Upload
others
View
3
Download
0
Embed Size (px)
Citation preview
UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY AND SCIENCES OF EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
PRESENCIAL HIGHER EDUCATION SYSTEM
UNIVERSITY CENTER: MATRIX GUAYAQUIL
EDUCATIONAL PROJECT
EDUCATIVE PROJECT PREVIOUS TO OBTAINING THE BACHELOR'S
DEGREE IN ENGLISH LANGUAGE
TOPIC
INCIDENCE OF THE USE OF INTONATION IN THE DEVELOPMENT OF
THE ENGLISH ORAL PRODUCTION
PROPOSAL
DESIGN A CD WITH ITS RESPECTIVE BOOKLET WITH INTONATION
ACTIVITIES FOR THE DEVELOPMENT OF ENGLISH
AUTHORS: LUCAS ANGULO MARÍA GORETTI
SILVA ALCÍVAR LUIS ORLANDO
ADVISOR: MSc. LIZMARY FERIZ OTAÑO
GUAYAQUIL, SEPTIEMBRE DEL 2017
ii
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY AND SCIENCES OF EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
PRESENCIAL HIGHER EDUCATION SYSTEM
UNIVERSITY CENTER: MATRIX GUAYAQUIL
AUTHORITIES
MSc. Silvia Moy-Sang Castro MSc. Wilson Romero Dávila DECANO SUBDECANO MSc. Alfonso Sánchez Ávila Ab. Sebastián Cadena Alvarado DIRECTOR SECRETARIO GENERAL
iii
MSc
SILVIA MOY-SANG CASTRO, Arq.
DECANA DE LA FACULTAD DE FILOSOFÍA
LETRAS Y CIENCIAS DE LA EDUCACIÓN
CIUDAD.-
De mis consideraciones:
En virtud que las autoridades de la Facultad de Filosofía, Letras y Ciencias
de la Educación me designaron Consultora Académica de Proyectos
Educativos de Licenciatura en Ciencias de la Educación, Mención: Inglés,
el día 02 de Agosto del 2017.
Tengo a bien informar lo siguiente:
Que las integrantes Lucas Angulo María Goretti con C. I: 0920635422 Silva
Alcívar Luis Orlando con C.I: 0918077777 diseñaron el proyecto educativo
con el Tema: Incidence of the use of intonation in the development of the
English oral production.
Propuesta: Design a Cd with its respective booklet with intonation activities
for the development of English.
El mismo que ha cumplido con las directrices y recomendaciones dadas
por la suscrita.
Las participantes satisfactoriamente han ejecutado las diferentes etapas
constitutivas del proyecto, por lo expuesto se procede a la APROBACIÓN
del proyecto, y pone a vuestra consideración el informe de rigor para los
efectos legales correspondiente.
Atentamente
__________________________ MSc. Lizmary Feriz Otaño Consultora Académica
iv
Guayaquil, Septiembre de 2017 MSc SILVIA MOY-SANG CASTRO, Arq. DECANO DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN Ciudad.- Para los fines legales pertinentes comunico a usted que los derechos
intelectuales del proyecto educativo con el Tema: Incidence of the use of
intonation in the development of the English oral production.
Propuesta: Design a Cd with its respective booklet with intonation activities
for the development of English.
Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.
Atentamente,
___________________________ _________________________
LUCAS ANGULO MARÍA SILVA ALCÍVAR LUIS
C.I: 0920635422 C.I: 0918077777
v
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY AND SCIENCES OF EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
PRESENCIAL HIGHER EDUCATION SYSTEM
UNIVERSITY CENTER: MATRIX GUAYAQUIL
PROJECT
TOPIC: INCIDENCE OF THE USE OF INTONATION IN THE
DEVELOPMENT OF THE ENGLISH ORAL PRODUCTION.
DESIGN A CD WITH ITS RESPECTIVE BOOKLET WITH INTONATION
ACTIVITIES FOR THE DEVELOPMENT OF ENGLISH
APROBADO
……………………………… Tribunal No 1
……………………… ……………………… Tribunal No 2 Tribunal No 3 ------------------------------------------- ---------------------------------------------- LUCAS ANGULO MARÍA SILVA ALCÍVAR LUIS
C.I 0920635422 C.I 0918077777
vi
EL TRIBUNAL EXAMINADOR OTORGA
AL PRESENTE TRABAJO
LA CALIFICACIÓN DE: ______________
EQUIVALENTE A: ______________
TRIBUNAL
______________ ______________
______________
vii
DEDICATION
To God due to the fact that without his wisdom and enlightenment,
this resect project would not have been carried out. He is the source of
our knowledge and fundamental base in all projects of our life.
To our daughters since we wish in the future to be a source of
inspiration and improvement in their lives. We want to show them that in
this life everything can be carried out with faith and dedication.
To our dear parents siblings and couple who were a great support
from the beginning of our lives and careers since they always gave us
unconditional support.
LUCAS ANGULO MARIA GORETTI
SILVA ALCÍVAR LUIS ORLANDO
viii
ACKNOWLEDGEMENTS
To God for giving us the wisdom necessary to carry out all our
projects.
To our family to support us from the most difficult moments until
today which culminates a facet in our life.
To our teachers who have trained us from beginning of our
studies to the last moment of our career, especially to our dear advisor
who also was our teacher, a deep thank to her for always helping us with
her advices and sharing her wisdom with us.
LUCAS ANGULO MARIA GORETTI
SILVA ALCÍVAR LUIS ORLANDO
REPOSITORY NATIONAL IN SCIENCE AND TECHNOLOGY
THESIS REGISTRATION FORM
TITLE Y SUBTITLE:
Incidence of the use of intonation in the development of the English oral production. Design
a Cd with its respective booklet with intonation activities for the development of English.
AUTHOR/S: Lucas Angulo María & Silva Alcívar Luis Orlando
ADVISOR: MSc. Lizmary Feriz Otaño
REVIEWERS:
INSTITUTION:
UNIVERSIDAD OF GUAYAQUIL
FACULTY: Faculty of Philosophy, and Sciences of
Education
CAREER: Languages and Linguistics
DATE OF PUBLISHING: NUMBER OF PAGES: 122
TITLE OBTAINED: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa y
Lingüística
THEMED AREAS:
English Languages
KEYWORDS: Intonation – oral production – system of activity
ABSTRACT:
This research project took place in the city of Guayaquil with the students of First Year
Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High School, where was
presented the educational problem in which the deficiency of oral production was observed
in the students when they made activities using an incorrect intonation in the second
language, and one of the causes is due to the lack of appropriate material related to
intonation. In this investigation, was implemented a field and bibliographic research. This was
explained in the theoretical framework which contains information about the variables studied.
The methodological approach of this research is of mixed character, it can be said that it has
a quantitative and qualitative approach. This is also descriptive, explanatory and purposeful
research. The interview, the observation guide, and the survey were the instruments of
investigation applied to the teacher and students to corroborate information about the
deficiency that students have in oral expression. These results were showed in the survey
performed to the students. For this reason, this proposal is important because the design of
a Cd with its respective booklet with intonation activities will develop the oral expression of
the students and it will improve their ability to use intonation effectively and fluently in English.
REGISTRATION NUMBER (in
database):
CLASSIFICATION NUMBER:
DIRECTION URL (thesis on the web):
ATTACHED PDF: YES
NOT
CONTACTING WITH
AUTHOR/S
Lucas Angulo María Goretti
Silva Alcívar Luis Orlando
Telephone:
0920635422
0918077777
E-mail:
CONTACTING IN THE
INSTITUTION:
Name: Secretariat of the School of Languages and
Linguistics
Telephone: (04)2294888 Ext. 123
E-mail: [email protected]
X
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: Incidencia del uso de la entonación en el desarrollo de la producción oral
Inglés. Diseño de un Cd con su respectivo folleto con actividades de entonación para el desarrollo
de Inglés.
AUTOR/ES: Lucas Angulo María
& Silva Alcívar Luis Orlando
TUTOR: MSc. Lizmary Feriz Otaño
REVISORES:
INSTITUCIÓN:
UNIVERSIDAD DE GUAYAQUIL
FACULTAD: Facultad de Filosofía, Letras y Ciencias de la
Educación
CARRERA: Lenguas y Lingüística
FECHA DE PUBLICACIÓN: No. DE PÁGES: 122
TÍTULO OBTENIDO: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa y
Lingüística
ÁREAS TEMÁTICAS:
Lengua Inglesa
PALABRAS CLAVE:
Entonación, producción oral, sistema de actividades.
RESUMEN:
Este proyecto tomó lugar en la ciudad de Guayaquil con los estudiantes de Primer año de
Bachillerato sección “C” del colegio “Dr. Francisco Huerta Rendón” donde fue presentado el
problema educacional, en el cual la deficiencia de la producción oral fue observado en os
estudiantes cuando ellos hacían actividades usando una incorrecta entonación en el segundo
idioma, y una de las causas es debido a la falta de un material apropiado relacionado con la
entonación. En esta investigación, fue implementada una investigación bibliográfica y de campo.
Esto fue explicado en el marco teórico, el cual contiene información acerca de las variables
estudiadas. El diseño metodológico de esta investigación es de carácter mixto, se puede decir que
es cuantitativo y cualitativo. Esto es también una investigación descriptiva, explicativa y
propositiva. La entrevista, la guía de observación y la encuesta fueron los instrumentos de
investigación aplicados al docente y a los estudiantes para corroborar información acerca de la
deficiencia que los estudiantes tienen en la expresión oral. Esos resultados fueron mostrados en
la encuesta realizada a los estudiantes. Por esta razón, esta propuesta es importante porque el
diseño de un Cd con su respectivo folleto con actividades de entonación desarrollará la expresión
oral de los estudiantes y esto mejorará su habilidad para usar la entonación de una manera fluida
y efectiva en inglés.
No. DE REGISTRO (en base de
datos): No. DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO PDF: SI
NO
CONTACTO CON
AUTOR/ES
Lucas Angulo María Goretti
Silva Alcívar Luis Orlando
Teléfono:
0920635422
0918077777
E-mail:
CONTACTO EN LA
INSTITUCIÓN: Nombre: Secretaría de la Escuela de Lenguas y Lingüística
Teléfono: (04)2294888 Ext. 123
E-mail: [email protected]
X
ix
GENERAL INDEX
PRELIMINARIES
Front Page……………………………………………………………………………….i
Directives……………………………………………………………………………..…ii
Approval of the project letter………………………………………………………….iii
Intellectual rights letter……………………………………………………………...…iv
Approval of the court…………………………………………………………………...v
Qualification of the court………………………………………………………………vi
Dedication……………………………………………………………………………..vii
Acknowledgments……………………………………………………………………viii
Repository National in Science and Technology in English
Repository National in Science and Technology in Spanish
General Index………………………………………………………………………….ix
Charts Index……….…………………………………………………………………..xii
Graphics Index……………………………………………………………………….xiv
Abstract...……………………………………………………………………………..xvi
Introduction..……………………………………………………………………………1
CHAPTER I
THE PROBLEM
Location of the problem……………………………………………………………….3
Context of the investigation...………………………………………………………....4
Problem of the investigation……………………………………………………….….5
Conflict situation…………………………………………………………………….....5
Scientific fact ...…………………………………………...……………………………6
Causes………………………………………………………………………………….6
x
Formulation of the problem…...………………………………………………………7
Objectives………………………………………………………………………………7
General objective………………………………………………………………………7
Specific objectives……………………………………………………………………..7
Questions of the investigation………………………………………….……………..8
Justification……………………………………………………………………………..8
CHAPTER II
THEORETICAL FRAMEWORK
Background………………………………………………………………………...…11
Theoretical Foundations……………………………………………………………..12
Epistemological Foundation…………………………………………………………12
Philosophical Foundation……………………………………………………………24
Psychological Foundation…………………………………………………………...25
Sociological Foundation……………………………………………………………..26
Pedagogical Foundation……………………………………………………………..27
Linguistic Foundation………………………………………………………………...29
Legal Foundation……………………………………………………………………..31
CHAPTER III
METHODOLOGY, PROCESS, ANALYSIS AND RESULTS DISCUSSION
Methodological design……………………………………………………………….34
Types of research…………………………………………………………………….34
Population and sample………………………………………………………………35
Variables operationalization chart…………………………………………………..36
Research methods…………………………………………………….……………..37
Instruments of investigation…………………………………………………………39
Analysis and interpretation of results……………………………………………….40
xi
Observation analysis……….………………………………………………………..40
Interview analysis…………………………………………………………………….40
Survey analysis….……………………………………………………………………41
Chi Square Test………………………………………………………………………59
Correlation of variables test………………………………………………………….60
Triangulation of results……………………………………………………………….61
Conclusions……………………………………………………………………….…..61
Recommendations…………………………………………………………...………62
CHAPTER IV
THE PROPOSAL
Title…………………………………………………………………………………….63
Justification……………………………………………………………………………63
Objectives……………………………………………………………………………..63
General objective...…………………………………………………………………..63
Specific objectives……………………………………………………………………63
Theoretical Aspects…………………………………………………………………..64
Feasibility of its application…………………………………………………………..67
Description…………………………………………………………………………….68
Conclusions…………………………………………………………………………...68
REFERENCES……………………………………………………………………….70
BIBLIOGRAPHY……………………………………………………………………..73
ANNEX I
Letter of approval of the academic consultant
Letter of acceptation of the Educational Establishment
ANNEX II
xii
Screen capture
ANNEX III
Photographic Evidences
ANNEX IV
Instruments of Investigation
xiii
CHARTS INDEX
Chart N° 1……………………………………………………………………………..36
Distributive of the population and sample
Chart N° 2……………………………………………………………………………..36
Variables operationalization chart
Chart N° 3……………………………………………………………………………..44
It is important to develop my speaking skills in English language
Chart N° 4……………………………………………………………………………..45
I try to communicate in English when I have doubts in class
Chart N° 5……………………………………………………………………………..46
I have problems when I want to express myself in English
Chart N° 6……………………………………………………………………………..47
I consider that I have a proper speaking skill level in English language according
my academic level
Chart N° 7……………………………………………………………………………..48
I feel motivated to communicate in English when the teacher starts the class
Chart N° 8……………………………………………………………………………..49
The teacher performs speaking activities in class
Chart N° 9…..…………………………………………………………………………50
I consider the speaking activities we do in class interesting
Chart N° 10……………………………………………………………………………51
It is important the use of the appropriate intonation when speaking
Chart N° 11……………………………………………………………………………52
I know how to use intonation to improve my speaking skill in the English language
Chart N° 12……………………………………………………………………………53
I understand and answer questions according to my oral expression level in
English language
Chart N° 13……………………………………………………………………………54
I apply intonation when I participate in oral activities
Chart N° 14……………………………………………………………………………55
xiv
A system of activities based on intonation exercises will help me to improve my
oral expression level
Chart N° 15……………………………………………………………………………56
The correct use of intonation helps in the development of a good communication
in the English language
Chart N° 16……………………………………………………………………………57
It is necessary to apply new exercises at the moment of developing speaking
activities in the class
Chart N° 17……………………………………………………………………………58
Practice using intonation activities are a good ways to develop the oral expression
in English language
Chart N° 18……………………………………………………………………………59
Chi Square Test
Chart N° 19……………………………………………………………………………59
Results of the Chi Square Test
xv
GRAPHICS INDEX
Graphic N° 1……………………………………………………………………….....44
It is important to develop my speaking skills in English language
Graphic N° 2……………………………………………………………………….....45
I try to communicate in English when I have doubts in class
Graphic N° 3……………………………………………………………………….....46
I have problems when I want to express myself in English
Graphic N° 4……………………………………………………………………….....47
I consider that I have a proper speaking skill level in English language according
my academic level
Graphic N° 5……………………………………………………………………….....48
I feel motivated to communicate in English when the teacher starts the class
Graphic N° 6……………………………………………………………………….....49
The teacher performs speaking activities in class
Graphic N° 7……………………………………………………………………….....50
I consider the speaking activities we do in class interesting
Graphic N° 8……………………………………………………………………….....51
It is important the use of the appropriate intonation when speaking
Graphic N° 9……………………………………………………………………….....52
I know how to use intonation to improve my speaking skill in the English language
Graphic N° 10………………………………………………………………………...53
I understand and answer questions according to my oral expression level in
English language
Graphic N° 11………………………………………………………………………...54
I apply intonation when I participate in oral activities
Graphic N° 12………………………………………………………………………...55
A system of activities based on intonation exercises will help me to improve my
oral expression level
Graphic N° 13………………………………………………………………………...56
The correct use of intonation helps in the development of a good communication
in the English language
xvi
Graphic N° 14………………………………………………………………………...57
It is necessary to apply new exercises at the moment of developing speaking
activities in the class
Graphic N° 15………………………………………………………………………...58
Practice using intonation activities are a good ways to develop the oral expression
in English language
Graphic N° 16………………………………………………………………………...60
Results of the Chi Square Test
xvii
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY AND SCIENCES OF EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS PRESENCIAL HIGHER EDUCATION SYSTEM
ABSTRACT
This research project took place in the city of Guayaquil with the students of First
Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High School,
where was presented the educational problem in which the deficiency of oral
production was observed in the students when they made activities using an
incorrect intonation in the second language, and one of the causes is due to the
lack of appropriate material related to intonation. In this investigation, was
implemented a field and bibliographic research. This was explained in the
theoretical framework which contains information about the variables studied.
