesson

5. Technology and homework

a. The teacher uses computer, projector or recorder

b. Homework is appropriate according to the lesson Table 17: Observation sheet results


56

3.7.1. Analysis of the observation sheet

3.7.1.1. The teacher plans effectively the class and communicate the

objectives of the lesson

At the beginning of the class, the teacher did not specified what were

the objectives of the lesson (adverbs of frequency), she asked to the

students to open their book in order to have a new class, it means that

students did not have previous information or a warm up of the topic for

obtaining a better understanding of it to be learnt. In addition, the lesson

was not well structured by the teacher of the classroom that only told them

to see the page of the book refered to adverbs of frequency that created an

environment of questions in students about how to start a learn the adverbs

of frequency or in what place of the sentences should be put these adverbs.

Besides, the teacher did not make a review of the topic at the end of the

class in order to apply an effective feedback.

3.7.1.2. The teacher presents appropriate vocabulary for the activity

The teacher of the classroom only presented the limited vocabulary

from the book but did not make a presentation of the additional words that

can be used with those adverbs or how should be used appropriately that

vocabulary. Furthermore, the teacher did not use flashcards or any

additional print material in order to present and explain adverbs of frequency

to the students.

3.7.1.3. There are speaking activities to practice the lesson in class

The teacher did not make any speaking activity in class in order to

practice the new lesson, the students only fill the gaps in the book. Besides,

the teacher only made work the lesson by using individual work that made more

difficult for the students the comprehension about how to use the adverbs of

frequency. Moreover, as it expressed before, the teacher did not

57

use any speaking activity, role play or game in order to practice the oral

expression in those students.

3.7.1.4. Teaching methods used by the teacher allow to the

students an effective learning

According to the way that the teacher of the classroom taught the

lesson, it is clear that she did not use communicative approach. In addition, the

teacher only make questions to the same students without asking to the whole

class. Moreover, she did not explain appropriately the topic that provoked too

many questions about how to apply the adverbs of frequency.

3.7.1.5. Technology and homework

Computers, projectors and tape recorders were not used to teach

that lesson of the adverbs of frequency, it represents a serious

disadvantage for the teacher at the time to engage students in a speaking

activity. Finally, she did not send homework of this topic which represents

that students did not practice those adverbs of frequency.

3.7.2. Interview

An interview was applied to Lcda. Patricia Zambrano who is the

English teacher of 1st year “E” Bachillerato Educational Institution Dr. José

Maria Egas, corresponding to zone 8, District Ximena 2, Province Guayas,

Cantón Guayaquil, Parish Ximena, and 2015-2016 academic year. This

research instrument was applied in order to know more about the research

problem from the point of view of the teacher.

58

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE EDUCATION

SCHOOL LANGUAGES AND LINGUISTIC

3.7.2.1. Classroom teacher interview questions

Interviewed: Miss Patricia Zambrano

Interviewers: Silvia Garcia, Susy Tito

Questions Answers

1. Do you perform vocabulary Yes, I apply some exercise of vocabulary in

exercises in each class? class according to the English book.

2. Do you give definitions of No, it is the duty of each student to look for

words? each definition in a dictionary or in internet.

3. Do you make word lists for Occasionally, I think that students need to

learning new vocabulary? look for words that they do not know

4. Do you use an additional No, I only use the English book level three for

vocabulary book? this course.

5. Do you help your students in Yes, I help them in each activity.

any doubt about vocabulary?

6. Do you encourage your Oral expression is a little difficult to be

students to improve their skills developed in class for different factors, but I

in oral expression? try to make activities to enhances their oral

expression

7. Do you provide didactic Yes, I try to provide didactic material to

material for the development of practice oral expression, however, sometimes

oral expression? this material is not enough to cover all the

student’s needs.

8. Do you motivate your Motivation is an important factor for learning

students to improve their oral English, so in my class I try to motivate them

expression? by using some ludic activities or games.

9. What kind of method do you I use the method that the English book

use for teaching your classes? provides.

10. Do you use other books to No, I only use the English book level three

develop the oral expression in that is used in public schools

your students? Table 18: Interview


59

3.7.2.2. Analysis of the interview

According to the interview, the English teacher only presents the

vocabulary that is in the English book level three that represents that she

does not use other books, vocabulary lists or another support to expand the

vocabulary knowledge of her students. In addition, the teacher expressed

that she had a limited didactic material to enhance vocabulary and oral

expression, it makes very difficult the improvement in both educational

factors.

3.7.3. Oral test

This oral test was applied to the students of 1st year “E” Bachillerato

Educational Institution Dr. José Maria Egas in order to evaluate in what level

the students were in oral expression and vocabulary knowledge. In addition,

this activity was focused only in oral communication that allowed to the

researchers made individual measurements to collect more precise data, the

activity picked for those students was to make a personality description of a

partner and was applied in the following way:

Describing someone’s personality

1. The researchers asked students to work in pairs in order to interact with their partners.

2. The researchers explained and gave instructions to the students about the oral activity.

3. In addition, every researcher work with a couple in order to make the oral activity without trespassing the time allowed by the teacher

4. When the oral activity ended, the researchers explained to the students what data was collected and why.

Table 19: Description of oral test activity


60




3.7.3.1. Oral test rubric

Name of the teacher: Patricia Zambrano

Observers: Silvia Garcia, Susy Tito Subject: English language

Length: 40 minutes course: 1st year Bachillerato N: 45 students

Topic: Describe someone’s personality Rating 1- Appropriate 2- Regular 3- Deficient

scale

Items Types 1 2 3

Vocabulary Receptive vocabulary 6 7 32

Productive vocabulary 5 5 35

Oral expression Pronunciation 4 7 34

Fluency 6 8 31

Accuracy 8 7 30

Rhythm 8 6 31

Table 20: Oral test results


3.7.3.2. Analysis of the oral test

This oral test is a direct way to measure the vocabulary knowledge

and oral expression skills of those students to know what are their true

deficiencies with the objective to establish a better action plan to solve this

educational problem taking into account that the level of students in 1st year

of Bachillerato is A2 level.

