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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CARRERA DE LENGUAS Y LINGÜÍSTICA
EDUCATIONAL PROJECT
PREVIOUS TO OBTAINING THE LICENCIADO DEGREE IN ENGLISH LANGUAGE AND LINGUISTICS
TOPIC
THE IMPORTANCE OF VOCABULARY IN THE DEVELOPMENT OF THE
LISTENING SKILLS
PROPOSAL
DESING OF A BOOKLET WITH PRACTICE EXSERCISES IN ORDER TO
DEVELOP THE LISTENING SKILLS
RESEARCHER
EDUARDO EZEQUIEL PONGUILLO YAGUAL
PROJECT ADVISOR
MSC. LARRY TORRES VIVAR
GUAYAQUIL – ECUADOR
2016
ii
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL
DIRECTIVOS
MSc. SANTIAGO GALINDO MSc. PEDRO RIZZO
DECANO VICEDECANO
MSc. SARA ANAGUANO AB. SEBASTIAN CADENA
DIRECTORA SECRETARIO GENERAL
iii
MSc. SANTIAGO GALINDO DECANA DE LA FACULTAD DE FILOSOFIA
LETRAS Y CIENCIAS DE LA EDUCACION CUIDAD.-CARTA DE ACEPTACIÓN DE 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: lenguas y lingüística,
el día 15 Agosto del 2016.
Tengo también informar lo siguiente:
Que el integrante Eduardo Ezequiel Ponguillo Yagual diseñó y elaboró el
Proyecto Educativo con el tema: THE IMPORTANCE OF VOCABULARY IN
THE DEVELOPMENT OF THE LISTENING SKILLS. Propuesta: DESING OF
A BOOKLET WITH PRACTICE EXSERCISES IN ORDER TO DEVELOP THE
LISTENING SKILLS
El mismo que ha cumplido con las directrices y las recomendaciones dadas
por el suscrito.
El participante satisfactoriamente ha ejecutado las diferentes etapas
constitutivas del proyecto, por lo expuesto se procede a la APROBACIÓN del
proyecto, y pone a vuestra consideración e informe de rigor para los efectos
legales correspondiente.
Atentamente:
……………………………………………….
MSc. LARRY TORRES VIVAR Consultor Académico
iv
DEDICATION
I want to dedicate this achievement mainly to God for allowing me to reach this
goal, full of health, patience, strength and thus be able to achieve my goals. To
my wife and sons with all my love and affection because with sacrifice, effort
and patience she has been there to support me and encourage me to move
forward to complete my goals To my parents for having supported me at all times, for their councils, their
values, and the constant motivation that has allowed me to be a good person.
Eduardo Ezequiel Ponguillo Yagual
v
ACKNOWLEDGMENT
I thank God for having accompanied me and guided me throughout my
career, for being my strength in my moments of weakness and for give me a
life full of learning, experiences and above all happiness.
To my project advisor, MSc. Larry Torres Vivar who with his experience,
quality of teaching, knowledge and great intellectual capacity has guided me
to be able to complete my thesis successfully.
I thank my teachers in general for all the support given throughout the race,
for their time, friendship and for the knowledge they transmitted to me.
Eduardo Ezequiel Ponguillo Yagual
vi
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN ESCUELA DE LENGUAS Y LINGÜÍSTICA
TOPIC: THE IMPORTANCE OF VOCABULARY IN THE DEVELOPMENT OF THE LISTENING SKILLS. PROPOSAL:DESIGN OF A BOOKLET WITH PRACTICE EXSERCISES IN ORDER TO DEVELOP THE LISTENING SKILLS. RESEARCHER: EDUARDO EZEQUIEL PONGUILLO YAGUAL PROJECT`S ADVISOR: Msc. LARRY TORRES
ABSTRACT
This research work has been carried out following all the levels of the educational
projects of the University of Guayaquil. For that reason, the necessary
requirements have been meticulously followed in order to finish it successfully.
The topic chosen is very important in the teaching learning process of the English
language since it is considered as a challenge for the authors of this research. In
the first activities carried out in the educational institution where the project was
applied it was possible detect a low level in the learning outcomes of oral
expression in the students chosen for this investigation. Besides, the causes that
influenced in the problem were identified thank to the application of different
instruments of investigation that served as main supported for the execution of
the proposal. On the other hand, the information collected helped to elaborate
the didactic guide that was made thinking according students` needs.
Furthermore, to intend solving in some part this inconvenient was necessary to
carry out different investigations and collection of information that thanks to the
use of different techniques and methods could be reached a possible solution to
this problem.
TEACHING LEARNING PROCESS
Vii
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN ESCUELA DE LENGUAS Y LINGÜÍSTICA
TEMA: THE IMPORTANCE OF VOCABULARY IN THE DEVELOPMENT OF THE LISTENING SKILLS. PROPUESTA:DESIGN OF A BOOKLET WITH PRACTICES EXSERCISES IN ORDER TO DEVELOP THE LISTENING SKILL INVESTIGADOR: EDUARDO EZEQUIEL PONGUILLO YAGUAL ASESOR ACADÉMICO: Msc. LARRY TORRES
RESUMEN
El presente trabajo de investigación se lo ha realizado siguiendo todos los
estamentos de la realización de proyectos educativos de la Universidad de
Guayaquil. Es por esta razón, que se ha seguido minuciosamente todos los
requisitos necesarios para poder terminarlo con éxito. El tema escogido es muy
importante en el proceso enseñanza aprendizaje del idioma Inglès, ya que se lo
considera como un desafío para los autores de esta investigación. En las
primeras actividades realizadas en la institución educativa donde fue aplicado el
proyecto se detectò un bajo porcentaje en la expresión oral de los estudiantes
escogidos para esta investigación. Se pudo identificar cuáles eran las causas
que influìan en los bajos resultados de aprendizaje y su poco interés por adquirir
una segunda lengua tan importante como lo es el idioma inglès. Para tratar de
solucionar en cierta parte este inconveniente fue necesario realizar diferentes
investigaciones y recolecciòn de información que gracias al uso de diferentes
técnicas y métodos se pudo llegar a una posible solución a este problema.
ENSEÑANZA APRENDIZAJE PROCESO
REPOSITARIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS
TOPIC: THE IMPORTANCE OF VOCABULARY IN THE DEVELOPMENT OF THE LISTENING SKILLS PROPOSAL:DESIGN OF A BOOKLET WITH PRACTICE EXSERCISES IN ORDER TO DEVELOP THE LISTENING SKILL
AUTOR/ES: EDUARDO EZEQUIEL PONGUILLO YAGUAL
REVISORES: Msc. LARRY TORRES
INSTITUCIÓN: UNIVERSIDAD DE GUAYAQUIL
FACULTAD: FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA: Lenguas y linguistic
FECHA DE PUBLICACIÓN: 2017 N. DE PAGS:
ÁREAS TEMÁTICAS: Pedagogy, Didactic, Sociology, English
KEY WORDS: LEARNING TEACHING PROCESS
ABSTRACT: This research work has been carried out following all the levels of the
educational projects of the University of Guayaquil. For that reason, the necessary
requirements have been meticulously followed in order to finish it successfully. The
topic chosen is very important in the teaching learning process of the English
language since it is considered as a challenge for the authors of this research. In
the first activities carried out in the educational institution where the project was
applied it was possible detect a low level in the learning outcomes of oral
expression in the students chosen for this investigation. Besides, the causes that
influenced in the problem were identified thank to the application of different
instruments of investigation that served as main supported for the execution of the
proposal. On the other hand, the information collected helped to elaborate the
didactic guide that was made thinking according students` needs. Furthermore, to
intend solving in some part this inconvenient was necessary to carry out different
investigations and collection of information that thanks to the use of different
techniques and methods could be reached a possible solution to this problem.
N. DE REGISTRO (en base de datos): N. DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO URL (tesis en la web):
ADJUNTO PDF: SI NO
CONTACTO CON AUTORES/ES: E-mail:
CONTACTO EN LA INSTITUCION: Nombre: Escuela de lenguas y Linguistica, Facultad de Filosofía, Ciencias de la Educación.
E-mail: [email protected]
X
REPOSITARIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO de tesis
TEMA: THE IMPORTANCE OF VOCABULARY IN THE DEVELOPMENT OF THE LISTENING SKILLS PROPUESTA:DESIGN OF A BOOKLET WITH PRACTICE EXSERCISES IN ORDER TO DEVELOP THE LISTENING SKILL
AUTOR/ES: EDUARDO EZEQUEIL PONGUILLO YAGUAL
REVISORES: Msc. LARRY TORRES
INSTITUCIÓN: UNIVERSIDAD DE GUAYAQUIL
FACULTAD: FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA: Lenguas y Lingüística
FECHA DE PUBLICACIÓN: 2017 N. DE PAGS:
ÁREAS TEMÁTICAS: Pedagogìa, Sociologìa
PALABRAS CLAVE: ENSEÑANZA APRENDIZAJE PROCESO
RESUMEN: El presente trabajo de investigación se lo ha realizado siguiendo todos
los estamentos de la realización de proyectos educativos de la Universidad de
Guayaquil. Es por esta razón, que se ha seguido minuciosamente todos los
requisitos necesarios para poder terminarlo con éxito. El tema escogido es muy
importante en el proceso enseñanza aprendizaje del idioma Inglès, ya que se lo
considera como un desafío para los autores de esta investigación. En las primeras
actividades realizadas en la institución educativa donde fue aplicado el proyecto
se detectò un bajo porcentaje en la expresión oral de los estudiantes escogidos
para esta investigación. Se pudo identificar cuáles eran las causas que influìan en
los bajos resultados de aprendizaje y su poco interés por adquirir una segunda
lengua tan importante como lo es el idioma inglès. Para tratar de solucionar en
cierta parte este inconveniente fue necesario realizar diferentes investigaciones y
recolecciòn de información que gracias al uso de diferentes técnicas y métodos se
pudo llegar a una posible solución a este problema.
N. DE REGISTRO (en base de datos): N. DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO URL (tesis en la web):
ADJUNTO PDF: SI NO
CONTACTO CON AUTORES/ES: E-mail:
CONTACTO EN LA INSTITUCION: Nombre: Escuela de lenguas y Lingüística, Facultad de Filosofía, Ciencias de la Educación.
E-mail: [email protected]
x
TABLE OF CONTENT
DIRECTIVOS ........................................................................................................................... ii
DEDICATION ........................................................................ Error! Bookmark not defined.
ACKNOWLEDGMENT ........................................................................................................... v
INTRODUCTION…………………………………………………………………………….1
CHAPTER I ............................................................................ Error! Bookmark not defined.
THE PROBLEM ..................................................................... Error! Bookmark not defined.
CONTEXT OF RESEARCH .................................................. Error! Bookmark not defined.
LOCATION OF THE PROBLEM IN CONTEXT ................. Error! Bookmark not defined.
CONFLIC SITUATION ......................................................... Error! Bookmark not defined.
SCIENTIFIC FACT ................................................................ Error! Bookmark not defined.
FORMULATION OF THE PROBLEM ................................. Error! Bookmark not defined.
OBJECTIVE OF THE RESEARCH ....................................... Error! Bookmark not defined.
GENERAL OBJETIVE........................................................... Error! Bookmark not defined.
SPECIFIC OBJETIVES .......................................................... Error! Bookmark not defined.
THE RESEARCH QUESTIONS ............................................ Error! Bookmark not defined.
JUSTIFICATION .................................................................... Error! Bookmark not defined.
CHAPTER II ........................................................................... Error! Bookmark not defined.
THEORETICAL FRAMEWORK .......................................... Error! Bookmark not defined.
THEORETICAL FOUNDATION …………….…………………………………………….12
PSYCHOLOGICAL FOUNDATION .................................... Error! Bookmark not defined.
PHILOSOPHICAL FOUNDATION ...................................... Error! Bookmark not defined.
EDUCATIONAL FOUNDATION ......................................... Error! Bookmark not defined.
SOCIOLOGICAL FOUNDATION ........................................ Error! Bookmark not defined.
LEGAL FOUNDATION......................................................... Error! Bookmark not defined.
CHAPTER III .......................................................................... Error! Bookmark not defined.
METHODOLOGICAL DESIGN ............................................ Error! Bookmark not defined.
ANTECEDENTS .................................................................... Error! Bookmark not defined.
MODALITY OF THE INVESTIGATION ............................. Error! Bookmark not defined.
TYPES OF RESEARCH ......................................................... Error! Bookmark not defined.
FIELD RESEARCH ................................................................ Error! Bookmark not defined.
DESCRIPTIVE RESEARCH ................................................. Error! Bookmark not defined.
xi
BIBLIOGRAPHICAL RESEARCH ....................................... Error! Bookmark not defined.
POPULATION AND SAMPLE ............................................. Error! Bookmark not defined.
POPULATION ........................................................................ Error! Bookmark not defined.
METHODS FOR THE INVESTIGATION ............................ Error! Bookmark not defined.
RESEARCH METHODS ........................................................ Error! Bookmark not defined.
EMPIRICAL METHOD ......................................................... Error! Bookmark not defined.
STATISTICAL METHOD ..................................................... Error! Bookmark not defined.
THEORETICAL RESEARCH ............................................... Error! Bookmark not defined.
RESEARCH INSTRUMENT TECHNIQUES ....................... Error! Bookmark not defined.
THE INTERVIEW .................................................................. Error! Bookmark not defined.
