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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL
PROYECTO EDUCATIVO
PREVIO A LA OBTENCIÓN DEL TÍTULO DE
LICENCIADO EN CIENCIAS DE LAEDUCACIÓN
MENCIÓN: LENGUAS Y LINGÜÍSTICA INGLESA
TEMA
INCIDENCE OF THE LISTENING DIDACTIC RESOURCES IN THE
DEVELOPMENT OF ORAL EXPRESSION OF ENGLISH LANGUAGE
PROPUESTA
DESIGN A DIDACTIC MANUAL OF LISTENING ACTIVITIES FOR ENGLISH
ORAL EXPRESSION DEVELOPMENT
AUTOR:
RUBEN DARIO ROLDAN VELOZ
CONSULTOR: MSC. ISRAEL BRAVO B.
GUAYAQUIL – ECUADOR
2017
ii
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL
DIRECTIVOS
MSc. Silvia Moy-Sang Castro MSc. Wilson Romero
DECANA SUBDECANO
MSc. Alfonso Sánchez Ávila Ab. Sebastián Cadena Alvarado
DIRECTOR DE CARRERA SECRETARIO GENERAL
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iv
Guayaquil, 6 de febrero del 2017
MSc. SILVIA MOY-SANG CASTRO Arq. DECANA DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN. CIUDAD. -
Para los fines legales pertinentes comunico a usted que los derechos intelectuales del proyecto educativo con el:
Tema: Incidence of the listening Didactic Resources in the development of oral expression in English language.
Propuesta: Design a didactic manual of listening activities for English oral expression development.
Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.
Atentamente,
Roldán Veloz Rubén Darío C.I. 1205137472
v
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL
PROYECTO
TEMA: INCIDENCE OF THE LISTENING DIDACTIC RESOURCES IN THE DEVELOPMENT OF ORAL EXPRESSION IN ENGLISH LANGUAGE.
PROPUESTA: DESIGN A DIDACTIC MANUAL OF LISTENING ACTIVITIES FOR ENGLISH ORAL EXPRESSION DEVELOPMENT.
APROBADO
………………………………
Tribunal No 1
……………………… ………………………
Tribunal No 2 Tribunal No 3
Rubén Roldán Veloz C.I. 1205137472
vi
EL TRIBUNAL EXAMINADOR OTORGA AL
PRESENTE TRABAJO
LA CALIFICACIÓN DE:
EQUIVALENTE A:
TRIBUNAL
vii
DEDICATION
I would like to dedicate this thesis to all the teachers that I have had
throughout my life, from my parents and family to my teachers at the university.
Thank you for teaching me.
You are the reason I am who I am today.
Rubén Darío Roldán Veloz
viii
ACKNOWLEDGEMENTS
I strongly believe that I would not have been able to do this without the help
of so many people. I would like to thank my family, especially my parents
Lombardo Roldán and Blanca Veloz for being amazing role-models and for
supporting me in my desire to go further in life. Becoming a teacher was not an
easy road to take and their patience was very important for me during this journey.
I also want to thank my thesis partner Juan Carlos Villacís for putting up
with me during this whole process. His help and effort are invaluable and I could
not have asked for someone better to do this.
I want to thank our tutor and friend MSC. Israel Bravo for guiding me
through and through during the whole process not only with ideas but with his
support and guidance.
I would also like to thank MSc. Johnny Terán who was a key player on this
process, for his invaluable help which allow us to complete this research project.
I would also like to thank the University and all the teachers that have been
part of my learning process to complete this project.
Rubén Dario Roldán Veloz
ix
TABLE OF CONTENTS
Front page i
Directives ii
Approval of the project letter iii
Intellectual rights letter iv
Approval of the court v
Qualification of the court vi
Dedication vii
Acknowledgments viii
List of tables xi
List of graphics xii
Abstract xv
Chapter I The Problem Introduction
1
1.1 Context of the investigation 2
1.2 Investigation problem 3
1.2.1 Conflict situation 3
1.2.2 Scientific fact 3
1.3 Causes 3
1.4 Formulation of the problem 4
1.5 Objectives 4
1.5.1 General objective 4
1.5.2 Specific objectives 4
1.6 Questions of the investigation 4
1.7 Justification 5
Chapter II
Theoretical framework
2.1 Background of the thesis 7
2.2.1 Epistemological foundation 33
2.2.2 Philosophical foundation 33
2.2.3 Psychological foundation 35
2.2.4 Sociological foundation 36
2.2.5 Pedagogical foundation 37
2.2.6 Technological foundation 38
2.2.7 Legal foundation 39
Chapter III
Methodology, process, analysis And discussion of results
3.1 Methodological design 42
3.2 Types of research 42
3.3 Population and sample 43
3.4 Operationalization of variables matrix chart 44
x
3.5 Research methods 45
3.6 Research instruments and techniques 45
3.7 Analysis and data interpretation 46
3.7.1 Class observation analysis 62
3.7.2 Interview analysis 62
3.7.3 Chi-squared test 63
3.7.4 Chi-squared analysis 64
3.8 Conclusions & recommendations 65
Chapter IV
The proposal
4.1 Title 66
4.2 Justification 66
4.3 Objectives 67
4.3.1 General objective 67
4.3.2 Specific objectives 67
4.4 Theoretical aspects 67
4.5 Feasibility 69
4.5.1 Financial feasibility 69
4.5.2 Legal feasibility 69
4.5.3 Technical feasibility 69
4.5.4 Human feasibility 69
4.5.5 Political feasibility 69
4.6 Description 70
4.7 Conclusion 71
References 72
Bibliography 77
APPENDIXES 78
APPENDIX 1 79
APPENDIX 2 82
APPENDIX 3 85
APPENDIX 4 88
APPENDIX 5 (PROPOSAL / LISTENING ACTIVITIES) 92
xi
LIST OF TABLES
Table 1: The practice of intensive listening exercises improve your oral expression in
English ........................................................................................................................ 47 Table 2:The teacher recommends to listen resources in English to improve the oral
expression in English .................................................................................................. 48
Table 3: You feel at ease with listening activities to development the oral expression in
English language ........................................................................................................ 49
Table 4: You use English cd from book to development and improve the oral
expression in English .................................................................................................. 50
Table 5: The English teacher has spoken about the benefits to speak in English ........ 51
Table 6: The English teacher uses appropriately listening didactic resources in class. 52
Table 7: The listening didactic resources are indispensable to speak in English ......... 53
Table 8: The audios in English are interesting ............................................................ 54
Table 9: The learning in English is better through the listening didactic resources ...... 55
Table 10: The English Teacher uses always the listening didactic resources during
class ........................................................................................................................... 56
Table 11: The use of interactive listening activities during English class will contribute
significantly to your progress to improve the oral expression in English ....................... 57
Table 12: You consider indispensable the use of a Manual with listening activities to
the development your oral expression in English ......................................................... 58
Table 13: The listening exercises through the implementation of a didactic manual will
contribute to improve your listening comprehension to speak in English ...................... 59
Table 14: The application of listening activities provided through a didactic manual will
help to development your skill to speak in English ....................................................... 60
Table 15: The English teacher uses always listening didactic resources according your
English level ............................................................................................................... 61
xii
LIST OF GRAPHICS
Graphic 1: The practice of listening exercises improve your oral expression in English.
..................................................................................................................................................... 47
Graphic 2: The teacher recommends to listen Resources in English to improve the oral
expression in English .................................................................................................. 48
Graphic 3: You feel at ease with listening activities to development the oral expression
in English language ..................................................................................................... 49
Graphic 4: You use English cd from book to development and improve the oral
expression in English .................................................................................................. 50
Graphic 5: The English teacher has spoken about the benefits to speak in English .... 51 Graphic 6: The English teacher uses appropriately listening Didactic Resources in
class ........................................................................................................................... 52
Graphic 7: The listening didactic resources are indispensable to speak in English ..... 53
Graphic 8: The audios in English are interesting ........................................................ 54
Graphic 9: The learning in English is better through the listening Didactic Resources.55
Graphic 10: The English teacher uses always the listening didactic resources during
class ........................................................................................................................... 56
Graphic 11: The use of interactive listening activities during English class will
contribute significantly to your progress to improve the oral expression in English....... 57
Graphic 12: You consider indispensable the use of a Manual with listening activities to
the development your oral expression in English ......................................................... 58
Graphic 13: The listening exercises through the implementation of a didactic manual
will contribute to improve your listening comprehension to speak in English ................ 59
Graphic 14: The application of listening activities provided through a didactic manual
will help to development your skill to speak in English ................................................. 60
Graphic 15: The English teacher uses always listening didactic resources according
your English level ........................................................................................................ 61
x
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: Incidencia de los recursos didácticos auditivos en el desarrollo de la expresión oral del idioma inglés. Diseño de un manual de actividades auditivas para el desarrollo de la expresión oral del idioma inglés. AUTOR: Rubén Darío Roldán Veloz
TUTOR: MSC. Israel Bravo Bravo.
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: lectura comprensiva, inferencia, inglés como idioma extranjero
RESUMEN: Esta tesis explora la incidencia de los recursos didácticos auditivos en el desarrollo de la expresión oral del idioma inglés en los estudiantes de primer año de Bachillerato del Colegio “Otto Arosemena Gómez” de Guayaquil, Ecuador. Esta tesis argumenta la gran importancia de los recursos didácticos auditivos para mejorar la expresión oral del idioma inglés. Este estudio se utilizó entrevistas y encuestas para recopilar información sobre la situación actual del colegio y propone un manual con actividades auditivas para ayudar a mejorar el nivel de inglés de los estudiantes. Finalmente, este documento contribuye a una herramienta indispensable para desarrollar y mejorar la habilidad de hablar en inglés.
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
Teléfono: 0979418937
E-mail: [email protected]
CONTACTO EN LA INSTITUCIÓN: Nombre: Secretaría de la Escuela de Lenguas y Lingüística
Teléfono: (04)2294888 Ext. 123 E-mail: [email protected]
x
NATIONAL REPOSITORY SCIENCE AND TECHNOLOGY
THESIS REGISTRATION FORM
TITLE AND SUBTITLE:
Incidence of the listening didactic resources in the development of oral expression of English language.
AUTHOR: Rubén Roldán Veloz
TUTOR: MSC. Israel Bravo Bravo.
INSPECTORS:
INSTITUTION: University of Guayaquil
FACULTY: Faculty of philosophy, letters and science of the education
CAREER: Languages and Linguistics
DATE OF PUBLICATION: No. of Pages:
DEGREE: Bachelor of science in education, major in English language and linguistics
THEMED AREAS: English language
KEY WORDS: reading comprehension, inference, English as a foreign language
ABSTRACT: This thesis explores the incidence of the listening didactic resources in the development of oral expression English language on students of 1rd Year Bachillerato of a high school in Guayaquil, Ecuador. This thesis argues the great importance of listening didactic resources to improve the oral expression of English language. This study used interviews and surveys to gather information about the current situation of the school and proposes a manual with listening activities to help improve the English level of students. Finally, this paper contributes to an indispensable tool to develop and improve the speaking skill.
No. of REGISTRATION (Database):
No. of CLASIFICATION:
DIRECTION URL (thesis on the web):
ATTACHED PDF: X YES NO
CONTACT WITH AUTHOR/S
Phone: 0979418937
E-mail: [email protected]
INSTITUTIONAL CONTACT: Name: Secretary of the School of Languages and Linguistics
Phone: (04)2294888 Ext. 123 E-mail: [email protected]
ABSTRACT
This thesis explores the incidence of the listening didactic resources
in the development of oral expression English language on students of 1rd
Year Bachillerato of a high school in Guayaquil, Ecuador. This thesis argues
the great importance of listening didactic resources to improve the oral
expression of English language. This study used interviews and surveys to
gather information about the current situation of the school and proposes a
manual with listening activities to help improve the English level of students.
Finally, this paper contributes to an indispensable tool to develop and
improve the speaking skill.
Keywords: oral expression of English language, listening didactic
resources, linguistic competences.
RESUMEN
Esta tesis explora la incidencia de los recursos didácticos auditivos en el
desarrollo de la Expresión Oral del idioma Inglés en los estudiantes del
primer año de Bachillerato de un colegio en Guayaquil, Ecuador. Esta tesis
argumenta la gran importancia de los recursos didácticos auditivos para
mejorar la expresión oral del idioma Inglés. El presente estudio está basado
en entrevistas y encuestas para obtener información sobre situación
problemática de la institución educativa, además la implementación de una
propuesta que consiste en la creación de un manual con actividades
auditivas para ayudar a los estudiantes a mejorar el nivel del idioma inglés.
En conclusión, el trabajo investigativo contribuye a desarrollar y mejorar la
habilidad de hablar en los estudiantes.
Palabras claves: la expresión oral del idioma inglés, recursos
didácticos auditivos, competencias lingüísticas.
1
INTRODUCTION
This thesis is a study of the incidence of the listening didactic resources
of the students of First Year Bachillerato of “Otto Arosemena Gomez” High School
term 2016-2017. After a field, bibliographic and statistical research, this thesis
proposes the design a didactic manual of listening activities for English oral
expression development.
The goal of this project is to improve the speaking skill level in students
through the use and implementation of listening didactic resources in English
class.
Chapter I contains the context of the investigation, investigation problem,
causes, objectives and justification.
Chapter II contains the theoretical and scientific ground used in this
thesis. This project contains the background of the thesis and the theoretical
framework which includes Philosophical, Pedagogical, Psychological,
Sociological, Didactic, Linguistic and Legal foundations.
Chapter III explains the methodological design, types of investigation,
techniques and instruments used in the research to gather data. This chapter
ends with conclusions and recommendations.
Chapter IV focusses on the proposal: its objectives, the theoretical bases
and the description of the proposal and its implications. Also gives the
conclusions reached at the end of this project.
