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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA
EDUCACION
SISTEMA DE EDUCACION SUPERIOR SEMIPRESENCIAL
CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL
EDUCATIVE PROJECT
PREVIOUS TO OBTAIN THE DEGREE LICENCIADO IN LANGUAGES
AND LINGUISTIC
TOPIC:
TEACHING STRATEGIES TO DEVELOP THE WRITING SKILL.
PROPOSAL
DESIGN OF A HANDBOOK WITH PRACTICAL ACTIVITIES
TO MOTIVATE TO DEVELOP THE WRITING SKILL
IN THE STUDENTS OF THE EIGHT YEAR
OF BASIC EDUCATION REPUBLICA
DE ALEMANIA HIGH SCHOOL
AUTHORS: JENNY TACURI HIDALGO
MIRIAM FERNANDEZ VILLEGAS
PROJECT ADVISOR: MSC. LARRY TORRES VIVAR
GUAYAQUIL, 2016
ii
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
SISTEMA DE EDUCAION SUPERIOR SEMIPRESENCIAL
CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL
____________________________ __________________________
MSc. Silvia Moy-Sang Castro MSc. José Zambrano García DECANA SUBDECANO
________________________ _________________________
MSc. JACINTO CALDERON MSc. LARRY TORRES VIVAR
DIRECTOR SUBDIRECTOR
______________________
AB. SEBASTIAN CADENA
SECRETARIO GENERAL
iii
Guayaquil, diciembre 14 del 2015
MSc SILVIA MOY-SANG CASTRO, Arq.
DECANA DE LA FACULTAD DE FILOSOFÍA
LETRAS Y CIENCIAS DE LA EDUCACIÓN
Ciudad.-
De mis consideraciones:
En virtud de la Resolución del H. Consejo Directivo de la Facultad de Filosofía,
Letras y Ciencias de la Educación en la cual se me designo Asesor de Proyectos
Educativos de la Licenciatura en Ciencias de la Educación, especialización:
LENGUAS Y LINGÜÍSTICA, tengo a bien informar lo siguiente:
Que las egresadas: JENNY NATALIA TACURI HIDALGO Y MIRIAM BEATRIZ
FERNANDEZ VILLEGAS
Diseñaron y ejecutaron el proyecto con el
Tema: Teaching Strategies to Develop the Writing Skill
Propuesta: Design of Handbook with Practical Activities to motivate the students
to Develop the Writing Skill applied to students of eight year of basic educational
unit “Republica de Alemania”.
El mismo que ha cumplido con las directrices y obligaciones dadas por el
suscrito.
Las participantes satisfactoriamente han ejecutado las diferentes etapas
constitutivas del proyecto; por lo expuesto, se procede a la APROBACION del
Proyecto y pone a vuestra consideración el informe de rigor para los efectivos
legales correspondientes.
Atentamente
…………………………………………….
MSc. LARRY TORRES VIVAR
iii
PROJECT ADVISOR
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: TEACHING STRATEGIES TO DEVELOP THE WRITING SKILL
AUTOR/ES: JENNY TACURI H. MIRIAM FERNANDEZ V.
TUTOR: MSC. LARRY TORRES VIVAR
REVISORES: MSC. LARRY TORRES VIVAR
INSTITUCIÓN: UNIVERSIDAD DE GUAYAQUIL
FACULTAD: FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
CARRERA: LENGUAS Y LINGUISTICA
FECHA DE PUBLICACIÓN: 2.015
No. DE PÁGS:
TÍTULO OBTENIDO: LICENCIADO EN CIENCIAS DE LA EDUCACION MENCION LENGUA INGLESA Y LINGUISTICA
ÁREAS TEMÁTICAS: (el área al que se refiere el trabajo. Ej. Auditoría Financiera, Auditoria, Finanzas) ENGLISH LANGUAGE, WRITING SKILL, DIDACTIC PEDAGOGY, SOCIOLOGY, TEACHING STRATEGIES
PALABRAS CLAVE: (términos con el que podría ubicar este trabajo) ACADEMIC PROCESS TEACHING STRATEGIES WRITING SKILL RESUMEN: ( de qué se trata, para qué, por qué?)?) This project consists of four chapters. The themes is: Teaching strategies to develop the writing skill, the proposal of this Project is design a handbook with practical activities to motivate the students of eight year of basic education at Republica de Alemania public high school of the Canton Naranjal, Province of Guayas to develop the writing skill. Diagnostic tests regarding strategies used by teachers during class have been previously performed on students during preliminary field research at the institution. Weaknesses were detected in the student’s abilities in the English subject. This was especial ly the case with their writing skills, and their interest in it. They also had very little knowledge of basic vocabulary, due to a lack of innovative strategies, which led to a lack of motivation. Although they were able to pronounce simple words in English, the students had a hard time writing them. This is because pronunciation is very different from writing which is why these students were unable to express their ideas in the form writing. There are not enough teaching materials. We proceeded to take a sample of 44 students from the eighth grade year and then collect bibliographic information of theories related to the topic. We decided to design a manual with activities that will motivate the student to work on their writing skills. Writing skills is one of the most difficult skills in the English language and mastering it does not only consist of students copying a text in a mechanical manner, it also consists of one being able to express themselves through writing. This is the purpose of the proposal. The authorities of the school, the teachers, parents, as well as the students are supportive of achieving the same goal. With this proposal we will be contributing to education as a greater understanding of the English language will be achieved
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: 0984310258 0996535605
Email: jennytacurihidalgo@hotmai.com miriferbe@hotmail.es
CONTACTO EN LA INSTITUCIÓN: Nombre: Secretaría de la Facultad
Teléfono: (04)2294888
E-mail: lenguas y lingüística.filo@gmail.com
x
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: ESTRATEGIAS DE ENSEÑANZA PARA DESARROLLAR LA DESTREZA ESCRITA. DISEÑO DE UN MANUAL CON ACTIVIDADES PRACTICAS PARA DESARROLLAR LA ESCRITURA
AUTOR/ES: JENNY TACURI H. MIRIAN FERNANDEZ V.