The methodological approach of this research is of mixed character, it can be
said that it has a quantitative and qualitative approach. This is also descriptive,
explanatory and purposeful research. The interview, the observation guide, and
the survey were the instruments of investigation applied to the teacher and
students to corroborate information about the deficiency that students have in
oral expression. These results were showed in the survey performed to the
students. For this reason, this proposal is important because the design of a Cd
with its respective booklet with intonation activities will develop the oral
expression of the students and it will improve their ability to use intonation
effectively and fluently in English.
KEYWORDS: Intonation – oral production – system of activity
xviii
UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACIÒN.
SISTEMA DE EDUCACIÒN PRESENCIAL ESPECIALIZACIÒN LENGUAS Y LINGUISTICA
RESUMEN
Este proyecto tomó lugar en la ciudad de Guayaquil con los estudiantes de
Primer año de Bachillerato sección “C” del colegio “Dr. Francisco Huerta Rendón”
donde fue presentado el problema educacional, en el cual la deficiencia de la
producción oral fue observado en os estudiantes cuando ellos hacían actividades
usando una incorrecta entonación en el segundo idioma, y una de las causas es
debido a la falta de un material apropiado relacionado con la entonación. En esta
investigación, fue implementada una investigación bibliográfica y de campo. Esto
fue explicado en el marco teórico, el cual contiene información acerca de las
variables estudiadas. El diseño metodológico de esta investigación es de
carácter mixto, se puede decir que es cuantitativo y cualitativo. Esto es también
una investigación descriptiva, explicativa y propositiva. La entrevista, la guía de
observación y la encuesta fueron los instrumentos de investigación aplicados al
docente y a los estudiantes para corroborar información acerca de la deficiencia
que los estudiantes tienen en la expresión oral. Esos resultados fueron
mostrados en la encuesta realizada a los estudiantes. Por esta razón, esta
propuesta es importante porque el diseño de un Cd con su respectivo folleto con
actividades de entonación desarrollará la expresión oral de los estudiantes y esto
mejorará su habilidad para usar la entonación de una manera fluida y efectiva en
inglés.
PALABRAS RELEVANTES: Entonación, producción oral, sistema de actividades.
1
INTRODUCTION
Ecuador is a country which has established as its priority main an excellent
education for its population, starting with the high quality infrastructure as well as
the teaching for students, such as it is mentioned in The National Good Living
Plan´s which its objective is to improve the education nationwide in each learner,
besides the students should strengthen their capacities and potentialities as their
right for improvement in the social aspect and culturally as well, through everyday
life and a formal education for the benefit of every student in the country.
The principal objective of this research is determine the Incidence of the
use of intonation in the development of the English oral production, for this reason
it is important to value the correct use of intonation, to improve speaking and
finally design a Cd with its respective booklet with intonation activities for the
development of English for students, this research project is focused on solving
a problem and to make a proposal for the public educative sector in order to
improve the oral production.
Educational problems exist in the high school selected but the most
evident is on the students of First Year Baccalaureate in the speaking skill since
that their learning is not adequate in English classes, they have many difficulties
to use intonation on asking and answering questions, to develop some
information in a speech or justifying the response, as well as the lack of activities
and techniques to develop this skill in the correct way.
At the hour of learning a new language, one of the most difficult thing is to
be able to speak and understand a dialogue in real time, also this investigation
has the purpose of developing this, since that speaking has many benefits to
human beings due to the fact that it helps in the communication with other into
the society.
For that reason, it is important to develop oral expression because it helps
learners to have a better relationship with people due to the cultural value that
they learn through the different people who surrounded them. For this research
project, different bibliographic sources were used in the theoretical framework
2
which support the importance of the intonation to improve the speaking skill since
that many authors assured that the intonation is the best way to introduce, learn
and improve a second language.
The methodological design of this research project is mixed because it has
a quantitative and qualitative approach. It also was used the descriptive and
exploratory research which through the application of the different instruments of
investigation such as the observation, interview and survey showed the
deficiencies and the problems exist in the institution. The following paragraphs
describe the chapters in which this research project is conformed:
Chapter I: The problem .- It contains context of the investigation, research
problem, conflict situation, scientific fact, causes, formulation of the problem,
objectives, general objective, specific objectives, inquiry research, and
justification.
Chapter II: Theoretical framework. – It describes the background,
philosophical, psychological, sociological, pedagogical, linguistic and legal
foundations.
Chapter III: Methodology, process, analysis and results discussion.-
It contains the methodological design, types of research, variables
operationalization chart, the population, sample, investigation methods,
techniques and the analysis and interpretation of the results applied to the
teacher and students, as well as, conclusion and recommendations.
Chapter IV: The proposal. - It details the title of the proposal, justification,
objectives, theoretical aspects, description, feasibility of its application and
conclusions about the proposal presented.
3
CHAPTER I
THE PROBLEM
CONTEXT OF THE INVESTIGATION
This honorable educative institution is part of Faculty of Philosophy,
Letters and Sciences of Education in University of Guayaquil It was created
on May, 1971 with the aim of becoming a teaching laboratory where future
teachers could make their teaching practices.
The first director of this educative establishment was Engineer
Oswaldo Ayala Nuñez and it started its first school year during school period
1971 - 1972 with 265 students, two sections during the morning and
afternoon and with three courses which were Eighth, Ninth, and Tenth Year
of General Basic Education. At the present time, this public high school is
under the direction of MSc. José Albán Sánchez and it is located in North
of Guayaquil, belonging to District 06, zone 8, circuit 09D06C05.
Moreover, it can be mentioned that the educational establishment
does not have complete equipment for use of the English area. The English
laboratory also functions as a computer science laboratory therefore,
students cannot use it to develop and improve their second language. They
do not have a place in the institution where they can read or get information
based on speaking tips or how to improve their intonation in a second
language.
Another fact can be mentioned is that teachers expressed that they
lack updated professional development courses in order to update the way
of intonation teaching. The teachers express they require some preparation
since they do not have any kind of professional development courses in
which they can learn correct methodologies to improve learning techniques
or learning skills.
4
On the other hand, the material is not appropriate for the
development of the intonation in oral expressions which affect learning of
the students and it is a reason why learners cannot improve the level of
English which they have to do.
In the same way, there are around forty five students in each
classroom, as a result classes are very large, and this causes the teachers
have a problem when they try to provide feedback on intonation to the
student, in special when they participate orally.
PROBLEM OF THE INVESTIGATION
CONFLICT SITUATION
Some years ago, students at Dr. Francisco Huerta Rendón Public
High School did not receive any English classes as there was a very high
discipline problem in the institution. The teachers could not control their
students inside the classrooms, especially during English classes, in this
time they just left and student did not learn anything.
Moreover, they learned very little, what they understood was not
enough. This caused bored and they get good grades in the subject thus
some students lost the interest English. Many of them were not able to
understand activities, which was also increase by the lack of the class
management by the teacher.
The initial observation of class during the observation phase made
evident the different deficiencies in students from First Year Baccalaureate
section “C” at Dr. Francisco Huerta Rendón Public High School, in the
school year 2016 - 2017.
Besides, the English teachers taught the language based only on
government’s material which mainly focused on reading and grammar
exercises rather than speaking activities, which were barely done. In
addition to this, lack of emphasis and emotions during the speaking
5
activities does the students speak in the monotony way. This added to the
fact that appropriate techniques or strategies that help students practice
intonation correctly were not used.
Therefore, this problem arose due to the little interest that was given
to intonation, in English classes. In addition to this, in some cases the
didactic material is only focused on pronunciation and not in intonation,
preventing students from improving their speech; and consequently making
them feel afraid and not willing to practice the language at all.
SCIENTIFIC FACT
Deficiency in the English Oral production of students of First Year
Baccalaureate, section “C” at “Francisco Huerta Rendón” Public High
School, Zone 8, District 06, Province of Guayas, Canton of Guayaquil,
Parish Tarqui-2, school year 2016 - 2017.
CAUSES
During the time of teaching practice, several causes were observed
which have influenced in the lack of development of the oral expression skill.
These causes caused are responsible for many consequences too in the
practice of proper intonation in oral expression. In the following items, it
shows the most important causes presented for this research project.
Little knowledge of paralinguistic features in intonation.
Poor methodology use to encourage oral production development.
Deficiency of an appropriate material related to intonation.
FORMULATION OF THE PROBLEM
How does intonation influence the development of English oral
production in the students of First Year Baccalaureate section “C” at
“Francisco Huerta Rendon” Public High School, Zone 8, District 06 in the
Province of Guayas, Canton Guayaquil, Parish Tarqui 2, Academic school
year 2016-2017?
6
OBJECTIVES
GENERAL OBJECTIVES
To analyze the influence of intonation in the development of English
oral production through a field study, literature review, and statistical
analysis to design a system of activities and a Cd based on intonation
exercises.
SPECIFIC OBJECTIVES
To describe the influence of intonation through a field study, literature
review and statistical analysis.
To characterize the oral production through a field study, literature
review and statistical analysis.
To design of a system of activities and a Cd based on intonation
exercises.
QUESTIONS OF THE INVESTIGATION
Which are the theoretical grounds of the oral expression in relation
to intonation?
What is the current situation of the intonation in the oral production
of the students?
What is the importance of Intonation as a tool to help the students of
First Year Baccalaureate section “C” at “Francisco Huerta Rendon”
public High School to express in English?
Which are the statements that support the education in the country
related to the problem of this project?
How important is the intonation in oral expression?
JUSTIFICATION
This research project was presented as a result of diagnosis, in which
it showed that learners from First Year Baccalaureate section “C” at
7
“Francisco Huerta Rendon” public high school have deficiencies in English
Oral production. It is convenient their study due to the fact that it enhances
the cognitive development of the students to achieve the level which they
should have.
It is also considered relevant because a good speaker must use a
range of strategies and skills which they will contribute in the development
of their knowledge at the moment to the intonation and the increment of their
vocabulary to express with clarity their ideas or opinion in different
situations.
This investigation is going to contribute to the community since it
aims to offer a solution with activities focused on intonation as a
paralinguistic element to help students reach a better level of English oral
production.
Therefore this project can be considered as an important resource
for the educational community and society in general, besides, it is
supported and it is within the boundaries defined by the Constitution of the
Republic of Ecuador, and also the points a –b –c and d from the 4.8
objectives section from the National plan for Good Living which mention that
all activities that “stimulate intercultural dialogue as an integrating axis from
the pedagogical model and the use of educational space”(p. 172) are
beneficial for the citizens.
Furthermore, this research project also relies on the curricular
guidelines for English instruction provided by Mineduc which are based on
Common European Framework of Reference for Languages: Learning,
Teaching, Assessment CEFR (2013) which manifest that “the languages
offered in educational institutions should be diversified and students given
the opportunity to develop a plurilingual competence” (p. 5). As well as, in
its chapter 2, in the numeral 2.1.3 indicates that “productive activities have
an important function in many academic and professional fields (oral
presentations, written studies and reports) and particular social value is
8
attached to them (judgments made of what has been submitted in writing or
of fluency in speaking and delivering oral presentations)” (p.14).
Moreover, it is pertinent because it fulfills with the statements of the
LOEI in its article 32 which establishes the existence of bilingual and
intercultural education, being mentioned in point “C” the obligation of
performing any act that benefits the accomplishment of the established
objective. The beneficial nature of this project is irrefutable as it has
immediate effects in the improvement of oral expression skills. It is cheap
and easy implementation being as well in accordance to the previously
established objectives by Educational Authorities.
Finally, this research project contributes with the educational system
due to the fact the main beneficiaries are the students of the First Year
Baccalaureate section “C” and the teacher at “Francisco Huerta Rendon”
Public High School and in an indirect beneficiaries are the parents, the
educational community and the society because they will be able to change
their way to acquire new knowledge to put it in service for themselves and
their families.