RESULTS OF THE SURVEY TO THE STUDENTS ........... Error! Bookmark not defined.
ANALYSIS OF RESULTS ..................................................... Error! Bookmark not defined.
INTERPRETATION OF RESULTS ...................................... Error! Bookmark not defined.
CONCLUSIONS ..................................................................... Error! Bookmark not defined.
RECOMMENDATIONS ........................................................ Error! Bookmark not defined.
CHAPTER IV ......................................................................... Error! Bookmark not defined.
THE PROPOSAL .................................................................... Error! Bookmark not defined.
JUSTIFICATION .................................................................... Error! Bookmark not defined.
OBJECTIVES OF THE PROPOSAL ..................................... Error! Bookmark not defined.
GENERAL OBJECTIVES ...................................................... Error! Bookmark not defined.
SPECIFIC OBJECTIVES ....................................................... Error! Bookmark not defined.
IMPORTANCE OF THE PROPOSAL ................................... Error! Bookmark not defined.
FEASIBILITY OF THE PROPOSAL .................................... Error! Bookmark not defined.
DESCRIPTION OF THE PROPOSAL ................................... Error! Bookmark not defined.
LEGAL ASPECTS OF THE PROPOSAL ............................. Error! Bookmark not defined.
PSYCHOLOGICAL ASPECT OF THE PROPOSAL ........... Error! Bookmark not defined.
SOCIOLOGICAL ASPECT OF THE PROPOSAL ............... Error! Bookmark not defined.
BIBLIOGRAPHY ................................................................ Error! Bookmark not defined.
1
INTRODUCTION
This Project was carried out with the students of tenth year, at “Laura
Vicuña” public High School in General Villamil, Guayas, Province.
In the topic of this project let know the importance of the teaching learning
process of the English language, we know that it is one of the most important
all over the world as a Second language, that is the reason why I have to
contribute with essential information in order to help both teachers and
students in acquiring it.
In the acquisition of a new language is common to take into consideration
one part of its abilities, in my case, the vocabulary, it means the words that
are going to be used in a communication, such as dialogues, conversations,
speeches, etc. that for me if students do not basic vocabulary in their
backgrounds, it is going to be more difficult to learn a second language
easier.. In the same way, they will not understand what teachers are telling
them since their listening skill has not been developed in a correct way since
early years.
A strong knowledge of new and basic vocabulary that students learn, it will
help them to be better listeners and consequently they will have the general
idea of the topic about what other people are speaking.
I am sure that with the put in practice of this project not only will be
beneficiated students but also teachers, since they will use it when it be
necessary.
This project has been divided in four chapters that they are:
Chapter 1, that contains information related with the dependent variable, it
means the problem, with its objectives and justification.
2
Chapter 2, we will find the different foundations that I have considered to
take into account for the elaboration of this work and they are the scientific
and bibliographic support for it.
Chapter 3, contains the methods and techniques that I have used in the
different research that have helped me to get more and reliable information.
Chapter 4 is related specifically to the proposal, how it is going to be
developed and applied.
3
CHAPTER I
THE PROBLEM
CONTEXT OF RESEARCH
The current models and pedagogical structures have been in constant
evolution over the past decades, the current educational processes, guided
by constructivism and critical pedagogy, are far from behavioral structures
dominated by the educational work some years ago.
To change the whole traditional scheme in education, it should be
adequately innovating, everything should be directed to the educational
processes: strategies, methodologies, indicators and assessment tools.
Within this context, it should be consider how learning processes are
developed in certain areas, taking into account the level of utility and
applicability that can identify students themselves to learn more effectively.
Learning a foreign language is, undoubtedly, one of the biggest challenges
faced by students in a classroom, because in many cases, they are not
exposed to the benefits they can get within the environment in which their
thoughts unfold. Reason why we need to use everyday situations that can
be applied in everyday life.
English as a foreign language is incorporated into the curriculum of the
national educational system from the years that make up the higher basic
education to bachelor, having eliminated this mandatory in the Basic
elementary and middle school.
The elementary School Laura Vicuña, located Av in September 24 and
Zenón Macias Vera Canton Playas, Guayas Province, with support from
4
Fiscomisional and directed by the Salesian religious community, currently
has 73 years of institutional existence, up until this time it has been an
increasing educational levels and the number of students, currently
reaching a number of 772 students and 32 teachers.
Currently the school has 22 classrooms, provides educational levels from
initial sublevel II, until the tenth year of basic education.
The Institutional Education Project chose to increase their knowledge in
English as a foreign language at all levels, going farther into providing
educational offerings en the English field.
The school population are children and adolescents, from middle class
economic family and in many cases some poverty-stricken family, they are
given scholarship and sponsorship from foreign benefactors.
The school is located in an area easily accessible and has ample physical
space, allowing the dynamic work outside the classroom with students.
As part of its infrastructure, it has an English laboratory, which is equipped
with individual cubicles allowing hearable emissions emitted from the main
cubicle teachers are heard clearly for learners through headphones for
single use.
Conflict Situation
English is a universal language widely use throughout the world. It is
considered a lingua franca, a bridge or common language. However, for
social interaction, the language must be use fluently and coordinately and
must be understood not only in the written level but also in the listening-
comprehensive level.
As already mentioned, in the elementary School “Laura Vicuna”, the subject
of English is taught from the first year of basic education, following the levels
set by the Ecuadorian government level of education and programmed
guides texts provided by them as well.
5
It is possible to demonstrate through observation and conversation with
teachers and students The students comply in the programmed contents to
achieve speaking in English according to their level, it is complicated for
them to understand the language, more so when they listen to someone
speaks with English accent at what they will call normal speed.
According to inquiries and observations made in the first instance, it shows
that students can handle adequately the writing with the help of a Spanish-
English dictionary, but show serious difficulties in speaking using their own
vocabulary, orally or listening to phrases frequently used.
It has been observed that the problem is not due to the lack of preparation
of the teachers in the department, they carry educational processes to stay
up to date and master the English language at the required level, however
it was identified that there is a problem in the renewal of didactic resources,
specifically, listening. It generates that the students, write aptly and handle
the grammatical structures, but have difficulties speaking in English.
By mentioning the resources used we can notice that they used the audio
provided by the Ministry of Education, limiting the application of such discs
for teaching-learning process.
The decision to monitor the Fiscomisional School of Basic Education "Laura
Vicuña" located in zone 5, province of Guayas, Playas Canton is concern
the deficit of vocabulary that influences the development of the skill of
listening. Today, the students have participated in many changes; Shuffling
teachers produced instability. Each teacher has different strategies and
methods of teaching - learning, this makes students acquire knowledge at
random and from a different source. The source being the technique of the
instructor-teacher
It is considered that tenth year of basic education is one of the basic courses
that teens are formed and learn what they will need in everyday life and also
the foreign language opens many doors to new horizons for them; it is the
6
quest they want to choose to serve in the best way and be independent and
that English is the language most applied worldwide.
Scientific Fact
The deficiency in the good pronunciation and the poor of a good vocabulary
causes little understanding at the time to listen in the students of tenth year
of basic education of the fisco-misional school of Basic Education "Laura
Vicuña" located in zone 5, Guayas Province , Canton Playas during the
period 2015 – 2016
Causes
Teachers do not apply motivation techniques, because they do not use the
necessary resources to awake the interest in the students.
The technological resources are not used in a correct way since this
institution does not have an audiovisual classroom.
Students cannot understand what they hear, because they lack of prior
knowledge, related to basic vocabulary.
Teachers apply the same antique methodology used for long time ago, this
provoke that students lost the interest for the English subject.
Lack of teaching materials because the teacher does not use his
imagination to create teaching materials in class.
Formulation of the problem
What is the incidence in the design of a booklet with basic vocabulary to
develop the listening skill in students of tenth year of Basic Education at
Laura Vicuña Public High School.?
Objectives
General
7
To strengthen the listening skills of students using listening exercises to
acquire more vocabulary and develop understanding when reading or doing
listening exercises
Specifics
To increase vocabulary through a graphic aids, practice exercises and
specific words to correct pronunciation.
To detect the specific weakness that bring upon the lack of interest for the
listening skill in the students.
To design a brochure with practice exercises to reinforce the skills of
listening and developing comprehension and pronunciation.
Questions Research
What will be the contribution of this project to the educational community?
Will the objectives achieve completely ?
What kind of foundations will use to support scientifically this project ?
What methodology is going to help to develop thisresearch?
What kind of techniques will use to obtain true information ?
Justification
The English language is one of the languages most used in international
levels, the instruction manual of the electronic devices, the original audio of
movies, the first editions of important texts are usually written in this
language.
It is noteworthy that the foreign language, unlike their native language, is
not easy to learn in the first instance to the exact spelling or grammatical
8
structures neatly written, the most elementary form of learning a language
is their everyday use, and this is achieved by speaking and listening daily.
However, most foreign language teachers, centers the teaching-learning
process in memorizing grammatical structures, not noticing that these tools
are useful only when you have achieved a moderately acceptable
understanding of the heard words and pronunciation of simple expressions,
perhaps starting a conversational dialogue.
It is considered important to work with the vocabulary and skills to listen to
students, based on the fact that "a language is meant to be heard, is a
language that can be reproduced orally," it aims to improve the skills of
listening Students in the School of Basic Education Laura Vicuna, in order
that they can speak orally the English phonemes naturally, achieving a
fluent communication.
It is common to hear latin people speak English with a particular accent,
forcing the sounds, thus highlighting little practice diction. The goal is to
improve pronunciation with students making them listen and based on what
they hear they can pronounce the sounds, while expanding their vocabulary.
For all this reason, it is important that our students either high schools or
university, learn a basic English that will help them not only in academic life
but also in personal life. It will help them in the good living in the whole
community.
9
CHAPTER II
THEORETICAL FRAMEWORK
Background
In the previous research that I made before start the elaboration of this
educational project, I found some works similar to this, but focused in
another point of view. For that reason I consider it is an original one because
contains information that has been created by myself. This project will have
great success in students because of its content is very easy and interactive
to apply it. It lead to students to be more participative.
Theoretical Foundation
Vocabulary
Definition
Vocabulary is the collection of words that an individual knows (Linse,2005:121).
There are some experts who give definitions of vocabulary.
Hatch and Brown (2005:1) define that vocabulary as a list of words for a particular
language or a list or set of word that individual speakers of language might use.
Furthermore, in Webster Dictionary (1985:1073), vocabulary is define as a list or
collection of words usually alphabetically arranged and explained or lexicon, stock of
words use in language or by class, individual, etc.
While according to Roget (2000:1036), vocabulary is:
a. A list of words often defined or translated.
b. All the words of Language.
10
c. Specialized expression which are indigenous to a particular field, subject, trade or
subculture.
Sometimes, it’s difficult to determine the words that students related to
vocabularies such as: meaning, spoken/written forms, collocations, connotations,
grammatical behavior, etc.( Linse,2005:121)
According to research on vocabulary it has concluded that learning
vocabulary should be based not only on the acquisition of words. We must
have in mind that is should include lexical chunks, phrases, greetings like:
good morning, welcome, you're welcome, thank you. Which comprise
individual lexical units.
Laufer (2007:54) states that vocabulary learning is at the heart of language learning and
language use. In fact, it is what makes the essence of a language. Without
vocabularies, speakers cannot convey the meaning and communicate with each other
in a particular language.
Vocabulary consists of the set of words of a language. This vocabulary
includes people who share a common language and that in turn can be
grouped in a dictionary. Therefore the vocabulary is defined as a language
that includes individual elements and common expressions that adds
meaning that are essential in the process of increasing a vocabulary. As we
learn more new words and phrases easier when we express ourselves and
in turn develop the ability to understand a reading or a message in a
dialogue or conversation.
It will also allow a better development in listening skill that plays a very
important role when analyzing, interpreting or understanding readings,
commands, indications, which will allow a better development when
responding or exchanging ideas in a clear and safe manner with people we
meet in our daily lives. Communication is a necessity and it will be more
effective if one has a good vocabulary with simple but fundamental terms
when talking with one or more persons.
11
Vocabulary is an important aspect in teaching language, as stated by Edward
(1997:149)
“Vocabulary is one of the important factors in all language teaching; students
must continually learn words as they learn structure and as they practice sound
system”.
The vocabulary is the set of words that a person dominates or used in their
daily conversations. It means that, if a language has a vocabulary of
100,000 words, a person could handle 60,000 words. Therefore that
person's vocabulary is smaller than the general language vocabulary.
A person who try to learn other language than his native language will have
the need to undergo several hours of study to learn vocabulary. Because it
is essential to manage in that other language.
It should be noted that there are two distinct types of vocabulary. One of
them is known as active vocabulary, which a person who not only
understands itself but also uses it frequently when expressed.
The second is called passive vocabulary. Unlike the other this is one that
anyone can understand without any difficulty and unaided but then can not
be used when expressed, at the time to write or speak it.
Typically, the vocabulary of a person with education or cultural level relates.
This entails that there is a greater variety of words, greater intellectual
capacity. The richness of vocabulary is essential to adapt to society and
succeed when communicating with people from a wider range instrument.
We must remember that the vocabulary we use with a friend is different from
what we use to communicate with a person older than us or a stranger.
CHARACTERISTICS
12
Multiple Exposures.- Word learning is shaped through multiple exposures
over time and across multiple contexts.