TUTOR: MSC. LARRY TORRES VIVAR
REVISORES: MSC. LARRY TORRES VIVAR
INSTITUCIÓN: UNIVERSIDAD DE GUAYAQUIL
FACULTAD: FILOSOFIA LETRAS Y CIENCIAS DE LA EDUCACION
CARRERA: LENGUAS Y LINGÜÍSTICA
FECHA DE PUBLICACIÓN: 2.015
No. DE PÁGS:
TÍTULO OBTENIDO: LICENCIADO EN CIENCIAS DE LA EDUCACION MENCION LENGUA INGLESA Y LINGÜÍSTICA
ÁREAS TEMÁTICAS: (el área al que se refiere el trabajo. Ej. Auditoría Financiera, Auditoria, Finanzas) ENGLISH LANGUAGE, WRITING SKILL, DIDACTIC PEDAGOGY, SOCIOLOGY, TEACHING STRATEGIES
PALABRAS CLAVE: (términos con el que podría ubicar este trabajo) ACADEMIC PROCES TEACHING STRATEGIES WRITING SKILLS
RESUMEN: ( de qué se trata, para qué, por qué?) Este Proyecto consta de cuatro capítulos, cuyo tema es Estrategias de Enseñanza para desarrollar la destreza escrita, con el diseño de un manual de actividades prácticas para desarrollar la
escritura en los estudiantes del Octavo Año de Educación Básica de la Unidad Educativa Republica de Alemania, del
Cantón Naranjal, Provincia del Guayas. Previas investigaciones de campo realizadas en la Institución por medio de una prueba de diagnóstico a los estudiantes que consistía en conocer las estrategias que utiliza el docente durante la clase,
se detectó ciertas fallas en los estudiantes con respecto a la asignatura del Idioma Ingles, especialmente en una de las
destrezas como es la escritura, se notó poco o ningún interés en la asignatura, desconocimiento de vocabulario básico, debido a falta de estrategias innovadoras, lo cual provocaba falta de motivación. Aunque podían pronunciar palabras
sencillas en ingles pero al momento de escribirlas es difícil para ellos, pues la pronunciación es diferente de la escritura,
no pueden expresar sus ideas en forma escrita, no tienen suficiente material didáctico. Se procedió a tomar una muestra
de 44 estudiantes de Octavo Año Básico y luego de recopilar información bibliográfica de teorías relacionadas con el tema se decidió diseñar un manual con actividades que motiven al alumno a trabajar en la destreza escrita, puesto que el
writing es una de las destrezas más difíciles en el idioma inglés, y no se trata solo lograr que los alumnos copien un
texto de manera mecánica, sino de que ellos puedan expresarse de manera escrita, siendo este el objetivo de la propuesta. Además de que tanto las autoridades del plantel, como docentes, alumnos y padres de familia se mostraron
dispuestos ante la realización de la misma. Cabe recalcar que con esta propuesta, estaremos contribuyendo con la
educación pues se lograra una mayor comprensión del idioma 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: 0984310258 0996535605
E-mail: jennytacurihidalgo@hotmail.com miriferbe@hotmail.es
CONTACTO EN LA INSTITUCIÓN: Nombre: Secretaría de la Facultad
Teléfono: (04)2294888
E-mail: lenguasylinguistica.filo@gmail.com
iv
DEDICATION
This Project is dedicated to my dear parents: Abraham Tacuri and Nelly
Hidalgo, for their love, understanding, and their economic and emotional
support. They would motivate during hard times in which it seemed my
goal was out of reach, but thanks to them today I am able to finish my
academic career.
Jenny Tacuri Hidalgo
v
Dedication
First of all, to God my Lord, for supporting me in good and bad times.
Secondly, I want to dedicate this work to my mother with all the love and
affection that I feel for her, she has motivated me to never give up my
goals in order to have a dignified future.
Third, I also want to name to my tender son Mathias Ruiz for being the
engine that drives me to be a better person every day. I want to be a great
example for him and want him to see reflected a spirit and desire to excel.