61

3.7.3.2.1. Vocabulary

This results show that most of students had a deficient performance

in the oral activity by exposing a low level in receptive vocabulary that was

measured by the comprehension of some words at the time that students

tried to introduce themselves and convey some personal information to

establish a conversation between them. Additionally, some students had

several deficiencies in productive vocabulary because most of them did not

know some words to describe their classmate’s personality during the

speaking activity applied by the researchers of this thesis.

Finally, it is necessary to convey another result of vocabulary that

most of students did not use synonyms, antonyms to express their idea

about the personality of their mates which represents that students have a

low level of vocabulary knowledge.

3.7.3.2.2. Oral expression

In this oral test, the features oral expression was divided into four

parts in order to measure each aspect individually to obtain a better and

more precise data. First, pronunciation showed the highest percentage of

deficiency by exposing several fails in students at the time to pronounce

some words during the oral activity which represents that students are not

receiving an adequate instruction in this branch of oral expression.

Second, students showed several difficulties at the time to establish a

fluent conversation and most of them were not able to express their ideas in

the speaking activity which exposes a big deficiency of activities to develop oral

expression in class. Third, most of students did not have good performance in

accuracy where a lot of them presented several failures on verb tenses, use of

prepositions, use of “s” in third person in simple present

62

and adjectives to describe personality in order to complete the activity

effectively.

Finally, those students had problem to produce an appropriate

rhythm by making an inadequate pattern of sounds in different words and

its respective stress pattern weak, strong and long pronunciation in order to

obtain an accurate rhythm to complete the oral expression activity proposed

by the researchers of this project.

3.7.4. Survey

This survey was applied to the students of 1st year “E” Bachillerato

Educational Institution Dr. José Maria Egas to know stances, opinions,

preferences and the attitude of students to the performance of the teacher

and her methodologies, techniques and strategies to teach English

language. Additionally, this research instrument was presented to the

student in the following way:

Survey steps

1. The researchers make a little warm up about the survey and its advantages. 2. The researchers gave instructions to the students about the survey and explained every single statement in order to achieve a general comprehension of each point 3. In addition, every researcher was helping in any doubt of the students to complete the survey.

4. At the end, the survey was collected and the researchers expressed their gratitude to the students by their participation.

Table 21: Survey steps


63




3.7.4.1. Survey

Name of the teacher: Patricia Zambrano Researchers: Silvia Garcia, Susy Tito Subject: English language

Length: 25 minutes course: 1st year Bachillerato N: 45 students

Topic: Survey Rating

Always

Usually

Often

Sometimes

Never

scale

(1) (2) (3) (4) (5)

Statements 1 2 3 4 5

1. The teacher gives you a list of new -

2

8

15

20

words before working in a new lesson

2. The teacher allows the use of a -

-

4

19

22

bilingual dictionary in the classroom

3. The use of synonyms and antonyms

helps you to express an idea in oral 12 10 16 7 -

activities

4. The vocabulary activities provided by

your teacher help you to acquire the new 1 4 18 20 2

vocabulary

5. The teacher uses flashcards or real

objects to convey the meaning of new - 5 10 30 -

words

6. The different meanings of a word can

make difficult for you to express your 20 12 8 5 -

ideas orally

7. The teacher uses an additional -

-

3

2

40

vocabulary booklet

8. The teacher performs oral exercises -

7

13

25

-

in class

9. The lack of knowledge of vocabulary 20

10

10

5

-

decreases your ability to speak in English

10. The teacher uses motivational

exercises or educational games to - 8 3 22 12

improve your oral expression skills

Table 22: Survey results


64

3.7.4.2. Analysis of the survey

3.7.4.2.1. Statement # 1

The teacher gives you a list of new


Always 0%

Usually

5%

Often 18%

Never 44%

Sometimes

33%

Always Usually Often Sometimes Never

Figure 9: Survey statement 1


Rating scale Frequency Percentage

Always 0 0%

Usually 2 5%

Often 8 18%

Sometimes 15 33 %

Never 20 44 %

Total 45 100% Table 23: Survey statement 1


44% of students indicate that their teacher does not give a list of new

words to the students before to start a new activity while 33% of students

expressed that only sometimes the teacher provides them with vocabulary

lists. Therefore, this type of data is relevant to the research as it will help us

to create alternatives to acquire vocabulary.

65

3.7.4.2.2. Statement # 2

The teacher allows the use of a


Always 0%

Usually

0% Often

9%

Never 49%

Sometimes

42%





Always 0 0%

Usually 0 0%

Often 4 9%

Sometimes 19 42 %

Never 22 49 %



This statement shows that 49% of students express that the use of a

bilingual dictionary is not a priority in their classroom which contributes to a

low vocabulary knowledge of those students that had a strong limitations in

expressing some words while 42% of them indicated sometimes. Therefore,

it is necessary to include a not only a Spanish-English dictionary but also

an English dictionary that provides concepts, uses and more with the

purpose that students possess a powerful tool in class.