2
CHAPTER I
THE PROBLEM
1.1 CONTEXT OF THE INVESTIGATION
In 1965 residents of sector “El Cisne” who needed an Educative Unit with
secondary education for their children, as a result the negotiations began in the
government of Don Clemente Yerovi Indaburu at beginning of year 1966, but
those efforts were a failure, because there was not enough money to build a High
School.
In the Government of Dr. Otto Arosemena Gómez Institutional President,
at the end of 1966, Arosemena promised to create a high school, which opened
its doors with Rector Ricardo Chavez Cocoa. However, their residents needed a
name for High School, so they requested to Dr. Otto Arosemena Gomez accepted
to name the school after him in gratitude. From that moment, it was known
“UNIDAD EDUCATIVA OTTO AROSEMENA GOMEZ”. The high school is
located in the western zone of Guayaquil, Mocache and Manuel Medina Castro
Street, Zone 8, District 4. Main members of High School were teachers Faculty
of Philosophy, Letters and Sciences education of University of Guayaquil in
agreement with committee Pro-Improvements of “El Cisne” neighborhood.
The infrastructure from High School “Otto Arosemena Gomez”, does not
have all facilities students need to develop their communicative skills in English
especially in speaking.
The reason is that classrooms have 30 students or more in each course,
similarly they do not have the basic electronic resources to use tape recorders,
in the classes which do not motivate students to learn.
3
1.2 INVESTIGATION PROBLEM
1.2.1 CONFLICT SITUATION
This educational research project is meant to develop oral expression in
the English language in students of First Year of Bachillerato in the Educational
Unit “Otto Arosemena Gomez”.
During the teaching practices period performed in the First Year of
Bachillerato, it noticed students demonstrated a deficiency in the production of
language, as they have not been in contact with real life listening tests due to the
lack of didactic resources.
1.2.2 SCIENTIFIC FACT
The deficit of oral expression in the English language in students of First
Year of Bachillerato in the Educational Unit “Otto Arosemena Gomez”, academic
year 2016-2017. It is caused for factors such as poor productive methodologies
used in classes and lack of didactic resources.
According to the report of Global Company Educational First (EF EPI) in
2016 Ecuador is ranked 47 among 72 countries. Therefore, it is considered as a
low level in the domain of English Language.
1.3 CAUSES
- Low listening comprehension.
- Lack of listening didactic resources.
- Few classes with speaking skill activities.
- Lack of listening encouragement to develop oral expression.
4
1.4 FORMULATION OF THE PROBLEM
What is the incidence of the listening didactic resources in the
development of oral expression of English language in students of First Year of
Bachillerato in the Educational Unit “Otto Arosemena Gomez”, zone 8, district 4,
in the province of Guayas, canton of Guayaquil, academic year 2016-2017?
1.5 OBJECTIVES
1.5.1 GENERAL OBJECTIVE
To analyze the incidence of using listening didactic resources for the
development of oral expression of English language in students of first year of
bachillerato in the Educational Unit “Otto Arosemena Gomez”, academic year
2017-2018, through literature review, field study and statistical analysis.
1.5.2 SPECIFIC OBJECTIVES
The specific objectives of this research are:
- To describe the incidence of the listening didactic resources, through
literature review, field study and statistical analysis.
- To describe the importance and significance of using listening
resources as integrated elements in the process of the teaching English
as a foreign language, through literature review, field study and
statistical analysis.
- To categorize the aspects to be considered for the didactic manual,
through literature review, field study and statistical analysis.
1.6 QUESTIONS OF THE INVESTIGATION
Which are the linguistics skills necessary for the development of oral
expression in students?
What are the general characteristic that should be improved to develop
listening and speaking didactic resources used by students?
5
How is the communication process achieved during oral communication
activities in English?
1.7 JUSTIFICATION
Currently, there is a deficiency in the oral expression of students, which
is considered one of the most important skills in English language, and it is highly
necessary for the improvement of student’s communicative competence.
This research will become a contribution to the students and educational
community, who throughout the use of a didactic material with listening activities
will have an accurate and continuous language exposure for them to improve
their oral expression.
The purpose of this research is to gather current information about the
state of students speaking development and to determine the factors that will help
them improve their oral expression outcome when using listening didactic
materials this information will be determined through interviews and surveys to
students and teachers that will help the authors learn about the best way to
improve their current situation through the use of didactic listening activities as
models for language production.
Listening skill and oral expression are intrinsically related to oral
communication, when we listen to conversation, songs and proper language
patterns we can develop and improve the oral expression in English.
This topic of this research has emerged, due to the fact that the majority
of students are not able to understand English during classes, either the
instructions from the teacher or the available language listening resources and
also the lack of English didactic resources in classroom to provide effective
language modeling for students.
This project will help create an adequate environment for English
language acquisition, encouraging a change from the traditional way of teaching
from the last years to a more student-centered approach.
6
According to Plan Nacional del Buen Vivir in its objetive 4.4, paragraph
“A” mentioned that “To strengthen the quality standards and accreditation process
and evaluation in all educational levels, that respond to objectives of the Good
Life, based on criterions of excellence national and international" (p.170).
In the LOEI Chapter 3 Derechos y Obligaciones de los Estudiantes Art.
7 Literal b says “to receive a comprehensive training and scientific that contributes
to the full development of personality, abilities and potential, respecting the rights,
fundamental freedoms and promoting gender equality, non- discrimination,
appreciation of diversity, participation, autonomy and cooperation”.
Therefore this Project primarily benefits students because their oral
expression will improve to extend to visualize English as an important tool into
education. This scientific study will directly benefit, teachers, parents and
students of Educational Unit Otto Arosemena Gómez.
7
CHAPTER II
THEORETICAL FRAMEWORK
2.1 BACKGROUND OF THE THESIS
This educational research project has been performed to improve and
develop the quality of oral expression in the English language in students of “Otto
Arosemena Gomez” Public High School through the use of listening didactic
resources.
During the research carried out about this topic in the virtual libraries and
the libraries from different universities of this country, it was noticeable that this
topic has been researched at national and international level but with a different
point of view and approaches used to develop and improve oral expression in
students. For example, through the use of songs as have mentioned Duarte,
Tinjacá and Carrero (2011) from National University of Colombia with their
scientific article about Using Songs to Encourage Sixth Graders to Develop
English Speaking Skills, they stated that:
We observe in the students’ insecurity to speak and little motivation to learn
English. Therefore, we chose to use songs to articulate them to different
types of activities, in order to give students, the opportunity to learn in a
fun way in their first years of learning a foreign language (p.11)
This means that the songs will help the students to motivate, relax, and
improve their creativity and concentration. In addition, with the use of the songs
the teacher manages to make of the class a very productive and at the same time
fun moment because the students feel a useful part of the class, participating and
communicating with the others in the foreign language.
Similarly, Morales and Revilla (2011) from University of Guayaquil with
their research focused about Uses of didactic material in order to improve the oral
production skill, they said that: “The didactic resources in the teaching process
are intermediaries in the academic preparation, so that the educational structure
is based on the use of these for the formation of knowledge in students” (p.11).
8
Evidently, the didactic resources are all the tactics that the teacher uses
to give the class, transferring the knowledge to the students, among these also
contains the organizational aspects of each class session.
Consequently, the implementation of a didactic manual of listening
activities will be a great contribution for society and especially for students of “Otto
Arosemena Gomez” Public High School since this kind of educational research
project has not been performed in this educative unit thus it means that is
pertinent their application to improve and develop the oral expression in the
English Language in students which will guide them towards their educational and
professional success.
Didactic is considered a branch of pedagogy, which studies the
educational process and it is intended to form new generations which students
are instructed and educated to develop their thoughts and feelings. (Mestres,
Fuentes, Alvarez, 2004).
Didactic is developed in three stages which are the preparation in which
the teachers will plan the new learning for their students through methods or
strategies to achieve students obtain a meaningful learning. The production which
students will use the theory, practice and all the knowledge acquired to develop
a task. Finally, the evaluation which will determine the knowledge acquired during
the learning process (Araya, 2014).
In conclusion, this educational research project will be applied using three
didactic stages which are the preparation, the production and the evaluation to
achieve an accurate learning in the students. Thus, this proposal is pertinent
since it has the goal to improve and develop the oral expression in the English
language in the students through of listening didactic resources which will be
applied using the appropriate teaching strategies.
2.1.1 DIDACTIC RESOURCES
Didactic Resources occupy a very important role in an English class,
because help to improve to students into teaching-learning process; offering a
9
guide to practice the oral expression skill, keeping them motivated, alert and
showing interest in acquiring English language.
This conception regards to didactic resources as the main ability to
develop all competencies in the English language; because these are the first
starting point to acquire knowledge of articulation through expectations and prior
knowledge. As San Martin (1991) claimed:
The didactic resources are artifacts, which in some cases using different
forms of symbolic representation and in others as direct reference (object),
incorporated in teaching strategies, contribute to the reconstruction of
knowledge providing partial meanings of curricular concepts and that these
materials are intended to help the learning process that each student has to
build. (pp. 26-28)
In summary, didactic resources are great importance to facilitate student
learning, but also create an environment of effective communication to improve
speaking skills of English, it is paramount teachers carefully select teaching
materials which they will incorporate in the classroom.
Given this, didactic resources are presented as an alternative for raising
students’ motivation. According to Joseph M. (2010) stated that: “they are a set
of materials and tools, which arouse the interest students to improve teaching and
learning process and they are useful to create communication situations the most
realistic possible to activate the oral expression”. In addition, Villarroel (1995)
argued that:
The teaching methods, we recognize the need for teacher is not only
limited to oral expression, because the risk that the transmitted information
has little significance for student and allow an even smaller footprint run,
active methods are the only alternative to overcome the great sin of the
magisterial speech, but such methods can not do without teaching
resources that give them more effectively; we could say that without
creative and varied resources, one could hardly accept that one method is
active.(p. 199).
10
In conclusion, the use of teaching materials is very important in the
classroom, because it influences the development the four skills of the language:
speaking, listening, reading and writing in an effective and meaningful way
English. Moreover, there are a variety of teaching resources, but in relation to this
research, it will be presented the importance of listening use teaching resources
in the development of oral expression.
2.1.2 LISTENING DIDACTIC RESOURCES
The listening didactic resources are any material that has been
elaborated with intention to facilitate the teachers´ and students´ activities,
without it does not forget that the didactic resources must be used within an
educational context. Therefore, the listening didactic resources are an essential
tool in an English class to attract attention from students and to increase the
effectiveness of oral expression.
According to Andrade (2012) stated that “the listening didactic resources
are materials, tools, considered as sound recordings used by student and
teacher, through strategies that allow the acquisition of skills student that and
stimulate development oral comprehension”. (p.11). Regarding listening didactic
resources, Cardenas (2003) said that:
Listening didactic resources are mediators for the development and
enrichment of the teaching - learning process, which qualify its dynamics
from the formative, individual, preventive, corrective and compensatory
dimensions, that express concrete communicative interactions for the
design and diversification of the performance of the Teacher and its
operational orientation towards the attention to the diversity of students
who learn, that enhance the adequacy of the educational response to the
learning situation, in order to raise the quality and efficiency of the
pedagogical actions. (p.54)
In conclusion, listening resources are focused on clear objectives that
specify the information to be extracted in an orderly way to express concrete
communicative design interactions that are linked to the diversification of the
teacher in the orientation towards the attention to the diversity of learners.
11
Reciprocal Audio Resources
Reciprocal audio materials are considered as auditory resources where
face to face interaction predominates, that is to say student has the advantage to
listen to speaker and exchange ideas or opinions. Reciprocal audio materials are
very important between teacher and student, because the communication is
mutual and more effective to verify the learned in class, through questions make
by students.
According to Benítez (2007) stated that: “It is necessary, to have spaces
and tools for communication, dialogue, exchange of views as a fundamental part
of communication and didactic interaction, which takes on a key value when
taking as a reference this constructivist perspective of Teaching-based learning
based on participation”. (p.176)
As it regards Reciprocal audio materials Camacho and Sáenz (2001)
mentioned that "Reciprocal audio materials have three Types: teacher speech,
student speech and guest speech". (p.188)
In short, knowing how to listen means directing attention to the other's
words, trying to get an accurate perception of the spoken word and extracting the
essential from the heard message and not making anticipated judgments, without
having fully understood the information provided by the interlocutor, that is
necessary to let others talk.
Teacher Speech
Currently teacher is an element indispensable in an English class,
because helps to development the oral expression in the students, despite
teacher is not considered as a listening didactic resource. However, Teacher
Speech is the listening resource more used in the classroom. According to
Romero (2010):
Teacher Speech has three slopes: verbal slope, non-verbal slope and
kinesthetic slope. Verbal slope refers all aspects preverbal as intonation,
tone and voice volume. No verbal slope is the use of written language and
gestural which can act independently. Kinesthetic slope is related with
movement and space domain. (p.138)
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In regards of these three slopes, Teacher Speech significantly influences
interactions among students in the classroom, since the teacher is the protagonist
of the teaching that regulates the learning process to facilitate oral expression
using a slow pronunciation of words for effective communication in a foreign
language.
It is pertinent to mention that the teacher must be aware of the level of
each student in the class, using the language according to the needs of the
students.
That is, pronouncing the words clearly, repeating the instructions of the
activities, so that the students understand vocabulary and pronounced structures,
which is really an advantageous for students of a foreign language.
Certain considerations must be taken into account to carry out the
teacher's discourse as didactic resources of listening; which according to Krashen
(2011), he suggested:
1. Prepare students using activities before listening to a recording.
2. Control the volume and when teachers are talking.
3. Make pauses and paraphrase.
4. Use an understandable vocabulary for students.
5. Speaking in an active way to attract attention of students.
6. Use paralinguistic features through gestures, body movements, and facial
expressions.
7. Check students are paying attention to what is said, this can be verified through
facial expressions or making questions directly by students.