9
CHAPTER II
THEORETICAL FRAME
BACKGROUND
The different deficiencies in the foreign language level are evident in
learners of some educational establishment, but in this occasion the
investigation is focused on oral expression due to the fact that the
educational problem is more noticeable in this skill. Students show more
difficulty when pronouncing the words and have doubts about intonation
when trying to pronounce.
It is important to mention that oral expression is the communication
skill which human beings use to communicate and express their opinion,
ideas, and among other things. It can be inferred that in different public
educational establishments, learners do not have the adequate preparation
to improve this skill and it can observed that teachers often do not have any
extra material to help students in the development of this ability of the
speaking skill.
According to Kayi (2006), in her research project based on teaching
speaking: activities to promote speaking in a second language states that is
very important the learning of speaking since the main way to express ideas
is through oral communication, as well as the intonation since that the
correct pronunciation of the words gives correct and change information to
others.
For that reason, in this chapter, it is considered the importance of
analyzing the diverse theoretical and methodological aspects focused on
the incidence of intonation in the English oral expression into students of
10
First Year Baccalaureate section “C” at Dr. Francisco Huerta Rendón public
high school, due to that into all the bibliographic research which was
performed in the School of Languages and Linguistics at the Faculty of
Philosophy, Letters and Science of Education and the Francisco Huerta
Rendon High School were not found any files related to the education
problem. Majority of files related to English researcher work are focused on
other paralinguistic elements such as stress, speech, and others, but none
of them were focused on intonation.
Furthermore, this research project aims to improve the quality of
English oral expression through the audio - lingual activities with intonation
exercises, for this reason will contribute to solve the problem which was
found in the educational field. Therefore, it is considered innovative and it
could to be implement in benefit of the educational population.
THEORETICAL FOUNDATIONS
EPISTEMOLOGICAL FOUNDATION
ORAL EXPRESSION
According to Kayi (2006) in her research related teaching speaking:
activities to promote speaking in a second language said that to
communicate is very important speaking due to the fact that skill help to
learners in the interaction with other people in a efficiently and clearly way.
It also does not help learners in their scholar life rather than in a part of their
life like professionals.
It can be mention that oral expression is an ability that people use to
communicate and express their feelings, ideas, opinions, and among
others. Besides, it is a fast way to keep on interaction with others due to
written way take more time to communicate what people want to say others.
11
STRATEGIES TO IMPROVE ORAL EXPRESSION
In addition to this, Cardona and Celis (2011) presented in their
investigation about strategies to improve oral expression that
implementation of some strategies and its development are very necessity
into the class. It helps learners like a socio-cultural interaction into society.
For instance, teachers could apply activities such as role plays,
expositions, debates, interviews, dialogues among others with topics of
learner’s interest with the objective they feel motivate and they be able to
perform different activities sastifactory.
EXPOSITIONS
The students have to explain to the rest of the class a specific topic
and answer questions on it.
ROLE PLAY
A good way for students speak into the classroom is role playing.
Role play is a technique through which the people or students simulate a
situation that is presented in the real life. When it is practiced, it must adopt
the role of a specific character and create a situation as if it were real.
The objective of role play is to imagine the way of acting and
appreciate the different decisions that would take each one of the character
in different situations or cases.
GROUP DIALOGUES
Students are divided into different groups which speak about a topic
given by the teacher, usually expected to at the end tell to the others the
conclusions resulting from the dialogue.
INTERVIEWS
Other activity that students can do into the classroom are the
interviews about topic selected according to the interviewed or specific
12
information that the interviewer need to know. This activity allows students
to develop and to improve their speaking skill because it gives them a
chance to practice speaking ability not only into the classroom but also
outside and helps to be more sociable with people surrounded them.
It is necessary that the teacher provides students a rubric so that they
know what types of questions they can ask but each one of them should
prepare their own interview questions and to share this information with
other classmates.
Furthermore, another way to fulfill a communication between
teacher, students and a group of students is to present, train and assess
the language and the communication functions and text. Oral
communication encourages the activity of the students in the acquisition of
a second language and it helps the development of the writing and reading
through of inner speech.
The oral expression is the communication which the target language
encourage the interpersonal relationship that also contributing to the
formation of values in the learners. The constant process of application of
the communication contributes to the strengthening of the intonation and
the pronunciation of the words for auto corrected in the second language,
in this case, English.
COMPONENT OF ORAL EXPRESSION
According to (Cardona and Celis, 2011) on their research about
component to improve oral expression also mentions that oral expression is
the ability to express with fluency, clarity, coherence and persuasion, using
verbal and non – verbal resources in a relevant way because it implies
knowing how to listen to others, respecting their ideas, opinions and the
conventions of participation.
Among component of oral expression, it can observe the followings:
Vocabulary: It is a list or a set of words that will help the students to
13
increase or to build their knowledge
Volume: It is the tone of voice that the person has to talk or express
any idea or information. It is to express the emotion of the speaker.
Rhythm: It can be defined as the harmonious combination of
sounds, voices or words in which include pauses and silences
necessary.
Clarity: It is an idea that a person expresses to other and this is
generally understood assertively.
TYPES OF ORAL EXPRESSION
These skills apply to any form of dialogue, such as:
Conversations: daily interactions on everyday topics.
Dialogues: similar as conversations, but usually used to refer to an
interaction on more important topics and with a rather formal
language.
INTONATION
Some concepts of intonation can be mentioned. For instance, it can
be said that intonation is the change of voice between the rise and the fall
of the same. It is also considered like a melody of the language, because it
makes reference to the change of voice that people do when they are
speaking.
It can be mentioned that to Ferreira (n/d) who said that intonation is
considered the melody of the language and people use it to communicate
with others, showing feelings, emotions, intentions, and among others. It
replaces the punctuation at the moment of speaking, because in this way
the people only speaking can demonstrate anger, confusion, sarcasm,
interest or lack of it, surprise, and others. As well as, it is made of pitches
which they have low or high qualities of a sound that rises and falls.
14
Furthermore, according to Gussenhoven (2002) in his research
about Intonation and interpretation: phonetics and phonology, he mentions
that the meaning of intonation is universal and language specific as there is
universal and linguistic perspective. The universal perspective is based on
phonetic implementation and the other is based on intonational morphology
and phonology, therefore, both are connected by the same purpose which
is the correct pronunciation of the words. Many words can repeat their
sound but the meaning is different, however the learner differentiate them
through use of proper intonation.
Moreover, Nordquist (2017) mentions that intonation is more
essential during speech, when people use it to change their vocal pitch. In
the rising and falling of the pronunciation of words, especially in yes or no
questions with the purpose of conveying personal attitude or grammatical
information.
That means, in the oral expression, intonation is very important in
everyday speech, as the pronunciation at the moment of expressing ideas
or making questions is different. When people transmit information in a
declarative form, the rising and falling of the sentence is totally different than
when people use questions to know about any topic. Even though intonation
is used all the time, it is also more used in questions to differentiate them of
declarative sentences.
THE IMPORTANCE OF INTONATION
According to British Council (2015), intonation refers how we say
something, rather than what we say, since that without intonation, it is
impossible to understand the ideas or expressions and thoughts that go with
words in the different types of sentences.
When you listen to someone speaking without paying attention to the
words, the 'melody' that you hear is called intonation, then the intonation
has the following items:
15
The intonation is divided into phrases, as well as known as 'tone-
units'.
When the pitch moves up and down, within a 'pitch range'. Everyone
has their pitch range. Also languages differ in pitch range. English
has particularly wide pitch range.
In each tone unit, the pitch movement, it can be said a rise or fall in
tone, or a combination of the two, takes place on the most important
syllable known as the 'tonic - syllable'. The tonic - syllable is usually
a high-content word, near the end of the unit.
These patterns of pitch variation are essential to a phrase's meaning.
Changing the intonation can completely change the meaning of the
words what are saying.
For example:
Say: 'It is snowing'.
Now say it using the same words, but giving it different meaning. You
could say this to mean 'What a surprise!', or ‘That’s great!’ There are
some possibilities.
16
To summarize, the intonation is very important to learn because its
correct use helps learners identify the emotions of the speaker which can
indicate interest, anger, confusion, hesitation, and among other things.
Besides, it is more dynamic during the speech and more interesting to listen
to.
WHY TEACH INTONATION?
Furthermore, British Council (2015) assured that intonation is used
in every language. Furthermore, students are frequently so busy finding
their words that intonation suffers. Therefore, intonation can be as important
as word choice. It can be said that they do not always realize how much
difference intonation can make:
Intonation aids the awareness in communication.
An incorrect intonation create take offence, misunderstandings or
losing interest.
It can be inferred that students are not going to need a native speaker
level pronunciation because the priority in the acquisition of a second
language is the awareness of intonation with the purpose of facilitating their
oral production.
Another point of interest of the people who are going to learn English
like a second language is that they can improve their own awareness of
intonation since that the most difficult is to hear own pronunciation and
recognize if it is or not correct.
It is very essential that during the process of acquisition of a new
vocabulary and improving of intonation in oral expression, the students have
a person who is able to listen to them and correct their pronunciation. If they
do not have proper guidance, they can listen to incorrect pronunciation and
learn it that way, and use it in form that moment on.
17
RECOMMENDATION TO TEACH INTONATION
According to British Council (2015), some recommendations and
techniques for teachers will help them teach their students how to raise their
awareness to correct intonation are:
Motivate the learners to not be afraid to exaggerate their
intonation providing some examples or experiences.
Make learners to compare two examples of a same phrase
with a varied and flat intonation in the second language.
Ask learners to choose a partner and have a conversation as
“robots” for some minutes. It might be expected that they
communicate without intonation in the words, and then, they
go back to speak using intonation and they take
consciousness about the importance of intonation in their oral
expression, because a good intonation can define if the people
say a statement, sarcasm, question, surprise and so on.
Ask students to imitate the teacher’s pronunciation, but
humming, it can be said that they imitate without words.
Moreover, British Council (2015) assured it is important to remember
that intonation goes together with other factors like rhythm, structure, stress
and so on, because it does not use in isolation.
The intonation goes always combined with other factors, in this case,
the grammar is important in the developing of oral expression, then some
rules are necessary to have a good intonation.
Some examples are:
Wh - word questions: falling intonation
18
Yes /No questions: rising
Statements: falling
Question Tags: 'chat' - falling; 'check' – rising
Lists: rising, rising, rising, falling
19
With this examples, the students can put in practice it, since that
facilitates the correct intonation in each situation.
In addition to this, British Council (2015) assured that learners also
need attitude at the moment of intonating because it gives the receptor a
clearer idea about the situation, and a comfortable environment, for them to
practice reading accordingly.
TYPES OF INTONATION PATTERNS
Moreover, Ferreira (n/d) mentioned that in English we found four
types of intonation patterns:
1. Falling
2. Rising
3. Non – final intonation
4. Wavering intonation
20
1. FALLING INTONATION
Failing intonation is about the speaker low the voice at the end of a
phrase, sentence or statement. It usually uses in questions and statements
which contains wh – questions such as what, where, why, how, who, which,
and so on. For example:
STATEMENTS
My name is Franchesca Vera.
Nice to meet you.
I am going to the park.
I will be back in twenty minutes.
Have an excellent day.
I will go to the beach this weekend.
QUESTIONS
What is your last name?
Where does she go?
Why did you go out very late?
Who is that man over there?
How can I use this?
Where do they live?
21
2. RISING INTONATION
Rising intonation is about the speaker raising the voice at the end of
a phrase, sentence or statement. It is usually used in yes / no questions.
For example:
Are you Algerian?
Does he know about this?
Can you lend me some money?
Is the food delicious?
Are they traveling?
Did you work last week?
Rising intonation is also apply in expressions like:
Excuse me?
Really?
Here are some question pairs with both rising and falling intonation.
Do you know that woman? How do you know that woman?
Do you go to school here? Why do you go to school here?
Did you buy a new laptop? What kind of laptop did you buy?
Do you work? Where do you work?
22
3. NON-FINAL INTONATION
In non - final intonation sentences, the pitch rises and falls within the
sentence. This type of intonation is used with unfinished thoughts,
introductory phrases, and series of words and also when we express
choices. There are some examples:
3.1. UNFINISHED THOUGHTS
She bought the magazine, but she didn’t read it.
When I finished high school, I got a job.
If I study hard, I’ll pass the test.
I’m going outside, for some fresh air.
3.2. INTRODUCTORY PHRASES
Introductory phrases are thoughts are not finished. This pattern is
used in phrases such as:
A matter of fact
As far as
I’m concerned
Actually
In my opinion
If you don’t mind
By the way
Some examples of introductory phrases:
In my opinion, this house is way too cheap.
23
As a matter of fact, she does know where he goes.
As far as I’m concerned, he was not suitable for that position.
Actually, the movie was marvelous.
If you don’t mind, I’m going to sleep.
By the way, have you read that book I lent you?
3.3. SERIES OF WORDS
When people mention enumerate ideas in a series of words, for
example when say as volleyball, basketball, tennis and football. In this case,
it will sound in a second language with non – final intonation.
I love practicing volleyball, basketball, tennis and football.
We have rising intonation on volleyball, basketball, and tennis. The
intonation falls on football.
Some more examples:
At college I’m taking psychology, French, history, and linguistics.
He left work, came home, took a shower, and went to bed.
I need rice, beans, lettuce, and sugar.
I need orange, potatoes, like, and salt.
3.4. EXPRESSING CHOICES
For expressing choices the use of non - final intonation is common,
this is when the speaker chooses between two or more things. For example:
Do you want to stay home or go to the movies?
Are you going to travel in March or April?
Would you like a coke or some juice?
4. WAVERING INTONATION
Wavering intonation is about of expressing specific attitudes or
emotions without mention any word. In this attitudes, it can show hesitation,
24
sarcasm, fear, anger, surprise amazement, curious, disappointed, and so
on.
She did? (curious)
She did? (very surprised)
She did? (angry)
She did. (in agreement)
Thanks a lot. (normal)
Thanks a lot. (very happy)
Thanks a lot. (sarcastic)
Okay. (normal)
Okay. (hesitant or unwilling)
Okay! (very excited)
Okay! (frustrated and angry)
No! (angry)
No? (surprised)
No… (hesitant)
No. (sarcastic)
PHILOSOPHICAL FOUNDATION
In the philosophical foundation, it can be mentioned that Gadamer
(1960) who in his investigation Truth and Method said that “language is the
essence of humans beings and as such it is the means through which is
possible that understanding occurs in humans, in fact, everything that can
be understood” (p. 477). That means that language is an important tool to
communicate between human beings because it allows interaction with
others or transmitting a message, opinions; as well as to express thoughts,
ideas, feelings, and others.