66

3.7.4.2.3. Statement # 3

The use of synonyms and antonyms helps you to express an idea in oral activities

Never Always Usually

5% 2% 9%

Sometimes

44%

Often 40%





Always 12 27%

Usually 10 22%

Often 16 36%

Sometimes 7 15 %

Never 0 0%



This result confirms that the use of synonyms and antonyms can be a

useful technique to enlarge the vocabulary knowledge because 36% of them

expressed that synonyms and antonyms often help them to improve their oral

expression while 27% of them are completely sure that synonyms and

antonyms are useful to maintain a conversation in English. Therefore, it is really

necessary to implement activities that include the use of synonyms and

antonyms and other techniques by using the semantic field.

67

3.7.4.2.4. Statement # 4

The vocabulary activities provided by your teacher help you to acquire the new vocabulary

Never Always 5% 2% Usually 9%

Sometimes 44%

Often 40%

Always Usually Often Sometimes Never Figure 12: Survey statement 4


Rating scale

Frequency

Percentage

Always 1 2%

Usually 4 9%

Often 18 40%

Sometimes 20 44%

Never 2 5%



This result shows that students have doubts if the vocabulary

activities provided by their teacher are useful to acquire new vocabulary

because 44% of them express a marked insecurity in their opinions while

only 2% of students indicated that activities always help them. Therefore,

the authors of this project of science suggest to use innovative techniques

of vocabulary acquisition in order to achieve not only the appropriation of

new words but also increase the confidence in the activities developed by

the teacher.

68

3.7.4.2.5. Statement # 5

The teacher uses flashcards or real objects to convey the meaning of new words

Always Usually 0%

11%

Never 0%

Often 22%

Sometimes 67%




Rating scale

Frequency

Percentage

Always 0 0%

Usually 5 11%

Often 10 22%

Sometimes 30 67%

Never 0 0%



67% of students express that the teacher sometimes uses flashcards

to transmit meanings of new words, while only 11% of students express that

flashcards are usually applied in daily lessons to support the vocabulary

presented in the English book level three. Therefore, the researchers of this

project suggest to increase the use of flashcards to convey meanings of

new vocabulary in order to make a meaningful learning of English, but also

it is widely recommended to use real objects, pictures and more didactic

material for vocabulary acquisition.

69

3.7.4.2.6. Statement # 6

The different meanings of a word can make difficult for you to express your ideas orally

Sometimes Never

11% 0%

Often Always

44% 18%

Usually

27%




Rating scale

Frequency

Percentage

Always 20 44%

Usually 12 27%

Often 8 18%

Sometimes 5 11%

Never 0 0%



44% of students expressed that different meanings of words can make

difficult for them to express ideas orally because English words have different

meanings according to the context in which that words are used, while only

11% of students showed doubts about this statement. In this case, it

recommended to explain how words are formed and also make word meanings

activities in which students can learn many words in context.

70

3.7.4.2.7. Statement # 7

The teacher uses an additional

vocabulary booklet

Often Always

7% 0% Usually

0%

Never

Sometimes 89%

4%




Rating scale

Frequency

Percentage

Always 0 0%

Usually 0 20%

Often 3 7%

Sometimes 2 4%

Never 40 89%



89% of students indicated that the teacher of this classroom does not

use an additional book in order to present more vocabulary which is one of

the main problems of this research because the English book level three

has a limited vocabulary in its lessons making difficult to add more

vocabulary that would be the best option. In this case, the researchers of

this thesis propose to use at least two vocabulary booklet where the teacher

can find more words as definitions, word formations and more words related

to each lesson.

71

3.7.4.2.8. Statement # 8

The teacher performs oral exercises in

class

Always Never 0%

0%

Usually 15%

Sometimes

56% Often

29%




Rating scale

Frequency

Percentage

Always 0 0%

Usually 7 15%

Often 13 29%

Sometimes 25 56%

Never 0 0%



This statement shows that 56% of students express that sometimes

oral expression exercises are applied by the teacher while only 15% of the

indicated that usually. However, these results show that oral activities are

not applied every day that would be advisable in each English class that

seeks to develop the oral expression skills in second language learners.

Therefore, it is recommended to increase the oral expression activities in

order to enhance the abilities to communicate orally.

72

3.7.4.2.9. Statement # 9

The lack of knowledge of vocabulary decreases your ability to speak in English

Never Sometimes

11% 0%

Always

45%

Often

22%

Always

Usually

Often

Usually

22% Sometimes

Never



Rating scale

Frequency

Percentage

Always 20 45%

Usually 10 22%

Often 10 22%

Sometimes 5 11%

Never 0 0%



Notably, 45% of students express that a lack of knowledge of vocabulary

decreases their ability to speak in English language while 11% of them

indicated that sometimes. It means that the students are aware that their

problem lies in not having a wide vocabulary to achieve a successful

communication in English. In this case, it is recommended to increase

vocabulary activities to increase their abilities of speaking in English.