8. Control the time talking to keep the student's attention and prevent the activity
becomes monotonous. (p.43)
Also, the teacher's speech has much in common with the discourse in
Non-teaching situation regarding strategies such as how to acquire a new
vocabulary, which Krashen (2011) said that: "The acquisition of vocabulary can
be done through reading analysis and the way the teacher speaks using the
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auditory resources to develop the listening comprehension and obviously, the
oral expression"(pp. 45-54).
In conclusion, it is important to consider that the teacher's discourse is
like a motivational resource because it must project safety and enthusiasm to the
students through the speech, allowing them to interact in class in an active way
fomenting the self-esteem and confidence of students.
Student Speech
The student-teacher interaction is defined as an asymmetric relationship,
so the role of the actors is delimited. In it, the teacher represents the authority to
which the student must be subject. This responds to the fact that such contact is
based on socio-culturally predetermined purposes. In this regard, Cross (2000)
indicated:
... in class situations, there is a relationship of asymmetry, in which
teachers place themselves in a position superior to that of students
because of the authority and the competence granted them by the
academic institution; It is a situation, then, in which the teacher enjoys
power over the student ... (p 56).
That on the contrary, this author considered that the discourse of teachers
starts from the conception where the teacher is who owns the knowledge that the
student must acquire. Without doubt, the communication in the classroom is a
socializing process of the student with the teacher where students also can
participative in an English class, through groups formed in the classroom or
individually.
Moreover, they can speak a lot of topics about things planned or
makeshift will help to facilitate and development the oral expression. It is
important teacher follow up to each one their student to correct the pronunciation
mistakes. Also, it is essential to mention that teacher have to include all their
students to take part in each activity make in class to development speaking skill.
It should be noted that most teachers think that student discourse is not
a didactic resource for the development of oral expression in English because
students are not able to correctly pronounce words that always make the same
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mistakes when speaking that is why it is important the teacher promotes the
conversations in the English class.
In summary, it is necessary to take into account that the tasks must be
supervised by the teacher because the teacher must verify the oral expression of
each student, in order to find errors and to be able to correct them, for this it can
be suggested that the student makes use of Transcribed texts for later to
paraphrase. In addition, the teacher must promulgate the participation of the
students after having realized an activity where the student has made use of the
ability of the oral expression.
Guest Speech
Another way to bring students to face-to-face, authentic auditory
resources that describes real-life conversations is by inviting a native speaker or
fluent speaker. This is a great listening tool for students since they can tune their
ears since many of the times students do not present themselves to situations
where they have the opportunity to listen to a native person.
Thus, becoming this tool in a means to show students a real context of
communication compared to what is lived in class. According to Fonseca (2011),
“Guest speech is the orderly presentation of ideas, thoughts or knowledge on a
topic, in order to try to inform as well question the subject”.
In addition, it is a great advantage to have the contribution of a native
speaker in classes as this would be beneficial for students to learn more about
English culture, as well as all the paralinguistic elements visible in the guest which
leads to the students visualize how a person of a different culture develops and
also facilitates the understanding of the speech.
According to Aviles (2014): "It is necessary that at the end of the speech
the teacher or the guest ask questions or allow the students to comment, the
important thing is to give the opportunity to interact, asking them to clarify their
ideas which Is impossible with other types of audio resources. "(p.44). He also
stated that the following aspects should be considered at the moment to have a
guest in the English class as a resource to develop students' listening ability:
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• Introduce the guest.
• Tell the students to think about what they would like to know about it.
• Record the conversation.
• At the end of the conversation ask the students to make a summary of the
topic.
• Ask the students the difficulties they had to understand, the same ones
which will later be taken into account to strengthen them.
• Play back the recorded recording.
In conclusion, it is an excellent alternative to the development oral
expression in English is invite to a native speaker or a person who speak fluently
in English. This resource can help to tune up the ear, further students get a better
connection of English listening to a native in real time associated with activities
from their book.
Non-Reciprocal Audio Resources
Non-reciprocal listening materials are considered as resources where it
is not required that listener involved, there is no face to face interaction, that is
students act only as receivers. It is important include activities with non-reciprocal
listening to improve the oral expression in English as non-reciprocal listening
materials have: Cd English book, radio, songs, internet, stories and dialogues.
CD English Book
At the present time, The Ministry of Education of Ecuador provides a free
English book with audio CD that is very important for teacher and students to
develop oral expression, but it is necessary to vary this resource, because
students need to listen different accents and contexts of English.
Regarding Audio Cd, it is the instrument that facilitates the listening
compression to be reproduced orally. According to Aviles (2014), “The audio that
comes with the book of English is of great help to the teacher when performing
activities to develop the oral expression of English however; it should be varied
since if the same material is used during all classes, the student will not have the
opportunity to become familiar with other accents”. (p.78)
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On the other hand, Andrade (2012) established that: "the use of audio of
the text integrates the students with the grammar studied as well as with the
vocabulary of each unit since they are closely related. In addition, the English
texts more updated also have a section of transcripts which helps the student to
check their development and correct certain weaknesses when performing an
exercise to develop auditory skill. (p.45)
It is evident that, from the practical and pedagogical point of view, a good
use is made of the audio that is accompanied by any book or pamphlet of English.
For this it is necessary that the teacher select, omit and reinforce the auditory
activities to make the class benefit from the best auditory material in class, the
important thing is that the inductive skill (auditory comprehension) is used in the
productive skill (oral production).
In short, the Audio Cd of English book in learning language is important
because the students will improve their habit of listening.
Radio
Radio is a good method to development oral expression of students,
because is a resource that can help to improve the oral level of English, besides
this the ear and brain associated with an authentic audio from English native
speakers getting information about politics, science, music, etc. Nevertheless,
has a disadvantage, because the English level is too high. According to Schujer
and Schujer (2005), “Radio can serve as an instrument to reinforce the knowledge
provided by most of the materials taught in class”. (p. 285)
In conclusion, radio as a contemporary educational resource has
centered today on the activity of the subject who learns; That is to say that the
student is no longer a mere receiver of information transmitted by the educator, it
is the subject of learning itself, because this means constructs as an added value
to provide a better performance of the student in the classroom to achieve greater
production within the Teaching-learning process.
Songs
The teacher as a primary part of the teaching-learning process of a
foreign language can make use of resources that arouse students' motivation and
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interest, so the use of songs is highly recommended to develop the oral
comprehension of English. They are a great contribution of vocabulary, help
reinforce the pronunciation as well as the intonation, contain grammatical
structures which are shown in a real situation, as well as allow access to the
culture of other societies. According to Aldeguer (2009), “songs are a
communicative instrument fascinating to use in the classroom into development
oral expression”. (p.573)
This means that thanks to the new technologies students have a great
variety to learn languages through songs as they can search the music video of
the song or access websites to translate the songs and in this way, strengthen
their vocabulary.
Therefore, Aldeguer (2012) reaffirmed that: "songs are a significant
contribution to improve oral expression in English and music occupies an
important role to improve pronunciation, intonation and accent". (p. 589). In other
words, the use of songs provides new words to enrich the vocabulary, get
attention of students to contribute significantly to development speaking of
English.
In general, listening to songs is a stimulating resource in the teaching-
learning process of a foreign language, since the students, when feeling familiar
with the songs, feel in an atmosphere of trust, which is a benefit so that they can
develop their language skills in a better way. This is because the majority of songs
contain their respective choirs, these help the students´ pronunciation and they
can get the message.
Internet
The internet is a great tool for the teacher, because there are websites
where students can practice exercises to develop their hearing skills, as they
come already designed with an activity, can visualize the answers and can also
be evaluated. Students through a computer are able to access from their home
and under their own responsibility to these sites promoting self-learning.
Therefore, it is a rather important tool to help to improve oral expression
in English, because it offers a wide variety of web pages with listening activities
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to promote speaking; however, it is necessary for teacher to provide websites
where students find exercise according to corresponding English level.
(Gonzalez, 2016, p. 35)
Stories
For the teacher to make to their students develop the oral expression, is
to include stories about interesting topic. These stories provide benefits in an
English class because these:
1. Encourage participation in classes.
2. Increase vocabulary
3. Facilitate group work and interaction.
4. Entertain and motivate students to speak.
For Aviles (2014), "listening to stories is a useful auditory resource to
develop the oral expression of the English language as they immerse the students
in an imaginary situation. Making use of stories during English classes is very
advantageous due to what:
• Students may have access to different cultures.
• It brings new ideas about other realities.
• It encourages participation in classes.
• It encourages creativity.
• It increases vocabulary in a given context.
• Facilitate group work and interaction.
• It entertains and motivates the students.
It is obvious that as teenage students are curious and want to know new
things through a story they can learn a lot, so it is advisable that the teacher
selects stories that are entertaining for students of a foreign language and also
contribute with teachings.
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In summary, it is necessary that the stories chosen by the teacher are
according to the level at which the students are found, thus, the complexity of the
vocabulary, the grammar used, the speed with which it is counted, and the
duration of it. It is necessary, teacher can adapt the story, so that the students
can understand it better. It is advisable that the teacher previously make an
introduction of the story to be heard for later to carry out a motivating and dynamic
activity doing use of structures, vocabulary, ideas that comes from this resource
to achieve the objectives.
2.1.3 GENERAL PRINCIPLES OF LISTENING RESOURCE
It should be considered that listening didactic resources are facilitators to
develop oral expression in the acquisition of English language; these materials
must contain updated information according to level of students.
Regarding listening didactic resources Andrade (2012) determined that
"factors are classified and that an auditory resource must contain according to its
content and according to its presentation." (P.36). According to the content of
Listening Resources must take into account certain factors such as: interest
factors, access to culture, language level, and the new technologies.
2.1.4 LISTENING RESOURCE, CONTENT AND IMPORTANCE
FEATURES
Interest Factors
It is undoubtedly one of the most important factors, since if the auditory
resource is interesting, according to Skolverket (2006), “It is relevant didactic
resources generate interest in students” (p.24), it will arouse the attention in the
students. Thus, achieving that the recording is received under more motivating
stimuli with the purpose of successfully carrying out the activities proposed in the
class based on the development of the oral expression. According to
Varanoglulari (2008) argued: “didactic material must make students have a
positive attitude toward teaching”
Consequently, it is necessary that teachers choose carefully listening
didactic resources related to topics to increase and keep the interest in the
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students, in order to elaborate or find audio material related to the topic or of
interest to satisfy the knowledge needs of a certain group of students.
Access to Culture
Listening Didactic Resources are able to carry to students the culture
from United States and others countries around the world, thus these materials
could have words unknown words students have never listen so, teacher must
provide the meaning of words before to begin to work in class.
For Aviles (2014) “the auditory resources should allow students to have
access to English culture”. (p.18). Moreover, there are certain conceptions that
are not common in all cultures, so that through certain audio content students can
access and learn more about the different customs, traditions or ways of
proceeding in the different contexts of communication on another culture.
Language Level
It is significant that listening didactic resources will use in the classroom
have a level of English according to knowledge of students, because could
contain grammatical expressions and difficult words that have not been studied
in class. (Galeote, 2002, p. 85)
According audio production, it should have certain factors such as:
duration of audio, quality recording, speed and number of speakers, accent and
new technologies.
Duration of Audio
The duration of the recording is a primordial aspect because it is
necessary that the students keep the attention to an audio text, but if this one is
too long there would be certain difficulties, because the oral comprehension is an
active process in which requires processing the information received to later
decode the message and its meaning, so that extensive audio would be tiring for
students. There are extensive and intensive listening processes aimed at
students who are at advanced levels of the English language.
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In fact, in order for students to pay attention to audio, it is essential to take
into account the duration of the audio, since oral expression is an active process
that requires processing the information received later to decode the message
and its meaning, as a result is crucial listening won’t be very extensive, because
students could get bored. (Moreno, (2002, p. 245)
Quality Recordings
Sound quality of listening didactic resources should have a clear audio,
consequently teacher must choose it carefully before to work in class.
Speed and Number of Speakers
It is important that speed and number of speakers of listening is according
to level English of students. In addition is necessary to take into account of
interlocutors into conversations, because if there are several speakers will be
difficult for students to understand the dialogue.
Accent
At the present time, there are a lot accents in the different states
from U.S.A, on the other hand English from London is different to Canada. Casas
(2004) mentioned that “Accent in English plays a central role that proper
placement depends on the identification of word” and Wilson (2008) said “The
most of the teaching materials professionally is designed to favor of a standard
accent by reference English spoken in South”.
This means that it is necessary to add students are exposed to different
accents, through music, TV programs or films in English, because the authentic
didactic resources are elaborated with a communicative purpose; while
pedagogical didactic resources as its name indicates have purely academic
purposes.
In conclusion, the accent has an important role in the teaching of English
because it depends on the identification of the words of the different speakers,
for this reason it is necessary to teach the students several accents through the
music, films, dialogues, etc.
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New Technologies
Currently technology is important in the acquisition of a new language,
because are closely connected to help to development oral expression in English.
Also, stimulate motivation, Omaggio (2001), he argued:
The teacher explains to learners the concept of intercultural competence in
order to make them aware of the importance of paying attention to the culture
of the target language. Once the concept has been introduced, learners are
told they are to explore the culture of the target language and they are
presented with a list of key areas that offer the possibility for developing
intercultural competence through computer. (p.349)
This means that teacher and student can use computer software to do
exercises that connect with native people, among many activities.
2.1.5 ORAL EXPRESSION IN THE ENGLISH LANGUAGE
Speech or oral production is the individual act by which the speaker
expresses a concrete message through the code of conventional signs combining
them according to the rules of that language or language. Language is systems
of signs or spellings. Speech is the use of this system. Language is a social
product, while it speaks in an individual action or product.
According to Pelayo and Cabrera (2001), "speech can be defined as the
realization of the system of signs called language, in its oral or written form."
