UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, …repositorio.ug.edu.ec/bitstream/redug/25203/1/Barrios y Arcos.pdf · Silvia Moy-Sang Castro MSc. Wilson Romero Dávila DEAN SUB-DEAN

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF

EDUCATION

SCHOOL OF LANGUAGES AND LINGUISTICS

EDUCATIONAL PROJECT

PRIOR TO OBTAINING THE BACHELOR DEGREE

IN SCIENCE OF EDUCATION

SPECIALIZATION: LANGUAGE AND LINGUISTICS

TOPIC

INFLUENCE OF IMPROVISATION ACTIVITIES ON THE SPEAKING

SKILL OF STUDENTS.

PROPOSAL

DESIGN OF A BOOKLET WITH IMPROVISATION ACTIVITIES.

AUTHORS

JOSÉ LUIS BARRIOS BRIONES

ALEX RUBÉN ARCOS MORENO

TUTOR: MSc. LIZMARY FERIZ

GUAYAQUIL – ECUADOR

2017

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FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF

EDUCATION


HIGH STANDARD SYSTEM OF EDUCATION

_ _

MSc. Silvia Moy-Sang Castro MSc. Wilson Romero Dávila

DEAN SUB-DEAN

_

MSc. Alfonso Sánchez Ávila Ab. Sebastián Cadena Alvarado

DIRECTOR SECRETARY

iii

iv

MSc

SILVIA MOY-SANG CASTRO, Arq.

Guayaquil, _

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:

Importance of reading comprehension activities in the development of

Reading skill. Design of a booklet with short stories and activities for

comprehension.

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

Atentamente,

_

JOSE LUIS BARRIOS BRIONES ALEX RUBEN ARCOS MORENO

C.I.: 0919704403 C.I.: 0926928581

v

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGUISTICAS

PROYECTO

Tema: INFLUENCE OF IMPROVISATION ACTIVITIES ON THE

SPEAKING SKILL OF STUDENTS. DESIGN OF A BOOKLET WITH

IMPROVISATION ACTIVITIES.

APROBADO

……………………………………..

Tribunal No 1

…………………………….... …….………………………

Tribunal No 2 Tribunal No 3

_

JOSE LUIS BARRIOS BRIONES ALEX RUBEN ARCOS MORENO

C.I.: 0919704403 C.I.: 0926928581

vi

EL TRIBUNAL EXAMINADOR OTORGA

AL PRESENTE TRABAJO

LA CALIFICACIÓN DE:__ _

EQUIVALENTE A: _

TRIBUNAL

_

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DEDICATION

I dedicate this work to my wife, my children, and my parents.


viii

DEDICATION

I dedicate this work to my family and friends.

ÁLEX RUBÉN ARCOS MORENO

ix

AKNOWLEDGMENT

I thank God for his mercy and love.


x

AKNOWLEDGMENT

I thank God for his mercy and love.

ÁLEX RUBÉN ARCOS MORENO

x

xi

NATIONAL REPOSITORY IN SCIENCE AND TECHNOLOGY

THESIS REGISTRATION FORM

TITLE AND SUBTITLE: Influence of Improvisation Activities on the Speaking Skill of Students. Design of a booklet with improvisation activities.

AUTHORS: José Luis Barrios Briones and Alex Rubén Arcos Moreno

ADVISOR: Lizmary Feriz

REVIEWERS:

INSTITUCIÓN: Universidad de Guayaquil

FACULTY: Faculty of Philosophy, Letters,

and Sciences of Education

CARRERA: Languages and Linguistics

DATE OF PUBLISHING: NUMBER OF PAGES:

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

THEMED AREAS: English Language

KEY WORDS: Improvisation, Speaking Skill, Communicative Interaction

ABSTRACT: The main goal of this research is to improve the speaking skill in eleventh graders of the Vicente Rocafuerte High School. Considering that the project deals with teaching a foreign language, the investigation followed several authors that helped direct and showed a scientific perspective on how to boost the speaking interaction in class. The reason for this investigation is to increase and keep a constant speaking practice inside and outside the classroom in a more significant and vivid environment. It was necessary to use a quantitative and qualitative research approach along with theoretical, empirical, and statistical methods. The results and analysis through the different instruments applied such as an interview, and a survey helped to come up with a proposal presenting improvisation activities.

REGISTRATION NUMBER (in data base):

CLASSIFICATION NUMBER:

URL ADDRESS (thesis on the web):

ATTACHED PDF: X SI

NO

AUTHOR(S) NAMES AND CONTACT

Barrios Briones José Luis Arcos Moreno Alex Rubén

Teléfono: 0995970041 0981313050

E-mail: [email protected] rubenlorihen- [email protected]

CONTACT IN THA INSTITUTION: NAME: Secretarial of the School of Languages and Linguistics

TELEPHONE: (04)2294888 Ext. 123 E-mail: [email protected]

mailto:[email protected]



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REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO: Influencia de las actividades de improvisación en la habilidad de hablar de los estudiantes. Diseño de un folleto con actividades de improvisación.

AUTOR/ES: José Luis Barrios Briones y Alex Rubén Arcos Moreno

TUTOR: Lizmary Feriz

REVISORES:

INSTITUCIÓN: Universidad de Guayaquil

FACULTAD: Facultad de Filosofía, Letras y

Ciencias de la Educación

CARRERA: Lenguas y Lingüística

FECHA DE PUBLICACIÓN: No. DE PÁGS:

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

ÁREAS TEMÁTICAS: Lengua Inglesa

PALABRAS CLAVE: Actividades de Improvisación, Habilidad de hablar, Interacción Comunicativa

RESUMEN: El objetivo principal de esta investigación es mejorar la capacidad de hablar en los alumnos de undécimo grado de la Escuela Secundaria Vicente Rocafuerte. Teniendo en cuenta que el proyecto se ocupa de la enseñanza de una lengua extranjera, la investigación siguió a varios autores que ayudaron a dirigir y mostraron una perspectiva científica sobre cómo impulsar la interacción oral en clase. La razón de esta investigación es aumentar y mantener una práctica de hablar constante dentro y fuera del aula en un ambiente más significativo y vívido. Fue necesario utilizar un enfoque de investigación cuantitativa y cualitativa junto con métodos teóricos, empíricos y estadísticos. Los resultados y análisis a través de los diferentes instrumentos aplicados como una entrevista, y una encuesta ayudaron a sugerir una propuesta presentando actividades de improvisación.

No. DE REGISTRO (en base de datos):

No. DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO PDF: X SI

NO

CONTACTO CON AUTOR/ES

Barrios Briones José Luis Arcos Moreno Alex Rubén

Teléfono: 0995970041 0981313050

E-mail: [email protected] rubenlorihen- [email protected]

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

Teléfono: (04)2294888 Ext. 123 E-mail: [email protected]




xiii


FACULTY OF PHILOSOPHY AND SCIENCES OF EDUCATION

SCHOOL OF LANGUAGES AND LINGUISTICS PRESENCIAL

HIGHER EDUCATION SYSTEM

ABSTRACT

This research project was done in the city of Guayaquil considering the

students of eleventh grade at Vicente Rocafuerte School, where the

educational problem of insufficiency of the speaking skill was identified.

Students showed great difficulties at communicating in the English

language such as deficiencies in accuracy, fluency, and vocabulary which

added to shyness and little motivation resulted in passive, teacher-

centered lessons. Due to the little interaction among learners promoted by

the teacher and few meaningful activities that enhanced their oral

expression, students were not able to improve their speaking skill in an

effective way. In this investigation, it was implemented a field and

bibliographic research. This was described in the theoretical framework

which presents information about the variables of the investigation. The

methodological approach of this research can be considered qualitative

and quantitative. The observation guide, the interview, and the survey

applied to the teacher and students, were the instruments of investigation

that confirmed the insufficiency at the students‘ speaking skill. For the

exposed reasons, the proposal of the design of a booklet with

improvisation activities is important since it will develop the speaking skill

of the students.

KEYWORDS: Improvisation – Speaking Skill – Communicative Interaction

xiv


FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA

EDUCACIÓN ESCUELA DE LENGUAS Y LINGUISTICAS

SISTEMA DE EDUCACIÓN SUPERIOR

RESUMEN

El objetivo principal de esta investigación es mejorar la capacidad de

hablar en los alumnos de undécimo grado de la Escuela Secundaria

Vicente Rocafuerte. Teniendo en cuenta que el proyecto se ocupa de la

enseñanza de una lengua extranjera, la investigación siguió a varios

autores que ayudaron a dirigir y mostraron una perspectiva científica

sobre cómo impulsar la interacción oral en clase. La razón de esta

investigación es aumentar y mantener una práctica de hablar constante

dentro y fuera del aula en un ambiente más significativo y vívido. Fue

necesario utilizar un enfoque de investigación cuantitativa y cualitativa

junto con

métodos teóricos, empíricos y estadísticos.

Los resultados y análisis a través de los diferentes instrumentos

aplicados como una entrevista, y una encuesta ayudaron a sugerir una

propuesta presentando actividades de improvisación.

PALABRAS CLAVE: Actividades de Improvisación, Habilidad de hablar, Interacción comunicativa