73

3.7.4.2.10. Statement # 10

The teacher uses motivational exercises or educational games to improve your oral expression skills

Never Always Usually

0% 27% 0%

Often 6%

Sometimes 67%




Rating scale

Frequency

Percentage

Always 0 0%

Usually 0 0%

Often 3 6%

Sometimes 30 67%

Never 12 27%



According to this result, the teacher does not apply motivational

exercises or educational games as frequently as students would prefer in

the classroom, 67% of students expressed that only sometimes, while 12%

expressed that teacher does not apply any motivational activity to improve

their oral expression skills. Therefore, it is suggest to increase the

vocabulary activities by using ludic activities, games and many other

interesting activities that can motivate students to acquire more vocabulary

to achieve an enhancement of their oral expression skills.

74

3.8. Chi-squared test

Case Processing Summary

Cases

Valid Missing Total

N Percent N Percent N Percent

The different meanings of

a word can make difficult

for you to express your

ideas orally * The lack of 45 100,0% 0 0,0% 45 100,0%

knowledge of vocabulary

decreases your ability to

speak in English language Table 33: Chi-squared test 1


The different meanings of a word can make difficult for you to express your ideas orally * The lack

of knowledge of vocabulary decreases your ability to speak in English language Cross tabulation

The lack of knowledge of vocabulary decreases

your ability to speak in English language Total

Always Usually Often Sometimes

The different Always Count 20 0 0 0 20

meanings of a word Expected 8,9 4,4 4,4 2,2 20,0

can make difficult

Count

for you to express Usually Count 0 10 2 0 12

your ideas orally Expected

5,3 2,7 2,7 1,3 12,0

Count

Often Count 0 0 8 0 8

Expected 3,6 1,8 1,8 ,9 8,0

Count

Sometime Count 0 0 0 5 5

s Expected 2,2 1,1 1,1 ,6 5,0

Count

Total Count 20 10 10 5 45

Expected 20,0 10,0 10,0 5,0 45,0

Count

Table 34: Chi-squared test 2


75

Chi-Square Tests

Value df Asymp. Sig. (2-sided)

Pearson Chi-Square 120,000a 9 ,000

Likelihood Ratio 103,759 9 ,000

Linear-by-Linear Association 42,318 1 ,000

N of Valid Cases 45

a. 14 cells (87,5%) have expected count less than 5. The minimum expected count is 0,56.

Table 35: Chi-squared test 3


Symmetric Measures

Value Approx. Sig.

Nominal by Nominal Contingency Coefficient ,853 ,000

N of Valid Cases 45 Table 36: Chi-squared test 4


Figure 19: Chi-squared graphic


76

3.9. Conclusions

Once all the information collected was analyzed by using qualitative,

quantitative and mix methods, the authors of this thesis conclude the

following aspects:

Most of students show deficiencies on vocabulary knowledge in all

its aspects as form, meaning and the use which represent a great

disadvantage for those students who proved they did not know the

vocabulary enough to express their ideas appropriately.

In addition, the teacher does not use an appropriate didactic

material for vocabulary acquisition of her students which makes

more difficult for them to learn words meaningfully. Besides, the

teacher does not use additional books as a support of teaching

process that represents a great limitation in learning vocabulary.

It is concluded that oral expression has a strong deficiency in those

students who express to have serious difficulties in expressing their

ideas in the survey results by suggesting that the strategies and

techniques used by the teacher are not enough to make them

improve oral expression.

In the same way, the research instruments applied to both teacher

and students of this classroom showed that method used in class

by the teacher is not the adequate to reach a communicative

environment, because the teacher does not use the communicative

approach to teach her lessons which was reflected in the low

participations by the students and almost null spontaneous

participations of students to establish a productive communication

in class.

77

Therefore, the researchers of this project conclude that is necessary to

implement new methodology and strategies that not only helps

students to enlarge their vocabulary but also by means of this didactic

material, students can obtain more knowledge of vocabulary through

meaningful exercises that encourage to learn more words.

3.10. Recommendations

In this case, it is recommended to increase activities that

involve a vocabulary acquisition in class in order to help

students to enlarge their vocabulary knowledge by using

word formation, synonyms, antonyms and also using

semantic field activities that is a useful technique for English

language learners.

It is recommended to design didactic material focused in

vocabulary acquisition in order to encourage students to

learn more words in a meaningful way. Moreover, the

researchers suggest to the teacher of this classroom should

use additional books of vocabulary to help her to have a wide

range of exercises and activities to teach new words,

definitions, and uses depending on the context.

It is recommended to implement new strategies for

encouraging to practice of oral expression in class in order to

achieve that students feel comfortable at the time to speak

and are able to deploy all their capacities to have an

appropriate conversation in English language.

78

In this case, it is recommended to start applying the

communicative approach to achieve that students develop

their abilities of communication not only among students but

also an appropriate interaction between teacher and learner

in class.

It recommended to design a didactic material to improve

vocabulary acquisition that not only make the students to

acquire more vocabulary and improve in their oral expression

performance, but also achieve to motivate her students to

acquire vocabulary in a not conventional and boring way.

79

CHAPTER IV

Educational guide with vocabulary of the English language

4.1. Justification

This proposal has its bases on different aspects reviewed in this

thesis as the foundations seen in the theoretical framework, but also is a

support to improve the deficiencies in oral expression that students of 1st




In addition, these deficiencies were showed by means of the observation

sheet and the oral test applied to obtain information that indicate a low level of

oral expression and vocabulary knowledge. Therefore, this didactic guide has

vocabulary games for developing oral expression in classes through

meaningful activities by applying some useful techniques to acquire lexis and

improve oral production in these students.