Finally, to all my family who has incentivized me to achieve my goals.
Miriam Fernandez Villegas
vi
THANKFULNESS
I would first like to thank the University of Guayaquil, the faculty of the
philosophy department, the school of language and linguistics, for the
opportunity to acquire knowledge and experience in their classrooms. The
professors of the institution that with their teaching throughout my
academic career, have helped me appreciate my education. I would also
like to thank to Msc. Larry Torres Vivar, for his kindness and support as a
tutor of this project.
Jenny Tacuri Hidalgo
vii
THANKFULNESS
I would like to thank those that made possible the realization of the project
possible: To the University of Guayaquil and the school of Languages and
Linguistics. Also to the teachers for the knowledge shared during our time
studied here. I would especially like to thank Msc.Larry Torres for his
excellent advice as a mentor for this Project.
Miriam Fernández Villegas
viii
GENERAL INDEX
Title page i
Page of directives ii
Project Advisor’s report iii
Dedication iv
Dedication v
Thankfulness vi
Thankfulness vii
General Index viii
Abstract xii
Resumen xiii
Introduction 1
CHAPTER I.
THE PROBLEM
Context of investigation 2
Conflict situation 3
Scientific fact 4
Causes 5
Formulation of the problem 5
Objectives 5
Research questions 6
Justification 6
CHAPTER TWO.
THEORETICAL FRAMEWORK
Background Research 8
Importance of learning English as a second language 8
ix
Definition of teaching 9
What are strategies? 10
Importance of teaching strategies 10
Types of strategies 11
Characteristics of strategies 12
General strategies 13
Causes involved in student motivation 15
Writing skill 16
What is writing skill? 17
Importance of writing 18
Characteristics of a good writing 20
Types of writing 21
Techniques to develop writing skills in English 22
Epistemological Foundation 23
Humanism 26
Pedagogical foundation 26
Constructivism 27
The Impact of Constructivism in Learning 29
Psychological Foundation 31
Language and the Brain 31
Learning Process 32
Learning Situation 32
Teaching Situation 32
Evaluation of Learning Performance 33
The Learner Differences 33
Intellectual Development 34
Sociological Foundation 34
Sociology of education 35
Legal Foundation 35
Analysis of 4 article 37
Analysis of 26 article 37
x
CHAPTER THREE
METHODOLOGY
Design Methodology 41
Methods used in this research 42
Empirical method 42
Theoretical methods 42
Scientific method 43
Method inductive 43
Hypothetical-deductive method 44
Analytical–synthetic method 44
Research types 45
Instruments of investigation 46
Observation 46
Interview 47
Population and Sample 47
Simbology 48
Stratum 48
Likert Scale 49
Operationalization of Variables 50
Chi Square 51
Survey to the Students 52
Interview to the Principal 53
Interview to the English Teacher 54
Results of the Survey 55
Chart of Frequency #1 56
Chart of Frequuency #2 57
Chart of Frequuency #3 58
Chart of Frequuency #4 59
Chart of Frequuency #5 60
Chart of Frequuency #6 61
Chart of Frequuency #7 62
xi
Chart of Frequuency #8 63
Chart of Frequuency #9 64
Chart of Frequuency #10 65
Conclusions 66
Recommendations 67
Analysis of Interview to the teacher 68
CHAPTER IV
PROPOSAL
Antecedents 70
Justification 70
Summary of diagnosys 71
Fundamental problem 72
Objectives of the proposal 72
Importance of the proposal 73
Feasibility of the proposal 73
Description of the proposal 73
Application of the proposal 76
Legal aspect 77
Pedagogical aspect 77
Psychological aspect 77
Sociological aspect 77
Beneficiaries 78
Social impact 78
Conclusions of Chapter IV 80
Bibliography 80
Bibliography Reference 82
Websites 84
xii
UNIVERSIDAD DE GUAYAQUIL
Facultad de Filosofía, Letras y Ciencias de la Educación
Escuela de Lenguas y Lingüística
TOPIC: TEACHING STRATEGIES TO DEVELOP THE WRITING SKILL;
PROPOSAL: DESIGN OF A HANDBOOK WITH PRACTICAL ACTIVITIES TO
MOTIVATE THE STUDENTS TO DEVELOP THE WRITING SKILL.