PRELIMINARY PAGES

GENERAL INDEX

COVER PAGE……………………………………………………………………i

AUTHORITIES…………………………………………………………………...ii

APPROVAL OF THE PROJECT LETTER……………...…………………....iii

INTELLECTUAL RIGHTS LETTER……………………..……………………iv

APPROVAL OF THE COURT…………..……………………..……………...v

QUALIFICATION OF THE COURT ……………………….…………….…..vi

DEDICATION………………………………..…………………………………vii

DEDICATION …………………….………………………………………......viii

AKNOWLEDGMENT ……………………………………….……….………..ix

AKNOWLEDGMENT ………………………………………………….………x

NATIONAL REPOSITORY IN SCIENCE AND TECHNOLOGY IN

ENGLISH……………………………………………………………………… xi

REPOSITORY NATIONAL IN SCIENCE AND TECHNOLOGY IN

SPANISH……………………………………………………………………....xii

GENERAL INDEX …………………………………………………………..xiii

INDEX OF CHARTS ……………………….………………………………..xiv

INDEX OF GRAPHICS ………………………….………………….……… xv

ABSTRACT - RESUMEN…………………………………………...xvi, xvii

INTRODUCTION …………………………………………………..………… 1

xv

CHAPTER I

THE PROBLEM

RESEARCH CONTEXT……………………………………………………...3

CONFLICT SITUATION……………………………………………………..4

SCIENTIFIC FACT…………………………………………………………...4

CAUSES ……………………………………………………………………...5

PROBLEM OF THE INVESTIGATION…………………………………….5

OBJECTIVES………………………………………………………………....5

GENERAL OBJECTIVE ………………………...……………………..…5

SPECIFIC OBJECTIVES …………………………..…………………….5

QUESTIONS OF THE INVESTIGATION………………………………….5

JUSTIFICATION…………………………………………………………..…6

CHAPTER II

THE THEORICAL FRAMEWORK

BACKGROUND……………………………….……………………………...9

IMPROVISATION ACTIVITIES…………………………………………….10

DEFINITION………………………………………………………………….10

CHARACTERISTICS ………..……………………………………………..11

IMPORTANCE……………………………………………………………….13

CONTRAST WITH DRAMA TECHNIQUES………….…………….........13

ROLE PLAYS ………...…………...……………………………..…14

SIMULATIONS ………...…………...…………………………....…15

IMPROVISATIONS ………...…………...…………………...…..…16

THE SPEAKING SKILL……………………………………………………..17

IMPORTANCE OF THE SPEAKING SKILL ……………………..………18

TYPES OF SITUATIONS OF SPEAKING SKILL ……………………….18

xvi

INTERACTIVE…………………………………………………….…18

PARTIALLY INTERACTIVE ………………………..……………...…19

NON INTERACTIVE ……………………..………………………...…19

FUNDAMENTAL COMPONENTS OF THE SPEAKING SKILL……….… 19

GRAMMATICAL COMPETENCE ……………………..…………….19

DISCOURSE COMPETENCE ………………………...…………….19

SOCIOLINGUISTIC COMPETENCE ……………………..…….…..20

STRATEGIC COMPETENCE ………………………...…………..…20

PRINCIPLES FOR TEACHING SPEAKING ……………………..……...…20

PROVIDE GOOD INPUT ……………………..……………………...21

CREATE AN INTERACTIVE PROCESS …………………..………21

TOLERANCE OF SILENCE ……………………..………………..…22

LEARNING BY DOING ……………………..………………………..22

FROM CONTROLLED TO AUTOMATIC ………………………..…23

DEALING STUDENTS‘ ERRORS ……………………..……………23

ASPECTS OF THE SPEAKING SKILL ……………………..…………...…23

ACCURACY AND FLUENCY ………………………...…………..…23

ACCURACY ……………………..………………………………….…24

FLUENCY ……………………..……………………………………....24

SOCIOLOGICAL FOUNDATION ………………………………………..….24

PHILOSOPHICAL FOUNDATION ……………………..………………...…25

PSYCHOLOGICAL FOUNDATION …………………………………………26

THE ZONE OF PROXIMAL DEVELOPMENT ………………….…26

SCAFFOLDING …………………………………………………….…27

MEANINGFUL LEARNING THEORY ………………………………27

PEDAGOGICAL FOUNDATION …………………………..……………..…28

SOCIAL CONSTRUCTIVISM ……………………..……………...…28

CRITICAL THINKING ……………………………………………...…28

LEGAL FOUNDATION ……………………..……………………………...…29

xvii

CHAPTER III

METHODOLOGY, PROCESS, ANALYSIS, AND RESULTS

DISCUSSION

METHODOLOGY DESIGN………………………………………………...…32

TYPES OF RESEARCH…………..……………………………………..……32

FOR ITS PURPOSE …………………………………………………..32

FOR ITS GNOSEOLOGICAL OBJECTIVE………………………....32

BY THE VARIABLE MANAGEMENT…………………………….….33

NON EXPERIMENTAL RESEARCH …………………………….....33

POPULATION AND SAMPLE………………..…………………………..…..34

VARIABLES OPERATIONALIZATION CHART …………..…………….…35

RESEARCH METHODS ……………………………………………………...36

THEORETICAL METHODS …………………………………….....36

ANALYSIS-SYNTHESIS METHODS…………………………….….36

INDUCTIVE-DEDUCTIVE METHODS………………………………36

HISTORICAL-LOGICAL METHOD………………………………….36

SYSTEMIC-STRUCTURAL- FUNCTIONAL METHOD…………...36

EMPIRICAL METHODS………………………………………………37

OBSERVATION GUIDE………………………………………37

INTERVIEW………………………………………………….…37

SURVEY………………………………………………………..37

RESEARCH INSTRUMENTS…………………………………………….….37

OBSERVATION GUIDE………………………………………….…..37

INTERVIEW……………………………………………………………38

SURVEY………………………………………………………………..38

ANALYSIS AND DATA INTERPRETATION OF THE RESEARCH

INSTRUMENTS………………………………………………………………..38

OBSERVATION GUIDE……………………………………….……...40

INTERVIEW………………………………………………………….…42

SURVEY………………………………………………………………...45

xviii

INDEX OF CHARTS

Population and Sample………………………………………………………..34

Operationalization of Variables……………………………………………….35

Chart 1 Survey Statement 1 ………………………………..………..………47

Charts 2 Survey Statement 2………………………………………….……..48

Chart 3 Survey Statement 3…………………………………………………..49

Chart 4 Survey Statement 4…………………………….…………………….50

Chart 5 Survey Statement 5………………………………………………….51

Chart 6 Survey Statement 6 ……………………………………………….…52

Chart 7 Survey Statement 7 …………………………………………………53

Chart 8 Survey Statement 8…………………………………………………..54

Chart 9 Survey Statement 9………………………………………………….55

Chart 10 Survey Statement 10………………………………..……….…….56

Chart of Chi Square ………………………………………………..….….…57

xix

INDEX OF GRAPHICS

Graphic 1 Survey Statement 1…………………………………………..……47

Graphic 2 Survey Statement 2………………………………………….……48

Graphic 3 Survey Statement 3………………………………………….….…49

Graphic 4 Survey Statement 4 ………………………………………….……50

Graphic 5 Survey Statement 5 ………………………………………….……51


Graphic 7 Survey Statement 7 ………………………………………………53



Graphic 10 Survey Statement 10 ………………………………..….………56

Graphic 11 Chi Square Analysis…………………………………….…….…58

1 1

INTRODUCTION

Today‘s world revolves around communication and the interchange

of information. In this scenario, the need of a common language is crucial

to interact with people from a diversity of backgrounds. Here is where the

English language has taken over to become the Lingua Franca allowing

effective sharing of ideas, technology, and culture. Thus, the benefits of

learning English are evident and so is the importance of seeking the best

ways to educate people in this language. When students are taught in

meaningful and communicative ways, the gains are noticeable and reflect

on the advance of their general English level. This will, for sure, better up

the conditions of the community in which students study and live. The

objective of this research is to improve English speaking skill in the

students of Vicente Rocafuerte High School.

After observations made in the mentioned school, the researchers

of this project noted that students were not able to communicate in English

due to little encouragement from teachers to interact in the language. It

was also observed that the classes were teacher-centered and most of the

students did not get a chance to practice the English in a significant

manner. Many authors have stated the importance of the communicative

approach in the teaching-learning process of a second language and thus

this research is based on that theory. The researchers of this project

considered the improvisation activities as a means to improve the

speaking skill of students based on the demonstrated benefits they bring

about.

Considering the nature of this investigation the researchers used

both a quantitative and qualitative approach. Qualitative through the

gathering and tabulation of the data collected by the means of an interview

to a teacher and a survey to a group in study composed by 93 students.

2 2

Chapter I: The problem found in this high school was the little

communicative interaction during the class affecting the students‘ ability to

develop their speaking skills in the English language. The causes spotted

were the minimum active participation of students, high teacher-talking

time, and little use of techniques enhancing the improvement of the

speaking skill.

Chapter II: For the theoretical framework several authors have been

appealed, including Scott Thornbury, and Vani Chauhan. These authors

have shed light on theories on the use of improvisation activities in the

English Language Teaching giving this research appropriate theoretical

foundations.

Chapter III: Shows a methodological design. By means of qualitative and

quantitative approach the investigation gathered sufficient data through

the use of observation, a survey to students, and an interview to a teacher.

The analysis of the data collected resulted in specific conclusions and

recommendations.

Chapter IV: The justification of the proposal is linked to general and

specific objectives and its conclusions. The elaboration of a booklet with

improvisation techniques includes fifteen activities which can be used as

individual, pair, and group tasks.

3 3

CHAPTER I

THE PROBLEM

RESEARCH CONTEXT

Founded on May 18, 1843, under the name of Guayas School,

Vicente Rocafuerte School is one of the most representative entities that

Guayaquil has. Received the name of the former president through a

legislative decree on December 10, 1900.

This educational entity has more than 5000 students and 400

teachers. Its relevance is that 13 of his students have become president of

the republic. In October 2015 the government of Rafael Correa reopened

the school after declaring it on emergency on August 12, 2014.The work

cost more than14 million dollars.

Vicente Rocafuerte School is located in the streets Velez and

Tungurahua in the heart of Guayaquil. Being a state school, the majority of

its students belong to lower class.

This research took place after observing that most of the students

from first Baccalaureate have a deficiency in the speaking skill. During the

classes, the common factor is the low Student Talking Time (STT) versus

the high Teacher Talking Time (TTT), a matter that worries to the

researchers of this project. Thus, the necessity of applying activities that

enhance the oral expression of students.

4 4

CONFLICT SITUATION

There are three axes in which the conflict of insufficiency in the oral

fluency is generated: The little academic preparation of teachers, minimum

active participation of students, and inadequate infrastructure.

After applying the empirical technique of direct observation, the

authors of the research could realize that the students have difficulties in

the oral expression, they are shy and not motivated to use the target

language in class, for that reason they have limited vocabulary. Besides, it

is notorious a deficiency in vocabulary, in addition the teacher does not

make use of any kind of interactive or improvisation activities to motivate

the students and to improve their oral expression.

As teacher does not put into practice the realization of innovative

activities, the student´s interaction and motivation is very low, so they do

not develop their oral communication skills.

The investigation will give a deeper insight to the problem. So far,

the observable factors gave us a clear view of the matter, other possible

factors that create this disadvantage in the speaking skill.

Regarding teachers it was detected the little pedagogic training,

added to incomplete resources such as: Laptop, projector, loudspeakers,

or tape recorder.

SCIENTIFIC FACT

Deficiency in the speaking skill of the students from eleventh grade

at Vicente Rocafuerte School, located in Zone 8 in the city of Guayaquil,

Province of Guayas, Canton Guayaquil, District 3 school year 2016-2017.

5 5

CAUSES

Students have few opportunities to interact with each other in

English.

Students are not exposed to meaningful activities.

Students receive little feedback from the teacher.

PROBLEM OF THE INVESTIGATION

How does improvisation activities influence in the speaking skill of the

students from eleventh grade of Vicente Rocafuerte School in the city of

Guayaquil, Canton Guayaquil, District 3 in the school year 2016 – 2017?

OBJECTIVES

GENERAL OBJECTIVE

To determine the influence of improvisation activities in the

speaking skill of the students by means of bibliographical and statistical

analysis in order to design a booklet with improvisation activities.

SPECIFIC OBJECTIVES

To describe improvisation activities through bibliographic, statistic

and field analysis in order to choose the most effective ones.

To characterize the speaking skill of students through observation

and data analysis, surveys and interview to teacher in order to find

out the methodological weaknesses to be improved.

To design a booklet with improvisation activities to improve the

speaking skill of students through the data gathered.

QUESTIONS OF THE INVESTIGATION

Which are the theoretical grounds related to the improvisation

activities in the speaking skill?

6 6

What is the current situation of the improvisation activities in the

speaking skill of the students from eleventh of Vicente

Rocafuerte School?

What are the most effective improvisation activities used in

English Language Teaching?

How can improvisation activities in the classroom help students

develop their speaking skill?

Which benefits could a booklet with improvisation activities bring

to both students and teachers?

JUSTIFICATION

This project started with an observation applied to the students and

the teachers from the Vicente Rocafuerte School, which shown

deficiencies in the development of the speaking skill, traits which

according to the Common European Framework of Reference for

Languages (CEFR) and National Curriculum Guidelines in the Ecuadorian

Education System are needed to reach levels B1.

According to Article 26, section five of Education of the Rights of

the Good Living National Plan, related to the rights of the Constitution of

the Republic of Ecuador, expresses that the State must recognize and

guarantee the right to a quality of living ensuring education.

It responds to objective 4.5 of the Good Living National Plan

because it will help not only students, but also teachers to reinforce the

English area as one of the main responsible for the development of their

students in construction of their own good living.

The proposed booklet is much convenient having that the activities

offered will facilitate the teacher´s work who is seeking to further speaking

skills in the students. On this booklet, teachers will find adjustable-to-their-

7 7

reality activities saving up time for class planning instead of searching on

internet for this type of tasks.

This research has social relevance because it contributes to

the educational community. The investigation is emphasized through a

statistical analysis on activities focused on improvisation activities in the

development of speaking skill. There are new techniques and methods in

this variable of investigation. They have a holistic approach that can be

useful in today‘s globalized world. Students can be inserted into the

modern world and be accepted in society where people have domain in

one language and can reach a level of success and open new

opportunities both professionally and personally.

In addition, improvisation activities will be advantageous when it

comes to keeping students from feeling bored or uninterested in the

lesson. Besides, meanwhile students improvise, teachers will be able to

evaluate them and provide feedback.

Moreover, applying this booklet will bring numerous benefits not

only to teachers but also to students. For instance, students will have

diverse opportunities to interact each other through meaningful activities

related to everyday situations. Godwin (2001) states that drama is an

effective tool to practice several communicative components such as

intonation, discourse, non-verbal communication, and pragmatic

awareness.

Furthermore, having flexible roles and situations will allow students

with different levels and personalities to develop their speaking abilities

and to work on their weak points. Students will be benefited by the

improvised situation to which they are exposed due to the use of recent

vocabulary learned and the necessity to communicate in English. This will

8 8

result in the improvement of oral fluency of students which will further

success in life according to Ulas (2008).

The proposed booklet contributes to educational science in the fact

that results will be observable and measurable when students begin to

show signs of improvement in their oral fluency.

In the same manner, feedback from teachers using the booklet will

generate research and consequently add new activities that will be proved

through scientific analysis by those who take teaching seriously.

9 9

CHAPTER II

THE THEORICAL FRAMEWORK

BACKGROUND

Although many have been the researchers dealing with speaking

skills, few have deepened into the use of improvisation activities in the

class. Nevertheless, their work gives light of least taught language skills:

Speaking. At the Faculty where the researchers of this project studied,

several works can be found regarding speaking. For instance, in the

project titled ―How to Improve Speaking Skills through the Application of

Ludic Techniques and the Strengthening of Motivation‖, (2010) Arias and

Vera propose the design of a booklet to improve the speaking skills in the

students of fifth grade. They suggest similar activities to the ones the

researchers of this study suggest, such as role plays and simulations.

Definitions for these terms are conveyed stating that in role plays the

teacher gives the information to students about who they are and what

they have to act, and simulations having students act as if they were in

real life situations. Likewise, the researchers of this study propose the

design of a booklet that also improves the speaking skills but in students

of first year of baccalaureate.

In addition, Cedeño and Del Pezo (2011) former students of the

previously mentioned Faculty presented a work named ―How to Improve

the Speaking Skill‖ in which they proposed the design and application of a

handbook with pleasant interactive oral activities. Here, the researchers

recommend communicative activities such as role plays where students

act as themselves but they imagine being at a different place. They

suggest that the teacher monitor and promote discussion about how to

10 10

improve students‘ performance, participants try again and switch roles.

Despite the similarities of role plays and simulations with improvisation

activities, none of the works mentioned deal with the latter. Throughout

this chapter, differences among these terms will be exposed.

IMPROVISATION ACTIVITIES

In improvisation, students do not necessarily know what comes

next. The scene is created as they go. Participants must pay attention to

their partners in order to react appropriately. This forces them to listen

carefully, to speak clearly, and to use language in an authentic way.