This proposal represents a strong support not only for the teacher

and the students of the Educational Institution Dr. José Maria Egas, but also

represents a meaningful support for society because the students will be

the direct beneficiaries in their academic studies which represents better

professionals and better human beings.

80

On the other hand, teachers will increase their English knowledge in

order to add some extra strategies and techniques for teaching a second

language that will accomplish the objective of the Ecuadorian government

in its educational laws which express that teacher must be in constant

educational training.

4.2. General objective

To improve oral expression in students through the use of vocabulary activities

4.3. Specific objectives To innovate teaching techniques to acquire new vocabulary

To improve oral expression through vocabulary activities

To encourage students to work in groups in a positive classroom environment

To motivate students in learning English language

4.4. Theoretical aspects of the proposal

4.4.1. Philosophical aspect

Schofield (2012) contributes to this thesis by explaining that

philosophy literally means love of wisdom that becomes it into the mother of

the others sciences. In addition, Tomar (2014) expressed that philosophy

counts with axiology that involves the study of human values, moral and

ethics that are useful to this proposal because axiology serves not only to

teachers that need to be an example, but also it serves to students that must

learn human values and ethics to collaborate with their classmates and work

in groups.

81

4.4.2. Sociological aspect

Johnson (2004) contributes to this proposal by using the Vygotsky’s

theory which explains that sociocultural factors is the cornerstone in the

development of human higher functioning. In addition, this author

establishes that social contexts help to create language and viceversa

explaining that sociocultural exposures help to language learner into to

develop their oral expression abilities to achieve communicate

appropriately.

In addition, Vygotsky in his Sociocultural approach states that man is

the result of historical and social process where language plays an

important role to construct knowledge by the interaction between man and

social and cultural environment. Therefore, this theory of social interaction

will be apply in this proposal to achieve that students make his own

knowledge construction.

4.4.3. Linguistic aspect

Lobeck and Denham (2013) make a contribution by explaining that

Chomsky created a theory called generative grammar which states that human

language is based in a set of rules that generate sentences necessary to

communicate and making comparisons with mathematical that a learner only

memorizes its rules and this allows him to multiply the quantities that the

student needs to accomplish a task. In the same way, Krashen contributes to

this proposal by its theory of five hyptheses about second language acquisition

as acquisition and learning hypothesis, natural order hypothesis, monitor

hypothesis, input hypothesis and affective filter hypothesis. In this case, this

proposal will try to implement each one of those hypotheses to improve the

second language acquisition process.

82

4.4.4. Psychological aspect

Piaget contributes with the four stages of cognitive development:

Sensory-motor 0 to 2 years Pre-operational stage from 2 to 7 years

Specific operations from 7 to 11 years

Formal operations from 11 years to adulthood

However, in this proposal is taken into account the last stage of

cognitive development that are formal operations that is according to the

age of the students to whom is going to aimed this didactic guide. This

theory by Piaget provides a great contribution to educational fields because

this theory explains how a human being develops the mental capacities

according to each phase of live. Besides, Vygotsky contributes to this

proposal with his theory of zone of proximal development that deals

between the real level of the students determined by the capacity to solve

their problems, and the level of potential development under the guidance

of a more capable student or teacher.

Additionally, the Psychological aspect makes its contribution by using

in this proposal the Ausubel’s theory called meaningful learning that is

necessary to apply in English learning for improving cognitive fields and

achieve to enhance the teaching-learning process.

4.4.5. Pedagogical aspect

Piaget (1964) cited by Woolfok (2010) proposes that students should

construct their own knowledge through the observation of objects or

situation and analyzing its transformation into a new form or knowledge in

order to understand the evolution of it. Furthermore, Carretero (2009)

suggests three aspects in knowledge construction are learning as a single

83

process, learning as social interaction and learning as a result of social

context.

4.4.6. Legal aspect

This proposal is based on the Constitution of the Republic which

points out that Ecuadorian Government must increase the quality of

education in Ecuadorian institutions:







(p.27).

4.5. Feasibility of application

4.5.1. Financial feasibility

Units Description Cost

200 Printed sheets for drafts $ 10,00

150 Copies $ 7,50

1 binding $ 5,00

1 Investigation $ 65,00

Total $ 87,50 Table 37: Financial feasibility


84

Besides, this financial feasibility shows information about the costs

involved to design this didactic guide that is totally paid by the authors of

this project.

4.5.2. Human feasibility

This didactic guide was designed by the talents of the author, but in

addition it has the support of authorities, teachers and students of 1st year

“E” Bachillerato of Educational Institution Dr. José Maria Egas,



4.5.3. Political feasibility

This project is based on the objectives of the guidelines of the

National Plan for Good Living objective 4.4 literal B which cites that

Ecuadorian government must fortify quality in educational institutions

around this country.

4.6. Description

This didactic guide contains vocabulary activities to acquire vocabulary

by using games and other techniques as semantic field, information gap

activities and matching activities that will provide many words to students with

the objective of enlarge their vocabulary knowledge and improve their oral

production. Additionally, this didactic guide will contain five activities that were

designed by using as reference the English book level two and taking into

account the level A 2 specified in the National English Curriculum Guidelines

and in the Common European Framework. Besides, the authors of this proposal

propose to work the activities of this didactic guide with the content of the

English book Level three.