Frontload Vocabulary.- Before teaching content or having students read
text, front – load vocabulary to increase comprehension.
Nonlinguistic Representations.- Have students create pictographs,
mental images, or pantomimes when learning new words.
Teach independent word learning Strategies.- Includes context clues,
word families, word parts, reference tools, and a personal approach to
building vocabulary.
Context Clues.- Using context to determine word meaning works better for
nonfiction and informational text than with fiction.
Read Aloud.- Use read aloud to expose students to higher – level
vocabulary than they may read independently.
Rich and Varied Language Experience.- Engage students in speaking,
listening, reading and writing with new vocabulary.
Role of the Dictionary.- Effective vocabulary instruction does not rely
solely on dictionary definitions. Have students create personal, kid – friendly
definitions.
Directly Teach Individual Words
Pronounce the word.
Explain in kid – friendly terms.
Encourage elaborations through personal examples.
Assess informally and formally (not just matching!).
Independent Reading.- Wide reading builds vocabulary. Increase the
amount of time for independent reading a long time to talk about reading
IMPORTANCE OF VOCABULARY
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To learn English first, then discipline must have clear the objectives. It's not
news to hear the story in which hundreds of students do not understand
almost anything concerning this language. There are many techniques that
empower learning English. An important technique is to meet fully the
English vocabulary because it covers a large part of the basic knowledge of
the language. To achieve this goal first should be a close relationship
between teachers and students.
English vocabulary is essential to learning and teaching the language so
that if we do not have sufficient knowledge of vocabulary we could not have
the ability to understand others or to express our own ideas.
The knowledge of word meanings and the ability to access that knowledge
efficiently are recognized as important factors in reading and listening
comprehension, speaking and writing fluency. Thus, vocabulary knowledge
helps students with language comprehension.
Like Widdowson (2000), McKeown (2002) argue that vocabulary knowledge
is the heart of a language comprehension and use. Additionally, Barra
(1995) suggests that to comprehend a text successfully students need to
have sufficient word knowledge. This is to say that the comprehension of a
language depends on the amount of words that are known in that language.
Also, students need to have sufficient word knowledge to understand what
they read. Students can understand a writer’s message only if they know
the meaning of most of the words used in a text.
Nation (2001) states that readers need to know at least 97% of the
vocabulary in a text for an adequate understanding of it. Without knowledge
of the key vocabulary in a text, a learner may have serious trouble in
understanding the message, that is, word knowledge is crucial to reading
comprehension and determines how well students will be able to
comprehend the texts they read. So, having students with a large amount
of vocabulary knowledge is essential to language comprehension. In
addition, vocabulary helps students with language production.
14
Hubbard (2003) states that the more words a student knows the more
precisely that student can express the exact meaning they want to. Based
on this view, to communicate effectively students need to know a large
number of word meanings
.
Likewise, Cardenas (2001) states that vocabulary is used to determine the
proficiency a student has in oral context. This is to say that vocabulary is an
essential component to determine how much a student is able to
communicate successfully. So, students have to overcome the lack of
vocabulary knowledge in order to communicate effectively.
.
Language teachers should focus on effective instruction to teach vocabulary
to help students to develop their vocabulary knowledge in order to
communicate successfully. However, the focus of the instruction was not
always on the vocabulary. So, the next section is intended to provide a brief
background of vocabulary instruction.
Wilkins (1992) wrote that "whereas without a very little grammar can be
expressed without vocabulary nothing can be conveyed ".
In some languages it is not necessary to use grammar, due to some useful
words and expressions, we can be able to communicate us. As students
develop greater fluency and expression in the English language, it is of great
importance to acquire a productive vocabulary that allows them to
strengthen their ability to communicate.
According to surveys of students in the tenth year of basic education. 80%
of them affirm that teachers must give a big importance to the vocabulary in
the teaching learning process of a foreign language.
It is essential that teachers employ audiovisual materials because the
human brain takes over when you see and hear. This method encourages
15
vocabulary knowledge which gives a balanced nexus at work that meets the
teacher and the student.
It should be noted that the teaching of a language, particularly English,
evolving over the years more and more. This is when last elements fuse
with the present to achieve better development in students and prevent
errors occurring when teaching the classes, you can apply this strategy
should be taken as the first domain. They have both teachers and students
in the use of English. This domain must be distinguished in the knowledge
possessed by each so far. That is a subcategory that set the level of
knowledge of all teachers and all students.
Schmitt (2010), "students bring dictionaries and grammar books not to
communicate".
Learning English vocabulary allows students to understand and can
communicate with others. Learning vocabulary is vital to dominate and
reach fluency
Because the vocabulary is always increasing in number, it is a challenge to
learn. An example of the above are the terms "Internet, email, bugs, router"
among others. Today everyone knows how to use these terms.
There are several ways to expand our vocabulary. Even native English
speakers, who continue to acquire vocabulary need to practice and increase
knowledge on different fields and therefore increasing their vocabulary.
I taught to myself on several occasions: I've come across an unknown word
or phrase as I watch television, read an article, I hear some news orin a
conversation, then try to analyze the meaning. And then I get to verify the
meaning of that verb, noun or adjective n a dictionary. I search for good
phrases that can be used by the students to increase their vocabulary. It is
better to learn more words that can be use everyday. Native English
16
speakers, teachers and students have to arouse the interest and love for
learning English vocabulary.
Vocabulary is central to English language teaching because without sufficient
vocabulary students cannot understand others or express their own ideas. Wilkins
(1972)
TYPES OF VOCABULARY
Based on the importance of vocabulary, teachers should consider some types of
vocabulary that can be taught to young learners. It will be discussed in the following
section.
There are some types of vocabulary as stated by Nation (2000), Aeborsold and Field
(2007). They are active or productive vocabulary and passive or receptive vocabulary.
Active or productive vocabulary refers to language items which learner can use
appropriately in speaking or writing Aeborsold and Field, (2007:139). It is line with
Nation (2003:25) who states that productive vocabulary refers to the words that
students can pronounce, spell and write. It involves how to use the words in
grammatical pattern.
Passive or receptive vocabulary refers to language items that can be recognized and
understood in the context of reading or listening (Aeborsold and Field, 2007). This
receptive vocabulary, as stated by Nation (2000), refers to the words that students can
be organized when they are heard and they are expected to be able to distinguish a
word which has similar sound.
From the explanation above, it can be concluded that there are different types of
vocabulary, this is relevant to the fact that people have different ways in understanding
words in terms of visual, aural, oral and written words. Not all words suit that are neede
by the learners, so vocabulary selection is important to be considered to teach learners
and these criteria for vocabulary selection will be discussed below.
17
Passive Vocabulary
Is the person who understand without help or with very little help, but is not
able to use it autonomously.
It’s when we are able to understand every word when we hear it or read it.
Understand its meaning quite accurately within a context but we are not able
to use or produce the level of speaking or writing.
Active Vocabulary
It is comprising smoothly, but also can be use when you need it without help.
Therefore, the larger vocabulary of a person is the passive vocabulary, and
if a person does not have a word "stored" in their passive vocabulary, hardly
the word may become part of your active vocabulary.
This process seems to be a gradual and relatively slow process as there
would be a learning but an acquisition. Once the form is already "tied" the
subject should be trying to "access" to this form repeatedly. The first few
times require a long time, and possibly some help, but that time or that need
help will be reduced gradually. The more times that subject tries to access
that way, more "accessible" will be.
Strategies to teach Vocabulary
Teaching vocabulary in a foreign language has not received the attention
that is required. Directed teaching of vocabulary elements such as: nouns,
adjectives, collocations, proverbs, idioms, etc. They are very important as
any other aspect of the language must be integrated during class.
1 Students must provide a link between signifier and signified, to integrate
better and faster to their vocabulary. Must submit new words through
drawings or images, which has a better impact for beginners.
2 Synonyms and antonyms help a lot because when working with
adjectives, it is good that associations between a word and its meaning by
relating it to the word of opposite meaning is encouraged. If we refer to the
18
physical description, you can use this strategy. This partnership helps the
student’s memories easier the access to the two terms of few words.
3 Inventing words is helpful because often students are afraid of making
mistakes and looking foolish, if you are encouraged to try a new word they
do not know, it is advisable to form new words from a root word that can be
a verb or noun. Example if the subject is class, and trade shops, can suggest
the word "fruit" that a referral could be greengrocers. If students are told to
form new words by this process we would get the most hits.
4 Give the definitions of new words and not the meaning direct help to
familiarize them with common structures found in the definitions. For
instance: What does a nurse do? Who helps the doctor and serves patients
in a hospital ?
5 Help the student to run the new word orally. After the scribe. That is the
sound you've heard the transcribed and finally tell the meaning of the word.
Experience the meaning of a new word and then associate the meaning
reinforces the links between various skills such as listening comprehension,
oral and written.
How to teach vocabulary?
Vocabulary is the knowledge of words and word meanings.
As Steven Stahl (2005) wrote:
"Vocabulary knowledge is knowledge; the knowledge of a word not only
implies a definition, but also implies how that word fits into the world."
Vocabulary knowledge is not something that can ever be fully mastered; it
is something that expands and deepens over the course of a lifetime.
Instruction in vocabulary involves far more than looking up words in a
dictionary and using the words in a sentence. Vocabulary is acquired
incidentally through indirect exposure to words and intentionally through
explicit instruction in specific words and word-learning strategies. According
19
to Michael Graves (2000), there are four components of an effective
vocabulary teaching:
Wide or extensive independent reading to expand word knowledge
Instruction in specific words to enhance comprehension of texts containing
those words
Instruction in independent word-learning strategies, and
Word consciousness and word-play activities to motivate and enhance
learning
Components of vocabulary instruction
The National Reading Panel (2000) concluded that there is no single
research-based method for teaching vocabulary. From its analysis, the
panel recommended using a variety of direct and indirect methods of
vocabulary instruction.
Intentional vocabulary teaching
Specific Word Instruction
Selecting Words to Teach
Rich and Robust Instruction
Word-Learning Strategies
Dictionary Use
Morphemic Analysis
Cognate Awareness
Contextual Analysis
According to the National Reading Panel (2000), explicit instruction of
vocabulary is highly effective. To develop vocabulary intentionally, students
should be explicitly taught both specific words and word-learning strategies.
20
To deepen students' knowledge of word meanings, specific word instruction
should be robust (Beck et al., 2002). Seeing vocabulary in rich contexts
provided by authentic texts, rather than in isolated vocabulary drills,
produces robust vocabulary learning (National Reading Panel, 2000). Such
instruction often does not begin with a definition, for the ability to give a
definition is often the result of knowing what the word means. Rich and
robust vocabulary instruction goes beyond definitional knowledge; it gets
students actively engaged in using and thinking about word meanings and
in creating relationships among words.
Research shows that there are more words to be learned than can be
directly taught in even the most ambitious program of vocabulary instruction.
Explicit instruction in word-learning strategies gives students tools for
independently determining the meanings of unfamiliar words that have not
been explicitly introduced in class. Since students encounter so many
unfamiliar words in their reading, any help provided by such strategies can
be useful.
Word-learning strategies include dictionary use, morphemic analysis, and
contextual analysis. For ELLs whose language shares cognates with
English, cognate awareness is also an important strategy. Dictionary use
teaches students about multiple word meanings, as well as the importance
of choosing the appropriate definition to fit the particular context. Morphemic
analysis is the process of deriving a word's meaning by analyzing its
meaningful parts, or morphemes. Such word parts include root words,
prefixes, and suffixes. Contextual analysis involves inferring the meaning of
an unfamiliar word by scrutinizing the text surrounding it. Instruction in
contextual analysis generally involves teaching students to employ both
generic and specific types of context clues.
Fostering word consciousness
A more general way to help students develop vocabulary is by fostering
word consciousness, an awareness of and interest in words. Word
21
consciousness is not an isolated component of vocabulary instruction; it
needs to be taken into account each and every day
(Scott and Nagy, 2004). It can be developed at all times and in several ways:
through encouraging adept diction, through word play, and through research
on word origins or histories.
According to Graves (2000)
"If we can get students interested in playing with words and language, then
we are at least halfway to the goal of creating the sort of word-conscious
students who will make words a lifetime interest."
Multiple exposures in multiple contexts
One principle of effective vocabulary learning is to provide multiple
exposures to a word's meaning. There is great improvement in vocabulary
when students encounter vocabulary words often (National Reading Panel,
2000).
According to Stahl (2005), students probably have to see a word more than
once to place it firmly in their long-term memories. "This does not mean
mere repetition or drill of the word," but seeing the word in different and
multiple contexts. In other words, it is important that vocabulary instruction
provide students with opportunities to encounter words repeatedly and in
more than one context.
Restructuring of vocabulary tasks
Intentional instruction of vocabulary items is required for specific
texts.
Repetition and multiple exposures to vocabulary items are important.
Learning in rich contexts is valuable for vocabulary learning.
Vocabulary tasks should be restructured as necessary.
22
Vocabulary learning should entail active engagement in learning
tasks.
Computer technology can be used effectively to help teach
vocabulary.
Vocabulary can be acquired through incidental learning. How
vocabulary is assessed and evaluated can have differential effects
on instruction.
Dependence on a single vocabulary instructional method will not
result in optimal learning.
It is often assumed that when students do not learn new vocabulary words,
they simply need to practice the words some more.