In addition to that, for contributing to the theory of the communication
and its importance in the life of the human beings, Aristotle indicates that in
order to persuade and convince somebody, it is necessary an transmitter
25
and a receiver. This means that if someone speaks or say something, the
other person should listen and pay attention carefully. And on this way the
message given can be understood.
Moreover, according to Allright (2011), which states that students can
be motivated by valuing not only their knowledge, but their desire to improve
English, class participation, creativity, cleanliness and order in the class
notebook, and among others things. This set of values is very important in
the formation of the student as a good commandeer of English due to the
fact that learners can feel motivate to speak and put more attention when
they speak or pronounce. (p. 45)
In this way, the effort of the students for improving the interest put in
each activity with the objective of achieving oral expression using good
intonation. Their positive attitude to improve their intonation in front of the
class will also allow a good impact on their level of knowledge and
pronunciation in English.
PSYCHOLOGICAL FOUNDATION
It can be mentioned that in the psychological point of view, it is very
important the environment which learners involved in for their learning, since
that a comfortable environment will help students to obtain an effective
learning and will improve their skills in the oral expression.
Furthermore, it allows developing their intelligences, and will help the
teacher develop their ability and types of personalities with the purpose of
having a dynamic, active and constructive class into the classroom.
For that reason, it can be mentioned to Psychologist as Gardner
Howard (1983) who created the theory of multiple intelligences, which are
conformed into eight intelligences. These intelligences have the objective of
developing the different intellectual ability of the human beings.
26
In this case, it is used the linguistic or verbal intelligence which is
based on the efficiency and the capacity of the humans being to use the
words correctly and the application of phonetics, sounds, articulation, and
meanings. Using this intelligence, learner is be able to check the mistakes
and follow the grammatical rules and it can be writing or orally.
According to some authors such as Gadamer (1993), Armstrong
(1995), and Suazo (2006), who together agree that oral production is very
important in the learning of a second language and linguistic. It is helpful to
learners to distinguish the functions of the language which allows them to
persuade, transmit information and have the overall the capacity to express
what the speaker feels or thinks.
Moreover, over the years, student is considered psychologically like
a the center of the learning, since it shows some important features to know
more about different problems which learners present during the academic
performance and where motivation is necessary to fulfill learners learn and
develop a good level using the correct intonation in the different speeches
that they do. Then, some theories were considered in the following
paragraphs.
SOCIOLOGICAL FOUNDATION
In the sociological foundation, it can be said that it plays an essential
role in the life of the learners because it is the study about how humans
beings take place in the society and the way how they interact among them,
since that according to Byrne cited by Rodriguez (2010) in his research
mentions that "social foundations make reference to the individuals inside
the groups and communities that they are involved in, by exerting specific
roles of behavior that give a positive and negative meaning to the personal
achievement” (p. 19)
It also can be mentioned in this foundation, the study of a distinctive
culture which all languages conveys.
27
According to Nussbaum (2010), who state that the culture within itself
contain stories, customs, values, artistic productions and overall norms of
social behavior which they make the difference of others. When a person
learn a second language, he deepens into the target language culture.
Besides, it allows the students have a general knowledge how to act, how
to behave and what phrases or words to use with the purpose of facilitating
the insertion into the language and it opens a source of knowledge.
It is the general knowledge that if a sentence is out of context, it could
have an opposite effect in the receptor and cause it misunderstanding, and
it is more frequent in a second language. For that reason, a good intonation
is the way of a good communication since that it allow exchanging
information in different situation, for instance in a party with the family or
friends, or in a conference, maybe to ask an order in a restaurant, or in other
case try to explain something a child. In all these situation the intonation
plays a role very important since that will allow changing emotions and be
comfortable.
PEDAGOGICAL FOUNDATION
For Clark (2011), according his research the best known in the
foreign language curriculum approach which gave rise to the traditional
teaching as a pedagogical theory is the communicative approach. It means
that the content taught is expressed in terms of the different elements of
phonology, grammar and vocabulary, which make up the particular
language. These are staggered so simple to complex regarded estimated
and then woven into a graded series of texts created or chosen for exemplify
them.
In addition to that, Spratt, Pulverness and Williams (2011) make
reference a productive skill which student should develop. This is oral
production which it allows to learners interact with other people orally with
the purpose of transmitting a message or their ideas and feelings, since that
one of the most important skill in the learning of a second language and
28
difficult skill to develop is oral expression, because in some educational
establishments, teachers have often used to the traditional way to teach
learners which is based on repetition consequently of the same word and
the memorization of dialogues which in some cases learning an incorrect
intonation and they sound like a robot.
That means that learners using this method can be able to acquire
and develop in a good way oral expression since that allow having a
reference and practice it to then the students can perform other content with
the structure which they have learned. It can be said that if the student puts
in practice a conversation, he is going to memorize the intonation of some
words until the structure of a phrase.
Actually in this world, the learning of a second language requires their
acquisition to be different, essential and more dynamic to the student with
the purpose of fulfilling goals and objectives of the learners.
Moreover, according to Harmer (1998) in his investigation which he
mentions that “an entertaining activity is when it is doing by conviction and
style, it is when the teachers pronounce and students repeat it” (p. 307)
It can be said that a good way to achieve that students improve their
intonation since they listen to correct pronunciation and can take notes on
what the correct pronunciation and intonation is. Some strategies that
teachers can be put in practice with their students. For instance, they can
perform storytelling, interviews, role play, dialogues, and so on, with the
purpose of students listening to the different intonation patterns presented
in the situations previously mentioned.
LINGUISTIC FOUNDATION
Linguistic is consider the skill to organize the verbal activity which are
due to different situations of communication, such as objectives, role
relationship and productive activities, and all this goes with concrete
situations.
29
From the linguistic foundation point of view, it can be mentioned to
Morozova, (2012), in her research which she states that oral expression is
one of the most necessary skills that learners should develop during the life
and improving them as way of effective communication.
It can be said that at the moment to develop oral expression, it is very
important for the human being to have a good intonation according to the
situation with the purpose of having a good interaction and communication.
Furthermore, Papalia (1976) mentions this linguistic feature makes
emphasis in the importance to train the sense of the ear, through the
auditory practice and overall the recognition of the different sound and put
in practice the intonation of the same and in this way, they will avoid to have
some errors. (p.79)
Moreover, the learning and teaching of a second language has had
changes in its historical evolution, and it is due mainly to the currents of
behavioral psychology and structural linguistics respectively. It occurs in
opposition to a structural and behavioral teaching, due to the fact that is
centered in the learning and teaching of the communication as a creative
act, which is conscious that occurs among two or more active agents and
the information goes together.
CONSTRUCTIVISM
According to different authors such as Vygotsky, Piaget and Dewey
who concluded in their theories that Constructivism is basically a theory
which is based on observation and scientific study about how people learn
and acquire their knowledge. It can be said that people can construct their
own understanding and knowledge about the world, through experiencing
things and reflecting on those experiences.
In the classroom, the constructivist point of view of learning can point
towards a number of different teaching practices. In the most general sense,
it usually means encouraging students to use active techniques such as
30
experiments, real-world problem solving to create more knowledge and then
to reflect on and talk about what they are doing and how their understanding
is changing.
The teacher makes sure that she understands the students'
preexisting conceptions, and guides the activity to address them and then
build on them. Constructivist teachers encourage to students constantly
assessing how the activity is helping them gain understanding. By
questioning themselves and their strategies, students in the constructivist
classroom ideally become "expert learners." This gives them ever-
broadening tools to keep learning with a well - planned classroom
environment, the students learn how to learn.
In addition to this, constructivism transforms the student from a
passive recipient of information to an active participant in the learning
process. Always guided by the teacher, students construct their knowledge
actively rather than just mechanically ingesting knowledge from the teacher
or the textbook.
Moreover, constructivism is also often misconstrued as a learning
theory that compels students to "reinvent the wheel." In fact, constructivism
taps into and triggers the student's innate curiosity about the world and how
things work. Students do not reinvent the wheel but, rather, attempt to
understand how it turns, how it functions.
They become engaged by applying their existing knowledge and real-
world experience, learning to hypothesize, testing their theories, and
ultimately drawing conclusions from their findings.
To conclude, the constructivism is a good method for students put in
practice since because it allows student to construct their own knowledge
and understanding through different experiences that they have in their daily
routine such as into or outside the classroom, or ideas which also allow
them obtaining new information for their life.
31
LEGAL FOUNDATION
This investigation is based on Constitution of Ecuador (2008), which
in the article 26, in the section five related to education states
Education is a right of persons throughout their lives and an
unavoidable and mandatory duty of the State. It constitutes a priority
area for public policymaking and state investment, the guarantee of
equality and social inclusion and the indispensable condition for the
good way of living. Persons, families and society have the right and
responsibility to participate in education. (P. 27).
Furthermore, it is supported in the article 343, which mentions that
The national education system shall be aimed at developing the
population’s individual and collective capabilities and potential,
enabling learning and the generation and use of knowledge,
techniques, wisdom, arts and culture. The system shall have as its
core focus the learning subject and shall function flexibly and
dynamically, with an inclusive, efficient and effective approach. The
national education system shall incorporate an intercultural vision in
line with the country’s geographical, cultural, and linguistic diversity
and respect for the rights of the communities, peoples and nations.
(P. 160).
Learners can develop their capabilities and potentialities; in addition
to the application of techniques, subject, knowledge and functions since that
people have the obligation and the necessity of an excellent education and
the opportunity of the development of a second language with the
application of the best tools for the same.
Furthermore, this research work is also based on the Organic Law
Intercultural Education (2013), LOEI in the second chapter of the state of
obligations about the right of the education, chapter 7, subsection x, which
mention that “It guarantees that the plans and initial education programs,
32
elementary and secondary school, expressed in the curriculum, promote the
development of skills and capacity to create knowledge and promote the
incorporation of citizens into the working world" (p. 13).
It can be said that learners have the capacities and the potentialities
to strengthen their knowledge and skills in the second language with the
purpose of applying their knowledge in their life through formal and non –
formal education.
In addition to this, according to the general objectives in its only
Chapter of the Scope, Principles and Purposes, Article 2, subsection w
concerning the quality and warmth,
It guarantees the right of people to a quality and warmth education,
pertinent, adequate, contextualized, updated and articulated
throughout the educational process, in their systems, levels, sub -
levels or modalities; and that includes permanent assessments. It
also guarantees the conception of the student as the center of the
educational process, with a flexibility and ownership of content,
processes and methodologies that suits their needs and fundamental
realities. Promotes proper conditions of respect, tolerance and
affection, generating a propitious school climate in the process of
learning, (p. 10)
Learners have the obligation of obtaining an intercultural,
participatory and overall of quality and warmth, since that it promotes to the
citizens into the working world.
To conclude, according to National Curriculum Specifications in
English as a foreign Language (2013), students should have an A2.2 level
which they generally identify the topic of discussion what they are speaking.
They also communicate about different situations, for example their daily
routine, personal opinions or topics related to everyday life using an
appropriate intonation.
33
CHAPTER III
METHODOLOGY, PROCESS, ANALYSIS AND RESULTS DISCUSSION
METHODOLOGICAL DESIGN
The methodological design of this research project about the
deficiency of intonation in oral expression is of mixed character due to the
fact that there is not difference between the qualitative and quantitative side.
The qualitative side is presented throughout the development of the
bibliographic research which was used to support the theoretical framework
about the dependent and independent variables studied. Besides, the
qualitative data obtained will aid in the description of the instruments of
investigation and the proposal too. The quantitative side was reflected in the
analysis and tabulation of the data collected in the different instruments of
investigation applied to the teacher and the students of “Dr. Francisco
Huerta Rendón” High School, as well as the data obtained using statistical
tools.
TYPES OF RESEARCH
DESCRIPTIVE
According to its gnoseologic objective, this is a descriptive research
because it presents the main characteristics of the educational problem. It
can be stated that the educational problem was evidence in the observation
phase which showed the deficiency of oral expression in students of First
Year Baccalaureate section “C” of “Dr. Francisco Huerta Rendón” High
School.
34
EXPLANATORY
Moreover, this investigation is of explanatory research due to the fact
that it researches shows the causes of the educational problem studied;
among which in this case are little knowledge of anything about the
paralinguistic features, intonation in the English language, lack of
appropriate methodology to encourage oral production development, and
the lack of appropriate intonation didactic material, which were studied
through theoretical methods.
PURPOSEFUL RESEARCH
In the same way, this project is considered of purposeful research
due to the elaboration of a proposal that involves the design of an activities
system which will allow students of “Dr. Francisco Huerta Rendón” High
School improve the level of their intonation in oral expression since its main
purpose is provide a solution for the problem that is affecting the population.
POPULATION AND SAMPLE
For the delimitation of the group of study in this research project, it
was not necessary any formula due to the fact that the universe of this
educative problem is just 40 students and one teacher. As this was a group
of interest for the authorities of the institution, it was requested for the
researchers to work with this particular group of students.
Therefore, the sample of this research are the forty students who
registered in the First Year Baccalaureate section “C” at “Dr. Francisco
Huerta Rendón” High School and one teacher.
In conclusion, as the population is less than one hundred, there is not
use a mathematical formula. The population and sample are as stated in
the following chart.
35
CHART N° 1 – Distributive of the population and sample.
PEOPLE POPULATION SAMPLE
Students 40 40
Teacher 1 1
TOTAL 41 41
Source: Data collected in “Dr. Francisco Huerta Rendón” High School. Authors: María Lucas and Luis Silva
VARIABLES OPERATIONALIZATION CHART
CHART N° 2 – Variables operationalization chart.
VARIABLES DIMENSIONS INDICATORS
INDEPENDENT VARIABLE
INTONATION
Intonation
Definition
Importance
Recommendation
Types of intonation
Falling intonation
Rising intonation
Non-final intonation
Wavering intonation
Types of oral expression Conversation
Dialogues
Component of oral expression
Volume
Rhythm
Clarity
Vocabulary
Strategies of oral expression
Exposition
Role play
Group dialogues
Source: Data collected in the State of the Art Study Authors: María Lucas and Luis Silva
36
RESEARCH METHODS
During the time of development of this research project other
methods such as a way to construct the scientific knowledge. For that
reason, this theoretical methods, empirical techniques and statistical
method were applied.
THEORETICAL METHODS
The following methods were applied in the theoretical methods.