85

4.6.1. Table of contents

Activity

Didactic material

Vocabulary

Grammar

My Family Worksheet 1 Family members Simple

present

Simple

past

Present

continuous

Football Worksheet 2 Football vocabulary Simple facts present Simple past Present

continuous Musical Worksheet 3 Musical vocabulary Simple

instruments present

Simple

past

Present

continuous

Television Worksheet 4 Entertainment Simple programs vocabulary present Simple past Present

continuous Pets Worksheet 5 Names of pets Simple

present

Simple

past

Present

continuous

Christmas Worksheet 6 Christmas presents Simple words present Simple past Present continuous Table 38: Table of contents

Researchers: Silvia García and Susy Tito

86

4.7. Conclusion

This didactic guide with vocabulary activities will be an educational

support for the teacher to enhance the vocabulary acquisition strategies in

order to teach more vocabulary and improve the oral expression of her

students in English language. Besides, this proposal is going to help

teachers because they are going to have other alternatives to teach new

vocabulary by using semantic activities, matching activities and crossword

activities that represent an entertained way to acquire vocabulary that is

completely different to the traditional one. In fact, students at this level must

be acquired large quantities of words that will help them to have a better

development in oral expression that depends of how much vocabulary the

English learner knows at the moment to speak.

87

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1

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nt/200680TWPfall06/03Mehring.pdf

2

Mukoroli, J. (2011). Effective Vocabulary Teaching Strategies For The

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861589

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3

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4

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https://core.ac.uk/download/files/478/12346065.pdf

5

Annexes

Acceptance letter (tutor)

1

Acceptance letter (School)

2

Antiplagiarism result

3

Observation sheet

Classroom observation sheet

Name of the teacher:

Observers:

Subject:

Length of the lesson: course:

Topic:

Rating 1- Strong 2- Apparent 3- Not displayed

scale

1. The teacher plans effectively the class and 1 2 3

communicate the objectives of the lesson

a. Objectives are communicated at the beginning

b. There is a structure of the lesson

c. The lesson is reviewed at the end of the class

2. The teacher presents appropriate vocabulary for the activity

a. The vocabulary supports the lesson

b. The teacher presents additional vocabulary

c. there is vocabulary material (flashcards, prints)

3. There are speaking activities to practice the lesson in class

a. The teacher sets a speaking activity to practice

b. Students form groups to participate in the activity

c. The teacher applies role play or games in class

4. Teaching methods used by the teacher allow to the students an effective learning

a. The teacher uses the communicative approach

b. The teacher involves all the students in the lesson

c. The teacher gives clear explanations of the lesson

5. Technology and homework

a. The teacher uses computer, projector or recorder

b. Homework is appropriate according to the lesson

4

Interview

Interviewed: Interviewers:

Questions Answers

1. Do you perform vocabulary

exercises in each class?

2. Do you give definitions of

words?

3. Do you make word lists for

learning new vocabulary?

4. Do you use an additional

vocabulary book?

5. Do you help your students in

any doubt about vocabulary?

6. Do you encourage your Oral expression is a little difficult to be students to improve their skills developed in class for different factors, but I in oral expression? try to make activities to enhances their oral expression

7. Do you provide didactic Yes, I try to provide didactic material to material for the development of practice oral expression, however, sometimes oral expression? this material is not enough to cover all the student’s needs.

8. Do you motivate your Motivation is an important factor for learning students to improve their oral English, so in my class I try to motivate them expression? by using some ludic activities or games.

9. What kind of method do you I use the method that the English book use for teaching your classes? provides. 10. Do you use other books to develop the oral expression in your students?

No, I only use the English book level three that is used in public schools

5

Survey

Name of the teacher: Researchers:

Subject: English language Length: 25 minutes course: 1st year Bachillerato N: 45 students

Topic:

Rating Always

Usually

Often

Sometimes

Never

scale

(1) (2) (3) (4) (5)

Statements 1 2 3 4 5

1. The teacher gives you a list of new -

2

8

15

20


2. The teacher allows the use of a -

-

4

19

22


3. The use of synonyms and antonyms

helps you to express an idea in oral 12 10 16 7 -

activities

4. The vocabulary activities provided by

your teacher help you to acquire the new 1 4 18 20 2

vocabulary

5. The teacher uses flashcards or real

objects to convey the meaning of new - 5 10 30 -

words

6. The different meanings of a word can

make difficult for you to express your 20 12 8 5 -

ideas orally

7. The teacher uses an additional -

-

3

2

40

vocabulary booklet

8. The teacher performs oral exercises -

7

13

25

-

in class

9. The lack of knowledge of vocabulary 20

10

10

5

-

decreases your ability to speak in English

10. The teacher uses motivational

exercises or educational games to - 8 3 22 12

improve your oral expression skills

6

Oral test

Name of the teacher:

Observers: Subject:

Length: course: N:

Topic: Rating 1- Appropriate 2- Regular 3- Deficient

scale

Items Types 1 2 3

Vocabulary Receptive vocabulary 6 7 32

Productive vocabulary 5 5 35

Oral expression Pronunciation 4 7 34

Fluency 6 8 31

Accuracy 8 7 30

Rhythm 8 6 31

7

Pictures

Figure 20: Colegio Dr. José María Egas

Figure 21: Miss Patricia Zambrano

Figure 22: Observation

8

Figure 23: Interview

Figure 24: Survey

Figure 25: Survey

9

Figure 26: Survey

Figure 27: Researchers

Figure 28: MSc. Glenda Morales

10

Didactic guide

11

Quizzes

matching activities crosswords

information gap activities

identifying activities

semantic activities

Educational Guide with

Vocabulary of the

English Language

Silvia García and Susy Tito

Autoridades

MSc. Silvia Moy-sang Castro

Decana

MSc. José Zambrano García

Subdecano

Ab. Sebastián Cadena Alvarado

Director de la carrera

MSc Glenda Morales

Tutora

2

Justification

This proposal has its bases on different aspects reviewed in this thesis as

the foundations seen in the theoretical framework, but also is a support to improve

the deficiencies in oral expression that students of 1st year “E” Bachillerato of

Educational Institution Dr. José Maria Egas, corresponding to zone 8, District

Ximena 2, Province Guayas, Cantón Guayaquil, Parish Ximena, and 2015-2016

academic year.