Research has shown, however, that it is often the case that students simply
do not understand the instructional task involved (National Reading Panel,
2000). Rather than focus only on the words themselves, teachers should be
certain that students fully understand the instructional tasks (Schwartz and
Raphael, 1985).
The restructuring of learning materials or strategies in various ways often
can lead to increased vocabulary acquisition, especially for low-achieving
or at-risk students (National Reading Panel, 2000).
According to Kamil (2004),
"Once students know what is expected of them in a vocabulary task, they
often learn rapidly."
Incidental vocabulary learning
The scientific research on vocabulary instruction reveals that most
vocabulary is acquired incidentally through indirect exposure to words.
Students can acquire vocabulary incidentally by engaging in rich oral-
language experiences at home and at school, listening to books read aloud
to them, and reading widely on their own. Reading volume is very important
23
in terms of long-term vocabulary development (Cunningham and Stanovich,
1998).
Kamil and Hiebert (2005) reason that extensive reading gives students
repeated or multiple exposures to words and is also one of the means by
which students see vocabulary in rich contexts.
Cunningham (2005) recommends providing structured read-aloud and
discussion sessions and extending independent reading experiences
outside school hours to encourage vocabulary growth in students.
Instruction for English language learners
An increasing number of students come from homes in which English is not
the primary language. From 2001 to 2011, the number of students who
spoke English with difficulty increased by 124 percent (National Center for
Education Statistics, 2012). In 2011, students who spoke English with
difficulty represented approximately 5 percent of the school population—up
from 3 percent in 2001.
Not surprisingly, vocabulary development is especially important for
English-language learners (ELLs). Poor vocabulary is a serious issue for
these students (Calderon et al., 2005). ELLs who have deficits in their
vocabulary are less able to comprehend text at grade level than their
English-only (EO) peers (August et al., 2005). Findings indicate that
research-based strategies used with EO students are also effective with
ELLs, although the strategies must be adapted to strengths and needs of
ELLs (Calderon et al., 2005).
Diane August and her colleagues (2005) suggest several strategies that
appear to be especially valuable for building the vocabularies of ELLs.
These strategies include taking advantage of students' first language if the
language shares cognates with English, teaching the meaning of basic
words, and providing sufficient review and reinforcement. Because English
and Spanish share a large number of cognate pairs, the first instructional
24
strategy is especially useful for Spanish-speaking ELLs. These students can
draw on their cognate knowledge as a means of figuring out unfamiliar
words in English. A second instructional strategy for ELLs is learning the
meanings of basic words—words that most EO students already know.
Basic words can be found on lists, such as the Dale-Chall List (Chall and
Dale, 1995). A third instructional strategy that ELLs particularly benefit from
is review and reinforcement. These methods include read-aloud, teacher-
directed activities, listening to audiotapes, activities to extend word use
outside of the classroom, and parent involvement.
Playing coding to build vocabulary in different categories as could be
clothes, animals, sports, transportation. For example coded lists five names
not very large animal. Including a name that is very common non intended
to teach. They can be organized into small groups with the aim of being the
first to identify 5 names.
You can use a dictionary. "RITEG" will quickly be coded as "Tiger". Once
they have grasped the idea of the game, you can provide them the
opportunity to create their own word lists to practice with his teammates.
Synonyms draw play to increase vocabulary as they learn to use a
dictionary. He asked the students to draw pictures of simple objects, such
as tables, cats or houses. Then we proceed to group them so that between
them describe the drawings challenge with the help of the dictionary when
they deserve it. For example, "That table is old", "That cat is nice" The first
student to indicate the correct synonymous wins.
Play the cases of missing vowels, this game is to combine, increase
vocabulary and spelling. Spellings It is located in a column and leaves the
vocal side of each word. In the other column, the definitions are located in
a different order. They can use dictionaries when needed. They are
challenged to be the first to write all the words to their respective members
and unite them with their definitions. For example: "clnt" the whole word
25
would be "hot". For students in lower grades are used monosyllabic words
(eg "sl" meets "is to give food taste" which means "salt").
USE OF THE VOCABULARY
It is very important that we give good use to express the words of a
vocabulary, so if we express it in a way not suitable we understood with a
different meaning.
The expression we can give to an audience with a theme explain a thought.
It allows us to be able to be understood by an excellent speech and we must
listen to attentively.
Surely, you've heard politicians making a speech, a TV host and even to
teachers when you listen to them. Well, so you can express as well or better
than them you need to be attentive and correct your errors which are very
common in oral communication, such as: crutches, hesitations, repetitions
and poor vocabulary:
Fillers: Are expressions without much meaning, which is unconsciously
used; It is very important to discard them because they disturb the attention
of the recipient. They usually say after a prayer. Some of the most common
are:
….¿cierto?, …..¿no es cierto?,…¿me entiendes?,….¿si?, etc.
Hesitating some people are still not accustomed to public speaking, have
trouble expressing themselves fluently, leading to talk in an improper way,
this is revealed through expressions like ... ..bueno ..esteee ... ... .. I ... ..this
is that ... ... ..as called ..Expressions as they help the audience to get
distracted and gradually lose interest.
Hesitation: They are very similar to those hesitations, but differ in that they
reveal insecurity when they talk, then leaves his position quite clear. The
most used are:
26
I do not know, but, well .... I'm not sure ... like ... or, it's like ...; the latter
originally used for comparison, but if we use them constantly, we can
eliminate credibility to our speech.
The vocabulary is the set of words in a language pertaining to the use of a
region. Appropriate use of vocabulary for each occasion is of vital
importance. When use words must be taken into account, inter alia, the
social status of the recipient, his situation and social customs. Furthermore
phrases should not be used with superlative words or unsafely, and we must
avoid difficult words, technical or obscure; instead they should use simple
and concise words.
Technical words should be used only in situations being treated with skill in
the terminology. So, if you are talking to ordinary people whose intellectual
level is low, just use simple words, whereas if receptors are knowledgeable,
will have to use language that fits. Using a wrong vocabulary, you could end
up implying something undesirable.
Words have enormous power over the emotional state, and may enhance
or limit performance of an individual.
LISTENING SKILL
Learning a new language listening comprehension is a complex process,
crucial in the development of second language competence. Listeners use
both bottom-up processers (linguistic knowledge) and top-down processes
(prior knowledge) to comprehend. Knowing the context of a listening text
and the purpose for listening greatly reduces the burden of comprehension.
Teachers can help students develop sound strategies for comprehension
through a process approach to teaching listening. This will help students
learn how to listen and develop the metacognitive knowledge and strategies
crucial to success in listening comprehension.
27
Research has demonstrated that adults spend 40-50% of communication
time listening (Gilman & Moody 2004), but the importance of listening in
language learning has only been recognized relatively recently (Oxford
1993). Since the role of listening comprehension in language learning was
taken for granted, it merited little research and pedagogical attention.
Although listening played an important role in audio-lingual methods,
students only listened to repeat and develop a better pronunciation (for
speaking). Beginning in the early 70's, work by Asher, Postovsky, Winitz
and, later, Krashen, brought attention to the role of listening as a tool for
understanding and a key factor in facilitating language learning. Listening
has emerged as an important component in the process of second language
acquisition (Feyten, 2001). This research base provides support for the pre-
eminence of listening comprehension in instructional methods, especially in
the early stages of language learning.
Definition
Listening is the act of hearing attentively. Practically to develop the process of the
human being, the people hear, 45% of our time is spent on listening, it can be
through person to person, in any audio or other resource. If this listening skill is
generally used in a proper way we can master the mechanism of communicative
skills. Listening is little difficult, as human mind tends to neglect easily in any
situation. The people who controls their mind and listens attentively can acquire
various other skills and will benefit in the end. Listening skill can be determined
as, “Listening is the act of hearing attentively”. It is also to develop such to reading
which should possess knowledge of phonology, syntax, semantics and text
understanding.
Thomlinson (1984) defines listening as,
“Active listening, which is very important for effective communication”. Listening
can be also defined as, “More than just hearing and to understand and interpret
the meaning of a conversation”.
Listening skills is very useful in work performance family and in the society.
Good listening skill is mandatory to get into a profession in communications.
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Listening skills involve a different set of etiquettes, questioning for explanation,
showing empathy and providing a suitable response. Good listening skills include
the understanding ability to develop professionalism, itis necessarily important to
take care and make use of Body language, it is also a part of listening skill. We
must be careful with this points that help us, for example, Eye contact with the
speaker, sitting straight, and alert are the good gestures of a good listener.
In any situation the Listeners do not pay attention to everything; because they listen
selectively, always according to the purpose of the task of their interest. This, in
turn, determines the type of listening and what ones want to listen required and the
way in which listeners will approach a task. (Richards, 1990) treatment the
diverse differentiates between an interactional and a transactional purpose for
communication. Interactional use of language and a framework oriented socially
existing largely to satisfy the social needs of the participants; e.g., small talk and
casual conversations that we use daily.
Listening is an invisible mental process, making it difficult to describe.
Listeners must discriminate between sounds, understand vocabulary and
grammatical structures, interpret stress and intention, retain and interpret
this within the immediate as well as the larger socio-cultural context of the
utterance (Wipf, 2004).
(Rost, 2002) defines listening, as a process of receiving what the speaker
actually says (receptive orientation); constructing and representing meaning
(constructive orientation); negotiating meaning with the speaker and
responding (collaborative orientation); and, creating meaning through
involvement, imagination and empathy (transformative orientation).
Listening is a complex, active process of interpretation in which listeners
match what they hear with what they already know.
Besides, Listening is a complex process due to its double psychological and
social nature:
29
Listening is a psychological phenomenon, which takes place on a cognitive
level inside people’s heads, and a social phenomenon, which develops
interactively between people and the environment surrounding them. It
considers listening as a complex process, which needs to be understood in
order to teach it, and subsequently, evaluate it before integrating it with
phonological aspects and with the skill of speaking. (Bueno, Madrid and
McLaren, 2006:282)
. IMPORTANCE AND DIFFCULTIES OF LEARNING LISTENING
It has taken many years to give the listening skill the importance it deserves
in second and foreign language learning among the teaching profession.
Rivers (1966: 196) claimed,
“Speaking does not of itself constitute communication unless what is said is
comprehended by another person. Teaching the comprehension of spoken
speech is therefore a primary importance of the communication aim is to be
reached”.
However, Morley (1972: 7) notes, “perhaps an assumption that listening is
a reflex, a little like breathing
- listening seldom receives overt teaching attention in one ́s native language
– has marked the importance and complexity of listening with understanding
in a non-native language”.
Contrary to what everybody thinks about foreign language learning, listening
competence is wider than speaking competence. This is the reason why;
recently, the language teaching profession has brought into focus on
listening comprehension.
According to Nunan, (2001: 23) Listening is a six-staged process, consisting
of Hearing, Attending, Understanding, Remembering, Evaluating and
Responding.
30
These stages occur in sequence and rapid succession.
Hearing
Has to do with the response caused by sound waves stimulating the sensory
receptors of the ear; hearing is the perception of sound, not necessarily
paying attention, you must hear to listen, but you need not listen to hear.
For this, we have:
Attention
It refers to a selection that our brain focuses on. The brain screens stimulate
and permits only a select few to come into focus.
Understanding
Which consists of analyzing the meaning of what we have heard and
understanding symbols we have seen and heard. We must analyze the
stimuli we have perceived. Symbolic stimuli are not only words, they can be
sounds like applause or even sights, like a blue uniform that have symbolic
meanings as well.
To do this, we have to stay in the right context and understand the intended
meaning. The meaning attached to these symbols is a function of our past
associations and of the context in which the symbols occur for successful
interpersonal communication: the listener must understand the intended
meaning and the context assumed by the sender
.
After following with the next stage, it is necessary to make a remark: as it
has mentioned previously, the background knowledge is important and
people have to take into account several points: general factual information,
local factual information, socio-cultural knowledge and knowledge of
context. With these factors, the information will be correctly received.
31
Remembering
It is an important Listening process because it means that an individual, in
addition to receiving and interpreting the message, has also added it to the
Mind’s storage bank, which means that the information will be remembered
in our mind.
But just as our attention is selective, so too is our memory, what is
remembered may be quite different from what was originally heard or seen.
Evaluating
The listener evaluates the message that has been received. It is at this point
when active listeners weigh evidence, sort fact from opinion and determine
the presence or absence of bias or prejudice in a message. The effective
listener makes sure that he or she does not begin this activity too soon, as
beginning this stage of the process before a message is completed results
in no longer hearing and attending to the incoming message and, as a result,
the Listening process ceases.
Responding
It is a stage in which, according to the response, the speaker checks if the
message has been received correctly. This stage requires that the receiver
complete the process through verbal or non verbal feedback, because the
speaker has no other way to determine if a message has been received.
Therefore, it is sometimes complicated as we do not have the opportunity
to go back and check comprehension.
(Nunan: 2001, 23)
.
When dealing with the listening process, it must be mentioned that there are
two possible ways of performing this task: 1) the Top-down listening process
32
and 2) the Bottom up listening process. The former consists of
understanding the general meaning of a listening selection without paying
attention to specific structures, words and so on. It is like a general overview
where the listener gets a general view of the listening passage while still
understanding the general idea. On the other hand, experts talk about the
opposite process: Bottom up listening process. In this case, Bueno, Madrid
and McLaren stand out its linguistic quality:
Bottom up processing is essentially a linguistic process in which we try to
make sense of acoustic signals by using knowledge of language.