(Davis, 2008)

Improvisation is a great way to get students communicating as they

would outside of the classroom. Outside of the classroom, students must

be able to speak and act without preparing (planning what to say, looking

in the dictionary, writing words, etc.). Improvisation gives students the

skills and confidence to be successful when communicating outside of the

classroom. Because language outside the classroom is generally

unplanned, students should practice speaking in unplanned language

situations. They should practice taking risks in language. Improvisation is

a great way to do this. (Davis, 2008)

DEFINITION

Landy (1982) defines improvisation as an unscripted, unrehearsed,

spontaneous set of actions in response to minimal directions from a

teacher, usually including statements of whom one is, where one is and

what one is doing there. The focus is thus on identifying with characters,

enacting roles and entering into their inner experience of imagination and

fantasy. And according to McCaslin (1990) the focus of improvisation is on

helping learners to discover their own resources from which most

11 11

imaginative ideas and strongest feelings flow, participants gain freedom as

self-discipline and the ability to work with others develops. Hodgson and

Richards (1974) in their book improvisation, define the term as

"spontaneous response to the unfolding of unexpected situation.‖ (p. 47)

Improvisation is an excellent technique to use in the FL/L2 classroom as it

motivates the learners to be active participants in authentic situations

thereby reducing their self-consciousness. At the beginning students will

be hesitant and shy to participate in the activities, but after a few sessions

they will become more enthusiastic and there will be a phenomenal

improvement in their confidence level.

CHARACTERISTICS

Improvisation is a kind of activity done without preparation. Much of

the speaking done in ESL/EFL students' classes is done with preparation--

even if it's just a couple of minutes. However, in improvisation, students

must create a scene, speak, act, react, and move without preparing. The

decisions for what to say or do are made on the spot.

Improvisations are not role-plays or simulations (although many of

them can be adapted as such). The objective here is total spontaneity and

improvisation. Students have no time to prepare. Their roles and situations

are given to them on the spot and they have to react immediately.

Generally, the less details that are given to students, the better. This

allows their own imaginations to construct situations and ensures richer

dynamics.

There are seven strategies of improvisation:

1. Trust: In order for a group of students to be successful and

productive, the members of the group, referred to as ―Players‖, must trust

one another.

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2. Acceptance: This is the ―Golden Rule‖ of improvisation (Gessell,

1997). Students must be willing to accept a new idea in order to explore its

possibilities. Students must offer to improvise using ideas, words or

movement and must build on it. In other words, students must say yes,

accept the offer, build on it, contribute and discover new ideas. It is this

process that harnesses the power of collaboration. The brainstorming that

occurs can lead to innovative solutions (Koppett, 2001).

3. Attentive listening: Studentss must be aware of the partners with

whom they are co-creating in order to increase their understanding of each

other and to be able to communicate effectively.

4. Spontaneity: This allows students to initiate words and actions,

building trust with the other students. This enhances co-creation in the

moment, without the opportunity to revise (Keefe, 2002).

5. Storytelling: This strategy often results in memorable content,

when students develop the ability to create a story on their dialogue.

6. Nonverbal communication: This involves the use of facial

expressions and body language to help communicate attitude, character,

and trustworthiness.

7. Warm-ups: They are strategies that provide opportunities to

develop trust and safe environments, where the students can feel free to

explore the world of improvisation. These activities focus on changing

students into an improvisational mode to allow them to improvise verbally

and physically (Koppett, 2001).

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IMPORTANCE

Chauhan (2004) makes a convincing case for using drama in ESL

classrooms. He writes that drama activities provide opportunities for

authentic communication and can build learners‘ confidence for speaking

English outside the classroom. He recommends teachers add this skill to

their portfolio of teaching practices, detailing three sample activities. He

writes about the nature of language itself, allowing that it involves

emotions, feelings, appropriateness of situation, and most importantly

adaptability. The traditional ESL strategies do little to address the flexibility

of everyday language. He reasons that English language learners can,

even after years of classroom learning, fail to master the nuance of

colloquial English. He covers the most common reasons why teachers are

skeptical of using drama in the classroom and recommends starting small

with ―one-off‖ activities for inexperienced teachers.

Some benefits might be gained from the implementation of

improvisations technique. Berlinger (2000) states that improvisations

motivates the students to generate imaginative and detailed ideas, greatly

expand students‘ vocabulary, actively practice language skills and attain

far greater fluency, it also provides a setting in which the students can

explore the social values of a different culture, and participating in this kind

of activity strengthens students' confidence in their academic ability, an

essential component of successful language acquisition. In addition,

Syamsurizal (2008) also proved that improvisations technique could

improve the students‘ speaking ability. The students‘ achievement in

speaking increased, indicated by the scores gained from the assessments.

CONTRAST WITH DRAMA TECHNIQUES

Thornbury (2005) claims that improvisations technique as one of

the types of drama can be chosen because it provides a useful

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springboard for real-life language use. The students have a big chance to

practice speaking English freely in Improvisations technique. In addition,

according to Cambridge University Press (1998) Via states that:

An improvisation is a very useful drama technique, since the focus

on students‘ ability to use the language they have acquired without

the benefit of a script. All improvisations should be goal oriented or

have a problem to solve. This enables students to have something

definite to talk about.

Improvisation is the strategy of teaching where students are given

roles to perform dialogues or conversation using their own word or

sentences based on the conversation situation/topics on clue cards given.

First, the teacher explains the situations/topics on the role-card. Then the

teacher groups the students, there are 3 or 4 for each group. After

receiving the role-card, the students create the plot and prepare to

perform. They have no much time to prepare; it is only 2– 4 minutes. After

that, they perform it. There‘s no script dialogue, it is spontaneous speaking

performance. The students use their own knowledge, words, and

sentences in improvisations (Fauzan, 2014).

ROLE PLAYS

As Livingstone (1985) claims, role play is ―a classroom activity

which gives the student the opportunity to practice the language, the

aspects of role behavior, and the actual roles he may need outside the

classroom‖ (p. 6). According to Blatner (2009), role plays help students to

become more interested and involved, especially by applying knowledge

to action, by solving problems, valuating alternatives and looking for

original solutions. Pupils manage to develop a wide range of abilities, such

as initiative, self-confidence, group work and communication in general.

15 15

Role plays prepare students not only for communicating in a foreign

language, but also in another cultural and social context (Kodotchigova,

2002). In order to accomplish an effective role play, the traditional relation

between the teacher and the student, where the former is the master and

the latter has to obey, has to disappear (Livingstone, 1985).

Kodotchigova (2002) describes six steps to follow in order to

accomplish a successful role play in a classroom. First of all, the teacher

has to set up a situation, keeping in mind the students‘ needs, interests,

age and previous experience (Livingstone, 1985). For instance, a role play

chosen for teenagers will not be the same one as for business people or

adults in general. After choosing the context, the role play is developed. In

order to achieve that, teachers have to consider students‘ level, so the role

play will be designed depending on their competence in the foreign

language (Livingstone, 1985).

The next step consists in a linguistic preparation, by predicting the

language needed for the performance (Kodotchigova, 2002). Afterwards,

students are given precise role descriptions and information, such as their

names, age, characteristics, and so forth. In the fifth step such roles are

assigned and the role play is represented. Finally, the follow-up activity is

dedicated to debriefing, in which students can express their opinion about

the performance.

SIMULATIONS

Sometimes role plays and simulations tend to be confused with

each other or interpreted differently by various scholars (Dougill, 1987).

Livingstone (1985) distinguishes the two activities by claiming that, unlike

role plays, ―simulations need not stick so closely to real life. They may, for

example, involve being shipwrecked on a desert island. The essential

16 16

point is that the student brings his own personality, experience and

opinions to the task‖ (p. 1).

However, Livingstone (1985) points out that ―from the language

teaching point of view there is little difference between embarking on a

role play, a simulation, or a simulation involving role play‖ (p. 2), since

what is important for the teacher is creating an opportunity to produce

spoken language. Both the activities ―can reduce the artificiality of the

classroom, provide a reason for speaking and allow the learner to talk

meaningfully to other learners‖ (Sturtridge, 1984).

According to Buckner (1999), ―a simulation is an intensive,

interactive experience in which the content and roles assumed by

participants are designed to reflect what people encounter in specific

environments‖ (p. 1). Therefore, simulations create an ambience in which

the participants are involved in a personally meaningful activity. Sturtridge

(1984) remarks that ―in a simulation the learner is given a task to perform

or a problem to solve; the background information and the environment of

the problem is simulated‖ (p. 128).

IMPROVISATIONS

Used as a language classroom dramatic activity, the ―ability to

improvise is a necessary ingredient of language use‖ (Dougill, 1985, p.

19). This kind of exercise is based completely on students‘ creativity,

because no one knows what will happen. The language employed during

the improvisation can be analyzed and discussed afterwards, by giving

ideas and suggestions about how to improve it (Dougill, 1985).

Trivedi (2013) explains that improvisation not only provides

students with possibilities of improving their linguistic communication skills,

but also and especially their self-confidence. In fact, since this task does

17 17

not rely on rehearsing or a script, the learners can express their

spontaneity freely. They can develop their own characters as they prefer

and speak as much as they feel like (Trivedi, 2013). Therefore, the main

advantage of improvisation is undoubtedly the level of freedom that

students are given during the whole performance.

THE SPEAKING SKILL

Historically humans have always had the possibility to express

themselves orally. This communication shows that it is one of the

capabilities of the most important and useful for coexistence in man

society.

A big amount of the world‘s population wants to increase their

proficiency in their speaking skill when they study English but the ability to

learn how to speak a new language is more complex than it seems

because we have to be aware not only of the context where we are, but

also of the people who we are talking with. Richards and Renandya said in

his book Methodology in Language Teaching: An Anthology of Current

Practice (2002):

When we use casual conversation, for example, our purposes may

be to make social contact with people, to establish rapport, or to

engage in the harmless chitchat that occupies much of the time we

spend with friends. When we engage in discussion with someone,

on the other hand, the purpose may be to seek or express opinions,

to persuade someone about something, or to clarify information. In

some situations, we use speaking to give instructions or to get

things done. We may use speaking to describe things, to complain

about people‘s behavior, to make polite requests, or to entertain

people with jokes and anecdotes. (p. 201)

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IMPORTANCE OF THE SPEAKING SKILL

According to Richards and Renandya (2002) ―Speaking a language

is especially difficult for foreign language learners because effective oral

communication requires the ability to use the language appropriately in

social interactions‖ (p. 204). It means that speaking is worthy of a special

consideration because the aim is to learners become more actively

speakers and forget to be repetitive ones. This aim is essential so the

learners will be able to respond to many different situations in the real life

in a foreign language.

TYPES OF SITUATIONS OF SPEAKING SKILL

The goal in teaching speaking is to the learners can be able to

interact with their peers. Learners are involved with three types of

situations when they face speaking. This three situations are: (a)

interactive; (b) partially interactive; (c) non-interactive. (Richards &

Renandya, 2002)

INTERACTIVE

It is an active state. In this situation the main point is to be either a

face to face conversation or telephone call conversation, where it exist the

receiver and sender of the message. Even in this situation if one the

speakers does not understand or listen what the other speaker says s/he

may request for a repetition of the message because it needs to be

clarified, and also it is possible to ask the other speaker to speak slowly.

(Raţă, 2011)

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PARTIALLY INTERACTIVE

In this situation only one person is speaking. No one can interfere in

the speech. In this situation the only way in which the speaker can tell if

the message is understood, will be because of the body language and the

facial expression the audience have at the moment of the speech. (Raţă,

2011)

NON INTERACTIVE

There are some situations where it may be completely non-

interactive. For example, a radio broadcast or a recording of a speech.

(Authorstream, 2014)

FUNDAMENTAL COMPONENTS OF THE SPEAKING SKILL

GRAMMATICAL COMPETENCE

Putting heads together with Richards and Renandya (2002)

―grammatical competence enables speakers to use and understand

English-language structures accurately and unhesitatingly, which

contributes to their fluency‖ (p. 207) it means that this competence is very

significant because knowing the grammatical structures and acquiring the

new vocabulary is the only way learners will be able to speak accurately

and fluently.

DISCOURSE COMPETENCE

Agreeing with the concept of Richards and Renandya (2002) that

said ―Learners must develop discourse competence, which is concerned

with intersentential relationships‖ (p. 207), because with the development

of this competence learners not only will be able to share their ideas and

20 20

knowledge with their peers, but also they will be able to improve in their

speaking.

SOCIOLINGUISTIC COMPETENCE

This competence helps learners to understand the context in which

they are located, and to behave properly at the time of speaking. This also

helps them to know how to ask questions and how to answer them

appropriately, how to make comments, and help us to succeed in

communication. ―Understanding the sociolinguistic side of language helps

learners know what comments are appropriate, how to ask questions

during interaction, and how to respond nonverbally according to the

purpose of the talk‖ (Richards & Renandya, 2002, p. 207)

STRATEGIC COMPETENCE

This competence in the most meaningful due to the fact that it is

linked with the different stages people follow during a conversation.

―Strategic competence refers to the ability to know when and how to take

the floor, how to keep a conversation going, how to terminate the

conversation, and how to clear up communication breakdown as well as

comprehension problems.‖ (Richards & Renandya, 2002, p. 208)

PRINCIPLES FOR TEACHING SPEAKING

According to Qiyan et al., (2005) in order to teach a new language

learners must take into account the following principles: (a) provide good

input; (b) create interactive process; (c) tolerance of silence; (d) learning

by doing; (e) from controlled to automatic; (f) dealing students‘ errors.

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These principles are very important to teach speaking this is why

the authors of this research project have reach a decision to take them

into consideration.