In addition, these deficiencies were showed by means of the observation

sheet and the oral test applied to obtain information that indicate a low level of

oral expression and vocabulary knowledge. Therefore, this didactic guide has

vocabulary games for developing oral expression in classes through funny and

meaningful activities by applying some useful techniques to acquire vocabulary

and improve oral expression in those students.

This proposal represents a strong support not only for the teacher and the

students of the Educational Institution Dr. José Maria Egas, but also represents

a meaningful support for society because the students will be the direct

beneficiaries in their academic studies which represents better professionals and

better human beings.

On the other hand, teachers will increase their English knowledge in order to

add some extra strategies and techniques for teaching a second language that will

accomplish the objective of the Ecuadorian government in its educational laws which

express that teacher must be in constant educational training.

3

General objective

To improve oral expression in students through the use of vocabulary games

Specific objectives To innovate teaching techniques to acquire new vocabulary

To improve oral expression

To encourage students to work in groups

To motivate students in learning English language

4

Index

Justification ......................................................................................................... 3

General objective ............................................................................................... 4

Specific objectives .............................................................................................. 4

Index .................................................................................................................. 5

Table of contents ................................................................................................ 6

My Family ........................................................................................................... 7

Football stuff ....................................................................................................... 9

Musical Instruments ......................................................................................... 11

Television Programs ......................................................................................... 13

Pets .................................................................................................................. 15

Christmas words ............................................................................................... 17

Bibliografía ....................................................................................................... 19

Answers ............................................................................................................ 20

5

Table of contents

Activity

Didactic material

Vocabulary

Grammar

My Family Worksheet 1 Family members Simple present Simple past

Present

continuous

Simple past

Football facts Worksheet 2 Football vocabulary

Simple present

Simple past Present continuous

Simple past Musical Worksheet 3 Musical vocabulary Simple present instruments Simple past

Present

continuous

Simple past

Television Worksheet 4 Entertainment vocabulary

Simple present

programs Simple past Present continuous Simple past

Pets Worksheet 5 Names of pets Simple present Simple past

Present

continuous

Simple past

Christmas Worksheet 6 Christmas presents

Simple present

words Simple past Present continuous Simple past

6

My Family (Instructions)

Time

40 minutes

Level

A 2

Key vocabulary

Family members:

Brother

Mother

Uncle

Father

Grandmother

Grandfather

Aunt

Sister

Main Objective

To practice the

vocabulary of family

relationship

Didactic material

Worksheet 1 (see

page 8)

My Family

Pre-activity (10 minutes)

1. Make a warm up about family members.

2. Give the worksheet 1 (see page 8) to students.

3. Tell students about to how to fill the family

crossword.


1. Students will develop the crossword.

2. The teacher will help students to fill it.


1. The teacher will collect the worksheets.

2. The teacher will send as homework to students

to draw their family tree.

FAMILY MEMBERS

7

My Family activity

1. My Parents’ son is3. My mother’s brother is

my……… my …….

1 4. I call her Mum she is

my …….

2. My mother’s mother B

is my ……….

2

3

R

O

4

T

5

H

E

6 R

7

8

5. I call him Dad, his

is my ………

6. My father’s father

is my ………..

7. My father’s sister is

my……..

8. My Parents’

daughter is my …….

8

Football stuff (Instructions)

Time

40 minutes

Level

A 2

Key vocabulary

Football vocabulary:

Whistle Referee Linesman Goalkeeper Score Tackle Header Leather Victory Draw Match Gloves Helmets Players Break

Main Objective

To practice the vocabulary of football game

Didactic material

Worksheet 2 (see

page 10)

Football stuff


1. Make a warm up about football game.


3. Read aloud the first question and tell the correct

answer to give students an example of the activity.

4. The teacher will ask students to use their

dictionary to look for the new words.


1. Students will develop the vocabulary activity

2. The teacher will help students to complete it.




to make a sentence for each new word.

Antonio Valencia (Manchester United)

9

Football stuff Activity

Read the sentences and put a check in the correct answers.

1. Who blows the whistle at the start of a match?

The referee

The linesman

3. When a player hit the ball with his head, then it is a …..

Tackle

Header

5. When the game ends 0 – 0, then it was a ….

A victory

A draw

2. Goalkeepers always are wearing….

Helmets

Gloves

4. Football was created in a European country

Spain

England

6. The first balls to play this game were made of

Leather

Plastic

7. Football teams are composed by …..

15 players

11 players

8. Every match has a break time of …

25 minutes

15 minutes

Check your score

0 – 2 = you are not a football fan

4 – 6 = you are beginner

6 – 8 = you are a super fan of football game

10

Musical instruments (Instructions)

Time

40 minutes

Level

A 2

Key vocabulary

Musical vocabulary:

Violin Recorder Cello Harp Flute Drums Trumpet Clarinet Piano

Main Objective

To acquire musical vocabulary

Didactic material

Worksheet 3 (see

page 12)

Musical Instruments


1. Make a warm up about musical instruments.


3. Tell students about to how to fill the family

scramble


1. Students will develop the scramble





to make a sentence for each new word.