According to this model, sound is assumed to be decoded by accreditation
and in a linear fashion- from phonemes, to words, to phrases, to utterances,
to complete meaningful texts- whereby “meaning itself is derived as the last
step in the process. (2006: 286).
The difference between them is the following: For the Top-down process
students take into account the context and do not need to pay attention on
specific details while in Bottom up listening process, students have to pay
attention because here, specific details are very important to understand the
whole meaning of the conversation or another kind of listening activity. The
listener focuses on individual words and phrases, and achieves
understanding by stringing these detailed elements together to build up a
whole.
Understanding the exact word is more important. As this study will mention
later, in the last part of the analysis, students usually combine both
processes.
According to Lindsay and Knight, people have four different purposes when
they listen: We listen for a purpose, but this purpose can be very different
depending on the situation: listening for specific details, listening for general
meaning, listening for the general idea or gist. There is also a difference
33
between listening: for information; for enjoyment or social reasons; to learn
new language (2006: 46).
.
However, from the point of view of Anderson & Lynch, the purpose when
we are listening can be either: transactional, where “the main purpose is to
achieve a successful transfer or exchange of information”, or it can be
interactional, “the use of language for establishing and maintaining social
contact” (1988:15).
When we are working listening in the classroom the best option is to think
about how we listen in real life. Teachers should give students the
opportunity to listen actively providing different accents, useful and different
topics, as well as situations that students can use in their real world.
A good teaching method would try to combine both purposes and it is taking
this aim into account that this study proposes some activities in the
proposed suggested approach. When teachers are teaching listening, a part
from the purpose, it is very important to follow a pattern.
Bueno, Madrid and McLaren establish the following pattern:
1) Pre-listening would be the first stage, where the context is established.
The teacher creates motivation and students do some activities with the
purpose of preparing them for what they will hear.
2) The following stage is listening, where learners do the mentioned
tasks or find answers.
There are two kinds of material and procedure. On the one hand, extensive
reading helps students to acquire vocabulary and grammar and it usually
takes place outside the classroom. They do it for pleasure, so that their
knowledge of the language improves and it makes students better readers.
34
On the other hand, intensive listening is what students usually learn in the
classroom, through audio CDs and activities such as answering questions,
following a route on a map, making notes, etc
.
3) The last stage is post-listening, the part where students have the
opportunity to check their answers about they have been listening to, to give
feedback and consolidate what they have learnt. It is useful for teachers
because it helps to analyze particular difficulties the students could have
with the listening activity.
Actually there are many people that don’t make listening a skill in itself, and
it can be a difficult one to master. Poor listening skills can result in failure,
bad emotion, fact or even motive. This People with strong listening skills
have an advantage in building relationships and learning new information.
Luckily, like any other skill, listening habits can be improved through
practice.
Encourage the Speaker
The listeners assist the speaker by providing him with some kind of positive
reinforcement. This can come in many forms. A quick encouraging phrase
like “That’s very interesting” can do much to back-up the speaker’s
confidence, thus elaboration for more attraction communication. Asking the
speaker for clarification regarding certain details his story can also
demonstrate interest and provide encouragement. A good listener must
strive to actively support the speaker to achieve an excellent communication
Look at the Speaker
It is essential and necessarily important to look directly in the person’s eye
when talking to achieve an excellent communication. Looking away from the
person speaking to you can send the nonverbal message that your mind is
35
elsewhere, and the conversation can result poorly. Also, it’s important to
take note of the speaker’s body movements and gesture as he delivers his
message. Keeping track of a person’s nonverbal cues can help you to fully
understand his message. For this reason, itis easy to understand that a
simple hand gesture can dramatically alter the meaning of the actual words
being spoken, and if you are busy staring off into space you’d miss the
important part of the message. And eventually lost the sequence to develop
good communication.
Convey Interest
The speakers are also in charge to keep a good position and excellent
expressive handling. It’s just not enough to offer the speaker an occasional
word of encouragement. Good listeners provide supply of constant
feedback in the form of non-verbal encouragement. Friendly head-nods,
well-placed smiles and a confidence are points that be carefully catered for
the participants, inviting posture can do much to convey your undivided
attention and bolster the speaker’s confidence. Some moments might need
a good amount of laugh to brighten the dialogue at just the right time, or a
genuine, commiserate frown, can demonstrate empathy with the speaker’s
conversation.
Defer Rebuttal
We must try to keep up with the dialogue while the other person is talking,
intently analyzing what is heard to prepare arguments in response to what
has been heard. Pay attention to the speaker, give what he needs and deserves.
Whether you agree with the message or not, it’s important to wait until the speaker
has finished talking before you respectfully offer your two cents.
Following we have ten characteristics that teachers and students must put in
practice:
Stop Talking
36
“If we were supposed to talk more than we listen, we would have two
tongues and one ear.” Mark Twain.
Don't talk, listen. When somebody else is talking listen to what they are
saying, do not interrupt, talk over them or finish their sentences for
them. Stop, just listen. When the other person has finished talking you may
need to clarify to ensure you have received their message accurately.
Prepare Yourself to Listen
Relax, focus on the speaker. Put other things out of mind. The human mind
is easily distracted by other thoughts – what’s for lunch, what time do I need
to leave to catch my train, is it going to rain – try to put other thoughts out of
mind and concentrate on the messages that are being communicated.
Put the Speaker at Ease
Help the speaker to feel free to speak, remember their needs and concerns.
Nod or use other gestures or words to encourage them to continue.
Maintain eye contact but don’t stare – show you are listening and
understanding what is being said.
Remove Distractions
Focus on what is being said. Don’t doodle, shuffle papers, look out the
window, pick your fingernails or similar. Avoid unnecessary
interruptions. These behaviors disrupt the listening process and send
messages to the speaker that you are bored or distracted.
Empathize
Try to understand the other person’s point of view. Look at issues from their
perspective. Let go of preconceived ideas. By having an open mind we
can more fully empathize with the speaker. If the speaker says something
37
that you disagree with then wait and construct an argument to counter what
is said but keep an open mind to the views and opinions of others.
Be Patient
A pause, even a long pause, does not necessarily mean that the speaker
has finished, be patient and let the speaker continue in their own time,
sometimes it takes time to formulate what to say and how to say it. Never
interrupt or finish a sentence for someone.
Avoid Personal Prejudice
Try to be impartial, do not become irritated and don't let the person’s habits
or mannerisms distract you from what the speaker is really saying.
Everybody has a different way of speaking - some people are for example
more nervous or shy than others, some have regional accents or make
excessive arm movements, some people like to pace whilst talking - others
like to sit still. Focus on what is being said and try to ignore styles of delivery.
Listen to the Tone
Volume and tone both add to what someone is saying, a good speaker will
use both volume and tone to their advantage to keep an audience attentive;
everybody will use pitch, tone and volume of voice in certain situations – let
these help you to understand the emphasis of what is being said.
Listen for Ideas – Not Just Words
You need to get the whole picture, not just isolated bits and pieces, maybe
one of the most difficult aspects of listening is the ability to link together
pieces of information to reveal the ideas of others. With proper
concentration, letting go of distractions, and focus this becomes easier.
Wait and Watch for Non-Verbal Communication
38
Gestures, facial expressions, and eye-movements can all be important, we
don’t just listen with our ears but also with our eyes – watch and pick up the
additional information being transmitted via non-verbal communication.
IMPORTANCE
Many years have passed to give listening skill the importance it requires and
deserves in second and foreign language learning among the teaching
profession
.
Rivers (2006: 196) said,
“Speaking does not of itself constitute communication unless what is said is
comprehended by another person. Teaching the comprehension of spoken
speech is therefore a primary importance of the communication aim is to be
reached”.
According with Morley (1972: 7) notes, “perhaps an assumption that
listening is a reflex, a little like breathing -listening seldom receives overt
teaching attention in one ́s native language –has marked the importance
and complexity of listening with understanding in a non-native language
Contrary to what everybody thinks about foreign language learning, listening
competence is wider than speaking competence. Because we must pay all
the attention, understand the clear and concise message to continue the
sequence of dialogue this is an important reason why teachers and currently
responsible for teaching languages have emphasized the study of listening
comprehension
According to what I point Nunan, (2001: 23) listening is a process that is
developed by 6 stages, consisting of Hearing, defined in the projection to
understand remember assess respond attend. These stages are generated
39
in situations fast step .Search is fulfilling its purpose and in the right time to
in which to make use of each sequence
COMMENT
To achieve an excellent hearing skills, you must work, it is necessary as the first
point to believe in the importance to develop a good listening skill. If we have a
bad hearing action we will have serious problems, for this reason the teachers must
always remind their students in each opportunity the great importance of a good
listening. Try to help the students to attract their attention.
Referenciasegura Alonso, Rocío The importance of teaching listening and
speaking skills pagina 10 2011 2012
GOOD LISTENING TECHNIQUES & TIPS FOR ADOLESCENTS TO USE
A good way to help any adolescent become a better listener is to be a good role
example. Listening attentively to adolescent, you may teach them how to listen well
themselves. They can observe a good listening looks like and can begin to use
your strategies in their own conversations.
For effective listening techniques include considering on the context of a dialogue,
realize eye contact, asking questions and explaining on what the speaker has said
FOCUSING ON THE CONVERSATION
Don´t watch television when someone is talking to you because you and the
other person might end up in a bad light of the communication, the message
and all the information could be altered, there are persons that while
listening do other activities like watch tv, eat and in a few moments look at
the speaker. Good listening skills happens when people focus on the
conversation rather than other elements around themselves
40
MAKING EYE CONTACT
Establish eye contact is an important technique for listening skill. Some
adolescents show many difficulty with eye contact because of embarrassment or
shyness. Is necessary to learn look the people when we are speaking and listening
exist person that have feel less. But they must understand that is essential for the
dialogue by making eye contact, you show the speaker you care about what he is
saying and you are engaged in the conversation. Eye contact also support the
listener process what is being said. By looking at a person who is speaking, you
can more easily detect social cues such as facial sign expressions showing and
body language, which are more important aspects of a conversation.
ASKING QUESTIONS
In any conversation, Listening is more than only hearing. A listener must show that
she is engaged in a conversation by showing respect and education and
responding to what is being said. One effective way to show you are really listening
is to formulate questions regarding the topic. The Mind Tools article "Active
Listening: Hear What People are Really talking," explains that "as a listener, your
role is to understand what is being said " When a person listens well, she does not
simply hear the sound of a conversation, but understands and thinks in the
essence of the theme the conversation and can interact
For this reason, a person can raise questions to identify and clarify what the
speaker has said or to encourage the speaker to elaborate on a topic. Asking
questions also shows a listener is interested in the conversation.
COMMENT
Commenting is necessary on what someone has said because it shows the
speaker that you are paying attention of what was the topic, where both members
show due respect and attention. In the comments, they can show empathy. For
example if the person tells a story of a situation or problem, you can show support
41
by listening. Generally we must show attention to understand clearly, listening and
thinking each phrase and giving response at the precise moment. All of this six
steps if applied timely by a person, he/she will achieve excellent listening skills.
MODERN METHODS OF TEACHING LISTENING SKILLS
We must apply effective, modern methods of teaching listening skills, it
encompasses everything from interactive exercises to multimedia resources and
others. Listening skills can be improve through simple, didactics activities that
encourage more on the teaching learning process than on the final product.
When you are studying with a group of the students, you can use any of the
following examples to develop your own methods for teaching students how to
listen well
INTERPERSONAL ACTIVITIES
One effective way for pupils to develop stronger listening skills is through the
application of interpersonal activities, such as mock interviews and appearance
appoint the students to small groups of two or three, and then distribute them a
particular listening activity to accomplish. For example, any student can interview
another for a job with a company or for an article in a newspaper or a simple
conversation about two friends .maybe a storytelling activity, such as one that
answers the question "Who is your favorite actors? Or other simple information
about yourself in any time can give students the opportunity to ask one another
questions and then to practice active listening skills.
GROUP ACTIVITIES
Other form to develop the listening skill is making group activities in large group, to
achieve this goals, encourage them to ask clarifying questions during the dynamic,
and you may allow them to take notes if helpful. Their skills grown through the
practice, practice makes perfect, the students try to keep large dialogue because
42
there are lots of students, the conversation will be more extensive and may define
ideas.
Tell personal situation. The teacher will listen attentively to the conversation,
directing guide to correct, manifest and explain, even develop knowledge.
Additional to this work a series of exercises to practice listening, to continue with a
reinforcement method that we are applying
AUDIO SEGMENTS
We can also teach listening skills through audio of radio programs, online podcasts,
instructional lectures and other audio messages. We can apply any interactive
listening process in class with the students, and then instruct them to make the
exercise on their own. At first point we start by instructing students to prepare for
listening a good audio and project the student to for good listening by considering
all that they will need to learn from the context of the audio space. Once they have
written down or shared these ideas, then play the audio segment, allowing the
students to take notes if helpful.
VIDEO SEGMENTS
Other helpful resource for teaching listening skills are video segments, including
short sketches, songs, news programs, documentary films, interview segments,
and dramatic and comedic material. The same form with audio segments, based
on the skill level of your students. With your pupils, first look for the segment without
any sound and talk it together, .encourage the students to identify what they believe
will be the context of the segment. Then, look at the part again, in this occasion
using with sound, allowing students to realize notes if useful for their skill level.