PROVIDE GOOD INPUT

As teachers it is crucial that we ―provide good input to prepare our

learners with their storage of language information‖ (p.34) it means that is

not only the quantity but the quality of the ―input‖ we provide to them, so it

is very important that learners have all the access to the ―input‖ as close to

reality as possible, which means that teachers must be aware of the way

they pronounce words and the speaking fluency needs to be

comprehensible. (Qiyan, et al., 2005)

CREATE AN INTERACTIVE PROCESS

Teachers should also promote an ―interactive process for learners

to communicate and to control their production.‖(p.65). The teacher needs

to interact with their learners so it will help them to control the whole

process of the activity, it is important to always establish a ―two-way

interaction‖ because is the only way learners will be aware of their speech

and they will be able to do it by themselves. (Qiyan, et al., 2005)

The teacher‘s role should also be to support and motivate their

learners so they ―can pick up fluency strategies by negotiating in the

speaking process‖ (p. 54). This means that teachers have the power to

teach using strategies which will be captured by learners without realizing

that they are obeying the teacher‘s instructions. (Qiyan, et al., 2005)

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TOLERANCE OF SILENCE

This is the step that teachers should always respect because this

―period of silent‖ in when some learners start their thinking process, it not

always means that the learner does not want to work, but that they are not

ready to share their ideas yet. (Qiyan, et al., 2005)

Long silence: Especially beginner learners take more time to speak.

If teachers speed them up it will kill the learners‘ enthusiasm to speak.

(Qiyan, et al., 2005)

Short silence: It happens in the classroom activities or between

them. Teachers should be aware that if they try to fill in this ―period of

silence‖ it will affect ―input and interaction.‖ (Qiyan, et al., 2005)

Therefore, tolerate the silence of the learners is very important, as

teachers we should be aware of this period because in this way it will be a

more effective communication and the participation of the learners will be

more active for the reason that they will realize that the teacher respects

their thought process periods. (Qiyan, et al., 2005)

LEARNING BY DOING

This principle ―encourages students to experience the language,

which is a process of acquisition that leads to high level of proficiency‖(p.

55). Due to oral expression requires practice teachers are duty-bound to

encourage learners to practice their speaking and additionally to

communicate with their peers using the language whether in class or out

of it. (Qiyan, et al., 2005)

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FROM CONTROLLED TO AUTOMATIC

In this principle the aim is to improve the students‘ speaking skill. To

achieve this goal the teacher needs to make their learners to understand

the structures given in a previous activity and based on that old activity

they will be able to make a new one by following the established patterns

before but without this being an exact replica. Therefore leaners will be

able to ―move from controlled exercises to automatic production in

speaking‖ (Qiyan, et al., 2005)

DEALING STUDENTS’ ERRORS

This principle is the most important and where many teachers fail.

Errors will always be part in the process of speaking. As teachers it is

essential to know how to deal with it. As Qiyan, et al., (2005) said ―If we

correct too much, we might kill students‘ enthusiasm or willingness to go

on speaking. If we do not correct at all, some of the mistakes can be

fossilized.‖(p.87)

One of the roles of the teacher is to know the nature of the mistake

the learners are committing and thus know how is the best way to correct

without killing the learner‘s enthusiasm to speak. (Qiyan, et al., 2005)

ASPECTS OF THE SPEAKING SKILL

ACCURACY AND FLUENCY

According with Farrel (2005) the relevant aspects of speaking are

accuracy and fluency because both of them are used to keep up a

successful communication.

24 24

Sasson (2013) also said ―another challenge for developing the

language skill of speaking is monitoring and evaluating the progress of

speaking, particularly in the areas of fluency and accuracy.‖ (p. 25)

ACCURACY

This aspect is interrelated to grammar, vocabulary and

pronunciation. Likewise, it is here where teachers correct the uses of

grammar, vocabulary, and pronunciation. (Baker & Westrup, 2003)

FLUENCY

In this aspect is where learners keep going in their speeches, no

correcting their mistakes in order to convey the message. ―Fluent speakers

can express themselves appropriately and without hesitation‖ (Baker &

Westrup, 2003, p. 7)

SOCIOLOGICAL FOUNDATION

Vigotsky´s ideas about education can be adjusted to any scientific

product intended or oriented to the development of a wholesome

personality through a formative and growing learning.

According to Vigotsky‘s theory, learning occurs as a communicative

effect and as a holistic experience in which people learn through implicit

rules more than explicit ones. In the teaching-learning process of oral

expression in English linguistic forms cannot be taught without considering

meaning and function in context (Kozulin, 2003).

Vigotsky‘s proves that oral language learning is facilitated both by

activities that involve inductive or discovery learning of rules of language

use and organization, as well as by those that involve language analysis

25 25

and reflection. He considers it as a gradual process that involves creative

use of language by trial and error. Although errors in oral expression are a

normal product of learning, the ultimate goal of learning is to be able to

use the new language both accurately and fluently. Learners develop their

own routes to language learning, progress at different rates, and have

different needs and motivations for language learning. Successful oral

language learning involves the use of effective learning and

communication strategies (Kozulin, 2003).

PHILOSOPHICAL FOUNDATION

―Multicultural education incorporates the idea that all students-

regardless of their gender, social class, and ethnic, or racial, or cultural

characteristics-should have an equal opportunity to learn in school‖ (Banks

& Gee, 2009, p. 4). Multicultural education dismisses the idea of rejecting

a human being in any way in school or within society and recognizes the

differences it has.

Teachers still judge students in class using their own criteria and

differ them from personal aspects, experiences and their own identities. As

Sleeter (2005) found out that ―researchers consistently find expectations of

many teachers to vary according to students‘ race and class background‖

(p. 127).

Sleeter also said that ―Everyone needs to see her own reality

mirrored in the curriculum. Students who experience curriculum mainly as

a window into someone else's world often disengage after a while‖ (2005,

p. 150) the teacher must make them see their own particular reality

reflected in the educational program to keep them participating in class.

―Evidence suggest that students learn more when they can see

themselves and their communities in classroom‖ (Sleeter, 2005, p. 151) As

long as the teacher hold onto the idea that students must feel the closest

to their original context to be willing to learn.

26 26

According to Banks and Gee (2009) ―Multicultural education is also

a reform movement that is trying to change the schools and other

educational institutions so that the students from all social-class, gender,

racial, language, and culture groups will have an equal opportunity to

learn‖ (p. 4). It keeps in constantly movement to be adapted to not deprive

students‘ education in any context or differences between them. (Banks &

Gee, 2009)

Grant and Sleeter (2011) agreed that ―Multicultural teaching can be

challenging when it forces you to step outside your comfort zone and to

act in ways that may differ from who you see yourself as being‖ (p. 16) It

can be challenging to interact with different cultures in a class but it is the

teachers‘ job to learn how to improve it with the students in any context.

PSYCHOLOGICAL FOUNDATION

THE ZONE OF PROXIMAL DEVELOPMENT (ZPD)

The zone of proximal development (ZPD) is "the distance between

the actual developmental level as determined by independent problem

solving and the level of potential development as determined through

problem solving under adult guidance, or in collaboration with more

capable peers" (Vygotsky, Mind in Society, 1978, p. 86)

Lev Vygotsky sees association with sidekicks as a convincing

system for making aptitudes and strategies. He prescribes that teachers

use pleasing learning exercises where less furnished children make with

help from more talented partners - within the zone of proximal

advancement. (Vygotsky, 1962)

Vygotsky trusted that when an understudy is in the ZPD for a

specific assignment, giving the proper help will give the understudy a

sufficient "boost" to accomplish the activity. (Vygotsky, 1978)

27 27

SCAFFOLDING

The study outlines foundation, and Vygotsky's idea of the ZPD.

Foundation (i.e. help) is best when the backing is coordinated to the needs

of the learner. This places them in a position to make progress in a

movement that they would already not have possessed the capacity to do

alone. (McLeod, 2012)

Wood et al. (1976) mentioned some scaffolding supports to be

developed efficiently:

• Gaining and maintaining the learner‘s interest in the task.

• Making the task simple.

• Emphasizing certain aspects that will help with the solution.

• Control the child‘s level of frustration.

• Demonstrate the task. (Woolfolk, Hughes, & Walkup, 2012)

MEANINGFUL LEARNING THEORY

David Ausubel (2000) clarifies and sees how individuals learn and

create their cognitive structure. Idea mapping was situated to some

degree on his thoughts. A basic qualification that Ausubel had was the

effect between repetition learning and significant learning. In repetition

learning or basic retention, the learner attempts to coordinate new

information with applicable former learning held in psychological structure.

(Ausubel, 2000)

Thusly, repetition learning does little to help form a man's

information structure. In important taking in, the learner looks for

approaches to associate or incorporate new ideas or thoughts with related

thoughts she/he has in intellectual structure. In this way not just is new

28 28

information added to psychological structure, yet existing thoughts are

refined, honed, and at some point rectified. (Ausubel, 2000)

PEDAGOGICAL FOUNDATION

SOCIAL CONSTRUCTIVISM

Vygotsky states that:

Every function in the child‘s cultural development appears twice:

first, on the social level and, later on, on the individual level; first,

between people (interpsychological) and then inside the child

(intrapsychological). This applies equally to voluntary attention, to

logical memory, and to the formation of concepts. All the higher

functions originate as actual relationships between individuals.

(Vygotsky, 1978, p. 57)

Lev Vygotsky (1962) expressed that we learn through our

associations and interchanges with others. He inspected how our social

surroundings impact the learning procedure. He recommended that

learning happens through the cooperation‘s learners have with their peers,

educators, and different specialists. Hence, educators can make a

learning domain that augments the learner's capacity to cooperate with

one another through dialog, joint effort, and criticism. (Vygotsky, 1962)

CRITICAL THINKING

The role critical thinking plays in education relies on one's scholarly

confidence in the motivation behind training. The part of training is to

create more prominent thinking ability so as to adapt to and settle on

choices about existence and society, then critical thinking plays a focal

position, because there cannot be reasoning without thinking. (Kurfiss,

1988)

29 29

Critical thinking can bring about a choice, a discourse, a proposition

or test, or a report like a position paper. It can bring about another method

for drawing closer critical issues throughout one's life or a more profound

comprehension of the premise for one's activities. (Brookfield, 1987)

For instance, English teachers most esteem the capacity to expand

a contention and add to its suggestions, comprehend, break down, and

assess contentions, bolster general affirmations with subtle elements, and

perceive the focal proposition in a work. For English educators, the most

basic mistakes incorporate powerlessness to integrate thoughts,

unquestioning acknowledgment of suppositions, and dependence on

portrayal or depiction when examination is proper. In instruction, a genuine

mistake is neglecting to assess the believability or unwavering quality of a

source (Powers & Enright, 1987).

LEGAL FOUNDATION

This research project is mainly legally supported by the Constitution

of the Republic of Ecuador in the Article 26, section five of Education,

chapter two of the Rights of the Good Way of Living, title two

of the Rights which says:

Article 26. 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.

(Constitución Política de la República del Ecuador, 2008, p. 27)

This research project has its legal basis in this article because it

expresses that the State must recognize and guarantee to people the right

30 30

to a quality of living ensuring education and that all persons have therefore

the right and liability to participate in it.

This research project is also legally supported by the General

Regulations to the Organic Law of Intercultural Education, Decree No.

1241 with the Article 3, Chapter one of National Board of Education, Title

one of the National Education System which says:

Article 3. Intercultural and Bilingual District Level.- It is the

decentralized management level, responsible of ensuring the

handling and quality of educational services of the District in all

levels and modalities, to develop educational projects and

programs, to plan the educational offer of the District, to

coordinate the actions of the Intercultural and Bilingual

Educational Circuits of its territory and to offer their services to

citizens in order to strengthen the management of education in an

equitable and inclusive way, with culturally and linguistically

relevance, and responsive to the needs of community.

(Reglamento General a la Ley Orgánica de Educación Intercultual

, 2012)

This article assures the rights that Ecuadorian students have to

implement any educational project that helps to improve and develop the

Educational area in this country.

The authors of this research project truly believe that if people have

access to education, this will produce visible changes in the country

development. This project may help others to generate a real

transformation in the Educational area.

In addition, this research project is relevant because it responds to

the National Plan of Good Living in which the objective 4.5 suggest that

31 31

―To empower the role of teachers and other educational professionals as

key actors in constructing Good Living.‖ (p. 62), it means that the

educationalists have in their hands the task of guiding and helping their

students in order that they can build their own knowledge and with that the

society will get and improvement in their social condition.

The education of the students is very important for the authors of

this research project because if students improve their speaking, they

might be able to find better job opportunities and progress in their lives

and this is one of the most important factors for the sustainable

development of the country that is what the millennium Project of the Unite

Nations is promoting.

32 32

CHAPTER III

METHODOLOGY, PROCESS, ANALYSIS, AND RESULTS

DISCUSSION

METHODOLOGY DESIGN

This Project has a methodological attention in both quantitative and

qualitative approach. The qualitative is expressed in the process of

scientific understanding. It moved through the logic of research from the

theoretical support of the variables studied, up to the interpretative

processes, and the quantitative data obtained from tabulations of the

survey and interviews.

TYPES OF RESEARCH

The following types of criteria are used mainly in educational

research:

FOR ITS PURPOSE

It is an applied research since it aims at solving the problem of the

insufficient development of oral expression in the students from eleventh

grade of the ―Vicente Rocafuerte" High School.

FOR ITS GNOSEOLOGICAL OBJECTIVE

It is a descriptive research because through a diagnosis ensured

by an empirical observation technique and applying an observation guide,

surveys and interviews, the authors could clarify the situation encountered

in the development of oral expression in students. It also found specific

33 33

properties and features of the problem analyzed. It is also explanatory

because its purpose is to explain the real situation of the use of

improvisation activities and the causes affecting the development of the

oral expression of the students. Finally, it is purposeful because it aims at

designing a booklet with improvisation activities to develop the oral

expression of the students.