INDUCTIVE-DEDUCTIVE METHOD
The Inductive – deductive method was used due to the fact that
through inductive method the conclusions were done from particular way in
which the educational problem was presented, in this case in the “Dr.
Francisco Huerta Rendón” High School with the problem of the deficiency
in the intonation to a general understanding based on oral expression using
the deductive method.
ANALYSIS-SYNTHESIS METHOD
The analysis – synthesis method was applied to study in a good way
the educational problem because the application of this method allow to the
researcher analyze each one of the variables studied in a detailed way and
synthetize the information obtained.
HISTORICAL-LOGICAL METHOD
Furthermore, the historical – logical method was used to perform the
analysis of the background of the scientific research which is showed in the
theoretical framework.
SYSTEMIC – STRUCTURAL – FUNCTIONAL METHOD
Another method used was the systemic-structural-functional method
which allows the modeling and creation of the proposal. This project is
37
systematic due to the fact that the proposal contains a system of activities
which will allow learners to improve their intonation in speaking. It is also
structural because it has different sections to be studied and it is functional
due to the fact that each section fulfill a specific function with the aim to
reinforce the intonation during speaking.
EMPIRICAL TECHNIQUES
The following empirical techniques that will be used in this research
project:
OBSERVATION TECHNIQUE
The observation technique is used with the purpose of observing how
the educational problem manifest in oral expression in the students of First
Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High
School and what measures the teacher takes to overcome them.
SURVEY
The survey will be applied to the First Year Baccalaureate section “C”
at “Dr. Francisco Huerta Rendón” High School with the purpose to evaluate
quantitatively the deficiency presented in the development of speaking
class.
INTERVIEW
In addition to this, an interview that was performed is the one applied
to the English teacher of “Dr. Francisco Huerta Rendón” High School with
the main objective of collecting more information about the educational
problem.
STATISTICAL METHODS
The statistical method is reflected in the acquisition and collection of
data about educational problem to perform the quantitative interpretation of
38
the same. Furthermore, this method helped in the interpretation of the
different instrument of investigation and the Chi Square test.
INSTRUMENTS OF INVESTIGATION
The following instruments of investigation were applied in this
investigation:
OBSERVATION GUIDE
The observation guide is structured because it is made through a
systematic description of the educational phenomenon. It is also considered
non-participating due to the fact that researchers were not integrated in the
study. Besides, it was a field observation due to the fact that the research
was made in the “Dr. Francisco Huerta Rendón” High School. Also, it was
considered an investigation of team since that were two researchers who
carried out this project.
SURVEY QUESTIONNAIRE
The survey questionnaire was another instrument of investigation
applied to the students of First Year Baccalaureate section “C” at “Dr.
Francisco Huerta Rendón” High School which was structured due to the fact
that it uses close questions according to the variables of the educational
problem. In here, learners will be able to choose an option which they
considered more appropriate.
It includes fifteen statements related to how the problem is
manifesting in the population of the sample using a Likert Scale of five
options which range from one totally disagree to five totally agree.
INTERVIEW QUESTIONNAIRE
Another instrument of investigation applied is the interview
questionnaire which according its form is structured owing to the fact that
was used a guide previously elaborated.
39
Furthermore, this interview was performed to the teacher in order to
better understand what techniques or strategies are used in the classroom
to encourage the development of intonation of oral expression using
intonation.
ANALYSIS AND INTERPRETATION OF RESULTS
The following data was collected after the application of the
instruments of investigation, above mentioned, to the teacher and to the
students of First Year Baccalaureate section “C” at “Dr. Francisco Huerta
Rendón” High School.
OBSERVATION ANALYSIS
During the days in which the observation was performed, the
deficiencies in intonation for oral expression were evident in the students of
First Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High
School. They rarely participated during oral expression activities. The
teacher as well did not make any emphasis in the correct intonation of the
words and sentences, therefore the learners were not able to distinguish
when a word is a noun, adjective or verb.
Moreover, students do not show any interest during speaking
activities due to the fact that in the class does not use the correct material
to teach intonation. In conclusion, the students have a difficult time at the
moment of pronouncing because they do not perform oral activities applying
the correct form of the intonation.
40
OBSERVATION GUIDE
Institution: ´´Dr. Francisco Huerta Rendón´´ High School Sustenance: Fiscal Labor Regime: Coast Schedule: Afternoon Type: Mixed Subject: English Topic Date: Attention forms: Presencial (X) Semi-presencial ( )
Objective: To analyze the teaching process and exercises that employs the
teacher to improve the intonation in oral expression.
Estándares Generales de indicadores: 1. Totalmente en desacuerdo; 2. En
desacuerdo; 3. Ni de acuerdo ni en desacuerdo; 4. De acuerdo; 5. Totalmente de
acuerdo.
TEACHER:
Uses correctly the process of learning.
Stimulates to student in each exercises
based on oral expression.
Use correctly oral techniques such as
role plays, dialogues, etc.
Employs a system of activities that help
to the improvement of the intonation.
STUDENTS
Understand the process of learning of
the teacher.
Interact with their classmates.
Put in practice the different techniques
that teacher employs.
Develop activities based on intonation.
Use some extra material with exercises
to improve their oral expression.
1 2 3 4 5
41
INTERVIEW ANALYSIS
The interview which was applied to the teacher of “Dr. Francisco
Huerta Rendón” High School with the objective of determining the
knowledge of the actual situation of students of First Year Baccalaureate
section “C” at “Dr. Francisco Huerta Rendón” High School about the
potentials and deficiencies which they have.
To summarize, according to the answers provided to the teacher, he
considers it was very important to develop speaking skills in the students of
First Year Baccalaureate section “C” in the educational establishment above
mention, it is the way to communicate and express ideas to others.
Indeed the main problem is the level that they have, according to their
instruction level. The main causes by which they do not improve their level
is the lack of some speaking activities, as well as, there is not the techniques
and methodologies adequate to develop that.
The teacher considered essential the practicing of intonation into the
classes because it helps in the improvement of speaking skills and in the
fluency too, but the time and other factors not allow the performing of
activities using intonation.
In order to conclude this interview, the teacher states that is a good
idea the implementation of a system of activities based on intonation
activities because it will improve their intonation in the pronunciation while
they develop some speaking tasks.
42
INTERVIEW TO THE TEACHER
Objective: Determine the current situation in the deficiencies and potentials that are presented in the students of First Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High School during development of activities based on intonation in oral expression. Personal Data
Gender: Female Name of the Educational Unit: “Dr. Francisco Huerta Rendón” High School Seniority: In teaching ______ In the Educational Unit ______ Type of post that have: Appointment ( ) Hired ( ) Obtained Title:
Questions
1. Do you consider important to develop speaking skills in the students
of English language? Why?
2. Do you think students have the appropriate oral expression level
according to their instruction level? Why?
3. How often do you perform speaking activities with your students?
4. What kind of methods and techniques do you apply to develop
speaking skills in the learners?
5. What kind of methodology do you use to practice intonation in class?
Which one?
6. What benefits do you consider the use of intonation has in the oral
expression?
7. What do you think about the influence of intonation at the moment to
develop speaking activities?
8. Do you use any didactic material to highlight intonation activities and
to improve the speaking skill in your learners? Which one?
9. How would help you having a didactic material in the English
language?
10. Would you like to receive any system of activities based on intonation
to allow you put in practice activities to develop oral expression in the
students? Why?
43
SURVEY ANALYSIS
The survey was applied to the students of “Dr. Francisco Huerta
Rendón” High School which was corroborated the deficiency of knowledge
in intonation in oral expression.
UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
SURVEY TO THE STUDENTS
Objective: To verify the level of the oral expression skill and the use of the intonation of
the students of First Year Baccalaureate section “C” at Dr. Francisco Huerta Rendon Public High School. Specific Instruction: Mark an X the answer which you consider the most appropriate
for each item.
1. Totally disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Totally agree
ITEM 1 2 3 4 5
1. It is important to develop my speaking skills in
English language.
2. I try to communicate in English when I have doubts
in class.
3. I have problems when I want to express myself in
English.
4. I consider that I have a proper speaking skill level
in English language according my academic level.
5. I feel motivated to communicate in English when
the teacher starts the class.
6. The teacher performs speaking activities in class.
7. I consider the speaking activities we do in class
interesting.
8. It is important the use of the appropriate intonation
when speaking
9. I know how to use intonation to improve my
speaking skill in the English language.
10. I understand and answer questions according to my oral expression level in English language.
11. I apply intonation when I participate in oral activities.
44
12. A system of activities based on intonation exercises will help me to improve my oral expression level.
13. The correct use of intonation helps in the development of a good communication in the English language.
14. It is necessary to apply new exercises at the moment of developing speaking activities in the class.
15. Practice using intonation activities are a good ways to develop the oral expression in English language.
45
ITEM N° 1. - It is important to develop my speaking skills in English
language.
SAMPLE: forty students
CHART N° 3
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
GRAPHIC N° 1
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
Comment
After the tabulation of the results, most of the students state that it is
very important to develop speaking skills in English language, since the half
of the students surveys totally agree, therefore the teacher should integrate
more activities according the topic during the class, so the students have
more opportunities to develop their speaking skills.
0,0% 5,0%
7,5%
37,5%
50,0%
Totally disagree
Disagree
Neither agree nordisagreeAgree
Totally agree
ITEM INDICATORS
Totally disagree 0,0 %
Disagree 5,0 %
Neither agree nor disagree 7,5 %
Agree 37,5 %
Totally agree 50,0 %
Total 100 %
1
40
STUDENTS
0
PERCENTAGES
15
3
2
It is important to develop my speaking skills in English language.
20
46
ITEM N° 2. - I try to communicate in English when I have doubts in class.
SAMPLE: forty students
CHART N° 4
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
GRAPHIC N° 2
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta
Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
Comment
As a result of the students surveyed, most of the students neither
agree nor disagree and assure the researchers that they do not try to
communicate in English when they have doubts in class. This might mean
that students do not feel any motivation during English class due to the fact
that activities could be bored for them, so they lose the interest by the class
and do not participate.
ITEM INDICATORS
Totally disagree 30,0 %
Disagree 22,5 %
Neither agree nor disagree 37,5 %
Agree 7,5 %
Totally agree 2,5 %
Total 100 %
215
1
40
STUDENTS PERCENTAGES
9
3
I try to communicate in English when I have doubts in class.
12
30,0%
22,5%37,5%
7,5% 2,5%
Totally disagree
Disagree
Neither agree nordisagree
Agree
Totally agree
47
ITEM N° 3. - I have problems when I want to express myself in English.
SAMPLE: forty students
CHART N° 5
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta
Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
GRAPHIC N° 3
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
Comment
According to the results obtained from the survey performed to the
students of First Year Baccalaureate section “C” of “Dr. Francisco Huerta
Rendón” High School, in which three quarters totally agreed and stated that
they had problems when they wanted to express themselves in English. For
that reason, the teacher should give more options including activities of
interest for students with the purpose they feel comfortable and can clear
their doubts, besides it is very important, they do not feel shamed if they fall.
ITEM INDICATORS
Totally disagree 0,0 %
Disagree 2,5 %
Neither agree nor disagree 2,5 %
Agree 22,5 %
Totally agree 72,5 %
Total 100 %
3
40
1
9
STUDENTS
29
0
I have problems when I want to express myself in English.
PERCENTAGES
1
0,0% 2,5%2,5%
22,5%
72,5%
Totally disagree
Disagree
Neither agree nordisagreeAgree
Totally agree
48
ITEM N° 4. - I consider that I have a proper speaking skill level in English
language according my academic level.
SAMPLE: forty students
CHART N° 6
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
GRAPHIC N° 4
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta
Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
Comment
After the statistical results obtained from the survey, half students
totally disagree and they considered that they do not have a proper
speaking skill level in English language according their academic level. It is
due to the fact that students of First Grade Baccalaureate section “C” of “Dr.
Francisco Huerta Rendón” High School have many deficiencies from of the
first grades of general basic education until actual since that they do not
have the correct training during the process of learning of the second
language.
ITEM INDICATORS
Totally disagree 50,0 %
Disagree 30,0 %
Neither agree nor disagree 15,0 %
Agree 2,5 %
Totally agree 2,5 %
Total 100 %
PERCENTAGES
20
12
6
1
1
40
4
I consider that I have a proper speaking skill level in English language
according my academic level.
STUDENTS
50,0%30,0%
15,0%
2,5%
2,5%
Totally disagree
Disagree
Neither agree nordisagreeAgree
Totally agree
49
ITEM N° 5. - I feel motivated to communicate in English when the teacher
starts the class.
SAMPLE: forty students
CHART N° 7
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
GRAPHIC N° 5
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
Comment
As a result of the data obtained from the survey to the students of
that educational establishment before mentioned, much of learners
disagree and assure they do not feel motivated to communicate in English
when teacher starts in class. In conclusion, the students considered that
English class is not interesting due to the lack of activities of interest for
them.
ITEM INDICATORS
Totally disagree 20,0 %
Disagree 40,0 %
Neither agree nor disagree 22,5 %
Agree 7,5 %
Totally agree 10,0 %
Total 100 %
PERCENTAGES
8
16
9
3
4
40
5
STUDENTS
I feel motivated to communicate in English when the teacher starts the
class.
20,0%
40,0%22,5%
7,5%10,0%
Totally disagree
Disagree
Neither agreenor disagreeAgree
Totally agree
50
ITEM N° 6. - The teacher performs speaking activities in class.
SAMPLE: forty students
CHART N° 8
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
GRAPHIC N° 6
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta
Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
Comment
After the tabulation of the results, most of the students of First Year
Baccalaureate section “C” neither agree nor disagree in that the teacher
performs speaking activities. It can be inferred that the teacher should
change and promote some dynamic activities to students, as well as,
activities of their interest, also activities that develop and improve their
intonation in speaking.
ITEM INDICATORS
Totally disagree 20,0 %
Disagree 22,5 %
Neither agree nor disagree 30,0 %
Agree 15,0 %
Totally agree 12,5 %
Total 100 %
6
5
40
STUDENTS
8
9
12
6
The teacher performs speaking activities in class.
PERCENTAGES
20,0%
22,5%
30,0%
15,0%
12,5%
Totally disagree
Disagree
Neither agree nordisagree
Agree
Totally agree
51
ITEM N° 7. - I consider the speaking activities we do in class interesting.
SAMPLE: forty students
CHART N° 9
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta
Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
GRAPHIC N° 7
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
Comment
After the statistical results obtained from survey, a great percentage
of students totally disagree and they consider that speaking activities they
do in class are not interesting for them, for that reason, it is very important
that classes are dynamic with the purpose students will be able to perform
the activities without shame.