11

Musical instruments Activity

Unscramble the names of the musical instruments and write the correctly.

1. lonivi

2. eecrodrr

3. lloec

4. phar

5. lutfe

6. msrud

7. murpett

8. ertlcian

9. onpai

12

Television programs (Instructions)

Time

40 minutes

Level

A 2

Key vocabulary

Anime Captain America Fox sports Talk show News Animal planet Rock concert Horror movie Children’s show

Main Objective

Acquire TV programs vocabulary

Didactic material

Worksheet 4 (see

page 14)

Television Programs


1. Make a warm up about what television programs


3. Give the instructions of the activity.







to make a sentence for each title of program.

13

Television programs Activity

Cross out the letters that are not useful to find the title of each program or

its genre.

WAtenQiGjmSDe CiaTptMain Amebrikca Fwosx Spirobrdts

Anime

Tkalk Skhow Ngewds Anifmagl Plmaneht

Rlock Comncgedrt Horrrofr Mvobvihe fCahmildren’s sphown

14

Pets (Instructions)

Time

40 minutes

Level

A 2

Key vocabulary

Parrot

Kitten

Puppy

Snake

Hamster

Guinea pig

Tortoise

Rabbit

Canary

Goldfish

Main Objective

Acquire vocabulary about pets

Didactic material

Worksheet 5 (see

page 16)

Pets


1. Make a warm up about pets








2. The teacher will send as homework to students to

make a basic report of one page about their pets.

15

Pets Activity

Match the words and pictures of the pets

Pets

A

B

C

Parrot D E

Kitten

Puppy

Snake

Hamster

Guinea pig

Tortoise

F

G

H

I

J

Rabbit

Canary Goldfish

1. I live in my shell. Touch it, and I go inside it. (G) Tortoise

2. I am long and thin, with scales in my skin.

3. I like eating lettuce and carrots.

4. I am small and gold with tiny ears.

5. I am black and white whit small ears.

6. I like talking. I have bright colors in my feathers.

7. I like digging in the garden and I can bark.

8. I like drinking milk and I sleep a lot.

9. I can sing beautifully and I got yellow feathers.

10. I am orange and I have a tail.

16

Christmas words (Instructions)

Time

40 minutes

Level

A 2

Key vocabulary

Mp4 player Board game Video Perfume Ps4 game Trainers Necklace Sports bag Cellphone Chocolates Tablet Manga books

Main Objective

Acquire vocabulary about Christmas

Didactic material

Worksheet 6 (see

page 18)

Christmas words


1. Make a warm up about words used in Christmas.









to make a collage using the Christmas words.

17

Christmas words activity

Write what each Christmas present is.

Fm player board game

necklace cellphone manga

books

ps4 game

chocolates

trainers

tablet

sports bag

F_ _ _ _ _ _ _ B_ _ _ _ G_ _ _ _ _ _ G_ _ _ _ _ R _ _ _ _ _ _

_ _ _ _ L _ _ _ C_ _ _ _ _ _ _ _ C_ _ _ _ _ _ _ _ _ T_ _ _ _ _

M_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ A _

18

Bibliography

Bibliografía

Finnie, S., & Bourdais, D. ( 2002). Vocabulary Activities: Elementary (Timesaver).

Mary Glasgow Magazines.

Hadfield, J. (1998). Elementary vocabulary games. Longman.

Mc Carthy, M., & O'Dell, F. (2010). Vocabulary in Use: Elementary. Cambridge:

Cambridge.

Quinley, E. (2002). Vocabulary: everyday living words. United States:

Saddleback Educational Publishing.

Watcyn-Jones, P. (2002). Vocabulary games and activities. England: Pearson

Education Limited.

Woodward, J. (2002). Vocabulary activities: Intermediate. Mary Glasgow

Magazines.

19

Annexes

Answers

Worksheet 1 (My family):

1. Brother 5. Father

2. Grandmother 6. Grandfather

3. Uncle 7. Aunt

4. Mother 8. Sister

Worksheet 2 (Football stuff):

1. The referee 5. Draw

2. Gloves 6. Leather

3. Header 7. 11 players

4. England 8. 15 minutes

Worksheet 3 (Musical instruments):

1. Violin 6. Drums

2. Recorder 7. Trumpet

3. Cello 8. Clarinet

4. Harp 9. Piano

5. Flute

Worksheet 4 (Television programs):

Anime Animal planet

Captain America Rock concert

Fox sports Horror movie

Talk show Children’s show

News

20

Worksheet 5 (Pets):

1 (G) tortoise 6 (A) Parrot

2 (D) Snake 7 (C) Puppy

3 (H) Rabbit 8 (B) Kitten

4 (E) Hamster 9 (I) Canary

5 (F) Guinea pig 10 (J) Golden fish

Worksheet 6 (Christmas words):

FM player Cellphone

Board game Chocolate

Ps4 game Tablet

Trainers Manga books

Necklace Sports bag

21

2016

22

Documents

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS …repositorio.ug.edu.ec/bitstream/redug/41361/1/BFILO-PLL.16P046 Ga… · menciÓn: inglÉs tema: “the influence of vocabulary