BY THE VARIABLE MANAGEMENT

NON EXPERIMENTAL RESEARCH

Being the research's nature extensive and explanatory, in this kind

of investigation the conflict situation is viewed just as it comes or would be

noticed, implying that the issues cannot be altered.

POPULATION AND SAMPLE

In this current research, the population in which this investigation is

being analyzed belongs to eleventh grade students from Vicente

Rocafuerte High School.

The population of this research project consists of 360 students

from eleventh grade; therefore, the sample used for this study was

calculated using the following sampling formula because the population

was very numerous:

n= Z2*P*Q*N

e2(N-1)+Z2*P*Q

34 34

N = Population (students of eleventh grade) = 360

P = Probability of success =çc<º 0.09

Q = Probability of failure = 0.91

P * Q =

population variance =

0.081

9

E =

Margin of error =

5.00

%

NC (1-α) =

Reliability =

95%

Z =

Confidence Level =

1.96

n=

Sample (students to be surveyed) =

93

In which:

Population Sample

360 93

Source: Vicente Rocafuerte High School

Researchers: Jose Barrios – Alex Arcos

35 35

VARIABLES OPERATIONALIZATION CHART

(Independent

variable)

Improvisation

Activities

Dimensions Indicators

Theoretical

conceptualization

Definition

Importance

Characteristics

Contrast with Drama

Techniques

Role Plays

Simulations

Improvisations

(Dependent

variable)

Speaking Skill

Theoretical

conceptualization

Meaning

Importance

Types of situations of

Speaking Skill

Interactive

Partially interactive

Non-interactive

Fundamental

components of Speaking

Skill

Grammatical competence

Discourse competence

Sociolinguistic competence

Strategic competence

Principles for teaching

Speaking

Provide good input

Create interactive process

Tolerance of silence

Learning by doing

From controlled to automatic

Dealing students‘ errors

Aspects of the Speaking

Skill

Accuracy

Fluency

Source: Contents Research

Researchers: José Luis Barrios and Alex Arcos

36 36

RESEARCH METHODS

THEORETICAL METHODS

Due to the research nature, it has been required to use several

methods to accomplish the best outcome to furnish a proper upshot to the

issue, so that those methods and procedures shall be draft below.

ANALYSIS-SYNTHESIS METHODS

Because an analysis is going to be developed over the issue then a

synthesis about it shall be carried out so that a widely and deeply

awareness over the troublesome matter shall be noticed.

INDUCTIVE-DEDUCTIVE METHODS

Being that on this method the first procedure is to consider some

prior empirical theories about the research problem. It also brings new

data from updated research to acquire an overall view of the issue.

HISTORICAL-LOGICAL METHOD

Considering, this approach is spotlighted on revealing the

historical background over the troublesome matter, it implies how the

issue has been performed over the years, thus, the application of this

method is far too gist because it provides an overview of the problem.

SYSTEMIC-STRUCTURAL- FUNCTIONAL METHOD

Seeing that, this technique shall provide the procedures to design

the proposal of this research, which shall be used to enhance the

troublesome matter.

37 37

EMPIRICAL METHODS

In this project, it shall be required to apply several techniques to

gather and organize the information related to the troublesome matter;

those techniques shall be outlined below.

OBSERVATION GUIDE

This technique is a branch of the field research due to it provides

the first approach to the troublesome matter and the people in which the

issue had been found, this research technique is useful for recording data

related to the matter.

INTERVIEW

It involves a speech between two people the interviewer and

interviewee to accomplish the fact and feedbacks about the main

troublesome matter.

SURVEY

Due to this technique will round up further information to identify,

recognize and draw the boundary that reveal to what extent the conflict

situation that is already known by the researchers had reached.

RESEARCH INSTRUMENTS

OBSERVATION GUIDE

Seeing that, it allows to record how the learning process into a

specific matter is being developed over an average day of school, the

procedures to be considered are: how the topic is introduced , the

38 38

teacher' s activities and performance of the class for accomplishing that

aim, the methodology, resources, and so on.

INTERVIEW

This realia is addressed to the teacher, and it is based on some

inquiries related to problem situation, so that the teacher will be aware of

and crack down on the issue to solve it.

SURVEY

Being applied to the pupils by means of several questions to

measure their prior awareness, beliefs and points of view about the

troublesome matter exposed.

ANALYSIS AND DATA INTERPRETATION OF THE RESEARCH

INSTRUMENTS

And now, it is timely to proceed to the treatment of the outcome

gather from the instrument of investigation that were addressed to both

the teacher and learners from the Vicente Rocafuerte High School which

takes part of the teaching and learning process. This successful data

interpretation was achieved due to the researchers accomplish to rely

upon the approval of the authorities from this institution and the learners'

readiness which were very attentive and cooperative to gather the data.

In order to be easy to acquire, the survey was performed over the

application of an understandable language and the explanation of some

terms that might be hard to comprehend for the pupils. In the teacher's

case, it was suitable to take advantages of the everyday development of

the class to apply the guide observation and therefore the teacher's

interview that was carried out at the end of the class.

39 39

Besides, the data gathered from the instruments were treated and

tabulated into charts and statistical graphics, and at the end of this

process it was noticeable that a wide range of learners and teacher were

agreed and keen in the development of this educational project.

40 40


SCHOOL OF PHILOSOPHY LETTERS AND SCIENCES OF

EDUCATION


OBSERVATION GUIDE

High School: Vicente Rocafuerte High School

Subject: English

Grade: Eleventh

Topic: The Influence of Improvisation Activities on the Development of the

Speaking Skill.

Objective: To assess the use of improvisation activities in the speaking

skill.

ASPECTS

ASSESSMENT

NEVER

RARELY

SOMETIMES

ALMOST ALWAYS

ALWAYS

TEACHER

1. Makes emphasis on the

development of speaking skill.

X

2. Brings extracurricular speaking activities.

X

3. Introduces the speaking skill of students by the use of extra resources.

X

4. Introduces previous vocabulary before developing a speaking task

X

5. Leans towards to speak English in the classroom.

X

6. Teacher‘s aim in the class is to encourage students to cooperate.

X

7. Knows the assessment of

improvisation activities.

X

41 41

8. Uses improvisation activities to get the student‘s interest.

X

9. Makes emphasis on the use of phrasal verbs.

X

10. Apply improvisation activities to promote the speaking skill.

X

STUDENTS

1. Try to speak in the class. X

2. Try to collaborate with their peers.

X

3. Speak accurately X

4. Speak fluently X

5. Feel encouraged to speak by the teacher.

X

6. Interact with the teacher. X

7. Show interest in developing speaking activities.

X

8. Enjoy when practicing speaking activities.

X

9. Show interest in the activities proposed by the teacher.

X

10. Show interest with the improvisation activities.

X

ANALYSIS OF THE OBSERVATION GUIDE

Over and done with this observation form, the researchers of this

investigation project could notice the development of the teacher in

English class. It was very noticeable the deficiency in the level of English

among students. It was noticed that the teachers rarely used improvisation

activities to get students‘ attention and therefore, their participation in the

classroom. The development of the speaking skill not only of the students

but also the one of the teacher was in Spanish. Students do not show

interest in any activity that involves speaking, and when they participate,

do not talk accurately or fluently. Most of the students were struggling

when speaking and the teacher did not encourage them to do so.

42 42


SCHOOL OF PHILOSOPHY LETTERS AND SCIENCES OF EDUCATION


INTERVIEW

Objective: Point out the opinion of the English teacher towards the

English level of the students, his appreciation of the speaking skill and the

needs to improve it.

1. Do you think that speaking is one of the most relevant

skills in the English teaching–learning process?

Right, because we know that now in the curriculum of English we

have to apply the Communicative approach, so we have to promote or to

improve or try that our students improve their speaking. Therefore, I

consider that oral expression is the most important, is one of the most

important skills for them.

2. What difficulties do you face when you instruct your

students to develop a speaking activity?

Well, according to our reality, the resources. If we do not have

resources like radio, or laboratory, or something to guide us how to get our

students attention, we cannot apply the different strategies in order that

students can improve their speaking.

43 43

3. What is the attitude of the students at the time of

developing a speaking activity?

They feel motivated when the teacher applies appropriate

strategies. When they do not observe that the teacher applies appropriate

strategies the students cannot participate in class actively.

4. What strategies do you apply to include improvisation

activities in the English teaching – learning process?

Well, in my case yes, because I was one of the privileged to go with

the ―Go Teacher‖ where I learned a lot of activities that we can apply in our

courses, one of them is the ―Vocabulary Quilt‖ in which students can work

in pairs or in small groups and they can improve their speaking.

5. Do you think that improvisation activities would help to

improve the collaboration of students at the time of a speaking

activity?

Right. When they work in groups, they can help each other. I

always ask the students with more level in English to help the ones that

have difficulties and are always struggling with the task I assigned.

6. How important do you consider is the application of

improvisation activities to develop the speaking skill of your

students?

I think it is very important because when students feel motivated

they can work. They do not want to just listen to the teacher, look at the

board, they need to use their different intelligences.

44 44

7. Do you think it is appropriate to design a booklet with

improvisation activities to enhance the development of the

speaking skill in the students?

Yes, because some teachers in this institution need some other

resources in which they can support their teaching processes.

ANALYSIS OF THE INTERVIEW

According to this interview to the coordinator teacher of the English

area expressed that even though they try to base their English classes into

the Communicative Approach it is very difficult for them to achieve this

goal due to the lack of resources. For the teacher, speaking is very

important in order to develop an effective communication. In fact, he

expressed that some teachers in the institution need a booklet with

improvisation activities in which they can support their teaching processes

because that weakness is why students do not want to participate in

classes actively.

45 45


SCHOOL OF PHILOSOPHY LETTERS AND SCIENCES OF EDUCATION


SURVEY

Objective: To determine the most significant difficulties in the

development of speaking of students. To substantiate the use of

improvisation activities in the classroom.

Pl ease an sw er th e fo l l ow i ng q u estio n s b y s el ecti n g w i th an “X” th e

option that is closest to your criteria.

1. Your level of English is:

Excellent Above Average Average

Extremely low below average

2. Speaking is one of the most difficult skills to develop.

Strongly Agree Agree Undecided

Disagree Strongly Disagree

3. The teacher encourages students’ speaking skill.

Always Very often Sometimes

Rarely Never

4. The teacher organizes working groups for the development of

speaking.


Rarely Never

5. The teacher applies the motivational activities in the development

of the classes.


Rarely Never

46 46

6. The teacher applies improvisation activities for turning the

classes more dynamic.

Always Very often sometimes

Rarely Never

7. The teacher encourages the use of improvisation activities to

develop the speaking skill of students.

Always Very often sometimes

Rarely Never

8. You think it is important that teachers use improvisation activities

to arise interest in the English class.



9. You think it is important that teacher use the improvisation

activities to make you express yourself orally.



10. You think your teacher should bring more improvisation activities

to develop your speaking skill.



47 47

DATA ANALYSIS AND INTERPRETATION OF THE SURVEY

Sample: 93 students Course: Eleventh.

Statement No. 1: Your level of English is

Chart # 1

SCALES RESULTS PERCENTAGE

Excellent 10 11%

Above average 8 9%

Average 15 16%

Below average 25 27%

Extremely low 35 38%


Researched by: José Luis Barrios and Alex Arcos

G R A P H I C # 1

Excellent Above average Average Below average Extremely low

38%

11%

8%

16%

27%


Elaborated by: José Luis Barrios and Alex Arcos

Analysis

According to the students‘ answers in the surveys, 10% said their

level of English is excellent, 9% said above average, 16% said average,

27% said below average, and the last 38% said extremely low. This

analysis proves students do not have a good level of English, which

means that they are not able to communicate with others.

48 48

Statement No. 2: Speaking is one of the most difficult skills to develop.

Chart # 2

Scales Results Percentage

Strongly agree 65 70%

Agree 15 16%

Undecided 13 14%

Disagree 0 0%

Strongly disagree 0 0%



G R A P H I C # 2

Strongly agree Agree Undecided Disagree Strongly disagree

0%

0%

14%

16%

70%



Analysis

According to the students‘ answers in the surveys, 70% strongly

agreed that speaking is one of the most difficult skills to develop in the

English language, 16% agreed, and the last 14% were undecided. This

analysis proves that the students consider that the speaking skill is

difficult, consequently, they do not feel encouraged to practice it.

49 49

Statement No. 3: The teacher encourages students’ speaking skill.

Chart # 3


Always 12 13%

Very often 11 12%

Sometimes 15 16%

Rarely 21 23%

Never 34 37%



G R A P H I C # 3

Always Very often Sometimes Rarely Never

13%

36% 12%

16%

23%



Analysis

According to the students‘ answers in the surveys, 13% said the

teacher always encourages their speaking, 12% said very often, 16% said

sometimes, 23% said rarely, and the last 37% said never. This analysis

proves that the teacher needs to encourage more students‘ speaking

since they do not feel motivated to talk; therefore, they will not improve it

because they do not practice it.

50 50

Statement No. 4: The teacher organizes working groups for the development of speaking.

Chart # 4


Always 21 23%

Very often 19 20%

Sometimes 17 18%

Rarely 15 16%

Never 21 23%



G R A P H I C # 4


23%

16%

23%

20%

18%



Analysis


teacher always organizes working groups for the development of

speaking, 20% said very often, 18% said sometimes, 16% said rarely and

the last 23% said never. This analysis proves that even though the teacher

promotes working in groups to develop students‘ speaking skill, they still

need to encourage it more so in a way the qualified students can help

those who are not; consequently, all of them will improve their oral

expression.