Moreover, Saussure said “speech is an individual fact, which varies from person
to person, is one of the most unstable aspects of total language”. Therefore,
Ramírez (2002) stated that:
Students should “Be good communicators in oral expression from the
perspective of issuers or receptors. Consists in to development a
competence involving a domain of communication skills of language
integrated in oral expression, that is complex and it is more to interpret the
acoustic sounds organized in linguistic signs, regulated by a complex
grammar. Oral expression consists to listening to speak effectively. (p.
234)
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Therefore, Oral Expression is the difficult skill and important to develop
of English language, because implies to be able to use correctly the acoustic
sound and an appropriate grammar. However, Oral production is a very intense
process and requires a lot of concentration; accentuation of words, accentuation
of sentences, rhythm, cadence, intentionality, and so on.
2.1.6 FORMS OF ORAL EXPRESSION
Speaking Spontaneously
It is important that the learning of oral production is contextualized, so
that a real need to communicate is created in the classroom; In a few words, an
environment that simulates real situations and facilitates students to acquire
communicative competence in a foreign language through prior knowledge of the
environment, that is, the situation, the type of text / speech that is used in the act
of communication, the participants in it, and their expectations. According to Díaz
(2008), “Speaking spontaneous is the conversation between two or more people
forming chain reactions where speakers take turns to intervene”. (p. 39)
Also, it is a simple dialogue and spontaneous between two people where
is primordial to know to listen with interest to another person who is speaking,
further there is no plan or theme provides. (Di Napoli, 2009, p. 110)
In general, the oral expression is generally dynamic, expressive and
innovative, along these significant lines the accent, the corporal gestures, the
tone of voice to draw the attention of the listener.
Reflexive oral expression
The purpose of reflexive oral expression is attracted and convince to
listener. The structure of text and the syntactic construction are more elaborate
than in spontaneous oral expression, because vocabulary is wider and varied.
The linguistic register (words and turns that are used) tends to be educated. It
seeks to avoid linguistic inaccuracies. (Johnston, 2010, p. 598)
2.1.7 ORAL EXPRESSION PROCESS
According to Pérez (2006), "The process of Understanding is directed to
the development of knowledge, skills and habits that allow the effective and
24
appropriate emission, reception and negotiation of the messages contained in the
acts of communication, through verbal language and not verbal "(p.26)
In this sense, it is determined that the process of oral comprehension is
not simply listening for listening but rather understanding and understanding the
message by putting in place a process of construction of meaning and
interpretation of a speech or oral presentation making it necessary also the
development of certain Micro skills such as recognizing, interpreting, inferring,
retaining.
It is important to mention that hearing is not the same as listening, so it
can be inferred that hearing is the first phase of listening since in that case the
listener does not pay attention, that is to say it is working only the auditory sense.
Otherwise, González (2010), “listening means putting on the move other senses
and mental abilities such as concentrating thinking and reasoning” (p.17), that is,
hearing is a built-in skill that is involuntary while listening is done intentionally and
involves processes of mental interiorization.
Because oral expression is an invisible process is complex and is an
active process since as mentioned before this requires the listener to discriminate
sounds have knowledge of vocabulary and grammatical structures, in addition to
performing an interpretation of how the accent is used And the intention of the
speaker as well as taking into account certain socio-cultural aspects, Vandergrift
(2002) proposed that the oral expression process encompasses two distinct
processes which are explained below:
Analysis (top down)
According to Cañas (2009) stated that: "In the top-down model, the
listener reconstructs the original meaning using his schematic knowledge and his
knowledge of the context." (p.10)
In general, the top down model or interpretation of stimuli is mainly
involving the use of lexical, non-linguistic means particularly visual, the same that
allow students to summarize the information they have processed previously.
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Synthesis (Bottom Up)
According to Cañas (2009) stated that: "According to the bottom-up
model, the listener decodes the meaning emitted by the speaker by applying his
phonological, lexical and grammatical knowledge in a linear and hierarchical
order” (p.10). This means that listener begins by applying his knowledge of the
phonological system to identify the phonemes and ends up applying his
grammatical knowledge to form phrases, sentences and texts.
In summary, this information processing or sound discrimination strategy
consists of linking individual parts to form larger components.
2.1.8 LINGUISTIC ASPECTS OF ORAL EXPRESSION
Semantics
It is called as semantic linguistic science that studies the meaning of
words and expressions, this means what words mean when people speak or write
with the purpose to decompose the meaning into smaller units, called semantic
traits or semantic traits, to segment the meaning of words, and to differentiate
words of similar meaning and words of opposite meaning.
According to Bréal, (1997), “semantics is considered as the branch of
linguistics that studies the meaning and significance of all elements that are part
of language, except the sounds that have no meaning, but make a difference in
meaning”.
In conclusion, semantics is in charge of studying the denotation and
connotation of words, when the message is expressed objectively, it is said that
its meaning is denotative and, when objective communication is added some
personal valuation by means of gestures or intonation, Speaks of its meaning as
connotative.
Syntax
When the speaker gives meaningful and well-structured phrases and
sentences. According to Urrutia (2010), “It refers to the branch of linguistics that
deals to study the rules that govern how sentences are formed through the
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combination of lexical items in sentences. The term syntax is also used to refer
to the rules themselves” (p.134).
In conclusion, it is very easy for the listener to interpret and analyze the
message, so that syntax greatly benefit the development of oral comprehension
of students.
Morphology
According to Cortés (2008),” morphology is concerned with determining
morphological units, [...] it deals with the different variations that their units adopt
[...] once the morphemes are finished, the morphology tasks are fixed in how
those are arranged building units of another order, [...]. The arrangement of
morphemes and their order obeys rules of constitution”. (p. 215)
That is, morphology studies the form of words explaining their internal
structure, but not only is it necessary to know the internal structure of a word but
its relation to other words, how to combine them to obtain phrases and sentences
with meaning, of this Is responsible for the syntax.
Pragmatics
According to Reyes (2005), “Pragmatic is a discipline that studies the
language in relation to the context where the idea is developed” (p.12), that is to
say, the sentences produce a semantic meaning but its meaning and
interpretation depends on the content and the linguistic context since the same
sentence can have several senses in different contexts. In the pragmatic analysis,
it studies several variables such as the situation, the socio-cultural context, the
people, the issuer, among others.
On the other hand, Escandell (2001), “Pragmatic studies the principles
governing the use of language in communication, the conditions that determine
both the use of a specific statement by a particular speaker in a concrete
communicative situation, and its interpretation by the recipient ". (p. 234)
Therefore, Martinez (2014) said “Pragmatics is a discipline that takes into
account the extra-linguistic factors that determine the use of language, precisely
those factors which can not reference a purely grammatical study: notions such
27
as issuer, or target, communicative intention, verbal context, situation or
knowledge”. (p. 85)
In short, there are jobs or other life circumstances that require the person
to be pragmatic, that is, skilled, practical and efficient to achieve the defined
objectives.
Lexicography
The lexicography is responsible for studying the vocabulary of the
language that people use to speak, due to constant communicative, linguistic and
social changes, the lexicon tends to evolve incessantly, consequently, arises the
need to establish and create new words to incorporate them into the Language of
society.
According to Cossio (2007), the lexicography is in charge of the "Study
of the words of the language. To the lexicographic works that contribute to fix the
spelling of the languages ". (p.28)
As for the use of vocabulary, Alba and Magnago (2005) mention that: "In
the students there is a little knowledge of vocabulary in English, which negatively
affects fluency. In addition, the lack of other strategies for the management of
unknown words, such as: use linguistic and non-linguistic keys to infer meanings.
“(p.86)
The acquisition and correct management of vocabulary in the words of
the English language, this will allow the students of First Year “Otto Arosemena
Gomez” High School, to develop the ability to express themselves orally in
English, and will provide the linguistic keys to better understand the meaning of
the messages within the conversations.
Speech
It is the individual act by which a person uses language to communicate,
developing a message according to grammatical rules and conventions that
shares a particular linguistic community. According to Pelayo and Cabrera (2001)
cited:
28
Speech as a concrete realization of the tongue, individual and
conventional supra system of signs and rules, when the individuals speak
voluntarily and individually performing combinations by linguistic system. (p.61)
Articulation
According to Bustos (2003), Articulation “is the exact pronunciation of
vowels and consonants produced by a modification of the vocal tube". (p. 53) to
speak in English is necessary to articulate correctly vowels and consonants.
However, Pérez (2012) mentioned that "articulating well is pronouncing
distinctly all consonants by definition the vowels are sounds produced by the
vibration of the vocal cords, amplified by the resonators of the larynx, mouth and
nose, and not appreciably modified by the organs of the articulation “. (p.86)
In short, to learn how to pronounce words well, it is necessary to learn to
articulate phonemes, first people learn to articulate sounds naturally in the early
years of childhood by imitating them from their parents. In the case of learning a
second language, the teacher is in charge of helping the students to articulate the
new sounds that the second language presents.
Voice
Regarding to voice Miyara (2004) argued that: “The human voice is
voluntarily produced by the phonation apparatus that is formed for lungs as an
energy source in the air flow, the larynx, which contains the vocal cords, the
pharynx, the nasal (oral) cavities and a series of articulation elements: lips, teeth,
alveolus, the shovel-dar, the soft palate and tongue. “(p.3)
The voice is an essential tool to communicative and develops through
three qualities the height or pitch, intensity or volume and timbre; so is crucial to
take into account the importance status voice to communicative effectively in any
language in this case in the English language to achieve the development oral
expression in students.
Fluency
As it regards fluency, has defined the fluidity and the ability to articulate,
to go ahead and perform well when you are exposing or saying something, that
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is, the language spoken is achieved interaction with consistency. According to
Ulises, Medina and Escalona, (2010) cited to Byrne (1989) who argued that:
“fluency is the main objective to get in teaching of oral expression and this can be
defined as the ability to express themselves fluently, understandable, reasonable,
accurately and safely way to prevent the listener loses interest”. (p.5)
Consequently, the Fluency is skill to speak fast, speed is a factor but not
the most important, because is fundamental to use pauses into a conversation.
2.1.9 PARALINGUISTIC ELEMENTS
Paralinguistic is an area of communication that studies the expression of
nonverbal messages that Poyatos (2002) said “The paralinguistic components
constitute the set of signals that accompany the verbal communication and are
part of the nonverbal communication”. (p.35).
It includes all the stimuli produced by the human voice that serve to give
it expressiveness, to contextualize the message, and to clarify or suggest
interpretations of the information emitted: a wink, the pauses of the voice, the
tapping, etc. It has the following elements: intonation, rhythm, pause and body
movements.
Intonation
According to Cantero (2002), “Quality that is produced by the greater or
less tension of the vocal cords, resulting in a more acute or more serious voice”
(p.118). The intonation that does not vary can be boring or monotonous. This
means that people are perceived as more dynamic and extroverted when they
change the intonation of their voices often during an activity conversation.
Rhythm
In addition to the earlier treaty Hidalgo (2006) argued: “it is important to
keep the right rhythm to clearly distinguish the phrases and words giving meaning
and fluency” (p.15).
Moreover, the rate is linked to the rate of speech as for accents and pauses
are manifested by short and equal intervals that is, are the arrests or interrupts
30
that are made when speaking, you could say the pace is the musicality of the way
in which speak.
Pause
It refers to the times it takes to start talking once our interlocutor has
finished, such as the silences we carry out in order to highlight punctuation marks.
According to Gil (2007), “We have to distinguish between pauses, which last from
0 to 1 seconds, and silences, which last more than a second. By excess or by
default, the pauses are not very skillful. Ideally, they should be respected”.
(p.544).
In conclusion, pauses constitute an interruption in speech production, and
breaks usually function as change-shift regulators, indicating the end of one and
the possible beginning of another.
Body Movements
According to Prieto (2007), “When speaking is unnecessary movements
or signals to the body”. (p. 84). In conclusion, the corporal movements are
important in the oral expression of the English, because they help to transmit
better a message within the communication.
In summary, the paralinguistic elements help the oral expression to have
the ability of being able to express more clearly, smoothly and consistently give
the ideas and persuasion.
2.1.10 COMMUNICATION PROCESS
Communication is a process through which the individual transfers a
message so that it can be delivered by their listener. According to Hernández and
Garay (2005), as "a process of social interaction of verbal or non-verbal nature,
with intentionality of transmission and that can influence, with and without
intention, in the behavior of the people who are in the coverage of said emission"
(p.234).
This communicative process intrinsically involves a series of linguistic
structures (semantic and syntactic phonetic) that are easily imperceptible when
31
a language is acquired naturally and that it points out when it deepens in the
knowledge of the linguistic aspects of the same, which may be in our mother
tongue, or when it begins a process of learning a second language.
According to Fernandez and Gonzalez (2002) they mentioned that "the
communication process is an essential path of personality development, which
has its specificity in relation to the concrete object activity, both for its
characteristics and for the way in which man is included as a subject in one or
another process “. (p.34)
In conclusion, communication is a process through which an individual
acquires a message so that by developing the process of communication is
essential to communicate in second language as is the English language and is
composed of the following elements: transmitter, message, receiver, code.
Transmitter
Regarding the transmitter several authors said the following:
"The transmitter is a source that has more or less complexity, while the
receiver is an organ of arrival "(Shannon & Weaver, 1949, 56) "Further transmitter
is the source is some person or persons with a goal and a reason to get in touch
"(Berlo, 2002, 98) "Similarly, the sender is the one who emits the message, while
the receiver is the recipient of the message "(Hervas, 1998, p.12)
In general, the person who intentionally produces a linguistic expression
at any given time, either orally or in writing, is considered to be transmitter,
because it does not refer to a mechanical encoder or transmitter of information,
but to a real subject, with his knowledge, Beliefs and attitudes capable of
establishing a whole network of different relationships with their environment.
Message
It is considered as a message to "the written, verbal or non-verbal
expression of an idea, a feeling or an emotion relative to a real or abstract referent
(present or absent), using a common code for the people involved in the
communicative act "(Hernández and Garay, 2005).