AUTHORS: JENNY TACURI HIDALGO
MIRIAN FERNANDEZ VILLEGAS
PROJECT ADVISOR: MSc. LARRY TORRES VIVAR
ABSTRACT
This project consists of four chapters. The themes is: Teaching strategies to develop the writing skill, the proposal of this Project is design a handbook with practical activities to motivate the students of eight year of basic education at Republica de Alemania public high school of the Canton Naranjal, Province of Guayas to develop the writing skill. Diagnostic tests regarding strategies used by teachers during class have been previously performed on students during preliminary field research at the institution. Weaknesses were detected in the student’s abilities in the English subject. This was especially the case with their writing skills, and their interest in it. They also had very little knowledge of basic vocabulary, due to a lack of innovative strategies, which led to a lack of motivation. Although they were able to pronounce simple words in English, the students had a hard time writing them. This is because pronunciation is very different from writing which is why these students were unable to express their ideas in the form of writing. There are not enough teaching materials.We proceeded to take a sample of 44 students from the eighth grade year and then collect bibliographic information of theories related to the topic. We decided to design a manual with activities that will motivate the student to work on their writing skills. Writing skills is one of the most difficult skills in the English language and mastering it does not only consist of students copying a text in a mechanical manner, it also consists of one being able to express themselves through writing. This is the purpose of the proposal. The authorities of the school, the teachers, parents, as well as the students are supportive of achieving the same goal. With this proposal we will be contributing to education as a greater understanding of the English language will be achieved. ACADEMIC PROCES TEACHING STRATEGIES WRITING SKILLS
xiii
UNIVERSIDAD DE GUAYAQUIL
Facultad de Filosofía, Letras y Ciencias de la Educación
Escuela de Lenguas y Lingüística
TOPIC: ESTRATEGIAS DE ENSEÑANZA PARA DESARROLLAR LA DESTREZA ESCRITA; PROPUESTA: DISEÑO DE UN MANUAL CON ACTIVIDADES PRÁCTICAS PARA MOTIVAR A LOS ESTUDIANTES A DESARROLLAR LA DESTREZA ESCRITA. AUTORAS: JENNY TACURI HIDALGO. MIRIAM FERNANDEZ VILLEGAS. TUTOR: MSc. LARRY TORRES VIVAR
RESUMEN
Este Proyecto consta de cuatro capítulos, cuyo tema es Estrategias de Enseñanza para desarrollar la destreza escrita, la propuesta de este Proyecto es el diseño de un manual con actividades prácticas para motivar a los estudiantes del Octavo Año de Educación Básica de la Unidad Educativa Republica de Alemania, del Cantón Naranjal, Provincia del Guayas, a desarrollar la destreza escrita. Previas investigaciones de campo realizadas en la Institución por medio de una prueba de diagnóstico a los estudiantes que consistía en conocer las estrategias que utiliza el docente durante la clase, se detectó ciertas fallas en los estudiantes con respecto a la asignatura del Idioma Ingles, especialmente en una de las destrezas como es la escritura, se notó poco o ningún interés en la asignatura, desconocimiento de vocabulario básico, debido a falta de estrategias innovadoras, lo cual provocaba falta de motivación. Aunque podían pronunciar palabras sencillas en ingles pero al momento de escribirlas es difícil para ellos, pues la pronunciación es diferente de la escritura, no pueden expresar sus ideas en forma escrita, no tienen suficiente material didáctico. Se procedió a tomar una muestra de 44 estudiantes de Octavo Año Básico y luego de recopilar información bibliográfica de teorías relacionadas con el tema se decidió diseñar un manual con actividades que motiven al alumno a trabajar en la destreza escrita, puesto que el writing es una de las destrezas más difíciles en el idioma inglés, y no se trata solo lograr que los alumnos copien un texto de manera mecánica, sino de que ellos puedan expresarse de manera escrita, siendo este el objetivo de la propuesta. Además de que tanto las autoridades del plantel, como docentes, alumnos y padres de familia se mostraron dispuestos ante la realización de la misma. Cabe recalcar que con esta propuesta, estaremos contribuyendo con la educación pues se lograra una mayor comprensión del idioma inglés. PROCESO ACADÉMICO ESTRATEGIAS DE ENSEÑANZA HABILIDAD DE ESCRITURA.
1
INTRODUCTION
English is considered one of the most important languages worldwide, but
its teaching is not so easy as teachers must be aware of the strategies
that should be used to facilitate the learning process for students during
class. In this project we need to implement innovative teaching strategies
in the development of English language skills such as writing for eighth
grade students of the school Republic of Germany, the Canton Naranjal.
There were some flaws in the teaching methods, which resulted in the lack
of student’s interest in class. This is because the classes were not
engaging, and there was also little motivation from the teacher.
This project helps us to implement these strategies, being very beneficial
for teachers, students and the institution. This project is divided into four
chapters:
Chapter one describes the problem, the causes, among which are not
training teachers to use strategies to help students develop writing skills.
This gives students little motivation to learn the English language.
The second chapter shows the theoretical framework. Teaching strategies,
motivation, and the importance of writing skills. It also highlights the
epistemological, sociological, educational, psychological and legal
foundations. All of this is supported by bibliographic research.
Chapter three discusses the methodology, the research instruments that
were used, the Likert scale, the survey of students, and analysis of the
results using statistical graphs, conclusions and recommendations.
Chapter four details the proposal that will be used to remedy the problem
that was found through conducting researching on students of the
institution.
2
CHAPTER I
THE PROBLEM
CONTEXT OF INVESTIGATION
Through an Observation during the classes of the English language in the
students of the Eighth Year of Basic Education of the Unit Educational
Republica de Alemania, Area 5, District 09D12 Naranjal Balao, in Guayas
Province, in the school year 2.015 - 2.016., we could notice that the
students had little or any motivation to learn, due to lack of didactic and
technological resources, it happens because the teacher was using
antiquated teaching strategies, it was not using an appropriate pedagogy,
and it is necessary to stand out that the writing skill was very poor.