After finishing the video completion of the video segment, you can make a
summary and then present ideas and short exposition
INSTRUCTIONAL TIPS
In any strategies you use for teaching listening, you must keep a few instructional
tips in mind we could say one is the help that you receive, when will it will give
43
knowledge when students applied it. First, you must keep your notes in mind
simple, even the most experienced listener could be able to remember completely
and accurately the entirety of a message. Second, to create situations to develop
the opportunities which the pupils ask questions, clarifying and correcting
mistakes. Third, to achieve the interest of the students try to think of things to
lessen their anxiety by creating activities appropriate for their skills and confidence
level and then fortify their confidence by appreciating the ways in which they do
improve, no matter how small.
COMMENT
While more methods and resources we use give a class to achieve interest and
excellent results, at the end of the goals the methods will help us keep focused
and busy, also that the students will be developing the knowledge of a good and
perfect listening in each enforcement of the methods the listening skill
EPISTEMOLOGICAL FOUNDATION
Epistemology is a term used by the Scottish philosopher James Frederick
Ferrier. It is a branch of philosophy that takes care of the nature and scope
of knowledge. It permits all the sciences to head into education. I cannot
obviate its tendency since it has permitted me to step enormously to the
reason of a good English learning in this institution.
Justin C. Perusek, 2008 quotes that according to Schraw &Olafson (2002),
“Teachers' influence the ways that they make important instructional
decisions related to the curriculum, pedagogy, and assessment.” They
describe three kinds of epistemological world views; realist, contextualist,
and relativist.
Marlene Schommer, views that the belief system is comprised of five
independent dimensions: the structure of knowledge, the certainty of
44
knowledge, the source of knowledge, the control of knowledge, and the
speed of knowledge acquisition (Schommer, 2002).
PEDAGOGICAL FOUNDATION
It was initially addressed in that is going to learn to determine how, when
and where it will perform. The answer to the question why learning refers to
the set of purposes or ideal educational purposes and objectives that make
up the curriculum project. The construction of the subject’s personality
through the educational process is not defined with how to assimilate the
knowledge and skills. The personal participation of the student in acquiring
learning habits that allow you to continue learning once completed the
formal process is indispensable. It is the beginning of learning to learn.
Simon Rodriguez (1849:9) states that the historical and political being is
built through the interaction of individuals within relationships of different
power: the individual recipient in this sense education becomes a social
process that emerges from the root of every people, as an expression of
social, cultural and educational process, aimed at developing the creative
potential of every human being.
Vygotsky (1987: 9) states “… education is the ingenious control of natural
process of development, not only affects one or other developmental
process, but restructuring, in the most essential way, all functions of
behavior “
CONSTRUCTIVISM
This is based on that learning is the result of mental construction of the
students because they reflect on their own experiences and relate the
knowledge acquired with what they already know. Learning is a search for
meaning therefore a teacher must ensure that the student seek his own
meaning.
45
This theory shows that humans can generate knowledge and meaning from
one influence among our experiences and ideas.
It has influenced in the psychology, sociology, history of science and
education. It studied the human behavior. We know that constructivism is
not a specific pedagogy, although it is often confused with the
constructivism. A theory that its development is inspired by the constructivist
ideas of learning.
PSYCHOLOGICAL FOUNDATION
To analyze the process of formation and development of research skills
needed to analyze the different psychological theories and currents that
prevail today (behaviorism, cognitivism, genetic theory, constructivism and
cultural-historical theory.
The behaviorist theory originated in the early decades of this century.
Among current theorists have to Pavlov, Thorndike, Watson, Skinner and
others.
Behavioral theories are defined as a change of behavior, psychic
development of man is caused due to the influence of the natural and social
environment. These stimuli form the stimulus-response system.
According to Petraglia Joseph (quoted by David Russell, 2010: 5.),
knowledge is not individual but inter- subjective, networks mediated system
our interaction tools.
For Fernandez (2008: 111), the contribution made by the student to the act
of learning depends on the way he finds the situation of teaching-learning
proposal.
46
According to Fernandez
“Lack of motivation is a big factor in school failure, while the repeated feeling
of school failure leads to a lack of motivation,” what we have to do is act as
early childhood education appears to prevent this pattern of lack of
motivation. (Fernandez, 2008: 113).
PSYCHOLOGY AND EDUCATION
It is responsible for the scientific study of human education, cognitive and
behavior studies allows us to understand individual differences in
intelligence, cognitive development, affection, motivation, self-regulation
and self-concept. Quantitative, including testing and measurement methods
influence the field of psychology as it depends on the same to enhance
educational activities
Educational psychology can be interpreted through its relationship with
other disciplines. This contributes to the science of learning and cognitive
science at various universities, department psychology that are within the
powers of education.
SOCIOLOGICAL FOUNDATION
Durkheim’s analysis indicates that it is the unification of a science that
studies and scientific society concentration. The sociological method is
geared towards establishing defined basic concepts of the subject matter
and the respective methodology to obtain valid conclusions. Includes some
difficulties account the social observer to begin your analysis are traditional
prejudices or suggestion of common sense. The sociology understood as
the rational study of human behavior as causes and effects, can become
rules of action for the future.
47
The argument used to demonstrate the very presence of social facts will be
given based on the way children are educated. All education is to raise with
the child ways of seeing, feeling, and acting, this is the product of social
forms as the child does not acquired spontaneously. Before applying this
methodology include performing Durkheim dissociation between social fact,
to be taken as a trend, beliefs and practices taken collectively.
LEGAL FOUNDATION
Constitución Política del Estado 2008 en el Régimen de los derechos y
obligaciones del estado en la educación y del Buen Vivir manifiesta en los
siguientes artículos:
Título II
DE LOS DERECHOS Y OBLIGACIONES DEL ESTADO
Capítulo I
DEL DERECHO A LA EDUCACIÓN
Art. 4.- Derecho a la educación.- La educación es un derecho humano
fundamental garantizado en la Constitución de la República y condición
necesaria para la realización de los otros derechos humanos.
Son titulares del derecho a la educación de calidad, laica, libre y gratuita en
los niveles inicial, básico y bachillerato, así como a una educación
permanente a lo largo de la vida, formal y no formal, todos los y las
habitantes del Ecuador.
El Sistema Nacional de Educación profundizará y garantizará el pleno
ejercicio de los derechos y garantías constitucionales.
48
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 para el buen vivir. Las
personas, las familias y la sociedad tienen el derecho y la responsabilidad
de participar en el proceso educativo.
Art. 27.- La educación se centrará en el ser humano y garantizará su
desarrollo holístico, en el marco del respeto a los derechos humanos, al
medio ambiente sustentable y a la democracia; será participativa,
obligatoria, intercultural, democrática, incluyente y diversa, de calidad y
calidez; impulsará la equidad de género, la justicia, la solidaridad y la paz;
estimulará el sentido crítico, el arte y la cultura física, la iniciativa individual
y comunitaria, y el desarrollo de competencias y capacidades para crear y
trabajar.
Art. 28.- La educación responderá al interés público y no estará al servicio
de intereses individuales y corporativos. Se garantizará el acceso universal,
permanencia, movilidad y egreso sin discriminación alguna y la
obligatoriedad en el nivel inicial, básico y bachillerato o su equivalente.
49
CHAPTER III
THE METHODOLOGY
METHODOLOGICAL DESIGN
This project is based on an investigation that is characterized by abide to
the specifications of the scientific method.
According to Tamayo research is a process that seeks to obtain information
relevant and reliable, to understand, through the application of the scientific
method, verify, correct, or apply knowledge". (p.37)
The design of this research is scientific and will help us to improve the study
because it will allow us to maintain contact with the reality and place where
the problem arises so that we know better the situation that is taking place.
The purpose of this research is based on the shaft makers discover and
design the problematic situation is dragged for years in the Unidad
Educativa Laura Vicuña, modify the stock after a study of the case for
achieve also in increase, raise the level of the knowledge of them students
of the tenth year of education basic; the efficient work that will be developed
will effectively lead through a series of elements that will make possible and
50
accessible to the knowledge object and whose choice and application will
largely depend on the success of the investigation work
TYPES OF INVESTIGATION
To be more specific the present scientific research process contemplated a
field, bibliography and descriptive research.
FIELD RESEARCH
Field research corresponds to a type of research design, for which Carlos
Sabino (undated) in his text "The process of the research" designates that
it relies on information obtained directly from reality, allowing the researcher
make sure of the actual conditions in which data have been gotten..
This research is field since a large part of it is carried out in the place in
which it raises the problem, in this case deficiency of the students in
development of listening skills, it is performed at the specific place where
the phenomenon is happening and understand it for then resolving it
successfully, of the fact, necessity and problem that this arousing in a given
context. Beginning to develop research into the natural environment in
developing from classrooms to observe and be clearly aware of the
magnitude of the case
To get information must be on the scene to see the perspective of the
problem from the inside, so it is also necessary and very important to listen
to people who are included within the framework of the information point of
view made event or problem and others that could be watching the fact
occurred from abroad of which the view is also very important so they will
be consulted , and which will be data more relevant to be analyzed, they will
be part of this research not directed to discover relationships and
51
interactions among variables sociological, psychological and educational in
real social structures of daily life.
BIBLIOGRAPHIC RESEARCH
For Arias (2006) a bibliographic research is "one that is based on the
collection and analysis of data from printed materials or other types of
documents" (p.49).
In this topic, the information used is derived from primary sources
researched and developed through the application of interviews and
surveys carried out to students and teachers of the institution and secondary
sources by means of the revision of data contained in books, law school
character, decrees, works of degree, review of the performance school in
the students and all the bibliographic material which is related to my project
of study.
Through a research bibliographic is achieve in this project focus points
strategic that will be of great helps know the opinion of studies made
previously by others people interested in the solution of this problematic that
already carries without well is considered from them beginning of the
teaching of the language with the collection of studies e ideas from books,
newspapers , magazines, articles, brochures achieving obtain data that will
help the investigation.
DESCRIPTIVE RESEARCH
The descriptive research consists in the characterization of a made
phenomenon, individual or group to establish its structure or behavior, the
results of this type of research are located in the intermediate level with
regard to depth of knowledge is concerned.
52
The descriptive research has as mission to observe and quantify the
modification of one or more features of the whole group.
According to Tamayo, and Tamayo M. (p. 35), in his book scientific and
descriptive research "includes description, registration, analysis and
interpretation of the current nature, and composition or process of
phenomena. Approach is made about key conclusions or group of persons,
group or objects, leads or works at present."
According to Sabino (1986)
"The research of descriptive type works on real facts, and its fundamental
feature is the correct interpretation of the situations that are researched."
For the descriptive research, it concern primary lies in discover some
fundamental characteristics of joint homogeneous of phenomena, using
criteria systematic that allow put of manifest its structure or behavior. In this
way you can get notes that characterize the studied reality". (P. 51)
Descriptive research, is a statistical investigation, that describe the data and
facts that are occurring.
Descriptive research aims at getting to know situations, routines, habits and
attitudes developed in daily living through the technique of the exact
description of the activities, objects, processes, and people. The main
objective of the descriptive research is to know the why and which of the
things.
POPULATION
It is understood by population to the set of people, objects or spaces
inhabited in common features that live in any geographical dimension.
53
According to Orchard (1997) from a universe is quantified for a particular
study a set N of entities that participate in a given feature, and people are
called to build all of the phenomenon to a study or research
For Arias (2006), the population is the finite or infinite set of elements with
common features for which the findings of the investigation will be extended.
According to Bernal, (2006), the population is constituted by the totality of
elements or individuals that have certain and similar features.
SAMPLE
The sample in the qualitative process is a group of people, events,
communities, etc., which are to be collecting the data, without it being
necessarily representative of the universe or population studied (Hernandez
et al 2008, p.562).
Sample is a subset of the population represented in quantitative how finite
they extract a part of the population for a better study seeks a qualitative
approach is intended to more quality than quantity in the same way what is
sought and the fundamental thing is the contribution of people participants
sample the "representative and finite subset that is extracted from the
accessible population" means (OB. cit. p. 83).
It seeks to obtain information corresponding to the students population of
the Unidad Educativa Laura Vicuña. For the development of the project and
best study it has proceeded to apply the formula previously developed, in
order to obtain the final results.
STRATUM
54
PERSONEL POPULATION SAMPLING
AUTHORITIES 1 1
TEACHERS 13 1
STUDENTS 314 15
TOTAL 328 17
OPERALIZACION DE LAS VARIABLES
VARIABLES DIMENSIONS INDICATORS
VARIABLE
INDEPENDENT
VOCABULARY
CHARECTERISTICS
-MULTIPLE EXPOSURES
-FRONTLOAD VOCABULARY
-NONLINGUISTIC REFERENCE
-CONTEXT CLUE
IMPORTANCE
-ESSENTIAL FOR LEARNING
A NEW LANGUAGE.
-EASY TO ACCESS THE
KNOWLEDGE.
-SOMETIMES MORE USEFUL
THAN GRAMMAR.
TYPES
-ACTIVE OR PRODUCTIVE
-PASSIVE OR RECEPTIVE
CHARACTERISTICS
-HEARING
-ATTENTION
-UNDERSTANDING
-REMEMBERING
-EVALUATING
-RESPONDING
55
VARIABLE
DEPENDENT
LISTENING SKILL
IMPORTANCE
-SOMETIMES MORE
IMPORTANT THAN OTHERS
SKILLS.