32
In conclusion, the message represents the information that the sender
wishes to transmit to the receiver, which contains the verbal (oral or written)
symbols and non-verbal keys that represent the information that the sender
wishes to transmit to the receiver. The message emitted and the received
message are not necessarily the same, since the coding and decoding of the
same one can vary due to the antecedents and points of view of both the emitter
and the receiver.
Receiver
According to Miranda (1995), "all this process is developed in a universe
or environment that as a system, interacts and determines characteristics by their
social, psychological, physical and other components. The context will intervene
in attention, motivation, conditions Personal and interests and will illustrate a
rhythm and characteristics proper to the process of communication". (p.39).
In summary, the person receiving the message sent by the sender also
called the recipient. When decoding, that is, transforming the symbols into ideas,
remains in conditions of giving a response, reversing the roles of becoming an
issuer.
Code
According to Hernández (2000), “Set of signs proper to natural languages
and their rules for combining them. When the man communicates uses a code”
(p.87); that is, a set of elements that are combined following certain rules to make
something known.
In general, the code is the system of signs that are used to transmit a
message; which must be common between the sender and receiver. If it is an oral
or written language communication, the code is the language in which the
communication takes place: Spanish, English, French, etc.
33
2.2 THEORETICAL GROUNDS
2.2.1 EPISTEMOLOGIAL FOUNDATION
This investigative work is founded on the paradigm of knowledge
construction that is to say that the activities of teachers must be guided so that in
that way students will learn better, generating their own knowledge based on the
social environment around them; therefore, it is considered important because it
benefits all levels of education, that even students will be more critical, analytical
and capable of solving problems.
Afterwards, Prado (2009) said that “constructivism has as so that
students build their own learning; therefore, the teacher in his role as mediator
should support the student” (p.172), it is evident that the factors of knowledge are
developed through critical and logical thinking, for the performance of motivation
to students of First Year of Bachelor in the Educational Unit “Otto Arosemena
Gomez”, for that they can achieve self-knowledge.
In fact, with this foundation acquired knowledge is obtained, as students
succeed in increasing their analytical and comparative skills. In addition, students
are able to be more reflective, critical, judgmental and able to discuss any topic.
In short, through this investigation it is to give relevance to constructivism
that considers listening as an interpretive process that builds knowledge.
2.2.2 PHILOSOPHICAL FOUNDATION
According to Hidalgo (2005) mentioned about the interculturality in her
article "Culture, Multiculturalism, Interculturality and Transculturality: Evolution of
the Term", sought to demonstrate the evolution experienced by the term culture
in society today, as a result of migration that has occurred in most of the countries,
to which it has referred an intercultural society concerns is finding coexistence
and mixture of cultures promoting respect and tolerance between cultures.
Similarly, according to the definitions point to several authors as Buendia
(1992), Quintana (1992), Jordan (1996), and Arco (1998) agreed that the term
intercultural involves to the comprehensive communication between the different
34
cultures that live in the same space, and that through these are where it occurs
the recognition and valuation of each of the cultures in a framework of equality.
In addition, the European Common Framework establishes
interculturality as the knowledge, perception and understanding of the
relationship between the world of origin and the world community under study, so
are the similarities and distinctive differences that produce an intercultural
awareness, including consciousness of regional and social diversity in both
worlds, enhancing both the mother tongue and a second language.
In conclusion, both the skills and intercultural competences are those that
have the ability to link cultures of origin and foreign, which together identify a
variety of strategies for contact with people from other cultures, as well as the
ability to complete the role of cultural intermediary between their own culture and
obviously in the foreign culture.
According to Villanueva (2013), "meaningful learning is one that leads to
the creation of structures of knowledge through axiological relationship between
new information and previous ideas of students" ( p. 395) Therefore, he exposed
that “the values, considered social products, cannot exist as such without man”,
that is to say, they aren't abstract, but they are real and concrete entities that the
man is the one who gives life, besides, it is considered as an essential
characteristic and man is the author of "technical events".( p. 397)
In short, the ethical value, the moral criterion of goodness is not directly
intended as an object in the respectful personal action with the objective hierarchy
of values, but from the perspective of the ethical values that moral good is
identified with the morally good value, one that depends on the emotional
perception and objective hierarchy respect what the realm of values.
Mostly, the study of axiology to throughout its development has
undergone several conceptual categorizations, and not for their meaning but by
its relationship with the epistemological, educational foundation, which makes
relation to the study of values as part of the know.
Moreover, the transversality and integral education dimension of the
curriculum states that reflections are not new in the field of teaching or
35
philosophy, but its particular contribution is to make explicit a set of aspirations
for change in educational practice and profile future citizen providing a space
within existing curricular designs to facilitate their development, both theoretical
and practical.
In this sense, one of the most innovative educational options for the
current proposal is decidedly rule for comprehensive training activity, balanced
way that includes both intellectual and moral aspects and that enhances the
harmonious development of personality of students and students, not to mention
the problematic social context in which they live.
In conclusion, this foundation contributes to this investigation should
promote the growth of students by considering the antecedents of each within the
teaching-learning process, being through listening didactic resources as key to
achieving meaningful learning and develop oral expression by means of teaching
strategies for students to build their prior knowledge to realize the topic of the
activities, it is to say activities that serve to encourage, analyze and acquire
previous knowledge.
2.2.3 PSYCHOLOGICAL FOUNDATION
The principles of this psychological foundation are applied to the
teaching-learning process in the educational context, emphasizing the scientific
facts of this research describing the implications of education and growth of
cognitive development.
Within this framework, Gonzalez and Criado (2010, p 129),“which is the
theory that has most influenced the educational process, stating that the
constructivist approach developed students to increase their cognitive abilities;
thus, being able to solve a problem independently”, evidently that the
constructivism leads to students take responsibility for their own learning process,
build their own knowledge, relate new information to prior knowledge, and give
meaning to the words they receive.
In conclusion, the foundation makes a great contribution to this
investigation, because it is based on the philosophy will allow teachers to create
36
their own ideology and students will allow them to refine and improve their
learning in a coherent manner.
2.2.4 SOCIOLOGICAL FOUNDATION
This foundation determines how learning comes through the social world,
that is to say the society plays a fundamental role in the education of man based
on government laws.
On the basis of the ideas put forward in the teaching-learning process,
the teacher is the guide for students to acquire knowledge, in this case it is
necessary to emphasize that the student not only learns from his social
environment, but also in school are relevant factors in learning because you are
defining as a person to society, this means that it is an important aspect of study
of second language acquisition is developed through of participation in activities
and in interaction with more knowledgeable partners.
On the other hand, the teacher will be a cornerstone for that the
students acquire their knowledge within the teaching-learning process, through
this process the student learns in a social environment and the school is the
temple of knowledge that defines the person to be useful for society. According
to Castillo (2012), "learning has a toward the future between position social life
and reality" (p.25) and he mentioned the following:
The construction of learning facilitates the similarity between real social,
social life and school life, because the environment is the key element in the
process of configuration expectations, attitudes and motivations to give as a
result the previous knowledge from the point of view a cognitive, emotional
and emotionally.
In summary, this research is relevant to this foundation, as students will
be formed through social world within the teaching-learning process, because
society is the main factor in education based on constitutionals law student to
prevail good live.
37
2.2.5 PEDAGOGICAL FOUNDATION
Since ancient times, pedagogical has been part of man's knowledge to
gain new knowledge, aimed at obtaining a more evaluative and cognitive
communication to evolve through constructivism knowledge. With this foundation,
a preamble is made to the construction of learning, since it is based on aspects
of skills development, organization and integrity.
In other words, pedagogy sees different techniques, methodologies and
strategies that influence the educational process, because with this quality
learning is obtained. According to Abbagnano (1998) stated that “Pedagogy in
this origin means the practice or profession of the teacher then came to mean
any theory of education, meaning not just theory or generalized orderly
development of the possibilities of education, but also occasional reflection or
coerce any educational practice”. (p.800)
Understandably, it expresses that pedagogy is the pillar of education,
because it stresses the growth of knowledge strategies. Thus, on that point is the
challenge that students take the paradigm of constructivist pedagogy to achieve
the ability to analytical, critical and social-cognitive thinking, conditioned in the
document of general basic Education Curriculum, which lays out the different
theoretical concepts. According to Carretero (. 1997) argued about constructivism
as follows:
Basically, it can be said to be the idea that keeps the individual in both the
cognitive and social aspects of behavior and emotional, it is not a mere
product of the environment or simply a result of its internal rules but their
own construction that was produced every day as a result of the interaction
between these two factors. Accordingly, in the possession of
constructivism, knowledge is not a copy faithful to reality but a construction
of human beings, what instruments does the person said construction?
mainly with schemes that already have, that is, with already built in its
relationship with the surrounding environment. (p 21)
According to Lucio (2003) said that” Constructivism is raised that the
teacher's role isn’t to transmit knowledge, but to foster the tools for the student to
build upon their prior knowledge, and claims that the point most interest to
38
educational psychology is that, within the constructivist model, knowledge is not
simply acquired, or is not received a copy of reality, but a construction of the
subject’’. (p. 8)
According to these authors argued that constructivism is the construction
of a new knowledge based on prior knowledge and experience that the learner
already has. Constructivism the teacher’s role is not to transfer knowledge but
rather provide the tools the learner to be able to create its own concept, this
means that constructivism the main character is a student, because this way it
contributes new ideas to the field learning.
In conclusion, the constructivist view of learning contributes to this
investigation because it holds that educational institutions should promote
personal growth processes student considering the background and the activity
to be resolved, being through reading as key to achieving meaningful learning
and develop mental structures through strategies, techniques and methods where
students build their knowledge through activities that serve to represent, analyze
and solve problems presented in a text reader. Finally, it is the teacher who must
teach attached to the demands of society, that is to say updating the strategies
to be more attractive class and thus generate more student interest in the English
class.
2.2.6 TECHNOLOGICAL FOUNDATION
In accordance of the technological foundation in education Quintanilla
(2001) claimed: “it is imperative to note that technology plays an important role in
our lives” (p. 134). It is evident that technology had caused a great impact the in
the application of new techniques help to strengthen learning, to facilitate
creativity, motivation and with this new knowledge so people know how to apply
these in their daily life.
In conclusion, technology is fundamental strategy in the educational
process because they facilitate teaching and student learning in the classroom,
starting from the constructivist perspective.
39
2.2.7 LEGAL FOUNDATION
This investigation is based on the Constitution of the Republic of
Ecuador, the Organic Law of Intercultural Education and the Common European
Framework.
This concept of good living comes from the worldview of the people
before the crisis of a territory, the new Constitution (2010, p. 27) says how to
assess the state and society, considering indicators in a larger context that seeks
to take care of the balance and harmony that is life, according to this investigation
project is based on the following article:
“Art. 27. - The education will focus on the human being and ensure a holistic
development, within the framework of respect for human rights, the
environment and sustainable democracy; It is participatory, compulsory,
intercultural, democratic, inclusive and diverse, quality and warmth; will
promote gender equity, justice, solidarity and peace; stimulate critical sense,
art and physical education, individual and community initiative and the
development of skills and abilities to create and work.”
This meant that this educational research project is pertinent according
to the Ecuadorian constitution in Article 27 it supports the development of skills
and capabilities to create and work. In addition, Education is indispensable for
knowledge, the exercise of rights and the building of a sovereign country, and
constitutes a strategic axis for national development.
To sum up, Education is indispensable for knowledge, the exercise of
rights and the building of a sovereign country, and constitutes a strategic axis for
national development.
The National Plan for Good Living (2013) according to objective 4.4
stipulates improve the quality of education at all levels and modalities for the
generation of knowledge and the integral formation of creative, supportive,
responsible, critical, participative and productive, on the principles of equality and
social equity territoriality.
40
In this policy, the National Plan for Good Living create and strengthen the
infrastructure, equipment and technologies together with qualified human talent
promotes cognitive creativity and innovation in education capacities at all levels,
inclusion criteria and cultural relevance. In addition, National Plan for Good Living
designs and implements tools and instruments for cognitive development of the
student population.
Within the guidelines of the Organic Law Intercultural Education (LOEI)
(2012, p.3) provides in Art.2 that “individual effort and motivation of people for
learning, in that way the recognition and appreciation of teachers, to ensure the
respect of their rights and support their work, as an essential factor of quality of
education. It should also be mentioned, the policies of the National”
The LOEI in the literal U promotes research and experimentation for
educational innovation and scientific training thus this educational research
project has the support of this law.
Therefore, the Organic Law of Intercultural Education, title I, of the General
Principles, only chapter of the space, principles and intentions provides in article
57 in paragraphs 14 and 21 refer to all people, communities and national have the
right to develop, strengthen and improve the system of bilingual intercultural
education quality while preserving the dignity and diversity of their cultures,
traditions and aspirations are reflected in public education.
"The use of language - which includes learning - includes the actions
carried out by people who, as individuals and as social agents, develop a series
of competences, both general and communicative language skills, in particular.
People use the skills that are available to them in different contexts and under
different conditions and constraints, in order to carry out activities of the language
that involve processes to produce and receive texts related to subjects in specific
areas, putting into play the strategies that seem most appropriate to carry out the
tasks that are to be performed. The control that these actions have of the
41
participants produces the reinforcement or the modification of their
competences”.
This means that this educational research project is pertinent according
to Common European Framework of Reference for Languages because it
encourages toward learning and development of linguistic skills in the English
language especially in the oral expression.
42
CHAPTER III
METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF RESULTS
3.1 METHODOLOGICAL DESIGN
This research work will be of a mixed method qualitative and quantitative
aspect, according to Crossman (2017) “The Qualitative research is a type of
research that collects and works with non-numerical data and that seeks to
interpret meaning from these data through the study of targeted populations or
places. And quantitative research to determine causal and correlative
relationships between variables, this type of research produces is descriptive data
that the researcher must then interpret using rigorous and systematic methods of
transcribing, coding, and analysis of trends and themes”.