Consequently had a very low level, they had little knowledge of
vocabulary, and they could not express their ideas in a written way, neither
they could take a dictation of basic words. The positive of this situation is
that both teachers and authorities wanted that we apply our project in this
Institution in order to solve this problem. They were agree that we can
interchange our experience.
Knowing this situation, we have decided to carry out in this institution our
project, with the topic: Strategies of Teaching to Develop the Writing Skill,
with the idea of a proposal of designing a Handbook with Practical
Activities to motivate the students to develop the writing skill
The education is an influential factor in the progress of people, it is
necessary to give a great importance, to invest in education is considered
very profitable because it can help people to face a world that constantly
produces changes, such as in knowledge and technology. Although in
the educational aspect Ecuador is improving considerably, regrettably
3
English Language subject, the country is ranked in the most low levels in
comparison to other countries
4
This is why it is necessary to know new strategies to teach students. Thus,
they are being involved in a new modern era where English is important.
However, teachers have to be trained to get a good teaching in their
students. In order to reach this, the government must help them, in that
way they will be able to get a good performance in education.
Conflict Situation
In the Educational Unit Republica de Alemania, we observed that students
in eighth grade of Basic Education were having trouble while their English
teacher was explaining a class. They were not motivated to learn.
We were allowed to give a test of knowledge to the students in this grade,
and we also noticed the difficulties that they had to write simple words in
English. Students had to take a dictation and they were confused about
writing while they were listening to the pronunciation. Besides that, they do
not have technologic or didactic resources to make their learning simple.
The lack of understanding of the English language could be explained by
the fact that the majority of the public school students from where taught
English is not as a requirement.
This lack of understanding also could be due to the teacher failing to
apply new strategies to motivate the students.
Perhaps due to a lack of training and upgrading, for this reason we believe
that the teacher is unable to awaken the students' interest in the English
language.
We consider the writing skills to be one of the Most Important skill in the
English language also as it relates to reading.
5
SCIENTIFIC FACT
The Vice minister of Education clarifies that until the year 2017 English's
Lack of interest in the writing skill of the English language in the students
of the eigth year of basic education of the educational unit Republica de
Alemania, Zone 5 District 09 D12, teaching will be obligatory for all the
public and private institutions from second year of basic”, it specified,
since this will be a transition process so that the teaching of this subject is
of good quality in the ecuadorian educational system.
According to these publications it can notice that although at the moment
in the educational institutions teachers are not imparting the English
language from elementary school, however, the teaching of this language
will be compulsory the next year until the high school, but while this
process lasts, it could be one of the reasons which there are some fails in
this educational model.
Undersecretary of Senescyt said: The overall average in the field of
English of the tenth year of basic education, as well as students of the
third level of high school, in Ecuador is 13/20. Our teachers have an initial
level and it is a big problem for the final results that the modern education
requires.
In the teaching and learning of English language it is essential to prepare
teachers and be upgrading with new methods of strategy to transfer
knowledge to their students.
There are sectors in the country where some schools, the English
language is an optional subject, but receive only one hour a week,
becoming very necessary for learning to start from childhood, because is
here where students learn doing which will help in the future to take
advantage their prior knowledge.
6
According to the UNESCO with statistical researching this year, Ecuador is
ranked in 37th place among 42 countries that takes into account the study,
classified as a very low level.
CAUSES
Low motivation.
Lack of technological and educational resources.
Little importance for the English language.
Difficulty of students to write simple sentences.
No control of homework.
Lack of teacher training.
Failure to implement new teaching strategies for writing skills.
Low development of cognitive factors.
Inadequate teaching-learning activities.
Lack of vocabulary.
Lack of understanding of the written skills.
FORMULATION OF THE PROBLEM.
What is the impact of teaching strategies to develop the writing skill of the
English language in students of eighth year of Basic Education of the
Republic of Germany Public High School, Zone 5, 09D12 Naranjal District
Balao, Guayas Province, school year 2015-2016?
.
OBJECTIVES
General
To determine the importance of teaching strategies to develop the writing
skill of the English language
7
Specifics
To identify the impact of teaching strategies through a literature review
and statistical analysis.
To measure the performance of the writing skill in the English Language
through a diagnostic test.
To choose the most important aspects of the research to design a
handbook with strategies to improve the writing skill.
Research questions
1. How teaching strategies were implemented in the educational
institution?
2. What activities were developed to improve teaching strategies?
3. How the Writing Skills will benefit the development of students?
4. Why is important to develop the writing skill in the English language?
5. How does the application of a handbook improve the writing skill?
JUSTIFICATION
The topic to apply new strategies for developing the writing skill in English
language in students of eighth year of Basic General Education at
Republic of Germany, Public High School, 09D12 District, Zone 5, in the
city of Naranjal in Guayas Province in 2015 - 2016 school year, is of great
importance, since it will help to improve writing skill in the English
language.