51 51

Statement No. 5: The teacher applies the improvisation activities in the development of the classes.

Chart # 5


Always 0 0%

Very often 0 0%

Sometimes 0 11%

Rarely 18 19%

Never 65 70%



G R A P H I C # 5


0%

0%

11%

19%

70%



Analysis


teacher never applies motivational activities in the development of the

classes, the 19% said rarely, and the last 11% said sometimes. This

analysis proves that the teacher do not apply improvisation activities in the

development of the classes, so students do not want to participate in any

activity teachers ask them to perform, because they do not feel motivated

to do so.

52 52

Statement No. 6: The teacher applies improvisation activities for turning the classes more dynamic.

Chart # 6


Always 0 0%

Very often 0 0%

Sometimes 12 13%

Rarely 29 31%

Never 52 56%


Researched by: Jose Luis Barrios and Alex Arcos

G R A P H I C # 6


0% 0%

56%

13%

31%


Elaborated by: Jose Luis Barrios and Alex Arcos

Analysis


teacher never applies improvisation activities for turning the classes more

dynamic, 31% said rarely, and the last 13% said sometimes. This analysis

proves teachers do not apply improvisation activities in the classroom to

turn the classes more dynamic, as a result, students consider English

classes are bored and they do not want to be there.

53 53

Statement No. 7: The teacher encourages the use of improvisation activities to develop the speaking skill of students.

Chart # 7


Always 7 8%

Very often 4 4%

Sometimes 12 13%

Rarely 3 3%

Never 67 72%



G R A P H I C # 7


8%

4%

13%

3%

72%



Analysis


teacher always encourages the use of improvisation activities to develop

speaking on them, 4% said very often, 13% said sometimes, 3% said

rarely, and the last 72% said never. This analysis proves that the teacher

do not encourage the use of improvisation activities on students to

develop their speaking skill. Consequently, they do not feel motivated to

interact or participate in classes, so they cannot improve their speaking

skill.

54 54

Statement No. 8: You think it is important that teachers use improvisation activities to arise interest in the English class.

Chart # 8

Scales Results Percentage


Agree 17 18%

Undecided 8 9%

Disagree 5 5%




G R A P H I C # 8


0%

5%

9%

18%

68%



Analysis


agreed that it is important that teachers use improvisation activities to

arise interest in the English class, 18% agreed, 9% were undecided, and

the last 5% disagreed with it. This analysis proves that the students

consider that the use of improvisation activities is important to arise their

interest in the English classes so that they can feel more comfortable.

55 55

Statement No. 9: You think it is important that teacher uses improvisation activities to make you express yourself orally.

Chart # 9



Agree 19 20%

Undecided 9 10%

Disagree 0 0%




G R A P H I C # 9


0%

0%

10%

20%

70%



Analysis


agreed it is important that teacher uses improvisation activities on them to

express themselves orally, 20% agreed, and the last 10% were

undecided. This analysis proves students think it is very important to use

improvisation activities in the classroom because through them they will be

able to express themselves orally and therefore improve their speaking

skill.

56 56

Statement No. 10. You think your teacher should bring more improvisation activities to develop your speaking skill.

Chart # 10



Agree 15 16%

Undecided 9 10%

Disagree 0 0%




G R A P H I C # 1 0


0%

0%

10%

16%

74%



Analysis


agreed that the teacher should bring more improvisation activities to

develop their oral expression, 16% agreed, and the last 10% were

undecided. This analysis proves that the students consider their teacher

should bring more improvisation activities in the classes so, they will feel

more motivated to participate actively in classes and therefore, interact

more with their peers and improve their speaking skill.

57 57

CHI SQUARE

Objective: Demonstrate the statistical relationship between the

independent and dependent variable.

Independent variable: Improvisation activities.

Dependent variable: Speaking skill.

The use of improvisation activities influences the oral expression

Improvisation activities encourage the development of speaking skill * Speaking is one of

the most difficult skills to develop. Cross tabulation

Count

Speaking is one of the most difficult skills to

develop.

Total

Undecided

Agree

Strongly

agree

Improvisation activities Disagree

encourage the Undecided

development of the Agree

speaking skill. Strongly

agree

Total

0

4

13

17

2 5 44 51

0 19 40 59

0

2

9

37

224

321

233

360

Source: The students from Vicente Rocafuerte High School, eleventh grade. Elaborated by: José Luis Barrios and Alex Arcos

Statistical Test to use: Chi Square

Chi-Square Tests

Value

Df

Asymp. Sig. (2-sided)

Pearson Chi-Square

Likelihood Ratio

Linear-by-Linear Association

N of Valid Cases

56.606a

44.662

18.888

360

6

6

1

.000

.000

.000

a. 5 cells (41.7%) have expected count less than 5. The minimum expected count is .09. Source: The students from Vicente Rocafuerte High School, eleventh grade.


58 58

CHI SQUARE ANALYSIS

Analysis As the value of P is less than 5.00, the researchers of this

study assert that there is a relation between the two variables. Therefore,

the use of improvisation activities influence the speaking skill, so the

proposal should be applied.

Graphic # 11

Speaking is

one of the

most

difficult

skills to

develop.

The improvisation activities influence the speaking skill of the students.

Source: The students from Vicente Rocafuerte High School, eleventh grade.


59 59

CONCLUSIONS

In the observation guide, it was found that the teacher does not use

the improvisation activities to develop any speaking tasks;

consequently, the students are not stimulated to interact.

In the interview to the teacher, he agreed that a booklet with

improvisation activities would support the development of the

speaking skill in class since he will be able to encourage their

students to speak. He also considered that a resource of this type

would enrich the class to make students more participative.

In the survey, the students agreed that it is very important that the

teacher bring motivational activities to turn the class more dynamic

and participative to work on their speaking. In addition, they reckon

that using these improvisation activities will help them to develop

this skill. They were also aware of the fact that improvisation

activities would help them to use vocabulary learned in class and to

recognize their weak points at speaking.

According to the Chi square, most of the students agreed that the

most difficult skill to develop is speaking. Teachers must take into

account the importance of performing motivational activities in the

speaking classes in order that the students produce it.

60 60

RECOMMENDATIONS

The teacher should apply more improvisation activities to improve

students‘ speaking skill.

Teachers should always use improvisation activities through any

additional material such as a booklet to develop speaking.

Teachers should bring improvisation activities focused on their

students‘ interests to keep their attention.

Due to the fact of this analysis, to run a booklet with improvisation

activities will develop one of the most important skills in English

language learning in eleventh grade students at Vicente

Rocafuerte High School.

61 61

CHAPTER IV

THE PROPOSAL

THE TITLE

A booklet with improvisation activities to develop the speaking skill.

JUSTIFICATION

Throughout decades, English language teaching has come about

new approaches and techniques every time more student-centered and

meaningful. Dozens of works are published every month dealing with

boosting students‘ reading, writing, and listening skills. However, English

lessons still have a weak point: speaking. In a typical class, students may

all read the amount of words in a text. They may all write the same amount

of words and even listen to the same audio tape. Nevertheless, they will

never have the same chances to practice their speaking skills. If they do,

activities may be limited to questions and answers between the teacher

and the student or among students. That is within a traditional class.

This project proposes the use of improvisation activities that permit

students be exposed to real life situations in which they have to come up

with responses using their vocabulary. The booklet will show the English

teachers how to apply improvisation activities in their classroom. The aim

of the booklet is to motivate teachers to enrich their English lessons so

that Ecuadorian students can live the language in a controlled and safe

environment so as in the classroom.

62 62

OBJECTIVES

The proposed booklet is meant to show teachers a variety of

improvisation activities with different levels of complexity to adjust to the

diverse kinds of classes. The application of this booklet will give students

the opportunity to develop their speaking skills and to put into practice

what they have learned through their years of English study.

GENERAL

Motivate teachers to apply improvisation activities in their

classrooms in order to get students communicating effectively in the

English language through the presentation of individual, pair, and group

tasks in the form of a booklet.

SPECIFIC

Give teachers the tools to identify the most appropriate

improvisation activities according to their students‘ needs and

level.

Propose a number of improvisation activities with different kinds

of purposes for each stage of the class.

Introduce teachers to ways of developing their own

improvisation activities by considering their students and

classroom facilities.

THEORETICAL ASPECTS

The idea of creating a booklet with improvisation activities,

responds to a need of bringing life to the conventional English lessons by

exposing students to real-life situations in which they can use their

vocabulary to interact with their classmates. The application of these

63 63

activities will not only give the classes a new approach to the language but

also a fresh technique to get students talking in English therefore

improving their speaking skills.

Chauhan (2004) presents a convincing argument for using drama in

ESL classrooms. He states that drama activities give opportunities for

authentic communication and build learners‘ confidence for speaking

English outside the class. He suggests teachers add this skill to their

portfolio of teaching practices, detailing three sample activities. He writes

about the nature of language itself, allowing that it involves emotions,

feelings, appropriateness of situation, and most importantly adaptability.

The traditional ESL strategies do little to address the flexibility of everyday

language. He reasons that English language learners can, even after

years of classroom learning, fail to master the nuance of colloquial

English. He covers the most common reasons why teachers are skeptical

of using drama in the classroom and recommends starting small with ―one-

off‖ activities for inexperienced teachers.

Roykja (2002) agrees with Chauhan about teachers‘ fears about

using drama in the classroom. Roykja published her 2002 article in

response to teaching drama workshops to ESL/EFL teachers. It covers the

most prevalent fears and concerns that teachers have when it comes to

integrating drama into the classroom. Teachers reported feeling

inadequate to teach drama. Because they had no experience, they

reported a fear of looking foolish. Many teachers felt that this type of

activity did not lend itself to serious learning and was merely play. Time

constraints and covering the syllabus were mentioned as well. Royka

offers practical solutions, advice, and evidence to back it up. She states

that fear is the factor that most hinders the use of drama to reach the aims

of communicative language teaching. Motivation can be a factor not only

for students, but for teachers as well.

64 64

FEASIBILITY OF ITS APPLICATION

FINANCIAL

The proposal is financially doable due to its almost inexistent cost.

In the process of putting into practice the activities proposed, the teacher

will just use at-hand materials to create the environments for the enacting

of the improvisations. Because of the nature of these activities, in which

the most important element is creativity, all what students need to bring in

to class will be their imagination and will to learn.

Regarding the publication of the booklet, it can be shared either as

a physical booklet through copies, as a digital document that can be

downloaded from the net.

LEGAL

The proposed guide is backed up by the Ecuadorian Constitution,

which in the section 9 of the article 68 mentions that national education

system may include teaching programs according to the country‘s

diversity. Using improvisation activities, students will be exposed to

situations similar to their everyday lives and own cultural diversity.

TECHNICAL

The booklet with improvisation activities is meant to approach

teachers in a user- friendly way. The activities will be divided into

individual, pair, and group activities, so as in activities for the different

lesson types. For instance, Presentation-Practice-Production (PPP), Test-

Teach-Test (TTT), and Task Based lessons.

65 65

HUMAN RESOURCES

In order to put this proposal into practice, it is necessary the

involvement of the teacher especially in the including of these activities

into their weekly planning. The teacher, as the guide of students, must be

committed in offering students multiple chances to use the English

language in the classroom. Besides, the students along with their

knowledge represent the factor that will bring diverse and unexpected

possibilities to the lessons. Moreover, getting coordinators and authorities

engaged with this approach will take the whole educational community to

higher levels of English proficiency.

DESCRIPTION

This proposal is thought for the Vicente Rocafuerte School, where

the number of students in very class –around 60-, makes it difficult for

them to get a chance to practice the language. The teacher who applies

the improvisation activities in their lessons will get students activated and

motivated to use the English learned in class.

The booklet is structured in a way so that the teacher can find the

most appropriate activity for the lesson content and lesson type that he or

she is planning. For every activity, variants are proposed to let teachers

come up with their own modifications according to their needs.

66 66

CONCLUSION

The application of this booklet will bring many benefits to all the

members of the community. Teachers will have more fluent speakers in

their classes, motivated students, and fun lessons. Students will improve

their speaking skills, as well as their social abilities due to the

improvisation activities and peer interaction. Authorities and coordinators

will be able to see advances in their students, advances that are

measurable and tangible. Parents will be witnesses of their children

improving level of English and abilities to talk in public, not only in English

but in Spanish, too.

The costs for all these benefits are almost inexistent and

encourages creativity from teachers and learners. The publication, on

paper and digital, will allow teachers choose the best way to access the

activities proposed.

67 67

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http://www.educ.ualberta.ca/staff/olenka.bilash/

http://www.educ.ualberta.ca/staff/olenka.bilash/

76 76

ANNEX I

DOCUMENTS

77 77

VP.'19iNlltilfS.c:

A DE LE

MSc.

LizmariFeriz Otaño

Guayaqut~ 26 de Octtb'e del 2016

PROFESORA DE lA ESCUB.A DE LENGUAS Y llNGÜl5TicA.

FACULTAO DE FILOSOffA_ LETRAS Y CIENCIAS DE LA EDUCACIÓN

Ciudad

'.

De mis considel'aciones:

Por disposición de la Autoridad Academk:a de ta facultad de Filosoffa. Letras y

Oendas de la Educacilln.. se le comunica que ha sido designado Revisor1'sesor

del Proyecto Educativo de los estudiantes de ta Esweta de Lensuas v li,wüística:

MCOS --NO N..EC ltU8EN y BARRIOSBIIIONESJO~ LUl5. con el siauiente

tema:

TOPIC:lnluence otimpnwtsadonacthfities on the spealdrw sldU of students.