According to this the research will be quali-quantitative, because will
measure how use listening influences resources in development of oral
expression of English language in students of first year of bachillerato in the
Educational Unit “ Otto Arosemena Gomez”, academic year 2016 – 2017 and
provide and interpretation and analysis of the results obtained from the data.
3.2 TYPES OF RESEARCH
To make this project work is necessary the utilization following types of
research will allow to analyze, classify and evaluate the information obtained. This
research included the following types of research: Applied, descriptive,
exploratory and propositive.
Applied research:
Aims at finding a solution for an immediate problem facing a society, or
an industrial/business organization, whereas fundamental research is mainly
concerned with generalizations and with the formulation of a theory. (Kothari,
2008, p 42).
43
This research is type Applied, because give solutions to the problematic
in lack of oral expression in English language in the students of the First Year of
Bachillerato of the “Otto Arosemena Gomez” High School.
Descriptive Research
It refers to an investigation design with data and analysis that will be
applied to a problem to try to determine cause and effect, through surveys,
interviews and observation to give an explication about the lack of oral expression
in English language in the students of the First Year of Bachillerato of the “Otto
Arosemena Gomez” High School.
Exploratory Research
The deficiency in the English language in students was identified through
using exploratory research, the different problems and causes were examined
which the improvement and development the quality of oral expression in the
English language in students through the use of listening didactic resources was
taken as a priority because this topic has not been performed and researched in
this educational institution with the enough relevance.
This research is explanatory because it analyzes the causes of the
problem and it has a goal to explain the relevance or pertinence of the application
of the educational proposal for the development of scientific knowledge in
students.
Propositive Research
The project will provide the solution to problem, through the creation of
an audio CD with listening activities that will help students to improve and
development the speaking skill.
3.3 POPULATION AND SAMPLE
The population of this research project was the 132 students of the First
Year Bachillerato of Guayaquil of “Otto Arosemena Gomez” High School term
2016-2017 and an English teacher.
44
Staff Population Sample
Teachers 2 1
Students 132 60
Total
134
41
Source: “Otto Arosemena Gomez” High School, 2016-2017 Authors: Rubén Roldán Veloz.
3.4 OPERTIONALIZATION OF VARIABLES MATRIX CHART
Variables Dimensions Indicators
Listening Didactic
Resources
(IV)
Audio Recipocral • Teacher Speech
• Student Speech
• Guest Speech
Audio Non Reciprocal • Cd English book
• Radio
• Songs
General Principles • Interest Factors
• Access to Culture
• Language level
Oral Expression of
English Language
(DV)
Forms of Oral
Expression
• Speaking
Spotaneous
• Reflexive of Oral
Expression
Oral Expression
Process
• Analysis (top
down)
• Synthesis (Bottom
Up)
Linguistic Aspects of
Oral Expression
• Semantic
• Syntax
• Pragmatic
45
3.5 RESEARCH METHODS
This research included the following theoretical methods:
OBSERVATION: It is an essential method in the direct perception of research
that allows to collect information and data, through direct perception in the
students to determine the causes of lack oral expression during English’s class.
In addition, it realized an observation of a typical English class given by
the English teacher, then it made the survey to students about of lack oral
expression and an interview to an English teacher to get information to confirm
the purpose of this investigation project.
DEDUCTIVE - INDUCTIVE: This method influences directly in the research about
listening didactic resources to improve oral expression, because goes to the more
specific to observe particular facts, this method will help to get a study realized
and analysis of facts about use of listening didactic resources in class, in addition
serves to the construction and Conviction of the hypothesis.
HISTORICAL-LOGICAL METHOD: It was used on this investigation project to
the analysis the background of this scientific research. The logical method
provided an analysis about the cause and effect of problem and historical method
to get a detail report of the objects into its chronological sequence.
3.6 RESEARCH INSTRUMENTS AND TECHNIQUES
It was crucial to apply a set of steps to get accurate information about an
investigation which is relevant to the application of the proposal suggested,
through analyze, classify and evaluate the data collected.
For the purpose of this study, these techniques were be used: interview,
survey and class observation.
INTERVIEW
The interview is a technique which will get information through dialogue
with people. “Conducting intensive individual interviews with a small number of
respondents to explore their perspectives on a particular idea, program or
situation” (Boyce and Neale, 2006, p.3).
46
It means that the purpose of this study will be to obtain a better
information and suggestions through dialogue with teacher of this educational
institution to achieve, an accurate implementation of this educational proposal
which will be a benefit in the learning in students of this institution.
CLASS OBSERVATION
A class observation was very crucial to determine the causes of lack
listening didactic resources during an English class.
SURVEY
Trochim (2006) mentioned that: “Survey research is one of the most
important in research, because survey research encompasses any measurement
procedures that involve asking questions of respondents”.
It means that the survey is a technique which will help to obtain
information from students through a questionnaire with close questions whose
information will be useful to improve learning in them.
3.7 ANALYSIS AND DATA INTERPRETATION
The results obtained through the surveys applied to the students of the
First year of bachillerato the courses “A” and “C” from “Otto Arosemena Gomez”
High School, through an analysis individual for question in the survey was an
essential input to answer to problem exposed about the use listening didactic
resources to improve the oral expression in English language. The results of the
survey are expressed in the following results.
47
Table 1: The practice of intensive listening exercises improve your oral
expression in English
Answer Students Percentage
Strongly agree 57 90%
Agree 3 10%
Indifferent 0 0%
Disagree 0 0%
Strongly disagree 0 0%
Total 60 100%
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
Graphic 1: The practice of listening exercises improve your oral expression in
English.
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
According to this result the students consider the practice of listening
exercises are excellent resources to improve their oral expression in English
language.
The practice of intensive listening exercises improve your oral expression in English
60
50 57
40
30
20
10
3 0 0 0 0
Strongly agree Agree Indifferent Disagree Strongly disagree
48
Table 2:The teacher recommends to listen resources in English to
improve the oral expression in English
Answer Students Percentage
Strongly agree 0 0%
Agree 3 5%
Indifferent 6 10%
Disagree 9 15%
Strongly disagree 42 70%
Total 60 100%
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
Graphic 2: The teacher recommends to listen Resources in English to improve the oral expression in English.
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
This item shows the English teacher has not recommended to the
students to listen resources in English to improve speaking skill.
The teacher recommends to listen resources in English to improve the oral expression in English
45
40
35
30
25
20
15
10
5
0
42
9 0 3 6
Strongly agree Agree Indifferent Disagree Strongly disagree
49
Table 3: You feel at ease with listening activities to development the oral expression in English language
Answer Students Percentage
Strongly agree 0 0%
Agree 3 5%
Indifferent 6 10%
Disagree 3 5%
Strongly disagree 48 80%
Total 60 100%
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
Graphic 3: You feel at ease with listening activities to development the oral expression in English language.
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
This result shows that the students do not fell at ease with listening
activities, for this reason is crucial to implement a Manual with interesting
activities to development the oral expression in the students.
You feel at ease with listening activities to development the oral expression in English language
60
50
48 40
30
20
10
0 3 6 3 0
Strongly agree Agree Indifferent Disagree Strongly disagree
50
Table 4: You use English cd from book to development and improve the oral expression in English
Answer Students Percentage
Strongly agree 0 0%
Agree 0 0%
Indifferent 3 5%
Disagree 0 0%
Strongly disagree 57 95%
Total 60 100%
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
Graphic 4: You use English cd from book to development and improve the oral
expression in English.
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
These results shows that students do not use the cd from book and only
few of them use it to improve their oral expression in English language.
You use English cd from book to development and improve the oral expression in English
60
50 57
40 30
20
10
0 0 3 0 0
Strongly agree Agree Indifferent Disagree Strongly disagree
51
Table 5: The English teacher has spoken about the benefits to speak in
English.
Answer Students Percentage
Strongly agree 36 60%
Agree 15 25%
Indifferent 6 10%
Disagree 3 5%
Strongly disagree 0 0%
Total 60 100%
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
Graphic 5: The English teacher has spoken about the benefits to speak in
English.
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
According to this data, English teacher has spoken about the importance
to speak in English, this information shows that the students aware of the benefits
to speak in another language.
The English teacher has spoken about the benefits to speak in English.
40
35 36
30
25
20
15
10 15
5 6 3 0
0
Strongly agree Agree Indifferent Disagree Strongly disagree
52
Table 6: The English teacher uses appropriately listening didactic resources in class.
Answer Students Percentage
Strongly agree 0 0%
Agree 0 0%
Indifferent 0 0%
Disagree 3 5%
Strongly disagree 57 95%
Total 60 100%
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
Graphic 6: The English teacher uses appropriately listening Didactic Resources in class.
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
This item shows that English teacher is not able to use appropriately
listening didactic resources, therefore is indispensable to provide a manual with
listening exercises to development and improve the oral expression in English
languages in the students.
The English teacher uses appropriately listening didactic resources in class
60
50 57
40
30
20
10
0 0 0 3 0
Strongly agree Agree Indifferent Disagree Strongly disagree
53
Table 7: The listening didactic resources are indispensable to speak in
English
Answer Students Percentage
Strongly agree 54 90%
Agree 6 10%
Indifferent 0 0%
Disagree 0 0%
Strongly disagree 0 0%
Total 60 100%
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
Graphic 7: The listening didactic resources are indispensable to speak in English.
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
This item shows that audios provided during class are interesting, but the
English teacher only use it a few times. Consequently it is crucial to provide a
manual with listening activities to development the oral expression in the
students.
The listening didactic resources are indispensable to speak in English
60
50 54
40
30
20
10
6 0 0 0 0
Strongly agree Agree Indifferent Disagree Strongly disagree
54
Table 8: The audios in English are interesting.
Answer Students Percentage
Strongly agree 45 90%
Agree 9 10%
Indifferent 0 0%
Disagree 0 0%
Strongly disagree 0 0%
Total 60 100%
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
Graphic 8: The audios in English are interesting.
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
This item shows that audios provided during class are interesting, but
the English teacher only use it a few times. Consequently it is crucial to provide
a manual with listening activities to development the oral expression in the
students.
The audios in English are interesting
50
45
40
35
30
25
20
15
10
5
0
45
9 0 0 0
Strongly agree Agree Indifferent Disagree Strongly disagree
55
Table 9: The learning in English is better through the listening didactic
resources
Answer Students Percentage
Strongly agree 60 100%
Agree 0 0%
Indifferent 0 0%
Disagree 0 0%
Strongly disagree 0 0%
Total 60 100%
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
Graphic 9: The learning in English is better through the listening Didactic
Resources.
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
This information demonstrate that students agree with the
implementation of a manual with listening activities, they consider that the audios
could help them to communicative in English.
The learning in English is better through the listening didactic resources
70
60
60 50
40
30
20
10
0 0 0 0 0
Strongly agree Agree Indifferent Disagree Strongly disagree
56
Table 10: The English Teacher uses always the listening didactic
resources during class.
Answer Students Percentage
Strongly agree 0 0%
Agree 3 5%
Indifferent 6 10%
Disagree 9 15%
Strongly disagree 42 70%
Total 60 100%
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
Graphic 10: The English teacher uses always the listening didactic resources during class.
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
According to this result, the English teacher do not use the listening
didactic resources, thus the students think the practice with audio material during
class could improve their oral expression and learn better a foreign language.
The English Teacher uses always the listening didactic resources during class
45
40
35
30
25
20
15
10
5
0
42
9 0 3 6
Strongly agree Agree Indifferent Disagree Strongly disagree
57
Table 11: The use of interactive listening activities during English class will contribute significantly to your progress to improve the oral expression in English.
Answer Students Percentage
Strongly agree 54 0%
Agree 6 0%
Indifferent 0 0%
Disagree 0 0%
Strongly disagree 0 0%
Total 60 100%
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
Graphic 11: The use of interactive listening activities during English class will
contribute significantly to your progress to improve the oral expression in English.
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
This item shows that a great number of students consider the listening activities during class are crucial to stimulate them in the development a foreign language.
The use of interactive listening activities during English class will contribute significantly to your progress
to improve the oral expression in English.
60
50 54
40
30
20
10
6 0 0 0 0
Strongly agree Agree Indifferent Disagree Strongly disagree
58
Table 12: You consider indispensable the use of a Manual with listening
activities to the development your oral expression in English.
Answer Students Percentage
Strongly agree 45 75%
Agree 9 15%
Indifferent 6 10%
Disagree 0 0%
Strongly disagree 0 0%
Total 60 100%
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
Graphic 12: You consider indispensable the use of a Manual with listening activities to the development your oral expression in English.
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
The manual with listening activities is a great tool that aims to improve
the oral expression in English language and consequently the students will have
a more interactive class.
You consider indispensable the use of a Manual with listening activities to the development your oral
expression in English.
50
45
40
35
30
25
20
15
10
5
0
45
9 6 0 0
Strongly agree Agree Indifferent Disagree Strongly disagree
59
Table 13: The listening exercises through the implementation of a didactic manual will contribute to improve your listening comprehension to speak in English.
Answer Students Percentage
Strongly agree 48 80%
Agree 9 15%
Indifferent 3 5%
Disagree 0 0%
Strongly disagree 0 0%
Total 60 100%
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
Graphic 13: The listening exercises through the implementation of a didactic manual will contribute to improve your listening comprehension to speak in English.
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
The students consider the implementation of didactic manual is an
excellent tool that will contribute to the development their listening
comprehension.
The listening exercises through the implementation of a didactic manual will contribute to improve your
listening comprehension to speak in English.
60
50
40 48
30
20
10
9 3 0 0 0
Strongly agree Agree Indifferent Disagree Strongly disagree
60
Table 14: The application of listening activities provided through a didactic manual will help to development your skill to speak in English.
Answer Students Percentage
Strongly agree 48 80%
Agree 12 20%
Indifferent 0 0%
Disagree 0 0%
Strongly disagree 0 0%
Total 60 100%
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
Graphic 14: The application of listening activities provided through a didactic manual will help to development your skill to speak in English.