We have chosen to focus on one of the most important skill of the English
language, it is the writing one, for this reason it is interesting and
important. To create new strategies with activities to develop this skill,
although in this institution where we did our researching, was not giving
8
the real importance to this subject, because students are not motivated in
a correct way to express their thoughts in writing on a foreign language.
7
The purpose of our research is to provide an easy and effective learning in
the teaching of English language to the teaching way, taking into account
the shortcomings of the students, so our work will be to implement new
strategies to achieve good results
Our project is justified because it will satisfy the needs and requirements
of the students of the eighth year of basic education of the Republic of
Germany Public High School, so they can understand and develop writing
skill as motivational strategies that will be useful to facilitate the teaching
and learning of English as a second language in students.
Therefore learning of writing in the English language is necessary, as we
know the pronunciation is different of writing. It means while students read,
they also learn to write and practice reading also they learn to recognize
new words and way of writing, since writing is important to learn the
language, the teacher must help students develop this skill, because
without practice of writing students cannot advance their knowledge.
The project will have a good reach among the principal, teachers and
students because the learning process will be updated through of an
important didactic resource that will work as an additional book, making
teachers give the new content with enthusiasm, arousing interest in their
students for learning a new language.
8
CHAPTER II
THEORETICAL FRAMEWORK
BACKGROUND RESEARCH
Strategies to strengthen the writing skill in the English language are
needed in the development of this research project, since it is going to
help students in acquiring the new knowledge in a correct form in the
learning – teaching process. In Guayas Province, at República de
Alemania Public High School, has detected shortcomings in the writing
skill, for this reason our project aims to perform a handbook which
contains practical activities that motivate students to develop the writing
skill.
Importance of learning English as a second language.
According to Minho (2009)
Learning the English language has many benefits, both in
the workplace and personally, since currently we live in a
globalized world that demand to be more competitive.
Companies need to find new economic horizons in other
borders, which is necessary people can communicate in
other language (p.42).
Marero (2011) states that:
“In the teaching of foreign languages such as English, It is very
important teachers dominates not only the linguistic content but
also the most appropriate forms and methods to do it." (p.23).
9
COMMENT:
We can notice that learning English language could be considered a
necessity not optional help. Currently our working and academic lives
depend on the English language, for this reason we have to acquire it as a
Second language. In addition, the technology plays an important role to
make easier the teaching-learning process.
DEFINITION OF TEACHING.
Education is the action to instruct, teach, educate and indoctrinate statutes
or rules. It is a procedure and method of giving instruction, which is formed
by a group of knowledge, ideas and principles that are taught to someone.
The interaction between teacher-student-knowledge make these elements
in the most important in the teaching-learning process. According to the
encyclopedic tradition it mentions that the teacher is the source of
knowledge and the student, a simple receiver of information. This concept
means that the teaching is given by the teacher that impart knowledge to
the student, through strategies and techniques. But for current trends such
as cognitive, teacher becomes a facilitator of knowledge, acting as a link
between it and the student through a process of interaction. Therefore, the
student has the obligation of being engaged with the self-education.
Teaching as transmission of knowledge is based on perception, mainly
through speaking and writing. The exhibition of teachers, support texts and
Techniques of participation and debate among students are some of the
ways in which the teaching process takes shape.
With scientific advances, education has incorporated new technologies
and uses to transmit knowledge, as the Internet and video-conferences.
10
The technology also has been developing distance learning and
interaction,
11
beyond sharing the same physical space.
COMMENT:
Nowadays, the teacher should make use of various techniques and
methods in order to transmit their knowledge using technology, to awaken
in students the desire to learn and motivating them to the pursuit of
knowledge.
WHAT ARE STRATEGIES?
According to: Carrasco (2011)
In colloquial speech, the word strategy is understood as a
capacity or ability to guide to a subject. In the educational
field, the strategies are all those forms and approaches that
help the teacher to give a class in an easier and
understandable way. The strategy, then, refers to all acts
that help learning. (p.36).
Importance of teaching strategies
Although many years the development of teaching and learning in
classroom, was based on the image of the student as a kind of "empty
vessel" where the teacher was filling with the knowledge they had been
taught in class; thus, students should only be present in the classroom and
with this was intended, at least in theory, to learn everything about any
course where were enrolled. Recent scientific studies have confirmed that
students generally retains a small part of that information, while the rest
forget it.
12
How do students achieve a higher percentage in their meaningful
learning?
The answer would be that we should be involved in their own learning so
that students will build it together with the teacher, and then can use it.
Involve students in their learning can be done through the application of
technical or educational, such as cooperative learning, problem-based
learning, project-oriented learning strategies.
COMMENT:
The teaching strategies are of great importance for teachers that want to
change their outdated way of teaching, so that students can acquire the
knowledge teachers impart them and feel enthusiasm during class.
Types of strategies
There are three types of strategies that influence a lot in classrooms, they
are: methods, techniques and procedures.
The etymological definition of the word "method" means "way to come to
an end." To work in an orderly way, we have to use methods to achieve
the objectives or what is the same, to direct our activity towards a planned
order following a certain order and arrangement.