-WE HEAR MORE THAN WE
SPEAK.
-DEVELOP UNDERSTANDING
AND COMPREHENSION.
TECHNIQUES
-FOCUSING ON THE
CONVERSATION.
-MAKING EYE CONTACT.
-ASKING QUESTIONS
METHODS OF THE RESEARCH
INDUCTIVE METHOD
According to Sanchez, (2012) this method is based on singular statements,
such as descriptions of the results of observations or experiences to make
universal statements, such as hypotheses or theories. This means that the
nature is behaves always is equal when there are the same circumstances,
which is as admitted in the same experimental conditions the results can be
obtained, based on the repeatability of the experiences, that are logically
accepted.
For a better structure of the procedure of the inductive method, people have
to follow the next steps:
1. Observation
2. Experimentation
3. Comparison
4. Abstraction
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5. Generalization
DEDUCTIVE METHOD
It is the opposite of the Inductive method. It studies a phenomenon or
problem from the all towards to the more specific parts, it analyzes the
concept to get elements of the parts at all. Then it can say, that its process
is synthetic analytic.
For a better structuring of the deductive method process we follow several
steps which are:
1 Application
2 Understanding
3 Demonstration
TECHNIQUES AND INSTRUMENTS OF THE INVESTIGATION
According to Velastegui, A (2006), during the process are used some
techniques such as:
Observation: This technique allows rating the incidence of the active social
methodology put in practice and executed in the Didactic Guide, in the
development of the communicative skills and in the writing of the students
of tenth year at Unidad Educativa “Laura Vicuña”.
Diagnostic test: This item is used to value the hypothesis and know the
incidence of the problem.
Instruments: The instruments that were used for the collection of data are
the following:
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Tab of observation: It is related to collect information of the results before
the application of a method.
Test: It is a way to research different aspects of an investigation, in this
case it has been used to know the different results and point of view of the
students, related to the listening skill.
ANALYSIS OF DATA
After applying the tools of research in this project which are validated in the
interviews to the Director and English teachers, at Unidad Educativa “Laura
Vicuña” and the students survey were determined by the following data that
give true and validity information to this research to the problem found in
the low performance of listening skills.
According to Tamayo (2006), the tabs a technique that he uses
elinvestigador to process information collected from the instrument,
presented to the organization data collected to study variable, as well as
the, indicators and items or questions.
CHI SQUARE
The objective of the Chi Square is to know if there are relationship
between the 2 variables, vocabulary and listening skill.
58
As we can see the value of the percentage is less than 0.05 % for that
reason we can affirm that there is relationship between the 2 variables.
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA CIENCIAS Y LETRA DE LA EDUCACION
CARRERA DE LENGUAS Y LINGUISTICA
INTERVIEW TO THE TEACHER
OBJECTIVE:
TO KNOW DIRECTIVES’ POINT OF VIEW ABOUT THE IMPORTANCE OF VOCABULARY
TO LEARN ENGLISH AND STRENGTHEN THE LISTENING SKILL.
1. What is your opinion about that the teacher should use specific method
to teach each skill?
I think, that it is fine, the teacher should use a method to teach each skill
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2. In your opinion is the booklet an easy tool or resource that can be better
when the students acquire new knowledge in specially the vocabulary?
The teacher can use videos with the vocabulary that know.
3. Do you consider important to use didactic resources when you teach
vocabulary?
Yes, I consider important to use didactic resources like videos, cards,
songs.
4. Do you motivate to students to learn new words
Yes, I do. I motivate to students to participle in an open house, spelling and
other activities.
5. Do you get a good result when you practice the listening skill?
Yes, I do.
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA CIENCIAS Y LETRA DE LA EDUCACION
ESCUELA DE LENGUAS Y LINGUISTICA
INTERVIEW TO THE CHAIRWOMAN
OBJECTIVE:
TO KNOW DIRECTIVES’ POINT OF VIEW ABOUT THE IMPORTANCE OF VOCABULARY
TO LEARN ENGLISH AND STRENGTHEN THE LISTENING SKILL.
1. Do the teachers apply updated methodology to teach vocabulary?
60
Yes, they implement activities of participation active between students,
applying strategies and technique innovative.
2. Do the teachers apply new teaching strategies to develop their English
language?
Yes, the teachers are actualized in their knowledge throw own medium and
institutional training.
3. What is your opinion about the importance to learn vocabulary?
To learn vocabulary is the essential part to learn a new language, is the
principal tools.
4. What do you think about the vocabulary is indispensable to strengthen
the listening skill?
Is very important, because we don’t know what is the meaning, We can’t
understand it.
5. Do you believe necessary improve the four skills about English with
different methods to teach?
Yes, The implementation of new strategies to help with the develop of these
skills very important in the process of communication.
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA CIENCIAS Y LETRA DE LA EDUCACION
SURVEY TO THE STUDENTS
Write an “X” in the box according to your opinion
YES (1) SOME (2) A LITTLE (3) NO (4) INDIFFERENT(5)
STATEMENTS
ALTERNATIVES
1 2 3 4 5
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To memorize new English words is difficult for you
The English teacher must use an additional didactic material to increase the vocabulary
You can write words and phrases in English correctly
Your English teacher uses technology to practice listening skill
The teacher uses motivational techniques to promote the listening skill
The teacher must speak only in English language during the class
You think that learning more vocabulary you will understand when you listen to the teacher
You will learn more English using this didactic material
You want to develop the listening skill with ludic activities
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA
RESULTS OF THE SURVEY
STATEMENTS
ALTERNATIVES
1 2 3 4 5 TOTAL
To memorize new English words is difficult for you
9 3 2 1 0 15
The English teacher must use an additional didactic material to increase the vocabulary
13 1 1 0 0 15
You can write words and phrases in English correctly
3 0 0 12 0 15
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Your English teacher uses technology to practice listening skill
2 0 3 10 0 15
The teacher uses motivational techniques to promote the listening skill
7 0 0 8 0 15
The teacher must speak only in English language during the class
15 0 0 0 0 15
You can understand when you listen to your teacher
1 2 3 9 0 15
You will learn more English using this didactic material
13 0 2 0 0 15
You want to develop the listening skill with ludic activities
15 0 0 0 0 15
ANALYSIS OF RESULTS
SURVEY TO STUDENTS SAMPLE: 15 STUDENTS COURSE: 10TH STATEMENT 1: TO MEMORIZE NEW ENGLISH WORDS IS DIFFICULT FOR YOU
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
YES 10 66,7 %
SOME 4 26,7 %
A LITTLE 0 0 %
NO 1 6,6 %
INDIFFERENT 0 0 %
TOTAL 15 100 % SOURCE: UNIDAD EDUCATIVA “LAURA VICUÑA” ELABORATED BY:EDUARDO EZEQUIEL PONGUILLO YAGUAL
GRAPHIC 1
63
YES; 66,7
SOME; 26,7
A LITTLE; 0NO; 6,6
INDIFERENT; 0
ALTERNATIVES
YES SOME A LITTLE NO INDIFERENT
SOURCE: UNIDAD EDUCATIVA “LAURA VICUÑA” ELABORATED BY:EDUARDO EZEQUIEL PONGUILLO YAGUAL
ANALYSIS
ACCORDING TO THE RESULTS IN THE STATEMENT 1, WE CAN OBSERVE THAT MOST
OF THE STUDENTS ANSWERED THAT IT IS DIFFICULT FOR THEM TO MEMORIZE ANY
WORD IN ENGLISH, IT HAPPENS BECAUSE THE TEACHER DOES NOT APPLY THE
CORRECT STRATEGIES AND TECHNIQUES TO IMPART NEW VOCABULARY, FOR THAT
REASON I AM INTRODUCING THIS DIDACTIC MATERIAL IN ORDER TO SUPPLY THE
LACK OF METHODOLOGY IN THEM. ANALYSIS OF RESULTS
SURVEY TO STUDENTS
SAMPLE: 15 STUDENTS COURSE: 10TH STATEMENT 2: THE ENGLISH TEACHER MUST USE AN ADDITIONAL DIDACTIC
MATERIAL TO INCREASE THE VOCABULARY
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
YES 13 86,6 %
SOME 1 6,7 %
A LITTLE 1 6,7 %
NO 0 0 %
INDIFFERENT 0 0 %
TOTAL 15 100 % SOURCE: UNIDAD EDUCATIVA “LAURA VICUÑA” ELABORATED BY:EDUARDO EZEQUIEL PONGUILLO YAGUAL
GRAPHIC 2
64
YES; 86,6
SOME; 6,7A LITTLE; 6,7 NO; 0INDIFERENT; 0
ALTERNATIVES
YES SOME A LITTLE NO INDIFERENT
SOURCE: UNIDAD EDUCATIVA “LAURA VICUÑA” ELABORATED BY:EDUARDO EZEQUIEL PONGUILLO YAGUAL
ANALYSIS
In the statement number 2, most of students agree that the English teacher
must use another didactic material, it happens because they think that the
book given by the government does not contain enough useful information
which allows to develop the listening skill. Besides, the English teacher does
not use technological resources.
ANALYSIS OF RESULTS
SURVEY TO STUDENTS
SAMPLE: 15 STUDENTS COURSE: 10TH STATEMENT 3: YOU CAN WRITE WORDS AND PHRASES IN ENGLISH CORRECTLY
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
YES 3 20 %
SOME 0 0 %
A LITTLE 0 0 %
NO 12 80 %
INDIFFERENT 0 0 %
TOTAL 15 100 % SOURCE: UNIDAD EDUCATIVA “LAURA VICUÑA” ELABORATED BY:EDUARDO EZEQUIEL PONGUILLO YAGUAL
GRAPHIC 3
65
YES; 20
SOME; 0
A LITTLE; 0
NO; 80
INDIFERENT; 0
ALTERNATIVES
YES SOME A LITTLE NO INDIFERENT
Source: Unidad Educativa “Laura Vicuña” Elaborated by:Eduardo Ezequiel Ponguillo Yagual
ANALYSIS
According to the results in the statement 3, students affirm that it is difficult
for them to write words and phrases in English, it happens because they do
not understand what teacher is telling them. For that reason, the purpose of
this project is to help both teachers and students in order to reinforce the
teaching learning process, specially the listening skill.
ANALYSIS OF RESULTS
SURVEY TO STUDENTS
SAMPLE: 15 STUDENTS COURSE: 10TH STATEMENT 4: THE TEACHER USES TECHNOLOGY TO PRACTICE LISTENING SKILL
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PORCENTAGE
YES 2 13,3 %
SOME 0 0 %
A LITTLE 3 20 %
NO 10 66,7 %
INDIFFERENT 0 0 %
TOTAL 15 100 % Source: Unidad Educativa “Laura Vicuña” Elaborated by:Eduardo Ezequiel Ponguillo Yagual
66
GRAPHIC 4
YES; 13,3SOME; 0
A LITTLE; 20
NO; 66,7
INDIFERENT; 0
ALTERNATIVES
YES SOME A LITTLE NO INDIFERENT
Source: Unidad Educativa “Laura Vicuña” Elaborated by:Eduardo Ezequiel Ponguillo Yagual
ANALYSIS
In the statement 4, the results show us that a big percentage of students
agree that the English teacher does not implement in class technological
didactic materials, consequently they do not have any opportunities to
develop the listening skill, knowing that this kind of resource is very
important when teaching a second language.
ANALYSIS OF RESULTS
SURVEY TO STUDENTS
SAMPLE: 15 STUDENTS COURSE: 10TH STATEMENT 5: THE TEACHER USES MOTIVATIONAL TECHNIQUES TO PROMOTE
THE LISTENING SKILL
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
YES 7 46,7 %
SOME 0 0 %
A LITTLE 0 0 %
NO 8 53,3 %
INDIFFERENT 0 0 %
TOTAL 15 100 % Source: Unidad Educativa “Laura Vicuña” Elaborated by:Eduardo Ezequiel Ponguillo Yagual
67
GRAPHIC 5
YES; 46,7
SOME; 0
A LITTLE; 0
NO; 53,3
INDIFERENT; 0
ALTERNATIVES
YES SOME A LITTLE NO INDIFERENT
Source: Unidad Educativa “Laura Vicuña” Elaborated by:Eduardo Ezequiel Ponguillo Yagual
ANALYSIS
According to the results in the statement 5 the answers are divided, because
almost the half of the students, it means the 53,3% of affirm affirm that the
teacher does not promote the listening skill. On the other hand, the 46,7%
of them answered the opposite. Teacher has to take into account students`
opinion and use techniques of motivation.
ANALYSIS OF RESULTS
SURVEY TO STUDENTS SAMPLE: 15 STUDENTS COURSE: 10TH STATEMENT 6: THE TEACHER MUST SPEAK ONLY IN ENGLISH LANGUAGE DURING
THE CLASS. CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
YES 15 100 %
SOME 0 0 %
A LITTLE 0 0 %
NO 0 0 %
INDIFFERENT 0 0 %
TOTAL 15 100 %
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Source: Unidad Educativa “Laura Vicuña” Elaborated by:Eduardo Ezequiel Ponguillo Yagual
GRAPHIC 6
YES; 100
SOME; 0A LITTLE; 0
NO; 0INDIFERENT; 0
ALTERNATIVES
YES SOME A LITTLE NO INDIFERENT
Source: Unidad Educativa “Laura Vicuña” Elaborated by:Eduardo Ezequiel Ponguillo Yagual
ANALYSIS
According to the results in this statement the whole of the students want that
the teacher speaks in English when imparting the English classes, because
I assume they need to practice with the example and the only one who has
to do it is the him.