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
According to this result, the majority of students think that a manual with
listening activities will help their development to speak in English, in addition this
information is relevant because students understand that speaking skill is
indispensable to communicative in a foreign language.
The application of listening activities provided through a didactic manual will help to development
your skill to speak in English
60
50
40 48
30
20
10 12
0 0 0 0
Strongly agree Agree Indifferent Disagree Strongly disagree
61
Table 15: The English teacher uses always listening didactic resources according your English level.
Answer Students Percentage
Strongly agree 60 100%
Agree 0 0%
Indifferent 0 0%
Disagree 0 0%
Strongly disagree 0 0%
Total 60 100%
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
Graphic 15: The English teacher uses always listening didactic resources according your English level.
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
The students consider that the listening didactic resources teacher uses
during classes are not according to their English level, for this reason is crucial to
provide a manual with listening activities to speak in English.
The English teacher uses always listening didactic resources according your English level.
70
60
60 50
40
30
20
10
0 0 0 0 0
Strongly agree Agree Indifferent Disagree Strongly disagree
62
3.7.1 CLASS OBSERVATION ANALYSIS
It could be observed that during English class the teacher does not use
any listening didactic resource to development speaking skill, therefore the
students have problems to be able to communicate in English, because the use
some audio material could help and to provide a significant contribution to
improve the oral expression.
3.7.2 INTERVIEW ANALYSIS
The results obtained interview through an English teacher was
indispensable to know the actual situation about the use of listening didactic
resources to improve the oral expression in English language.
The students do not have a good level of English language, because
there are the adequate didactic resources to work in class, in addition the amount
of students is too upper in each classroom, for this reason is very difficult to
equilibrate the level speaking skill in the students.
The teacher thinks that a manual with listening activities could help to
improve to the students to development their oral expression in English language.
63
3.7.3 CHI-SQUARE TEST FOR VARIABLE CORRELATION
64
3.7.4 CHI SQUARE ANALYSIS: There is a relation between the two
variables focused on question 3 about oral expression (Dependent variable) and
question 8 about listening didactic resources (independent variable). Considering
that values from 0.00 to 0.05 are acceptable, these two variables are connected
to each other within a scale of 0.039.
65
3.8 CONCLUSIONS & RECOMMENDATIONS
CONCLUSIONS
After the tabulation of the data from the applied research instruments, it can
be concluded that there is a lack of listening didactic resources to improve the
oral expression in English language in students.
The students have deficiency to speak in English, because during classes do
not use any audio material like dialogue, songs that helps to exercise and to
practice the oral expression in English language.
Through the analysis of the information of this research work shows that
students and teachers agree that a manual with listening activities could be a
great tool to improve and to development the oral expression in English
language in students of first year of bachillerato of “Otto Arosemena Gomez”
High School.
Finally, in conclusion it determines the great importance to create a proposal
focused in listening activities helps to improve the oral expression in English
language of students of First year of bachillerato of “Otto Arosemena Gomez”,
High School.
RECOMMENDATIONS
It is recommended that the students practice their speaking skill, through use
of listening didactic resources to develop their oral expression in English
language.
It is the great importance the frequently use of listening didactic resources into
classroom, which should be provide by the teacher to achieve the students
can organize the information of their ideas to speak correctly and fluency in
English.
The listening exercises used in the classroom should be interesting to
students feel motivation to participate during English class, for this reason it is
recommended the implementation of songs, tales and conversations to
achieve each student develop the oral expression. It is indispensable the
teacher makes the listening a constancy habit in students.
The lack of listening didactic resources into classroom affects directly to
progress to students be able to speak in a foreign language.
66
CHAPTER IV
THE PROPOSAL
4.1 TITLE
Didactic Manual of Listening Activities for the development oral
expression in English Language in students of first year of bachillerato of
Educative Unit “Otto Arosemena Gómez”, academic year 2016 – 2017.
4.2 JUSTIFICATION
It is crucial to mention that activities listening will help students to stay
awake and motivated to make exercises related a games, songs, etc. They will
learn easily in an active way to development oral expression in English.
Through dialogues with teacher and students from High School, it could
make evident that there is a deficit oral expression in English language, for this
reason is very crucial to include listening didactic resources into class to improve
the speaking in students.
It’s important to mention students feel really happy with this proposal,
because they learn better with didactic resources, through English songs from
their favorite singers, interesting activities, etc.
Teachers from the “Otto Arosemena Gomez” High School, think is a great
proposal to development speaking skill, because they considered didactic
resources can help significantly to improve oral expression, students always
show glad when they go to the laboratory to listen a music or watch a movie in
English.
Therefore this manual will be a very important input to improve oral
expression of English language in students from “Otto Arosemena Gómez” high
school; through participatory activities with listening teacher will use in class as a
big tool to increase oral expression, participation and improve linguistic skills of
students.
67
The main idea is turn on students into the main actors during English
class, leaving aside the traditional model of teacher as presenter, when students
can participate more to improve their speaking skill.
4.3 OBJECTIVES
4.3.1 GENERAL OBJECTIVE
To develop oral expression of English language in students of first year
of bachillerato in the Public Educative Unit “Otto Arosemena Gómez”, academic
year 2016 – 2017.
4.3.2 SPECIFIC OBJECTIVES
The specific objectives of this proposal are to:
• To create an optimal learning environment for English language
acquisition through of different listening activities.
• To promote the importance and significance of using listening
didactic resources in the development of the oral expression of
English language.
• To encourage the students in the English language learning
process through a didactic material of listening activities.
4.4 THEORETICAL ASPECTS
From the epistemological foundation this proposal is based on the
paradigm of knowledge construction to achieve students are be able to learn
better, through critical and logical thinking, in this way the students will improve
their oral expression in English language,
From the philosophical foundation this proposal is based on the
intercultural that involves to compressive communication that provided students
different cultures to learn better a foreign language. The design of this proposal
is philosophical, because the activities serve to encourage, analyze and acquire
68
previous knowledge, through the implementation of listening didactic resources
to develop the oral expression in English language.
From the psychological foundation this thesis is based on the great
influence of this foundation, which its main objective is to increase the cognitive
abilities in the students to achieve an excellent communication in English. This
proposal will use prior knowledge of students through the listening exercises.
From the sociological foundation this thesis is based on the social
world where the society has a role very important into learning process. This
proposal contents participation activities to create major knowledge in each one
students, this way the students can interchange the ideas to achieve to develop
the oral expression in English language.
From the pedagogical foundation this proposal contents techniques,
methodologies and strategies will help to improve the learning process in the
students, in addition their communicative abilities to achieve to speak in a foreign
language. This thesis is based on constructivism, which plays a role very
important in this proposal, because it highly contributes to personal growth
processes to build a better knowledge, through strategies, techniques and
methods where students show more interest in the acquisition of English
language.
From the technological foundation this thesis is on based in the
creation of the audio cd with listening activities to improve and develop the oral
expression in English language.
From the legal foundation this thesis is on based in the Constitution of
the Republic of Ecuador, the Organic Law Intercultural Education that promote
the interculturality to learn a foreign language in the educational development of
the society, and this proposal have as main objective to improve the English level
of students.
69
4.5 FEASIBILITY
4.5.1 FINANCIAL FEASIBILITY
The proposal from this investigation work is feasible due to the following
aspects: because is supported by teacher, authorities from High School, students
and parents. The development of didactic manual with listening activities is easy
to create, because it will choose various audio from internet and books to make
a manual that will help students to improve the oral expression in English
language.
The cost of this proposal will be covered by authors, that is to say the
manual will be totally free for teachers.
The High School has an English laboratory where students can listen to
cd from this manual to make listening activities and improve their oral expression.
4.5.2 LEGAL FEASIBILITY
According to 350 from Good Living National Plan, mentions that is
important to include scientific and technological research to improve education.
This manual will be promote the technology through a cd with listening activities
to development oral expression in English language.
4.5.3 TECHNICAL FEASIBILITY
There are not technical requirements for this thesis but the ability of the
students and teachers to read English.
4.5.4 HUMAN FEASIBILITY
This proposal will serve for educational community, students and
teachers can draw on from this manual.
4.5.5 POLITICAL FEASIBILITY
From the political point of view this proposal is based on the objectives
and politics exposed by the “Well-living National Plan” (2013) in its chapter six
“National objectives of well-living” objective number four “Strengthen the
70
capacities and potentialities of the citizenship” because the objectives of this
proposal align with the objectives of this document.
4.6 DESCRIPTION OF THE PROPOSAL
The design of this proposal consists on creating a manual with listening
activities to improve oral expression of English language in students.
This Manual will be indispensable to listening skill in English, and
consequently improving effectively the oral expression in students.
The methodology from this manual will include listening activities related
to level B1 according to English from students of first year of bachillerato in the
Public Educative Unit “Otto Arosemena Gómez”.
The recordings to make activities from this Manual will have sound quality
to comply with the objective of improving oral expression in English language,
according to listener’s level. Therefore each activity will contain new vocabulary,
which should pre – taught by the teacher before.
The type’s activities will contain songs, stories, short dialogues, etc.;
which will be short and simple according to level English of students.
This manual will have exercises with dialogues, where teacher have
make students repeat and interpret the dialogues to practice oral expression and
improve the fluency in English.
Each activity have one or more grammatical structures that teacher have
to check with students using whiteboard and make questions to students for
students achieve familiarizing with new structures.
There are activities where students have to complete the dialogue and
then practice a conversation similar to exercise.
The manual include the exercise “match correctly” where students must
listen to the audio and then select the graphic or text corresponding to each
activity. This activities will help to increase the vocabulary of students.
71
There is another activity where Students after to listen the audio, they
should filling in the blanks from exercise and then make a dialogue similar to talk
with other student to practice and improve speaking skill.
Students will do activities dialogues with a partner or groups, listening
and speaking to development both skills.
An activity very important into this manual is working in pairs where
students must perform or simulate a respective role. A student develops a paper
and other developed another role, for which should be given a few minutes for
students to practice their speech and present to their peers.
CONCLUSIONS
Working on the design of this proposal, the writer of this thesis have come
to the conclusion that it is possible to improve the oral expression in English
language through the listening didactic resources of Third Year Bachillerato of
“Otto Arosemena Gomez” High School to help them reach the B1.2 level of
English proficiency according to the National Curriculum Guidelines, English as
a Foreign Language (2014).
The proposal will benefits to the students, because they will be able to
speak in English, through the implementation of listening exercises, which will
have funny activities and easy audios to awake the interest of students to acquire
the oral expression in English language.
72
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BIOGRAPHY
Avilés, M. (2014). Tesis: Los Recursos Didácticos Auditivos para el Desarrollo de
la Expresión Oral del Idioma Inglés como Lengua Extranjera en los
Estudiantes de los Octavos Años. Universidad Central Del Ecuador.
Facultad de Filosofía Letras y Ciencias de la Educación: Carrera Inglés.
Cassany (2000) “Enseñar lengua” ( Teaching language), Barcelona, Graó,
Retrieved from: María Prieto Grande” DE LA EXPRESIÓN DRAMÁTICA
A LA EXPRESIÓN ORAL”( DRAMATIC EXPRESSION OF THE
SPEAKING), Retrieved from:
http://cvc.cervantes.es/ensenanza/biblioteca_ele/asele/pdf/17/17_0915.p
df
López Valero A. (1983) "TIPOLOGÍA TEXTUAL Y TÉCNICAS DE EXPRESIÓN
ORAL" (TEXTUAL AND SPEAKING TECHNICAL TYPE), en Apuntes de
Educación, Universidad de Murcia, Madrid, Retrieved from:
http://ruc.udc.es/bitstream/2183/7998/1/LYT_9_1996_art_10.pdf
Macha Velasco, Ruperto (2013), "Lenguaje Y Comunicación Humana"(
Language and Human Communication), Retrieved from: http://macha-
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language in performance, Tübingen: Gunter Narr.
Ortiz E. Y M. A. Mariño (1998, p. 6): “Las estrategias pedagógicas” (The teaching
strategies), Revista de los C.E.P.s de La Palma, España. Retrieved from:
http://humanidades.uach.cl/documentos_linguisticos/document.php?id=5
2
Ortiz, E. (1994), “El perfeccionamiento del estilo comunicativo del maestro para
su labor pedagógica”( The improvement of the communicative style of the
teacher for their teaching). Lenguaje y Textos 8, Universidad de la Coruña.
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APPENDIXES
79
APPENDIX 1
80
81
82
APPENDIX 2
83
84
85
APPENDIX 3
86
SURVEY TO THE STUDENTS
87
INTERVIEW TO TEACHER
MY TUTOR
88
APPENDIX 4
UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA D LENGUAS Y LINGUISTICA Encuesta para los estudiantes del Primer Año de Bachillerato del Colegio Otto Arosemena Gómez.
(1) Totalmente de acuerdo (2) De acuerdo (3) Indiferente (4) En desacuerdo (5) Toralmente desacuerdo
1 2 3 4 5
1 La práctica intensiva con ejercicios mejorara su expresión oral del idioma ingles
2 El profesor recomienda escuchar materiales en inglés para mejorar la expresión oral
3 Se siente a gusto con las actividades de listening para desarrollar la expresión oral
4 Utiliza el cd del libro de inglés para desarrollar y mejorar su expresión oral del ingles
5 El profesor de inglés le ha hablado de los beneficios de hablar en inglés.
6 El profesor de inglés usa apropiadamente los recursos didácticos auditivos en clases
7 Considera que los recursos didácticos auditivos son importantes para hablar en ingles
8 Las grabaciones que escucha en las clases de inglés son interesantes
9 El aprendizaje en inglés es mejor mediante el uso de recursos didácticos auditivos
10 El profesor de inglés siempre utiliza los recursos didácticos auditivos durante la clase
11 Las actividades auditivas interactivas ayudarán en su progreso para hablar en inglés
12 Es indispensable a Manual con actividades auditivas para mejorar su expresión oral
13 La implementación de un manual contribuirá a mejorar su comprensión auditiva
14 La aplicación de actividades auditivas podría desarrollar su habilidad para hablar en ingles
15 El profesor de inglés usa siempre recursos didácticos acorde a su nivel de ingles
89
90
Questionnaire’s questions for interview to English’s teacher.