ITEM INDICATORS
Totally disagree 37,5 %
Disagree 25,0 %
Neither agree nor disagree 27,5 %
Agree 5,0 %
Totally agree 5,0 %
Total 100 %
7
I consider the speaking activities we do in class interesting.
40
2
2
STUDENTS PERCENTAGES
15
10
11
37,5%
25,0%
27,5%
5,0% 5,0%Totally disagree
Disagree
Neither agree nordisagreeAgree
Totally agree
52
ITEM N° 8. - It is important the use of the appropriate intonation when
speaking.
SAMPLE: forty students
CHART N° 10
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
GRAPHIC N° 8
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta
Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
Comment
According to the statistical results obtained from the survey to the of
First Year Baccalaureate section “C” of “Dr. Francisco Huerta Rendón” High
School, more than a half totally agree in it is important the use of the
appropriate intonation when they speaking since that the correct intonation
is essential during the development of different activities because it helps
them gain more confidence in the class.
ITEM INDICATORS
Totally disagree 2,5 %
Disagree 5,0 %
Neither agree nor disagree 10,0 %
Agree 20,0 %
Totally agree 62,5 %
Total 100 %40
2
4
8
25
It is important the use of the appropriate intonation when speaking.
8
STUDENTS PERCENTAGES
1
2,5% 5,0%
10,0%
20,0%62,5%
Totally disagree
Disagree
Neither agreenor disagreeAgree
Totally agree
53
ITEM N° 9. - I know how to use intonation to improve my speaking skill in
the English language.
SAMPLE: forty students
CHART N° 11
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
GRAPHIC N° 9
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta
Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
Comment
After tabulation of the results, half of the students surveyed totally
disagreed since that they did not know how to use intonation to improve
their speaking skill in English language. It means that students have many
deficiencies in their speaking since that they do not know how to use some
tips to apply intonation while their produce an oral, or doing any activity
related speaking.
ITEM INDICATORS
Totally disagree 50,0 %
Disagree 35,0 %
Neither agree nor disagree 10,0 %
Agree 2,5 %
Totally agree 2,5 %
Total 100 %
I know how to use intonation to improve my speaking skill in the English
language.
PERCENTAGES
9
20
14
4
1
1
STUDENTS
40
50%
35%
10%
2% 3%Totally disagree
Disagree
Neither agree nordisagreeAgree
Totally agree
54
ITEM N° 10. - I understand and answer questions according to my oral
expression level in English language.
SAMPLE: forty students
CHART N° 12
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
GRAPHIC N° 10
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta
Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
Comment
According to the results obtained, more than a half of the students
totally disagree since that they mention that they do not understand and
cannot answer questions according to their oral expression level in English
Language. It means that students of First Year Baccalaureate section “C” of
“Dr. Francisco Huerta Rendón” High School have insufficiencies to
understand and answer questions since that they probable do not have the
adequate preparation in the grades before.
ITEM INDICATORS
Totally disagree 67,5 %
Disagree 27,5 %
Neither agree nor disagree 5,0 %
Agree 0,0 %
Totally agree 0,0 %
Total 100 %
10
27
11
2
0
0
I understand and answer questions according to my oral expression level in
English language.
40
STUDENTS PERCENTAGES
0%0% 5%
27%
68%
Totally disagree
Disagree
Neither agree nordisagreeAgree
55
ITEM N° 11. - I apply intonation when I participate in oral activities.
SAMPLE: forty students
CHART N° 13
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
GRAPHIC N° 11
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
Comment
After the tabulation of the results, almost half of students of First Year
Baccalaureate section “C” totally disagree in that learners do not apply
intonation when they participate in oral activities. This is owing to the fact
that teacher rarely monitor activities and students do not take care of their
words nor intonation, then it can produce a bad oral production and students
with deficit in speaking skills.
ITEM INDICATORS
Totally disagree 42,5 %
Disagree 37,5 %
Neither agree nor disagree 15,0 %
Agree 2,5 %
Totally agree 2,5 %
Total 100 %
11
17
15
6
1
1
40
STUDENTS PERCENTAGES
I apply intonation when I participate in oral activities.
42%
37%
15%
3% 3%Totally disagree
Disagree
Neither agree nordisagree
Agree
56
ITEM N° 12. - A system of activities based on intonation exercises will help
me to improve my oral expression level.
SAMPLE: forty students
CHART N° 14
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
GRAPHIC N° 12
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta
Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
Comment
After the tabulation of the results, most of learners agree and
consider that a system of activities based on intonation exercises will help
them to improve their oral expression level. It can be said that students
agree and consider that the teacher should include a system of activities in
which it includes some tips or advices to develop and improve their oral
expression level.
ITEM INDICATORS
Totally disagree 2,5 %
Disagree 7,5 %
Neither agree nor disagree 25,0 %
Agree 37,5 %
Totally agree 27,5 %
Total 100 %
STUDENTS PERCENTAGES
12
1
3
10
15
11
40
A system of activities based on intonation exercises will help me to improve
my oral expression level.
2% 7%
25%
38%
28%Totally disagree
Disagree
Neither agreenor disagreeAgree
57
ITEM N° 13. - The correct use of intonation helps in the development of a
good communication in the English language.
SAMPLE: forty students
CHART N° 15
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
GRAPHIC N° 13
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta
Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
Comment
As a result of the survey to students of the educational establishment
before mentioned, more than a half of them totally agree with that the correct
use of intonation helps in the development of a good communication in the
English language. In conclusion most of the students believe that is very
important having knowledge about intonation because it helps to keep a
good conversation with other people.
ITEM INDICATORS
Totally disagree 0,0 %
Disagree 0,0 %
Neither agree nor disagree 2,5 %
Agree 35,0 %
Totally agree 62,5 %
Total 100 %
STUDENTS PERCENTAGES
13
0
0
1
14
25
40
The correct use of intonation helps in the development of a good
communication in the English language.
0%0%2%
35%
63%
Totally disagree
Disagree
Neither agreenor disagreeAgree
58
ITEM N° 14. - It is necessary to apply new exercises at the moment of
developing speaking activities in the class.
SAMPLE: forty students
CHART N° 16
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
GRAPHIC N° 14
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
Comment
According to the tabulation of the surveys applied to the students,
most of them agree about it is necessary to apply new exercises at the
moment of developing speaking activities in class. Therefore, students of
that institution are conscious in that it is very essential to apply exercises
update during the development of speaking in class.
ITEM INDICATORS
Totally disagree 2,5 %
Disagree 2,5 %
Neither agree nor disagree 12,5 %
Agree 62,5 %
Totally agree 20,0 %
Total 100 %
STUDENTS PERCENTAGES
14
1
1
5
25
8
40
It is necessary to apply new exercises at the moment of developing
speaking activities in the class.
2% 2%
13%
63%
20% Totally disagree
Disagree
Neither agreenor disagreeAgree
59
ITEM N° 15. - Practice using intonation activities are a good ways to develop
the oral expression in English language.
SAMPLE: forty students
CHART N° 17
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
GRAPHIC N° 15
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
Comment
According to the tabulation of the results, most of the students of First
Year Baccalaureate section “C” states that to practice using intonation
activities are a good ways to develop the oral expression in English
language, since that half of them totally agree. In summary, it can be said
that students are totally sure that the performing of intonation activities will
develop and improve speaking in a second language.
ITEM INDICATORS
Totally disagree 0,0 %
Disagree 2,5 %
Neither agree nor disagree 10,0 %
Agree 37,5 %
Totally agree 50,0 %
Total 100 %
STUDENTS PERCENTAGES
15
0
1
4
15
20
40
Practice using intonation activities are a good ways to develop the oral
expression in English language.
0%2% 10%
38%
50%
TotallydisagreeDisagree
Neither agreenor disagreeAgree
60
CHI SQUARE TEST
CHART N° 18 – Chi Square
Source: Survey to students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
CHART N° 19 – Results of the Chi Square Test
Pruebas de chi-cuadrado
Valor gl Sig. asintótica (2 caras)
Chi-cuadrado de Pearson 45,020a 12 ,000
Razón de verosimilitud 38,072 12 ,000
Asociación lineal por lineal 14,407 1 ,000
N de casos válidos 40
a. 17 casillas (85,0%) han esperado un recuento menor que 5. El recuento mínimo esperado es ,03.
Source: Survey to students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school.
Authors: Lucas Angulo María & Silva Alcívar Luis
61
Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
After to the application of the Chi Square, as it can observe in the
results in the chart, the value of p is less than 0.05, so it shows that there is
a relationship between the independent and dependent variable, therefore
the intonation have many influences in the oral expression.
CORRELATION OF VARIABLES TEST
Through the application and the analysis and interpretation of the
results of the instruments of investigation, the deficiency that was shown by
the learners of First Year Baccalaureate section “C” at “Dr. Francisco Huerta
Rendón” High school in the development of the speaking activities based
on intonation was noticeable. Besides, it was evident that students have not
developed the level in oral expression according to the previous grade
standards completed.
62
Furthermore, it can be mentioned that according to the results in the
interview and the observation, it was evidenced that is necessary the
designing of a cd and a system of activities based on intonation proposed
on the proposal, which will help learners before mentioned to improve the
intonation on their pronunciation.
TRIANGULATION OF RESULTS
According to the data obtained through different instruments of
investigation and the statistical analysis performed, it can be deduced that
there is an intonation problem affecting students’ oral expression skill.
Besides, it was noticeable that most of learners have certain difficult
in intonation at the moment to develop speaking activities, as well as
teacher could not monitor everybody due to the fact that timing class is
short. Based on these data, it can be concluded that the creation of this
proposal is going to have good results during its application and it will help
in the improving of students’ intonation.
CONCLUSIONS AND RECOMMENDATIONS
CONCLUSIONS
Results contain that students of this establishment have many
deficiencies in oral expression due to the fact that they unknown the
correct pronunciation of the words.
It was noticeable that learners cannot speak during speaking activity,
owing to the fact they cannot pronounce correctly and they feel
ashamed so they prefer do not participate in the tasks.
It was noticed that students do not feel any motivation during the
development of the speaking activity because they are not able to
understand something which are mentioned by teacher.
It was evident that in the educational establishment do not have a
material update which allows to student develop their level and
improve their intonation.
63
RECOMMENDATIONS
It is very essential that the institution gives students, according to
their level different activities which allow student the practice of
intonation.
It is important that students to feel comfortable and relaxed during
the development of the class with the purpose they can put in
practice their intonation and improve their pronunciation.
It is necessary that during the speaking class the teacher has
updated material to develop the class because the students get
bored and lose interest in the class.
A good way which could help learners to train their intonation can be
the application of a system of activities with the objective that
students develop their English level, also improving their intonation
and pronunciation too in the oral expression.
64
CHAPTER IV
THE PROPOSAL
TITLE
A Cd with its respective booklet with intonation activities for the
development of English.
JUSTIFICATION
This proposal arose from a diagnosis performed at “Francisco
Huerta Rendon” Public High School by means of some empirical
techniques and the implementation of different instrument of research
such as the observation, the interview and the survey which
diagnosed the educational problem presented in the high school
before mentioned.
Besides, it was also corroborate the deficiencies and the level
that have the students of First Year Baccalaureate section “C” in the
development of activities based on intonation in the oral expression,
as well as the teacher have certain problems due to the lack of update
of the activities based on intonation, then it was decided the creation
of a Cd and a system of activities based on intonation exercises such
proposal for students with the purpose of improving their English
level.
OBJECTIVES
GENERAL OBJECTIVE
To develop speaking skill through a Cd and a system of
activities based on intonation exercises to improve their level of
communication.
65
SPECIFIC OBJECTIVES
To recognize the correct intonation in the different activities
performing which can used into sentences, phrases and so on.
To identify and differentiate the different types of intonation during
the speech.
To improve the level of oral expression through some
suprasegmental features such as stress and tone of voice.
THEORETICAL ASPECTS
DIDACTIC FOUNDATION
In the didactic foundation, it was based on Ferreira (N/D) who said
that intonation is considered the melody of the language and people use it
to communicate with others, showing feelings, emotions, intentions, and so
on, replacing the punctuation at the moment of speaking, because in this
way the people only speaking can demonstrate anger, confusion, sarcasm,
interest or lack of it, surprise, and so on.
Moreover, Nordquist (2017) mentions that intonation is more
essential during the speech, when people use it to change their vocal pitch,
it can be said that in the rising and falling of the pronunciation of words, in
special in yes or no questions with the purpose to convey personal attitude
or grammatical information.
That means, in the oral expression, the intonation is very important
in the speech since that the pronunciation at the moment of expressing
ideas or making question are different because when people transmitting
some information in a declarative form the rising and falling of the sentence
is totally different when people use questions to know about any topic.
66
PHILOSOPHICAL FOUNDATION
From the philosophical foundation point of view, it is based on Allright
(2011), which states that can motivate the student valuing not only their
knowledge, but their desire to improve English, class participation,
creativity, cleanliness and order in the class notebook, and so on. This set
of values is very important in the formation of the student as a good
command of English due to the fact that learners can feel motivate to speak
and put more attention they speak or pronounce.
It can be inferred that in this way, the effort of the students for
improving and the interest that they put in each activity with the objective of
a good intonation, more their positives attitudes in front of the class will allow
a good impact on their level of knowledge and pronunciation too in English.
PEDAGOGICAL FOUNDATION
In the pedagogical foundation is referred to Spratt, Pulverness and
Williams (2011) who make reference a productive skill which student should
develop. This is oral production which it allows to learners interact with other
people orally with the purpose of transmitting a message or their ideas and
feelings, since that one of the most important skill in the learning of a second
language and difficult skill to develop
It can be said that is a good way to fulfill that students improve their
intonation since that they listen the correct pronunciation and can take notes
to know how the correct pronunciation and intonation are. It can be
considered some readings that teachers can put in practice with their
students.
SOCIOLOGICAL FOUNDATION
In the sociological foundation, it can be said that it plays an essential
role in the life of the learners because it is the study about how humans
beings take place in the society and the way how they interact among them,
67
since that according to Byrne (1998) cited by Rodriguez (2010) in his
research mentions that "social foundations make reference to the
individuals inside the groups and communities that they are involved in, by
exerting specific roles of behavior that give a positive and negative meaning
to the personal achievement” (p. 19)
PSYCHOLOGICAL FOUNDATION
It can be mentioned that in the psychological point of view, it
is very important the environment which learners involved in for their
learning, since that a comfortable environment will help students to obtain
an effective learning and will improve their skills in the oral expression.