ANALYSIS OF RESULTS
SURVEY TO STUDENTS SAMPLE: 15 STUDENTS COURSE: 10TH STATEMENT 7: YOU LEARN NEW ENGLISH WORDS EVERYDAY
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
YES 5 33,3 %
SOME 0 0 %
A LITTLE 1 6,7 %
NO 9 60%
INDIFFERENT 0 0 %
TOTAL 15 100 % Source: Unidad Educativa “Laura Vicuña” Elaborated by:Eduardo Ezequiel Ponguillo Yagual
69
GRAPHIC 7
YES; 33,3
SOME; 0
A LITTLE; 6,7NO; 60% INDIFERENT; 0
ALTERNATIVES
YES SOME A LITTLE NO INDIFERENT
ANALYSIS:
According to the results in this statement, 60% of students affirm they do
not learn new words every day, it represents a high range of the whole of
them impacting in a bad way in the acquisition of the new knowledge. The
present project that I am introducing will help to awake the interest and
motivation not only in students but also for the English teacher.
ANALYSIS OF RESULTS
SURVEY TO STUDENTS
SAMPLE: 15 STUDENTS COURSE: 10TH STATEMENT 8: YOU CAN UNDERSTAND WHEN YOU LISTEN TO YOUR TEACHER
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
YES 13 86,7 %
SOME 0 0 %
A LITTLE 2 13,3 %
NO 0 0 %
INDIFFERENT 0 0 %
TOTAL 15 100 % Source: Unidad Educativa “Laura Vicuña” Elaborated by:Eduardo Ezequiel Ponguillo Yagual
70
GRAPHIC 8
YES; 86,7
SOME; 0A LITTLE; 13,3
NO; 0 INDIFERENT; 0
ALTERNATIVES
YES SOME A LITTLE NO INDIFERENT
ANALYSIS
In the statement 8, almost the most of the students answered that they need
to learn more vocabulary, because it will help to understand what they read
and listen to. For that reason, in the present proposal there are a plenty of
useful information that will allow them to strengthen the different skills that
contains the English language.
ANALYSIS OF RESULTS
SURVEY TO STUDENTS SAMPLE: 15 STUDENTS COURSE: 10TH STATEMENT 9: YOU WILL LEARN MORE ENGLISH USING THIS DIDACTIC MATERIAL
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
YES 15 100 %
SOME 0 0 %
A LITTLE 0 0 %
NO 0 0 %
INDIFFERENT 0 0 %
TOTAL 15 100 % Source: Unidad Educativa “Laura Vicuña” Elaborated by:Eduardo Ezequiel Ponguillo Yagual
71
GRAPHIC 9
YES; 100
SOME; 0 A LITTLE; 0NO; 0 INDIFERENT; 0
ALTERNATIVES
YES SOME A LITTLE NO INDIFERENT
Source: Unidad Educativa “Laura Vicuña” Elaborated by:Eduardo Ezequiel Ponguillo Yagual
ANALYSIS
The results in this statement show us that students have the willingness to
use an additional didactic material that reinforce the English learning. They
are aware that it is necessary because they have not learnt enough English
in order to communicate with others.
ANALYSIS OF RESULTS
SURVEY TO STUDENTS
SAMPLE: 15 STUDENTS COURSE: 10TH STATEMENT 10: YOU WANT TO DEVELOP THE LISTENING SKILL WITH LUDIC
ACTIVITIES
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
YES 13 86,7 %
SOME 2 13,3 %
A LITTLE 0 0 %
NO 0 0 %
INDIFFERENT 0 0 %
TOTAL 15 100 % Source: Unidad Educativa “Laura Vicuña” Elaborated by:Eduardo Ezequiel Ponguillo Yagual
72
GRAPHIC 10
YES; 86,7
SOME; 13,3A LITTLE; 0NO; 0
INDIFERENT; 0
ALTERNATIVES
YES SOME A LITTLE NO INDIFERENT
ANALYSIS
According to the results 86,7 % of students want that the teacher puts in
practice another methodology for imparting English classes. It happens
because they realized that the this language is very important either
academic life or personal life.
CONCLUSIONS AND RECOMENDATIONS
CONCLUSIONS
The students were very happy and agree with the application of this booklet.
They were sure that the results will be successfully at the moment to apply
it.
The students will learn the importance of vocabulary at the moment to learn
English.
The students will be beneficiated with the application of this supporting
material and will wake up the interest for the English language.
The students will understand what is the important to learn English and what
are the benefit and the advantage when they learn it.
73
With this proposal they could understand better and faster a reading, a
sentences, a phrase or a command that other person told them.
They will have facility and more fluency when they speak English or want to
answer a question fastly.
They could translate and to interpret a short or long sentences in class or in
other moment.
They will be sure and convinced that are trained to start a dialogue or a
short conversation in English.
The students showed interest about this booklet focused in the vocabulary.
The use of this booklet with the cd will motive to learn English of a best way.
RECOMENDATIONS
The teacher should to promote the interest in use new words.
The teacher should to use pictures with words or useful phrases in the
foreign language
The teacher should apply interactive games like resources to learn
vocabulary
The teacher should to motivate the students with interesting didactic
materials.
The teacher should to apply more listening exercises to strengthen these
skills.
The teacher should to prepare the class for to it isn’t boring.
74
The teacher should to use comprehension Reading to develop the listening
skill.
The teacher should to correct the writing and pronunciation of new words.
The teacher should to promote the importance about the vocabulary for the
express.
The teacher should to make shorts dialogues between the students where
they can to apply new words learned.
CHAPTER IV
THE PROPOSAL
DESIGN OF A BOOKLET WITH INTERACTIVE EXERCISES OF
VOCABULARY IN ORDER TO DEVELOP
THE LISTENING SKILLS
JUSTIFICATION
The most efficient way of learning one language, is the verbal exchange of
ideas: listening and speaking; at the time in which a person maintains
dialogues, from simple to complicated interview conversations, we can say
that it has begun to handle a language. One of the main problems evidenced
75
in the development of pedagogical activities in the area of foreign language,
is the little application of strategies that develop the listening skill. Usually
teachers focus their English classes only on spelling and grammatical
aspects, taking into consideration structures of sentences and verbal forms
written on the development of speech and the hearing. In the Unidad
Educativa Laura Vicuña, it has could demonstrate a serious flaw in the
listening in students and is has attained identify that it is cause of different
factors:
First of all, the technological resources such as speakers, record players,
etc. are not used correctly in order to develop the different skills properly.
Despite the institution has an English laboratory in which each student has
an individual cubicle with personal headphones, it is not taken advantage
neither teachers nor students, since they only work with the cd that contains
the English book given by the government, but it is not the useful enough or
simply does not contain necessary information that allow to develop the
listening skill.
The classes only focus mainly in control the writing either grammar or
spelling, and not in the development of dialogues and conversations that
generates a fluency in speaking and listening skill.
Do not use strategies that mix vocabulary with listening techniques, for that
reason students do not pronounce new words properly.
Taking into consideration the points mentioned above, it can be considered
the importance of implementing appropriate strategies that facilitate the
work of the teacher providing applicable tools in the classroom and allow
students to develop their skills properly.
76
This project seeks to ensure that students will be able to maintain simple
dialogues fluently, increasing their vocabulary so that, once aimed, they can
gradually increase the difficulty level.
OBJECTIVES
GENERAL
To introduce a booklet with interactive exercises of vocabulary to
develop the listening skills in students of tenth year of basic
education at Laura Vicuña Public High School.
SPECIFICS
To demonstrate the usefulness of the booklet through the
development of practical exercises which will be used as an
additional didactic material in the teaching learning process.
To improve the confidence of the students at the time to pronounce
everyday expressions in the English language.
To evaluate students after the application of the booklet in order to
affirm whether it has been useful for the development of the listening
skill.
FEASIBILITY
The development of this proposal was feasible taking into account some
aspects that were considered important for the elaboration of it. It was
supported by the whole educational community. such as authorities, who
always collaborated and demonstrated interest when the booklet was
applied. As well as the students` parents who trusted unconditionally with
the introducing of this project. Finally the students who accepted and
77
collaborated in its application. Also I had the economical resources for
getting it.
DESCRIPTION OF THE PROPOSAL
Currently, the methodological strategies have changed considerably due to
the constant requirements that the society presents to the education.
The constructivism models guide teachers to generate and create a
meaningful learning in students. According that currents it is achieved only
when the activities in class are practicals and the teacher lets that students
construct their own knowledge.
The content of this proposal is very useful and entertained, which both
teachers and students will demonstrate their potential.
Legal Aspect
Legal aspect: The constitutional law, official registry # 298, section third
of the functioning of Higher Education institutions.
Art. 144 Digitalized Thesis.- All the institutions of Higher Education must
deliver the thesis that are elaborated previous to obtain their university
degree, in digitalized format in order to be integrated to the National
Information System of Higher Education for its public spreading,
respecting the author´s rights.
Pedagogical Aspect
With entertained and dynamic activities, the students will demonstrate
their interest for the English classes. The pedagogical tools, ludic
activities, and interactions between students and teacher will be the
strategies and techniques that will be used to impart the new academic
content in an efficient way.
Is very important that teachers follow the new pedagogical trends since
they are giving positive results in the teaching learning process.
78
Sociological Aspect
In all educational process is very important to know the students
backgrounds, such as social conditions, parents status, etc. Knowing
these aspects will depend of the effectiveness of the teaching learning
process.
Many students go to class carrying on their shoulders problems that do
not let them to develop any class. It happens because they feel
responsible for parents matters.
In educational field, it is often said that the mood of the students influence
a lot in the acquisition of a new knowledge, because they are not able to
acquire and retain new information, for that reason is very important that
teachers apply empathy in order to know students problems thus to use
the correct strategies they can transmit the new information correctly.
Psychological Aspect
We considered during the demonstrative classes the behavior of the
student according to their ages, religion, social and family environment.
Considering the different situations, the teacher must apply the
appropriate psychological techniques, since students will not be able to
receive new information correctly.
Beneficiaries
The main beneficiaries with the application of this proposal will be the
students, since they will be able to develop their knowledge for this
language and the grades will also increase for the English subject which
will see reflected at the end of the school year. In the same way, parents
will feel proud of their sons and daughters because they know that English
79
language gives more opportunities both academic life and personal life.
Finally, the authorities of this institution will feel satisfied with the scholar
achievement because they know that the prestige of it will be taken into
account by administrators.
Social Impact
After the application of this booklet, I could realize that it will work as an
very useful didactic tool, not only for students but also teachers, because
it will help to reinforce the academic content given by educators. Besides,
it can be used for new generations since the content goes forward from
its expectations.
Conclusion
With the elaboration, develop, and application of this project, it may
concludes that the English language as a subject is going to be taken into
consideration more than before, since students will know that the real
importance that this language represents all over the world either academic
or cultural aspect. The teaching learning process will change considerably
because it will awake the interest of the students giving new techniques and
strategies that will keep them motivated with anxious to be more
participative in class.
I feel very satisfied and proud about this investigation because I have
contributed for the improvement of the teaching leaning process of the
English language in our country.
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vocabulary: A longitudinal study. Language Learning 1998; 48, 281-317.
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in Dutch L1 and L2 Children. In P. Bogaards and B. Laufer (Eds.), Vocabulary in a second language. Amsterdam: John Benjamins; 2004, pp.173-189.
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DIDACTIC
GUIDE
AUTHOR: EDUARDO EZEQUIEL PONGUILLO YAGUAL
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ANIMALS
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MONTHS OF THE YEAR
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DAYS OF THE WEEK
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ANIMALS
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ANNEXE 1
DOCUMENTS
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FACULTAD DE FILOSOFÍA ESCUELA/CARRERA LENGUAS Y LINGUISTICA
UNIDAD DE TITULACIÓN
CERTIFICADO PORCENTAJE DE SIMILITUD
Habiendo sido nombrado MSc. LARRY TORRES VIVAR, tutor del trabajo de titulación certifico que el
presente trabajo de titulación ha sido elaborado por EDUARDO EZEQUIEL PONGUILLO YAGUAL, C.C.
0927371534, con mi respectiva supervisión como requerimiento parcial para la obtención del título
de LICENICADO EN CIENCIAS DE LA EDUCACIÓN MENCIÓN LENGUA INGLES Y LINGÜÍSTICA.
Se informa que el trabajo de titulación: “THE IMPORTANCE OF VOCABULARY IN THE DEVELOPMENT
OF THE LISTENING SKILLS. PROPOSAL: DESING OF A BOOKLET WITH PRACTICE EXSERCISES IN ORDER
TO DEVELOP THE LISTENING SKILLS”, ha sido orientado durante todo el periodo de ejecución en el
programa anti-plagio URKUND, quedando el nueve (9) % de coincidencia.
MSc. LARRY TORRES VIVAR
C.I. 0913004347
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ANNEXE 2
PICTURES
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AT THE EDUCATIONAL INSTITUTION
APPLYING THE INTERVIEW WITH THE ENGLISH TEACHER
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APPLYING THE SURVEY WITH STUDENTS
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WITH MY PROJECT´S ADVISOR
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