1. Do you think that listening didactic resources helps the students to
improve the oral expression in English language?
At the present time is crucial to speak another language, English is the most
spoken around the world, for this reason is indispensable to dominate it.
Well I think listening didactic resources are important, because can help to
students to develop speaking skill, but there is not an adequate didactic
resources to work in class.
2. How often do the students do listening activities to development their
oral expression in English language?
Students do listening activities a few times, because High School doesn’t
have the materials required to work in class.
3. What methods and techniques do you use during the English class to
practice and improve speaking skill?
Well, I write some words on the whiteboard, then students repeat several
times until to achieve a correct pronunciation. The technique most used into
a classroom are little conversations, where I work with easy vocabulary,
because the book that provides the “Minesterio de Educación”, has a level
very difficult for students.
4. During the English class, do you take in consideration student’s prior
knowledge when you use any listening didactic resource?
Yes of course, there are students have an excellent level in English, but the
majority of students have a lot of difficulties to improve their English level, is
too much difficult to work with students have problems to conjugate the verb
be and do sentences with simple present. But I work very hardly to achieve
students are be able to make it.
5. Are you aware of the use and the implementation of listening didactic
resources to development the oral expression in English language?
It’s an excellent alternative to awake the interest of students to learn a
foreign language.
6. Do you think that a creation of a CD with listening activities might help
students to improve and to development their oral expression in English
language?
A cd with listening activities could help to students to improve their skills in
English, specially the listening and speaking.
91
UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LENGUISTICA
ASPECTOS VALORACIÓN EXC MB B R
DOCENTE
Presenta el tema
Crea el clima propicio, dirige eficazmente el curso.
Motiva a los alumnos a participar.
Formula las preguntas con claridad, variedad y precisión.
Permite que el alumno cometa errores.
Regula correctamente la disciplina.
Despierta y mantiene el interés de los alumnos.
Logra comunicación con la clase, es capaz de superar situaciones imprevistas.
ACTIVIDADES DEL PROFESOR
Seguro, entusiasta, práctico.
Utiliza el idioma inglés en la materia.
Vocabulario fluido y claro.
Tono, intensidad de la voz, dicción al pronunciar las palabras.
CONTENIDOS
Actualizado, práctico, interactivo (flashcard, posters).
Se consideran las ideas previas a los estudiantes.
ASPECTO METODOLÓGICO
Utiliza metodologías activas y participativas.
RECURSOS
Utiliza recursos (grabadora, videos, CDs, posters).
ALUMNOS
Lleva a cabo las actividades propuestas.
Interroga acerca de las actividades.
Planea actividades.
Pide información acerca del contenido en inglés básico.
Interactúa con sus compañeros, su equipo de trabajo.
Busca información en diversas fuentes.
92
APPENDIX 5 PROPOSAL
LISTENING ACTIVITIES
Didactic Manual of Listening Activities
for the development of the Oral
Expression
By: Rubén Darío Roldan Veloz
2017
INTRODUCTION
English audio books are a great resource for students learning English
as a second language. When one is starting to acquire and build language and
comprehension skills it will be important when you learn the pronunciation and
understanding the language spoken. When listening we are able to follow along
with the text and listen as a speaker to help you pronounce English words is
the same familiar with the language. This is the best way to learn new
vocabulary and how to use specific grammar skills in speaking, reading and
writing. Audio books in English provided an easy way to hear a variety of
dialogues, stories and music; and then practice their oral expression. Once
you have heard the English audio book that should be able to answer questions
about the activities that reflects their understanding of the material.
Therefore, with this didactic manual is a guide for teachers to work with
students. In it is given practical exercises to improve listening comprehension
skills of the student, the procedure to be followed in each activities of the
manual. It will feature illustrated with images based on dialogue, where
students will take notes of key words of the content or subject, understanding
the most important parts of dialogue activities, this will lead to the student
increase their mental development.
Finally, the fundamental activities in this text are aimed at the
development stage of listening first, paying attention to activities such as
brainstorming, presentation of vocabulary through exercises multiple choice,
completion of blanks with information provided the CD, and recognition of
equivalent phrases in a foreign language. Moreover, it also emphasizes the
development of productive English language skills (oral and written) through
micro-communicative situations in which students must use language to
communicate keyideas.
As a way to contribute pedagogically and after an investigation of
existing teaching materials in the library of the Ecuadorian American Center
(CEN) has collected activities of "Listen" Peter Garvier and Peter Harrington,
because it was considered to help develop English comprehension and oral
expression; since this material contains dialogues of three Americans who
visit Ecuador; moreover, it has been decided to choose other activities CEN
authorship books.
In effect, this manual is designed as a complementary tool of the
program of English, since the activities have been organized by topics that
are according to the vocabulary of the students´ level, it is important to
emphasize that it isn't capture every word of dialogue, but rather the main
idea or keywords, when more you practice more you will understand words
and gradually your English listening skills will develop.
Remember this!
➢ Read instructions before each activity well.
➢ Use the Glossary at the end of the book.
With this didactic manual, it is attempted that teacher can
solve the problem of how to provide students with the extra
practice activities they need outside of the habitual class. Teacher-
made materials are often not of professional quality and
commercially available professional products are often too costly
to be a realistic alternative unless used in a language in class
where performance of students is usually disappointing because
they don't understand any dialogue of the audio.
The solution is a supplementary manual at no cost as study
complementary that students can develop their comprehension
and oral expression in class. The units are organized around the
topic commonly found in EFL course books. The didactic manual
can be used to reinforce material in class. Also, the bilingual
glossary will help students with any new vocabulary.
UNIT
TOPIC
ACTIVITIES
UNIT 1
USEFUL
CONVERSATION
1.1 Personal
Information
1.2 My Weekend
1.3 My Family
➢ Introduce yourself
➢ Individual presentation about
activities during on weekend
➢ Talking about your
family
UNIT 2
USEFUL
CONVERSATION
2.1 Shopping
2.2 Going to cinema
2.3 Song: Hoobastank- The reason
➢ Talk about the activities during on weekend
➢ Prepare a dialogue
about go to the cinema
➢ Practice the song
UNIT 3
USEFUL
CONVERSATION
3.1 Ordering food in a café
3.2 Shopping for
clothes
➢ Discussion in class about the food.
➢ Make a role play about shopping for clothes
UNIT 1
Exercise 1
Objective: To describe personal information with an interchange dialogue.
Instruction: Listen to the audio and complete the sentences using the
words from the chart.
Personal Information
Practice: Students will work in pairs to make a similar dialogue
with another student using the vocabulary from the exercise. They should include into conversation name, age, nationality, cell phone number, address and occupation.
Exercise 2
Objective: To make an individual presentation about the weekend.
Instruction: Listen to the audio and complete the sentences using the
words from the chart.
My Weekend
Practice: Each student will make an individual presentation about the activities they do during the weekend, the morning, afternoon and evening using the vocabulary from the exercise. The presentation should include: - Time to get up. - The things they buy at the supermarket like a fruits and
vegetables. - The activities they students do in the afternoon, for example if
they go to some place like a swimming pool, cinema or another place with their friends.
- Finally the activities students do in the evenings, for example if student watch TV or read a book before go to the bed.
Exercise 3
Objective: To make an individual presentation about the family.
Instruction: Listen to the audio and complete the sentences using the
words from the chart.
My Family
Practice: Each one student will make an individual presentation
about the members of the family taking like example this exercise.
Students should specify the amount of people conform the family. It is important to include the place where live the family and house’s details like:
- Numbers of rooms.
- Say if the backyard is little or big, and if it has flowers too.
Each one students will say the numbers of brothers and sister they have, in addition age, occupation, so on.
UNIT 2
Exercise 4
Objective: To make an individual presentation about the shopping.
Instruction: Listen to the audio and complete the sentences using the
words from the chart.
Shopping
Practice: Each one students make an individual presentation about their
activities during on weekend.
- They will expose the different thing that they buy in the shopping
like milk, eggs, bread, cheese and other things. - Say if they go to the butcher’s to buy meat. - The things they buy in the marker like fruit and vegetables. - The activities students do after lunch, for example if they go to some
place to do some activity with somebody and finally they do when arrive to home.
Exercise 5
Going to the cinema
Objective: To prepare a role play about going to the cinema.
Instruction: Listen to Mario and Tamara talking about what film they want to
see and do the exercises to practice and improve your listening and speaking
skills.
Preparation: Do this exercise before you listen. Draw a line to match the
pictures with the words below.
Part 1:
Exercise 6
Part 2: Listen to the conversation and complete the gaps with the correct
word.
Practice: Students working in pairs to prepare a role play in class
about the topic going to the cinema.
- They will expose their favorite films and time they will go to cinema using the grammatical structures of simple present and present perfect.
- Each one couple should use the vocabulary and expressions from this exercise.
Exercise 7
Objective: To Listen and practice the song to improve the pronunciation
and listening skill.
Instruction: Complete the missing words while listen to the song.
Song: The Hoobastank – The reason
I'm not a perfect person. There's many things I wish I didn't do.
But I continue . I never meant to do those things to you.
And so I have to say before I go that I just want you to know.
I've found a reason for me To change who I used to be,
A reason to over new, And the reason is you.
I'm sorry that I you. It's something I must live with every day.
And all the pain I put you through.
I've found a reason for me To change who I used to be,
A reason to over new,
And the reason is you,
And the reason is you, And the reason is you, And the reason is you.
I'm not a person. I never meant to do those things to you.
And so I have to say before I go That I just want you to know.
I've found a reason for me To change who I used to be,
I wish that I could it all away, And be the one who catches all your tears.
That's why I need you to .
A reason to over new,
And the reason is you.
I've found a reason to show
A of me you didn't know, A reason for all that I do, And the reason is you.
Practice: Students practice the song several times to improve
their pronunciation and the listening skill.
UNIT 3
Exercise 8
Objective: To work in pairs to make a discussion about the food
Instruction: Listen to the conversation in a café and do the exercises to
practice and improve your listening and speaking skills.
Ordering food in a café
Preparation: Do this exercise before you listen. Write the words in the
correct group.
Discussion: Students should working in pairs to make a discussion in class
with next questions. What’s your favorite food? The students can response:
The hamburger, cheese burger, banana cake. What’s your favorite
restaurant? Student response the place of your favorite restaurant. What`s
your favorite drink? Student response: soda, orange juice, or any favorite
drink.
Exercise 9
Objective: To make a role play about Shopping for clothes.
Instruction: Listen to the conversation and complete the missing words.
Shopping for clothes
Shop assistant: Can I you? Customer: Yes, have you got this in other colors? Shop assistant: We’ve got it in , , and . What size do you ? Customer: Medium. Shop assistant: OK, in medium we’ve got and . Customer: And in purple? Shop assistant: No, just and . Customer: OK, red. Can I it on?
Shop assistant: Yes, of course. The changing are over there. Shop assistant: Is it OK? Customer: Yes, I’ll it. Shop assistant: That’s £10.95. Would you like to pay by or with ? Customer: please. Here’s . Shop assistant: OK, thanks, that’s pounds, 5 p change and here’s your . Customer: Thanks. Bye.
Practice: Students should working in pairs to create a dialogue
similar to this exercise called Shopping for clothes, then they will
show it in class trough a role play. It is indispensable to use the
vocabulary and expressions from this listening exercise.
TRANSCRIPT
Track 1
Track 2
Track 3
Track 4
Track 5
Track 6
Song: The Hoobastank – The reason
I'm not a perfect person
There's many thing I wish I didn't do
But I continue learning
I never meant to do those things to you
And so I have to say before I go
That I just want you to know
I've found a reason for me
To change who I used to be
A reason to start over new
And the reason is you
I'm sorry that I hurt you
It's something I must live with everyday
And all the pain I put you through
I wish I could take it all away
And be the one who catches all your tears
That's why I need you to hear
I've found a reason for me
To change who I used to be
A reason to start over new
And the reason is you (x4)
I'm not a perfect person
I never meant to do those things to you
And so I have to say before I go
That I just want you to know
I've found a reason for me
To change who I used to be
A reason to start over new
And the reason is you
I've found a reason to show
A side of me you didn't know
A reason for all that I do And
the reason is you.
Track 7
Café worker: Next, please! What would you like? Andi: Can I have a burger, please? Café worker: A cheese burger or double cheese burger? Andi: Double cheese burger, please. Café worker: Anything else? Andi: Yeah, I'd like some banana cake. Café worker: Would you like a drink? Andi: Yes, can I have an apple juice, please?
Café worker: OK, so that’s one double cheese burger, one banana cake and an apple juice. What’s your table number? Andi: Table 3. How much is that? Café worker: That’s £8.37, please. Andi: Here you are. Café worker: Thank you ... that’s £10.00 ... and £1.63 change.
Next, please ...
Track 8
Shop assistant: Can I help you? Customer: Yes, have you got this T-shirt in other colours? Shop assistant: We’ve got it in white, black, red and purple. What size do you want? Customer: Medium. Shop assistant: OK, in medium we’ve got black and red. Customer: And in purple? Shop assistant: No, just black and red. Customer: OK, red. Can I try it on? Shop assistant: Yes, of course. The changing rooms are over
there. (pause) Shop assistant: Is it OK? Customer: Yes, I’ll take it.
Shop assistant: That’s £10.95. Would you like to pay by credit card or with cash? Customer: Cash please. Here’s twenty. Shop assistant: OK, thanks, that’s nine pounds, 5 p change and here’s your receipt. Customer: Thanks. Bye.