Besides, it allows developing their intelligences, and will help the teacher to
develop their able and types of personalities with the purpose of having a
dynamic, active and constructive class into the classroom.
Moreover, over the years, student is considered psychologically like
a the center of the learning, since it shows some important features to know
more about different problems which learners present during the academic
performance and where motivation is necessary to fulfill learners learn and
develop a good level using the correct intonation in the different speeches
that they do.
LINGUISTIC FOUNDATION
From the linguistic point of view, Papalia (1976) mentions that
linguistic makes emphasis in the importance to train the sense of the ear,
through the auditory practice and overall the recognition of the different
sound and put in practice the intonation of the same and in this way, they
will avoid to have some errors. (p.79)
Besides, according to some authors such as Gadamer (1960),
Armstrong (1995), and Suazo (2006), who together agree that oral
production is very important in the developing of a second language and
linguistic is helpful to learners distinguish the functions of the language
68
which allow persuading, transmitting information and overall the capacity to
express what the speaker feel and think.
It can be said that at the moment to develop oral expression, it is very
important that human being have a good intonation according to the
situation with the purpose to have a good interaction and communication.
LEGAL FOUNDATION
It was based on the articles 343 of the Constitution of Ecuador
(2008), and in the section five related to education in the article twenty six
which mentions that learners can develop their capabilities and
potentialities; besides of the application of techniques, subject, knowledge
and functions since that people have the obligation and the necessity of an
excellent education and the opportunity of the development of a second
language with the application of the best tools for the same.
In addition to this, it was also based on the Organic Law Intercultural
Education (2013), LOEI in the second chapter of the state of obligations
about the right of the education, chapter 7, subsection x which can be
inferred that students have the different potentialities to strengthen their
knowledge and skills in the second language with the purpose of applying
their knowledge in their life through formal and non – formal education.
FEASIBILITY OF ITS APPLICATION
This research project is feasible because with all standards for its
application since that the financial resources required to creation is minimal.
Besides, according to technical feasibility, the creation of this proposal does
not need any technological resource. In the human feasibility, it is supported
by the human resources of the high school since it is beneficial not only
teacher rather students too.
Moreover, in the legal feasibility, such as mentioned in the chapter 2
on the legal foundation, it was supported on the articles 343 of the
69
Constitution of Ecuador (2008), and in the section five related to education
in the article twenty six and Organic Law Intercultural Education (2013),
LOEI in the second chapter of the state of obligations about the right of the
education, chapter 7, subsection x which guarantee that people have the
obligation and the necessity of an excellent education and the opportunity
of the development of a second language with the purpose of applying their
knowledge in their life.
Finally, according to educational policy, this investigation is based on
National Plan for Good Living, Objective 4.8 which human beings from
different contexts have the obligation of receiving a bilingual intercultural
education of quality during their development.
DESCRIPTION
This proposal was designed with the purpose of improving the
intonation in the oral expression of students of First Year Baccalaureate
section “C” at “Dr. Francisco Huerta Rendón” High School to the level that
they should have by means of the creation of a Cd and a system of activities
based on intonation exercises, which contain different activities that were
carefully chosen with the purpose of fulfilling the learning required during
the end of each unit of the second quimester.
Moreover, this chapter have specific activities related with the English
text to strengthen the knowledge learned during the course. In addition to
this, the booklet is schematized due to the fact that contains an introduction
which is referred to some aspects according the structure and study of the
same.
CONCLUSIONS
The creation and application of this proposal are going to help
learners of First Year Baccalaureate section “C” at “Dr. Francisco Huerta
Rendón” High School to improve and strengthen their intonation by means
of the performing of different activities.
70
In addition, the students have different exercises to put in practice
into the classroom, as well as activities where learned created their own
activities.
Students will be able to obtain the level according the course studied
and they could learn new ways or techniques to continue progressing.
71
REFERENCES
Allright, R. (2011). Motivation- the teacher's responsibility. Nueva Yord: ELT
Journal. P. 45.
Armstrong. Michael. (1995). Armstrong’s handbook of human resource
management practice. 13th edition. Retrieved from
https://otgo.tehran.ir/Portals/0/pdf/Armstrong%27s%20Handbook
%20of%20Human%20Resource%20Management%20Practice_1.
Asamblea Nacional Constituyente. (2008). Constitución Política de la
República del Ecuador. Quito: Published in the Official Register N°
449. October, 20th, 2008. Pp. 27
Asamblea Nacional Constituyente. (2008). Constitución Política de la
República del Ecuador. Quito: Published in the Official Register N°
449. October, 20th, 2008. Pp.160.
British Council. (N/D)Teaching English. Intonation. Retrieved from Guzmán.
(2011). Comprensión Auditiva del Idioma extranjero. España:
Vigos.
Byrne, D. (1998). Rodríguez. (2010). Metodología de la enseñanza de
lenguas extranjeras. . La Habana: Ed Pueblo y Educación. P. 19.
Cardona, Alvarez. Jennifer, and Celis, Muñoz. Mercedes. (2011).
Estrategias para mejorar la expresión oral. Universidad de la
Amazonía. Florencia. Caquetá. Retrieved from:
https://edudistancia2001.wikispaces.com/file/view/ESTRATEGIAS+
PARA+MEJORAR+LA+EXPRESION+ORAL+EN+EL+GRADO+4%
C2%B0+DE+BASICA+PRIMARIA.pdf
Clark, Plano V. L. (2011). Designing and conducting mixed methods
research .Second edition. Retrieved from:
72
https://www2.jabsom.hawaii.edu/native/docs/tsudocs/Best_Practices_for_
Mixed_Methods_Research_Aug2011.pdf
Constitution of the Republic of Ecuador. (2008). Retrieved from
http://pdba.georgetown.edu/Constitutions/Ecuador/english08.html
Ferreira. Adir. (N/D). Intonation: the secret ingredient to great pronunciation.
Real Life. Retrieved from http://reallifeglobal.com/intonation-the-
secret-ingredient-to-great-pronunciation-with-audio/
Gadamer, H. (1960). Verdad y Metodo. Truth and Method. P. 477.
Gardner. Howard (1983). Howard Gardner’s Theory. The Multiple
Intelligences.
Gussenhoven. Carlos. (2002, April). Intonation and Interpretation:
Phonetics and Phonology. Centre for Language Studies. University
of Nijmegen, the Netherlands. France. Aix – en – Provence.
Retrieved from: http://www.isca-
speech.org/archive_open/sp2002/sp02_047.pdf
Harmer, J. (1998). How to Teach English. Addison Wesley Longman
Limited. P. 307.
Kayi, H. (2006). Teaching Speaking: Activities to Promote Speaking in a
Second Language. The Internet TESL Journal.
Ley Orgánica de Educación Intercultural – LOEI. (2011). Second
supplement. Official Register N° 417. Edition March, 31st, 2011.
Quito, Ecuador. P 10.
Ley Orgánica de Educación Intercultural – LOEI. (2011). Second
supplement. Official Register N° 417. Edition March, 31st, 2011.
Quito, Ecuador. P 13.
73
Nordquist, Richard. (2017). Intonation Definition and Examples in Speech.
Glossary of Grammatical and Rhetorical Terms. ThoughtCo.
Retrieved from https://www.thoughtco.com/intonation-speech-
term-1691184
Nussbaum, L. –A. (2010). El aula como espacio cultural discursivo. / Luci
Nussbaum y Amparo Tusón. Argentina: Revista Signos 1.
Papalia, Anthony. (2001) Learner – Centered language teaching methods:
Methods and materials. Newbury House. Retrieved from
http://jps.library.utoronto.ca/index.php/qua/article/viewFile/9322/62
76
Piaget, J. (2013). The construction of reality in the child (Vol. 82). Routledge.
Pulverness et Al. (2012). The Teaching Knowledge Test Course. University
of Cambridge. Cambridge University Press. Retrieved from
http://www.k12.wa.us/TPEP/Frameworks/Marzano/Marzano_Teac
her_Evaluation_Model.pdf
Spratt. Mary. Pulverness. Alan. And Williams. Melanie. (2011). TKT
Teaching Knowledge Test Course. University of Cambridge.
English for speakers of other languages. Retrieved from
http://assets.cambridge.org/97805216/09920/sample/9780521609
920ws.pdf
Suazo, S. (2006). Inteligencias Múltiples. Universidad de Puerto Rico.
Vygotsky, L. S. (1980). Mind in society: The development of higher
psychological processes. Harvard university press.
74
BIBLIOGRAPHY
Bolinger, D., & Bolinger, D. L. M. (1986). Intonation and its parts: Melody in
spoken English. Stanford University Press.
Bolinger, D., & Bolinger, D. L. M. (1989). Intonation and its uses: Melody in
grammar and discourse. Stanford University Press.
Brazil, D., Coulthard, M., Johns, C., & Johns, C. (1980). Discourse
intonation and language teaching (pp. 1-82). London: Longman.
Cassell, J., Pelachaud, C., Badler, N., Steedman, M., Achorn, B., Becket,
T., & Stone, M. (1994, July). Animated conversation: rule-based
generation of facial expression, gesture & spoken intonation for
multiple conversational agents. In Proceedings of the 21st annual
conference on Computer graphics and interactive techniques (pp.
413-420). ACM.
Cruttenden, A. (1997). Intonation. Cambridge University Press.
García - Hernández. Fernando. (2006). Practical Evaluation of the Anatomy
Based on the Theory of Multiple Intelligences of Gardner,
Odontology Career of the Antofagasta University, Chile.
International Journal of Morphology, 24, 1.
Hart, J. T., Collier, R., & Cohen, A. (2006). A perceptual study of intonation:
an experimental-phonetic approach to speech melody. Cambridge
University Press.
Ladd, D. R. (2015). The American Four-Level Analysis of Intonation
Contours.Historiographia Linguistica, 42(1).
Learning theories. Retrieved fromhttps://www.learning-
theories.com/constructivism.html
75
Lehiste, I., & Peterson, G. E. (1961). Some basic considerations in the
analysis of intonation. The Journal of the Acoustical Society of
America, 33(4), 419-425.
Lieberman, P. (1967). Intonation, perception, and language. MIT Research
Monograph.
Lo, Regina Suk Mei; Li, Henry Chi Fai (1998). Forum, Publication Type:
Journal Articles; Reports – Research Classroom Techniques:
Foreign Languages and English as Second Language. V 36 n 3 Jul
- Sep.
Mayora Pernía, Carlos Alberto. (2009). Theoretical and Pedagogical Bases
of the Skills Integrated Approach.
Pike, K. L. (1945). The intonation of American English.
Steedman, M. (1991). Structure and intonation. Language, 260-296.
Suárez, Jaqueline; Maiz, Francelys; Meza, Marina. (2010). Inteligencias
múltiples: una innovación pedagógica para potenciar el proceso
enseñanza aprendizaje. Multiple intelligences: A pedagogical
innovation to improve the learning-teaching process. Investigación
y Postgrado, num. Enero - Junio, pp. 81-94. Retrieved from
http://www.tecweb.org/styles/gardner.html
Taylor, P. (1994). The rise/fall/connection model of intonation. Speech
Communication, 15(1), 169-186.
Vázquez, G. (2000). La destreza oral cited by Centro virtual Cervantes.
Expression oral. Madrid, Edelsa. Retrieved from
http://cvc.cervantes.es/ensenanza/biblioteca_ele/diccio_ele/diccio
nario/expresionoral.htm
ANNEX
I
ANNEX
II
ANNEX
III
Source: Director of “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
Source: Interview to the teacher of “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
Source: Survey to the students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis
ANNEX
IV
OBSERVATION GUIDE
Institution: ´´Dr. Francisco Huerta Rendón´´ High School Sustenance: Fiscal Labor Regime: Coast Schedule: Afternoon Type: Mixed Subject: English Topic Date: Attention forms: Presencial (X) Semi-presencial ( )
Objective: To analyze the teaching process and exercises that employs the
teacher to improve the intonation in oral expression.
Estándares Generales de indicadores: 1. Totalmente en desacuerdo; 2. En
desacuerdo; 3. Ni de acuerdo ni en desacuerdo; 4. De acuerdo; 5. Totalmente de
acuerdo.
TEACHER:
Uses correctly the process of learning.
Stimulates to student in each exercises
based on oral expression.
Use correctly oral techniques such as
role plays, dialogues, etc.
Employs a system of activities that help
to the improvement of the intonation.
STUDIENTS
Understand the process of learning of
the teacher.
Interact with their classmates.
Put in practice the different techniques
that teacher employs.
Develop activities based on intonation.
Use some extra material with exercises
to improve their oral expression.
1 2 3 4 5
INTERVIEW TO THE TEACHER
Objective: Determine the current situation in the deficiencies and potentials that are presented in the students of First Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High School during development of activities based on intonation in oral expression. Personal Data
Gender: Female Name of the Educational Unit: “Dr. Francisco Huerta Rendón” High School Seniority: In teaching ______ In the Educational Unit ______ Type of post that have: Appointment ( ) Hired ( ) Obtained Title:
Questions
11. Do you consider important to develop speaking skills in the students
of English language? Why?
12. Do you think students have the appropriate oral expression level
according to their instruction level? Why?
13. How often do you perform speaking activities with your students?
14. What kind of methods and techniques do you apply to develop
speaking skills in the learners?
15. What kind of methodology do you use to practice intonation in class?
Which one?
16. What benefits do you consider the use of intonation has in the oral
expression?
17. What do you think about the influence of intonation at the moment to
develop speaking activities?
18. Do you use any didactic material to highlight intonation activities and
to improve the speaking skill in your learners? Which one?
19. How would help you having a didactic material in the English
language?
20. Would you like to receive any system of activities based on intonation
to allow you put in practice activities to develop oral expression in the
students? Why?
UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
SURVEY TO THE STUDENTS
Objective: To verify the level of the oral expression skill and the use of the intonation of the students
of First Year Baccalaureate section “C” at Dr. Francisco Huerta Rendon Public High School.
Specific Instruction: Mark an X the answer which you consider the most appropriate for each
item.
1. Totally disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Totally agree
ITEM 1 2 3 4 5
1. It is important to develop my speaking skills in
English language.
2. I try to communicate in English when I have doubts in class.
3. I have problems when I want to express myself in English.
4. I consider that I have a proper speaking skill level in
English language according my academic level.
5. I feel motivated to communicate in English when the
teacher starts the class.
6. The teacher performs speaking activities in class.
7. I consider the speaking activities we do in class interesting.
8. It is important the use of the appropriate intonation
when speaking
9. I know how to use intonation to improve my speaking
skill in the English language.