PltOPUESTA:OesilJ'I of a bookl!t with irq:m>Visation actMties.

El misn10 que debern ser revisado. COm!gito v aprobado siguiendo las

normativa~ de la Unidad de Titutadón de la Facultad. ~lcado en el portal

electrónico. y una vez b!minado debe ser entregado de confonnidad con el

~lit t~

UNl'/6,RSIDt.0 DE GUAYAQUIL

Facultad de Fitosoha, tetras y

C1enci.is de la Educación

Mz Ávilauel,, ce Lenguas y Lingüística

OIREGCIÓN NGUAS Y LINOOISTICA

78 78

po mis reconocimientos.

Ofi:ío No. 349

MS.:.

Netson loor-Vera

RECiO!lDELCOt.fGO "VICTNTE ~Ué'R

.. TE"

Guayaquit, 25 de Agosto del 2017

Me dií,> a Ud. c.on el fin de solicitarle, se 9fW cwr,i;ar la autt>ril.ación pertilen~, para

que los e~iantes UIIUOS Bltl>NES JOSi WIS Y ARCOS MOREt«> Al.EX RUBl:N,. de

la Estueb de lenguas y 1Jngüis1ica puedan apitar el pro\jettt) de iwPstigadón, para la

elaborad6n del trabajo de !itulad6n, prew:> a la obm'ldón del 'mulo de !..kend,uto{a}

en Cimdas de la Educaó6n1 menoón tmgua Inglesa y linguislta.

TOPIC: ~ffuenc.e of imsWowsaúon activities on thE speakíng skil cf students.

PROPOSAI.: Design of a bo~ Y.ith mpr<Msamn ac:úw::ia.

ílcr comíterar, que El PfO'f«l> a rnalimrse. taldrá la repE!fcUSIÓn en be.nefú) de la

lnsmucí>n que ll'ited ac:er:adamm~ dirige; ~ que nuestra peódoo :mga la

acogida fa\lDrable de sr parte.

Le antici

79

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81 81

ANNEX II

DATA COLLECTION

82 82


FACULTAD DE LETRAS Y CIENCIAS DE LA EDUCACIÓN ESCUELA DE LEGUAS Y LINGÜÍSTICA

COORDINACIÓN GENERAL DE INVESTIGACIÓN Y PROYECTOS ACADÉMICOS

Objetivo: Considerar la opinión del docente sobre el nivel de inglés de

sus estudiantes, su apreciación de la habilidad de hablar, y las

necesidades de mejorarla.

ENTREVISTA

1. ¿Piensa usted que la habilidad de hablar es una de las

habilidades más relevantes en el proceso de enseñanza-aprendizaje

del inglés?

2. ¿Qué dificultades enfrenta usted cuando instruye a sus

estudiantes a desarrollar una actividad de hablar?

3. ¿Cuál es la actitud de los estudiantes a la hora de desarrollar

una actividad de hablar?

4. ¿Qué estrategias aplica usted para incluir actividades de

improvisación en el proceso de enseñanza-aprendizaje del inglés?

5. ¿Piensa usted que las actividades de improvisación ayudarían

a mejorar la colaboración de los estudiantes a la hora de una

actividad de habla?

6. ¿Qué tan importante considera usted la aplicación de

actividades de improvisación para desarrollar la habilidad de hablar

de sus estudiantes?

7. ¿Piensa usted que es apropiado diseñar un folleto con

actividades de improvisación para mejorar el desarrollo de la

expresión oral de los estudiantes?

83 83


ESCUELA DE FILOSOFIA CIENCIAS Y LETRAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LENGUISTICA

ENCUESTA

Objetivo: Determinar las dificultades más importantes en el desarrollo de

la habilidad de hablar de los estudiantes. Justificar el uso de las

actividades de improvisación en el aula.

Por favor responda las siguientes preguntas seleccionando con una x la

opción que está más cercana a su criterio.

1. Su nivel de inglés es de :

Excelente por encima del promedio indeciso

Extremadamente bajo del promedio

2. Hablar es una de las habilidades más difíciles de desarrollar.

Totalmente de acuerdo desacuerdo indeciso

Desacuerdo totalmente en desacuerdo

3. El profesor fomenta la habilidad de hablar de los estudiantes.

siempre Muy a menudo algunas veces

Rara vez nunca

4. El profesor organiza grupo de trabajos para el desarrollo de la

habilidad de hablar.

Siempre Muy a menudo algunas veces

Rara vez Nunca

5. El profesor aplica las actividades motivacionales en el desarrollo

de las clases.


Rara vez Nunca

6. El profesor aplica las actividades de improvisaciones para

convertir las clases en situaciones más dinámicas.


Rara vez Nunca

84 84

8.

7. El profesor anima el uso de actividades de improvisación para

desarrollar la habilidad de hablar de los estudiantes

Siempre

Muy a menudo

algunas veces

Rara vez Nunca

8. Usted piensa que es importante que los maestros usen actividades

de improvisación para aumentar el interés en la clase de inglés.



9. Usted piensa que es importante que los maestros usen

actividades de improvisación para hacerlo a usted expresarse

oralmente.



10. Usted piensa que su profesor debe traer más actividades de la

improvisación para desarrollar su expresión oral



85 85

ANNEX III

IMAGES

86 86

Title: The researchers of this project at the entrance of Vicente Rocafuerte

High School.

Source of Investigation: Vicente Rocafuerte High School. Investigators: José Luis Barrios and Alex Arcos Moreno

87 87

Title: Interview with Lic. Juan Vera, English teacher of eleventh grade

students at Vicente Rocafuerte High School.


Title: Survey to the students of eleventh grade.


88 88

Title: Tutorial with project advisor MSc. Lizmary Feriz.

Source of Investigation: Universidad de Guayaquil. Investigators: José Luis Barrios and Alex Arcos Moreno

Title: Tutorial with project advisor MSc. Lizmary Feriz.

Source of Investigation: Universidad de Guayaquil. Investigators: José Luis Barrios and Alex Arcos Moreno

89 89

ANNEX IV

PROPOSAL

1 1


FACULTY OF PHILOSOPHY, LETTERS AND

SCIENCE OF EDUCATION


SPEAKING SKILL

BOOKLET WITH IMPROVISATION ACTIVITIES

2 2

IMPROVISATION ACTIVITIES

INDEX

Activity 1. Improve Games group

Activity 2. Short dialogues pairs

Activity 3. Stem sentences individual

Activity4. Pair improvisations

Activity 5. Group improvisations

Activity 6. Group Story

Activity 7. Best/worst individual Activity

8. Nouns from a hat group Activity 9.

Theme –based scene s group

Activity10. Story – telling face –off group

Activity 11. First line group

Activity 12. Chain stories group

Activity 13. Freestyling

Activity 14. A one scene variation groups

Activity 15. Professionals say ―No, no, no, no!

Activity 16. Introducing improvisations

Activity 17. Bring a Story to Life

Activity 18. Role Swap

Activity 19. Freeze & Switch

Activity 20. Seven-Sentence Storytelling

Source: University of Guayaquil, dissertation course

Researchers: José Luis Barrios and Alex Arcos

3 3

BEFORE GETTING STARTED

So, you‘ve decided to implement improvisation into your English lessons?

Congratulations. Your students will have a great time improving their

speaking and social skills. But, how do improvisations work? Role play

involves giving students role cards, instructions and time to prepare.

Improvisations are more spontaneous. The teacher does not give details or

language phrases to use.

Improvisations encourage students to

o use whatever language they have available to communicate;

o develop ―thinking on your feet‖ skills and gain confidence in

coping with the unexpected;

o focus on getting the message across rather than on repeating

dialogues parrot fashion;

o use their imagination and be creative with language.

o imagine themselves using the language in real-life situations;

Suggestions

Give enough vocabulary and/or grammar input.

Find an activity in which students can use the newly acquired

knowledge. Plan the activity carefully and give clear instructions.

Avoid putting a student on the spot, especially if he or she is lacking

confidence. Ask for volunteers when starting an exercise, instead of

forcing a student to do it.

Praise students with positive comments. Do not expect high acting

abilities or great creativity skills since your students are not

professional actors.

Give feedback after the activity. Be sure to take notes on errors and

have students correct them. Do not interrupt your students‘

performance.

4 4

Activity 1: Improve Games group

Improve games can be a great way to encourage students to speak

spontaneously, which is a vital English skill.

While there are lots of different improve out there, this basic improve game is

great for the classroom. It‘s fast, it allows students to speak quite a bit and it‘s

very adaptable, depending on the class that you have.

Choose three students to go on ―stage‖ to start. Ask students in the audience

to volunteer a place, which becomes the setting. From here, the students

should begin to improvise a scene.

Right before the scene begins, ask each student to take a slip of paper, upon

which you‘ll have already written random words. The student must use the

word in the skit at some point. Students have only 5 minutes to finish the skit

and use each of their words before another three students take their place.

If you think that students need more guidance, you can also give them

characters or a basic premise, for example, ―you‘re all roommates and you

need to talk to Chris about the problems being posed by his pet alligator.‖

As students get used to the game, you can also allow audience members to

raise their hands periodically and throw in something new, for example, a

student, when called on, might say, ―Someone knocks on the door.‖ Or ―A bird

flies in through the window.‖

5 5

Activity 2: Short dialogues pairs

In pairs, choose a topic and prepare a dialogue to present to the class. You

can make the dialogue as detailed as you like:

Consider the following:

Minimum 10 sentences per person

You have 15 minutes to prepare your dialogue

We will vote for the best conversation (funniest, most interesting etc.)

If you prefer , you can think of another conversation topic not on the list

to talk about

Topics:

You and a friend went for a walk in the country side and are lost

You and a friend are discussing about your teacher /class at school

/university

You bump into an old school friend at the supermarket

You and a friend are discussing a shared hobby

You disagree with your brother/ sister about whose turn is to wash the

dishes

You are feeding ducks at the park with a friend

You and a friend see somebody robbing a house and discus what to

do

You and a friend are in a clothes shop. You think the clothes are

horrible

You ask your boyfriend /girlfriend to marry you

You and a friend are having a coffee at a bar and discuss your jobs

You and a friend are discussing which film to see at the cinema

You and a friend are discussing a sport match you saw yesterday

6 6

You work in a clothing shop and are trying to sell a dress/shirt to a

customer

You and a friend are discussing which city you would like to live in

Activity 3: Stem sentences individual

Give students the first part of a sentence which they have to complete. Make

a list of stems on a handout. This guides them and gives them something to

work through and compare in pairs or groups. The sentences can follow any

of them.

For example:

On Sundays I usually ………………

On School nights I usually…………….

In the Summer I often……………….

On my birthday I sometimes…………….

At exam time I usually……………….

On Valentine‘s day I usually……….

In 2006 I was…

Last year was…….

Last week I went to……

Last night I………

Variant: Why? Because …

One person makes a statement about their interests. Another students asks

them to give reasons. This can be done in pairs, groups or with the whole

class. For example:

7 7

A: I like cats

B: Why do you like cats?

A: Because they are more independent than dogs

B: Why are they more independent?

A: Because they are happy if you leave them alone and don‘t need a lot of

attention

B: Why do they like being alone?

A: Because they are natural hunters.

Activity 4: Pair Improvisations

The Hypochondriac. Student A is a hypochondriac determined to have as

many pills as possible. He consults Student B who is a doctor strongly averse

to giving out pills willy-nilly.

The Loan. Asking to borrow. Then asking for repayment.

The Career Counselor. Student A has lost her job. She consults a career

counselor about a suitable new profession. Lots of questions and advice

(modals).

The Clairvoyant. Student A consults a clairvoyant. Asks questions about

love, money, health etc.

Parent(s) and Child. Child returns home late/doesn‘t want to go to

bed/doesn‘t want to get up etc.

At the Pearly Gates. Individual interviews with St Peter to gain admission.

8 8

The Journalist and the Famous Actress. 1 Journalist tries to get an

interview. 2 Interview. 3 Actress is not at all happy with what is printed and

complains (to journalist or editor etc).

Directions. A young girl stops passers-by in the street and asks for

help/directions in finding an address.

Telephone Chain. Student A calls any student (Student B) about anything.

When conversation finished, Student B calls any student (Student C) about

anything. Keep the chain going. Must be fast. Good for warm-up. The

answering student must make the next call (to maintain the dynamic).

The Tourist. Student A goes to another country (or planet) and calls home to

tell Student B all about it.

The Chance Meeting. Two people who have not met for 5 years meet in a

café/at a cocktail party etc. Ex-girlfriend, ex-boss etc.

The Answering Machine. Student A calls B and gets answering machine

(B‘s voice). Leaves message.

Old Friends: Have students pair up. Tell them they are at a party when they

see an old friend they haven‘t seen since childhood (or in several years).

They go up to each other and strike up a conversation. This activity can be

amended according to group demographics. Variations could be ex-spouses,

ex-colleagues, ex-schoolmates, etc.

Loitering with Intent: Again, have students pair up. One of them is a burglar

standing outside a shop at 3am. A cop on the beat rounds the corner. How

does the conversation go?

9 9

Alien Press Conference: Choose some students to be an alien space crew

that has just landed on Earth. Other students perform the role of journalists

asking questions. Encourage imagination and creativity here. For example,

are the aliens even familiar with the human conventions of a press

conference?

Noisy Neighbors: A group of students are at a party. The next door

neighbors are trying to sleep, study, etc. They go next door to complain. What

happens?