In view of the above, we can define the didactic method as a rational
organization and practice of teaching resources that serve to lead students
learning to the desired results.
A method involves, on the one hand, an orderly process actions, and
secondly that these actions would be more or less complex strategies
among which are mainly technical. Of course, it is normal that a method
includes different techniques, arranged in due form in the temporal aspect,
and the use of this technique, is to the choice determined methods that
advise or not use. So the techniques are more or less complex actions
13
that aim to achieve a known result and required for the proper application
of a particular method.
An educational resource is any technique, a strategy that will serve to
specify a time for the teaching a part of the method in the learning
process. So the techniques are like the most important tools that can be
used throughout the course of each method.
As concerns as a didactic term, teaching methods are used in a more
restricted way than "learning process" sense, it is a way to develop
specific instructional technique.
"Is truth that regularly, every new method emerges as opposed to another
and ends up taking extreme positions, which limits have a clear,
comprehensive, flexible and tolerant view." (Manzano,2007, p.25).
The truth is that within the strategies, methods used according to the
needs that arise during classes.
COMMENT:
The strategies are procedures to conduct an objective, in the educational
field are useful in the teaching process to achieve student understanding.
We can also note that among the strategies is important the methods used
at the time to teach. Although in the teaching of English language students
do not give importance to the writing skill, but it is necessary that teachers
look for new strategies, using new methods required in class in order to
awaken the interest to write in English.
CHARACTERISTICS OF STRATEGIES
According to Steve Wheelwright and Robert. H Hayes there are 5
characteristics that are central to a strategy, as follow:
14
1. Time horizon: Generally the term strategy is used to describe activities
which comprise a broad time horizon, relative to the time it takes to
perform and its impact takes to watch.
2. Impact: The strategy do not be shocking since its selection but at the
end it must be relevant.
3. Effort Concentration: A strategy is effective when it requires
consolidate effort, what diminishes implicitly, the resources available for
other activities.
4. Decisions pattern: Many of the strategies require time with certain
types of taken decisions supported each other following an orderly pattern.
5. Capacity Introduction: A strategy involves a wide range of activities,
therefore it requires all steps of a structure acting almost interchangeably,
in this way will reinforce the strategies. A strategy is a long-term and far-
reaching, contains and controls the most important actions of the
organization and is a key determinant of success or failure for a long time.
COMMENT:
The strategies must be applied always during the learning-teaching
process, it will strengthen the methodologies used in any activity.
GENERAL STRATEGIES.
These strategies refer to those tasks that we carry out in our researching
to facilitate the work of writing, as shown below:
15
Review of environmental conditions, which must be appropriate to do the
work of writing, and deal with external comfort, in areas such as lighting,
the
absence of distractions (noise, television, etc.), we mean the select
the
appropriate place to do it.
Review of personal circumstances, are related to mood, attitude and
interest, favorable condition for attention, concentration, and the state of
vision, among others.
To take advantage the materials that possess, tools and support
resources, for example, the information gathered, reference books
(dictionaries, manuals, works as literature), computer support (browser,
Internet, correction programs , etc.).
COMMENT:
In the developing strategies of writing skill process is necessary to
observe and select the appropriate place to practice in order to develop
this skill, thus can achieve better concentration, useful media and
technology will make more pleasurable this activity.
Motivational strategies
Definition
The more important goal of the motivation is to encourage students to
learn doing their best effort, it requires attention and critical thinking.
Motivation manages to get those students to conduct their efforts to
achieve certain goals and encourage them to want to learn.
16
One reason is something that sets a value for someone. Motivation
therefore consists of a set of values that manage to make an individual "is
put in place" to achieve their goal.
The motivation can put away the indifference to attempt to get the goal we
have set. Between reason and courage there is no difference, there is
motivational syndrome.
"A student is motivated when feel the need to learn what is being treated.
This need led him to work hard and persevere in the work to be satisfied"
(Carrasco, 2011, p.22)
To achieve getting students to learn, it is not enough to explain the matter
well and require the study. You must be able to awaken their attention,
develop a real interest in the study, and encourage them to perform
schoolwork. Since motivation is to arouse the interest and attention of the
students the importance of content in each subject.
Comment:
Students must be motivated if teachers want to engage them in the
teaching-learning process. It means, teacher have to make the effort to
learn the new knowledge and the only way to do it is they should be
motivated, that is seeking ways to leave the monotony and feel excited
during class. Since, it is not enough with the explanation of the teacher.
Causes involved in student motivation
You must use the art, technical and educational resources, in the process
of teaching English. Motivation should also be considered as an individual-
psychological issue, it is a situation that comes "from inside.”
17
However, we must take into account the ability that each person has to
learn new languages. If a person has a high level of aptitude can learn a
foreign language easier, less effort and better results than others, since
they have developed their cognitive aspect. But in a classroom the teacher
will find students with different types of personalities. Therefore, teachers
must cultivate an attitude of realism combined with idealism, perhaps the
teacher is thinking that to learn the English language is required to have a
good memory, intelligence or good musical ear, nevertheless the reality
may be something combined.