10. I understand and answer questions according to my oral expression level in English language.
11. I apply intonation when I participate in oral activities.
12. A system of activities based on intonation exercises
will help me to improve my oral expression level.
13. The correct use of intonation helps in the development of a good communication in the English language.
14. It is necessary to apply new exercises at the
moment of developing speaking activities in the class.
15. Practice using intonation activities are a good ways to develop the oral expression in English language.
Level A 2.2
According to the Common European Framework and
The National Curriculum Guidelines
BOOKLET WITH EXERCISES OF INTONATION TO STUDENTS
LUCAS ANGULO MARÍA & SILVA ALCÍVAR LUIS
INTRODUCTION
“Speech all time” is the result of a research project about oral expression
which was created to the students who start to learn English as a Second
Language (ESL) and develop speaking skill.
This material is divided in four units; each one contains some activities
according the kind of intonation taught in that unit with a variety of exercises in
which the students will have to develop their capacity in the speaking skill, such
as pronunciation, rhythm and specially focused on intonation.
To the teacher, it contains some recommendations to prepare the activities
how to develop each activity. Will be very important the indications and guides
that the teacher give to the students about each kind of intonation.
It will be useful to the students who desire develop their level of knowledge
in speaking skill by themselves because each activated is related with the
exercises of English level.
The most important will be that after the students finish this booklet, they
will be able to keep a dialogue with other using the intonations correctly, became
in this way the conversation more interesting, avoiding that the learning and role
plays become monotonous and boring keeping all students attentive.
TABLE OF CONTENT Introduction........................................................................................1 Table of content……………………………………..………………..….2 Teachers’ Recommendation……………………..…………..……...….3 UNIT 1
Rising Intonation Concept……………………...........................……………..………..5 Audio 1.1 (To explain)…………………………..……………………5 Audio 1.2 (Exercise)………………………………………………….5 Audio 1.3 (Dialogue)………………………………………………….6 Activity # 1……………………………………………………………..6
UNIT 2 Falling Intonation Concept……………………………………………………………..7 Audio 2.1 (To explain)……..……………………………………...7 Audio 2.2 (Exercise)……………………………………………….7 Audio 2.3 (Dialogue)………………………………………………8 Activity # 2………………………………………………………….8 UNIT 3 Non-Final Intonation Concept……………………………………………………………..9 Audio 3.1 (To explain)……..……………………………………...9 Audio 3.2 (Exercise)……………………………………………..10 Audio 3.3 (Dialogue)……………………………………………..10 Activity # 3………………………………………………………...10 Unit 4 Wavering Intonation Concept……………………………………………………………11 Audio 4.1 (To explain)…..……………………………………….11 Audio 4.2 (Exercise)……………………………………………..11 Activity # 4 (Wavering Intonation Twister)………………..…...12
TEACHERS’ RECOMMENDATION
“Speech all time” is a Cd with its respective booklet which contains a
system of activities, with a diversity of exercises which will help the students to
develop oral expression.
Besides, it shows you some suggestions or recommendations which you
could put into practice over the course.
First, it is important and necessary to explain to learners the content of this
booklet, mention them about speak, oral expression concept and the importance
of the intonation with the purpose that they familiarize with it.
To start the activities:
1. You can start giving them an example of the intonation that they are going
to learn.
2. You can help with pictures or flash cards.
3. You can ask some information about the topic.
4. You ask them to repeat the example that you gave them.
5. You can mention what they think about something.
To continue the activities:
1. Ask them to look at the first exercise from the booklet. This activity is good
for activating existing vocabulary or revising vocabulary studied in
previous lessons.
2. Let them to ask about unknown words or about the correct intonation.
3. Put the first audio of the unit and bold the examples from booklet,
especially the parts in which the intonation is explained.
4. Students have to repeat the pronunciation and rhythm of each word with
the purpose they learn the correct intonation too.
5. Introduce the activity of speaking, explain it step by step.
6. Ask them to repeat after the voice from the audio, trying to say with the
same intonation.
7. Require them to prepare the booklet to develop the second exercise form
the unit.
8. Put the second audio of the unit and ask them to do it.
9. Correct their answers with them, they will prepare their speech individually
to say it with the right intonation.
10. Listen the last audio of the unit (Dialogue) and bold the parts where the
characters are using the intonation explained.
11. Performance the characters of the dialogue with volunteer students.
12. Do the activity of each unit (Last part) and develop the learned.
13. Monitor them all the time while they do the exercise.
14. Students present their activity.
To conclude the activity:
1. Indicate to the students some or common mistakes in their speech in
special focused on intonation.
2. Tell students to work in pairs some questions about their personal life or
their opinions related to any topic.
3. Remember when they have to use the different kind of Intonation,
especially the Wavering Intonation because they can get confuse.
4. Support the learners to sending a homework with similar activities where
they must identify the kind of intonation into a reading or speech.
5. The next class, take them a quiz about the last intonation learned.
1.1 Listen and try to repeat exactly how you hear the following
questions.
a. Are you Algerian?
b. Does he know about this?
c. Can you lend me some money?
d. Is the food delicious?
e. Are they traveling?
f. Did you work last week?
g. Are you a magician?
h. Do you have a car?
1.2 Listen the following questions and mark with the Rising
Intonations as the last examples.
a. Can you bring me my book?
b. Are you the Robert’s father?
c. Is the party here?
d. Do you play in that soccer team?
e. Does she cut the pages of my notebook?
f. Are they students of this high school?
Rising Intonation
Rising intonation is about the speaker raise the voice at the end of a phrase,
sentence or statement. It usually uses in yes – no questions, it can be said
in questions which the answers are yes or no (Verb to be, Can and Do/Does).
Notice how you must raise your voice like indicate the arrow in the final of the statement.
g. Did you do your homework?
h. Are you a good soccer player?
i. Can we collect the money till that date?
j. Is she the beneficiary of the lottery?
1.3 Listen the dialogue between Louis and Gabriela, in the dialogue,
you should highlight the part where they are using the Rising Intonation.
At the airport…
Gabriela: Excuse me! Are you Mr. Louis McKalister? Mark: No, I’m Mark Robson. Can i help you? Gabriela: No really, I need to find Mr. McKalister… Thanks! Mark: Sorry, Do you have any pen? Gabriela: Sure; here you are. Mark: Thanks. Gabriela: You’re welcome! Sorry, but I have to go! … Gabriela: Excuse me! Are you Mr. Louis McKalister? Louis: Yes, I am…and you are… Gabriela: I’m Gabriela Silva, I’ll be your guide and your
Partner in the city. Welcome to Guayaquil! Louis: Oh Thanks God! Are you Mr. Silva’s daughter? Gabriela: Yes, I am. My father will be very nice to meet you finally. Louis: and I am really pleased to meet you. Is this city very quiet? Gabriela: Well. Not really, but we’re going to go in the company’s car. Louis: Umm…will be all right then! Sorry, do you have any pen? Gabriela: Sure…here you…oh sorry, I lent my pen someone else and I forgot ask it. Louis: No problem! If you want, we can go!...One more thing
Are you married? Gabriela: Yes, I am, my husband is my father’s partner. Louis: Really?...well that’s not what I expected!
Activity # 1 Choose a partner and create a situation where your partner visit you in your country and you are going to receive him/her; you can ask him/her about his/her likes, what he/she know about your city, etc. You must use into your conversation questions with rising intonation. Dramatize the situation that you have prepared in front of your classmates; you have to use the rising intonation learned in this unit. Good luck!
2.1 Listen and try to repeat exactly how you hear the following
statements and questions.
Statements
My name is Louis Silva.
Nice to meet you.
I am going to the park.
I will be back in twenty minutes.
Have an excellent day.
Questions
What is your last name?
Where does she go?
Why did you go out very late?
Who is that man over there?
How can I use this?
2.2 Listen the following questions and mark with the Falling
Intonations as the last examples.
a. Where do you put my tennis?
b. Let me review in my notes.
c. You must take the bus to get the mall.
falling Intonation
Failing intonation is when the speaker lowers the voice at the end of a
phrase, sentence or statement. It is usually used in questions and
statements which contain wh – questions such as what, where, why, how,
who, which, Etc.
Notice how you must fall your voice like indicate the arrow in the final of the statement and the questions.
d. Why aren’t you in the school?
e. I’m going to do yoga first.
f. How is the use of this machine?
g. You must eat legumes for health.
h. Put the cd from the book!
i. What is your name?
2.3 Listen the dialogue between Andrew and Elise, in the dialogue,
you should highlight the part where they are using the Falling Intonation.
Elise: Hello Andrew, How are you? Andrew: I’m fine, I little sad because I didn’t get my tickets to the Bruno Mars’ concert. Elise: Well, you won’t lose much; in change I’m saving money for Taylor Swift. She’s a really good singer. Andrew: What are you talking about? Bruno is the best. Elise: No kidding…Who won 7 Grammy’s award in the same night? Andrew: Ok…but, Bruno is the singer who has more sales in Spotify, up to 1 million. Elise: Well; I didn’t know that about Taylor but I imagine she has the same quantity. Andrew: Whatever…I need to get somebody to sell me tickets for the concert… Elise: I don’t want to disappoint you, but I heard that those tickets are overs completely. Did you try on line? Andrew: Yes, but nothing…I’m looking for someone who bought the tickets but don’t want them now. Elise: I think that possibility is a little difficult…but, where do you go now? Andrew: I’m going to the cafeteria. Why? Elise: I need some help with a homework. Andrew: Sure, no problem! Let’s go. Elise: It’s about math, but I think that I didn’t bring my notes… Andres: I brought mine. I have a free hour. Elise: Andy, eeh…look at that girl!... Andrew: Who? The girl standing next to the bar? Elise: Yes…She’s the secretary of the principal…what is her name? Andrew: She’s Romina; if you want I introduce you. Elise: Maybe another day…Can we start to studying?...
Activity # 2 Choose a partner and in 10 pieces of papers you must write statements or questions with rising and falling intonation (Review the rules when you must use rising or falling intonation), one for each piece of paper; after, against other pair of classmates interchange the papers and count till 3 and start to order by intonation. Who finish first and have ordered correctly, will win the game. Good luck!
3.1 Listen and try to repeat exactly how you hear the following
statements.
Unfinished thoughts
a. She bought the magazine, but she didn’t read it.
b. When I finished high school, I got a job.
Introductory Phrases
a. In my opinion
b. If you don’t mind
Series of Words
a. I love practicing volleyball, basketball, tennis and football.
b. At college I’m taking psychology, French, History, and Linguistics.
Expressing Choices
a. Do you want to stay home or go to the movies?
b. Do you speak Spanish or Portuguese?
Non-Final Intonation
In non - final intonation sentences, the pitch rises and falls within the
sentence. This type of intonation is used with unfinished thoughts,
introductory phrases, and series of words and also when we express
choices.
Notice how you must raise your voice in the first part of the statement and falling your voice in the final of the statement.
3.2 Listen the following statements and mark with the
Non-final Intonation as the last examples.
a. I’m going outside, for some fresh air.
b. I’m concerned
c. Actually, the movie was marvelous.
d. If you don’t mind, I’m going to sleep.
e. If you don’t mind
f. I need rice, beans, lettuce, and sugar.
g. Would you like a coke or some juice?
h. As a matter of fact, she doesn’t know where he goes.
i. He left work, came home, took a shower, and went to bed.
j. Is your name Mary or Mandy?
3.3 Listen the dialogue between Zack and Karol, in the dialogue, you
should highlight the part where they are using the Non-final Intonation.
At the classroom: Teacher: Please, work in pair and talk about your likes and dislikes… … Zack: Can we work together Karol? Karol: Sure, no problem. Zack: Tell me about your hobbies… Karol: I love listening to music, reading books, and surfing on internet. Zack: Really? What kind of sport do you practice? Karol: I practice Volleyball, Basket and I do yoga; and you? Zack: I play soccer, tennis and Badminton; about the book, what kind of reading do you prefer? Karol: I prefer the science fiction, but read drama and romantic novels too. Zack: I dislike the science fiction, thought I love “The Lord of the ring” Karol: Really? It’s my favorite science fiction book…but did you prefer to watch the movie or to read the book? Zack: Obviously…the book! After class, can I invite you something? Karol: Sure, but I don’t drink nothing with calories. Zack: No problem, you choose what you want. … Teacher: Ok students…time is over! I need volunteers in front of the class…
Activity # 3 Form two groups of students with 5 integrants each one; the teacher will say statements, questions, phrases, etc. The students that conform the groups must identify if it is Rising, Falling or Non-final intonation, the team that answers correctly will gain 10 points. The team that obtains more points, will be the winner group. Good luck!
4.1 Listen and try to repeat exactly how you hear the statements.
a. She did? (Curious)
b. She did? (Surprised)
c. She did? (Angry)
d. She did. (Agree)
a. Thanks a lot. (Normal)
b. Thanks a lot. (Happy)
c. Thanks a lot. (Sarcastic)
a. Okay. (Normal)
b. Okay. (Hesitant)
c. Okay! (Very excited)
d. Okay! (Frustrated)
a. No! (Angry)
b. No? (Surprised)
c. No… (Hesitant)
d. No. (Sarcastic)
4.2 Listen the following statements and choose an emotion as answer
according you hear. Repeat them and correct your answer with your
teacher.
a. What
( ) Surprise ( ) Angry
b. You see?
( ) Doubt ( ) Happy
Wavering Intonation
Wavering intonation is about expressing specific attitudes or emotions
without mention any word. In this attitudes, it can show hesitation, sarcasm,
fear, anger, surprise amazement, curiosity, disappointment, etc.
Notice the variation of the voice with the same statements.
c. Oh my God! ( ) Excited ( ) Normal
d. You did it! ( ) Happy ( ) Anxious
e. She lost my clock! ( ) Angry ( ) Disconcerted
f. I won an award! ( ) Very excited ( ) Normal
g. Time is over ( ) Angry ( ) Worried
h. I have to go ( ) Sad ( ) Determined
Column A Column B
1. - What 1. - Sad
2. - No 2. - Very excited
3. - You did it 3. - Doubt
4. - Really 4. - Angry
5. - Excuse me 5. - Happy
6. - Doesn’t matter 6. - Surprised
Activity # 4 The teacher will get 2 dice to this play. This game will be played for column of students, the student that participate, will throw the first dice to indicate the statement (Column A); after he will throw the second dice to indicate the emotion (Column B). The student should say the statement with the emotion indicated by the dices; and the teacher, as the judge of the game, will decide if the student said the expression with the correct intonation. Will win the game the column that have more correct pronunciation. Good luck!