Activity 5: Group Improvisations

The Fire. Detective or journalist interviews witnesses (one of whom may be a

suspect) about what they saw/heard/did. (The Fire can be changed to a

Bizarre Noise, Disappearance, Murder, Theft etc). Lots of questions and past

simple.

The Hold-up. Group of gangsters planning a hold-up. "Stop. Now it‘s two

days after the hold-up and you‘re all in prison. Now discuss what actually

happened, whose fault etc." Could be a Hi-jacking.

Socio-economic Inquiry/Comparison. Journalist interviews other students

about their countries (hours, mentality, capital, pay, recreation etc). Suitable

for mixed-nationality classes.

Television Interview. Film star, politician, sportsperson etc.

Television Program. Presenter interviews group of presidential candidates

(or writers, film-makers etc.).

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The Amnesiac. Student A is in bed in hospital, having lost his memory. The

other Students are medical staff, police officers, visitors (family, friends etc)

who try to bring memory back. They must be careful. A shock could be fatal.

Press Conference. Group of journalists interview a politician (or

sportsperson, film star etc.).

The Extra-terrestrials. Two female aliens have come to Earth. Their

appearance is totally human. Their mission is to procreate because they need

to repeople their planet. They accost any unsuspecting male they can find,

asking discreet questions to test them and so find suitable mates. They must

be careful not to reveal the truth to the males because this will frighten them.

The Putsch. 1 Why: Guerrilla chief explains to followers. 2 Commitment: one

or two outsiders want to join - therefore interview to test suitability. 3

Preparation: planning meeting. 4 Afterwards (in prison): interview with

journalist about what went wrong.

Teachers’ Meeting. Teachers discuss imaginary students to decide who

should continue next year. One teacher is the ‗chairman‘ and has a list of

students ("Now we‘ll discuss Erika...")

The Neighbor. A neighbor who needs to sleep or revise, etc., knocks on door

and complains about the noise from a party.

Activity 6: GROUP STORY

Known by many other names, "Story-story" is a circle game for all ages. Many

grade school teachers use this as an in-class activity, but it can be just as fun

for adult performers.

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The group of performers sits or stands in a circle. A moderator stands in the

middle and provides a setting for the story. She then points to a person in the

circle and he begins telling a story. After the first storyteller has described the

beginning of the story, the moderator points to another person. The story

continues on; the new person picks up from the last word and tries to

continue the narrative.

Every performer should get several turns to add to the story. Usually the

moderator suggests when the story comes to a conclusion; however, more

advanced performers will be able to conclude their story on their own.

Activity 7: BEST/WORST INDIVIDUAL

In this improv activity one person creates an instant monologue, telling a story

about an experience (either based upon real-life or based upon pure

imagination).

The person begins the story in a positive way, focusing on terrific events and

circumstances.

Then, someone rings a bell. Once the bell sounds, the storyteller continues

the story, but now only negative things occur in the plot. Each time the bell

ring, the storyteller shifts the narrative back and forth, from the best events to

the worst events. As the story progresses, the bell should ring more quickly.

(Make that storyteller work for it!)

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Activity 8: NOUNS FROM A HAT GROUP

There are many improv games which involve slips of papers with random

words, phrases or quotes written on them. Usually, these phrases have been

invented by audience members. "Nouns from a Hat" is one of these types of

games.

Audience members (or the moderators) write nouns on a slip of paper. Proper

nouns are acceptable. In fact, the stranger the noun, the more entertaining

this improv will be. Once all of the nouns have been collected into a hat (or

some other container), a scene begins between two improv performers.

About every thirty seconds or so, as they establish their storyline, the

performers will reach a point in their dialogue when they are about to say an

important noun. That's when they reach into the hat and grab a noun.

The word is then incorporated into the scene, and the results can be

wonderfully silly. For example:

"Nouns from a Hat" can involve more actors, as long as there are enough

slips of paper. Or, in the same manner as "Best/Worst," it can be delivered as

an improvisational monologue.

Activity 9: Theme –based scenes group

Teacher can arrange students to act out a scene that focuses on a theme

(eg. Cultural or historical points ) . If the theme of the week was appropriate

table manners in north America , then students can act out what they‘ve

learned with regards to appropriate social behavior at the table during meals ,

issues such as relationship conflicts , parenting , and other contexts can be

acted out as well

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Activity 10: Story – telling face –off group

This activity works best at the advanced levels. a teacher provides a location

the main character , and a special circumstance for a story . All students in

the classroom stand up. The teacher points to a student to begin a story

based on the information provided. The student must continue speaking until

the teacher points to another student to continue speaking until a third

student is pointed at to continue. This continues until a logical conclusion is

reached or the teacher intercedes. A student who cannot continue a story is

forced to sit down and whoever is standing is selected to continue. If the story

continues too long the teacher may force an ending but ideally whoever is

standing to tell the story becomes the winner.

Activity 11: First lines group

This is a classic improvisation stage performance. The teacher prepares ‗‘

first lines ´´ to be written out of different possible stories on slips of paper (For

example: ‗‘Justin´s clothes are all gone / I‘ve been robbed / I like a refund

please, etc.) students memorize their lines and join with a partner to begin

improvising.

Activity: 12: Chain stories group

This is a great warm –up activity to practice fluency for advanced students.

Lower – level students can do this activity to work on speaking accuracy.

Students are assembled in a circle and they must create a story by adding

one word each.

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A couple of students can be assigned in the group to act as error

identification spotters. The teacher may participate in the circle. Speed is

important so if a student can‘t think of a word the story is passed onto the

next student. The teacher may occasionally have to repeat the sentence in

progress to continue the activity. Another variation is to have students do a chain

story in pairs so that it goes back and forth between just two students.

Activity 13: FREESTYLING

Play any instrumental music track and have students improvise lyrics on a

topic provided by the teacher or based on the mood the song creates. This

activity can be done by individuals if students are not shy. Pairs can perform

discussing a problem or situation given by the teacher. Groups can improvise

a song on a topic, following the melody of well-known tune.

Teacher can proffer an image along with the music to have students create a

sung story on the spot.

Activity 14: A one scene variation groups

Students are assembled in pairs or small groups to act out a particular scene

provided by the teacher. The scene involves a common day-to-day situation

Another variation is to have students watch a video and imitate a scene with

transcript or act out a scene the predicts the outcome of a video.

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Activity15: Professionals say “No, no, no, no!”

Teacher prepares slips of paper with professions and students pick one

randomly. The teacher sets a problem to solve and students must give their

ideas from their professional perspective trying to convince the rest of their

point of view. Teacher will call professionals at random to participate. Teacher

can set speaking time depending on students‘ level.

Example:

There is an empty room to be decorated and adapted for any use. Each

professional will give his idea on how to decorate it, what to put in, and the

use the room will receive.

Dentist: ―I think this room can be a beautiful dentist‘s office. Here I will put a…

and there I am going to put a… my patients will wait here…‖

Police Officer: ―No, no, no, no! There are too many delinquents in the city and

what we need is a new police office. Here a desk would be perfect… also a

small jail for offenders…‖

Other problems can be:

What usage to give to a bus

Where to buy a house

What present to give someone

What to have in a party

How to spend one thousand dollars

Which profession is the most important I n the world

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Activity 16: Introducing improvisations

Use a song (just listened to, covered recently in class or very familiar to

students). For example: She‘s leaving home – The Beatles. Give pairs roles

(the girl, the mother/father, the boyfriend) and give situations to try out (the

night before she left, the parents talking on finding her leaving note, the

boyfriend asking her to run away, the telephone call home after a week

away).

Use a picture and photos of people speaking to each other: vary scenes and

pass the pictures around. Focus on a theme, such as all pictures of people in

different parts of an airport or social situations. Assign roles so students form

a ‗tableau‘ if there are a variety of interactions going on in the photo/picture.

Use a cartoon with no written dialogue. Students are the different characters

and mimic the behaviour and imagine the conversation taking place.

Use a video with sound off. Select scenes from a favorite show or film e.g.

Friends. Students are assigned roles and act out what they think is taking

place.

Use a piece of realia: a real object to spark conversation e.g. a train

timetable, a bit of English currency and a list of exchange rates, a hat or

outfit, a musical instrument, a mobile phone, a menu (students must

incorporate these objects as part of their invented dialogue).

Use a prop (good with younger learners): a pair of finger puppets, a mask to

wear or anything that makes them assume a new personality.

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Activity 17: Bring a Story to Life

Easing students into improv can be tricky. Giving them loose guidelines that

leave room for creativity can help with the transition. This first activity does

just that. Here‘s how you do it:

Read a short story or poem, then have a group stand up and act out the plot.

Lean towards simple stories. Use a different story with each group.

Now that the students are comfortable, each group stands up again and acts

out what they think will happen next.

That third step is challenging and demands more creativity so it helps that

they have had step one as a warm-up. If you have a longer story you want to

use, you can always split it up and have groups act out different parts. There

are thousands of stories out there so try to use ones that work with your

syllabus theme. For example, if it is December and you want to teach holiday

vocabulary, choose a holiday story or carol.

If your class is particularly shy, let them stay seated the first couple of times

they try improv exercises so that they are not too overwhelmed. Staying in

their chairs can make a world of difference in terms of nerves. You may even

find that they get so into the activities that they will start itching to get up,

gesture and move around on their own!

Activity 18: Role Swap

Even though this next one is easier, it is still improv through and through.

Split the class into groups.

Give each one a card with a character, i.e. grandmother with poor hearing, a

diva, angry father, jolly policeman or Queen Elizabeth.

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Have them begin improvising a conversation amongst themselves,

encouraging them to embody the characters.

Instruct them to try to guess each other‘s character.

Then walk around the room swapping cards at random, even across groups,

leaving all the students with whole new characters to act out.

Nothing keeps students thinking on their toes like pulling their identities out

from under them. It can get a little goofy, but all you need to do is monitor

things to make sure everyone is participating, throwing questions at students

who seem to be taking the back seat.

You can use your characters to hone in on specific lesson goals by adding

some additional descriptions. For example, instead of ―diva‖ you can use

―bossy diva‖ to have students use commands, or remind them that royalty,

like Queen Elizabeth, and those speaking to them should only use polite,

formal verb and sentence structures.

Use a variety of roles—children, movie stars, polite or old-fashioned

characters, bossy or dramatic ones, etc.—so that students have to stop and

think about the language they are using and what it can convey. This is

particularly helpful for English native speakers learning foreign languages

because they are less accustomed to incorporating formal and informal

speech.

In preparation, have students split up into pairs and do a scripted role play.

Next give them a scenario, for example: you are calling the tow-truck driver to

pick you up but the driver is too lazy so you have to convince him to come.

Have them improvise the conversation. Maybe try out a total physical

response activity if you need to loosen them up further.

By now they should definitely be ready for the role swapping activity.

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Activity 19: Freeze & Switch

Are you and your students in need of a pick-me-up? This exercise will have

you all moving, improvising and laughing in no time.

Describe a scenario that students will act out that features three or four

characters. The scenario you make up should have:

A clear setting

One or more obstacles to overcome

Defined characters

For example, a woman is walking her Chihuahua when a flock of birds flies

down, picks up her dog and carries it away. One character is the woman, one

is a witness and one is the policeman.

You can let students decide how the story unfolds. Have a second scenario

handy in case your first one does not take off like you would like it to.

Every minute or so you will yell ―freeze‖ and other students will have to jump

in and switch spots with the actors, picking up where they left off.

Feel free to throw in extra characters to shake things up, like another person

who is looking for his flock of birds that has escaped its cage.

You do not need to swap all of the actors out at the same time. Wait until you

feel like the student has had ample speaking time before taking them out.

The value here is that students are having spontaneous, unscripted

conversations. Feel free to manipulate the scenarios to include recent

lessons. You could have one that encourages students to ask and receive

directions—i.e. someone is lost, late for their own wedding and in need of

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help finding the venue. If you want them to practice how to politely disagree

then create a scenario that allows for it, like a teenager trying to convince his

or her parents to extend a curfew.

Let your imagination run wild and you will find that this exercise can become

whatever you need it to be.

Activity 20: SEVEN-SENTENCE STORYTELLING

Theatre is essentially storytelling and improvisers have to come up with

stories on the spot. It is good to introduce the art of storytelling at this point

with some fun games and exercises.

Seven-sentence story structure

Most stories can be boiled down to seven basic sentences. These sentences

begin like this:

1. Once upon a time....

2. And every day...

3. Until one day...

4. And because of that...

5. And because of that...

6. Until finally...

7. And from that day...

It's good to use examples when explaining this, I will use 'Hannah Montana:

The Movie' here:

Once upon a time there was a girl who was secretly a pop-star. And every

day she was careful not to let anyone know her secret. Until one day she met

a boy, and he discovered her double life. And because of that he was angry

and felt betrayed. And because of that Hannah felt awful. Until finally she

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owned up to her double life. And from that day the people from her home

have known and accepted her secret, and she and the boy are very happy.

1. Have the students sit in a circle and ask them to come up with one

sentence from the story structure each. If you have more than 7 students you

can just begin from the first sentence again once you reach the eighth

student.

2. Once you've done this you can broaden the exercise and take away the 7-

sentence restriction, allowing students to tell the story in as many sentences

as they like

Documents

UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, …repositorio.ug.edu.ec/bitstream/redug/25203/1/Barrios y Arcos.pdf · Silvia Moy-Sang Castro MSc. Wilson Romero Dávila DEAN SUB-DEAN