"Research shows that intelligence and ability to learn languages are
independent one of each other, but at the same time the native language
contributes significantly to the ability demonstrated later when learning
additional languages " (Sparks,2006, p.29).
Therefore we can say that the language learners in any situation will
present complex traits and different skills, so the teacher should be ready
to respond with curricular adjustments and individualization.
COMMENT:
The ability of students is part of the motivation in class, so the teacher
should pay more attention to students who are not fit enough for the
English
language.
WRITING SKILL
Sometimes writing skill can be considered boring and difficult for students,
because the it is not the same as to the phoneme, for this reason students
have to know how and when give it to them, because their learning will
18
depend if it is correct or not, otherwise the student might even get to feel
bored for this subject.
Regarding this, teachers must toggle the writing and oral activities to
develop proposals for writing skill, because even when use fun techniques
can have the enthusiasm that might have oral work.
At the beginning level, for example, the writing is often taught after
speaking, listening and oral interaction.
Therefore, everything what people write, first, should have an oral basis,
and always work thinking in English.
There are many activities that students can do, such as writing messages
to their peers, Christmas cards, messages for Father's Day or Mother,
emails, riddles with phrases written on the back of a partner and guess
who class objects, animals, etc. By giving importance to the oral skill many
errors are avoided in writing.
COMMENT:
Teachers should emphasize English language skills, learning to achieve
and although the writing may be of little interest in the students, the
dynamic activities make students can learn and write new words.
WHAT IS WRITING SKILL
In the same way as reading, speaking, and listening, the writing is part of
the four English language skills, as well as the written form of the
language is being a social practice.
This skill is a process that develops at the same time with the reading skill.
Analysis of writing expression
19
As we know there are some differences between English and Spanish, to
make the teaching of reading is different. Spanish is an alphabetic
language, it means, it relates between grapheme and sound.
While in the English language each grapheme has different
pronunciations, so that students learn to read having phonics problems. In
the process of learning to write we realize that it goes hand in hand with
reading, because
while the student learns to read, they learn how to spell words. In this way
they can learn new vocabulary.
It is important motivation for learning writing students, and it is necessary
that they receive motivation in their homes so they can improve their
writing.
COMMENT:
It is very important the writing skill, because it helps us to communicate. In
the English language is so necessary to master this skill, because it also
involves three other skills such as reading, speaking and listening, thus
the teacher should focus their teaching in their students. They always
must be willing to help their students to learn
IMPORTANCE OF WRITING
Nowadays when Learning to communicate has become the principal
object while studying a foreign language, each skill plays an important
part. To have success a very important part is played by teaching
language skills in a communicative way. The aim of this investigation is to
consider the importance of teaching writing skills in a communicative way
and what teachers should do to have effective teaching. Writing also
20
enhances language acquisition; it develops critical thinking and helps
learners to express freely as in their mother tongue, using English for
communicative purpose. This project highlights the potential of the writing
process, its important place in using English for communication.
The teacher has to use different techniques and strategies to develop
communicative writing according to the age and language level of
students. Teachers should have clear objectives in the teaching process.
When texts do not offer a lot of writing activities is the teacher who has to
prepare communicative writing assignments. An effective writing
assignment can advance important course objectives, the instructions
should be given clear, in this way it encourages students to learn actively.
The goal is not simply dictate and written down a part but to develop into a
higher level so as it continues the idea of what they hear at communicative
level.
Here are several strategies shown to the student to develop writing skill in
class so that they learn to be funny and not so heavy.
• Straight copying. - Help students to enable assimilating a new language
since the beginning.
• Match pictures with a text. - It is vital for visual memory of younger
students, to attract their attention through a text link with a real object or
an image.
• Organize and copy. - Fill gaps
• Creation of dictionary. - Tell students to write down new words in a
notebook, it could be a fun way to get organized and learn a new
vocabulary.
• Dictation. - It is advised to choose topics related to their age and the
dictation not be very long.
21
Some teachers make one of the most common mistakes and who are
determined to correct the errors word by word aside what really matters,
which is to motivate students and not to make a big problem of this. It
does not mean that teachers do not have to correct the mistakes but they
have to minimize them and not to give them too much importance,
because students learn by making mistakes.
The content must be worked before the proposed task. These activities
are
called "pre-writing activities". They consist in talking of the proposed
class
subject, give students ideas to have a reference point.
COMMENT:
It is considered that the writing is one of the most difficult in the English
language skills, it is not just that students copied some text mechanically,
it is encourage them that they can express their ideas and feelings in a
writing way, so it is important use dynamic strategies for the student to be
motivated to develop this skill, so the teacher should encourage their
students even if they can show errors when writing.
CHARACTERISTICS OF A GOOD WRITING
Defining make good writing? The views on this issue vary widely. Different
strokes exist that make good fiction versus good poetry. However, we can
find a general list of the characteristics of good writing (in no particular
order)
1. Clarity and Focus: In good writing, all text will be meaningless and
22
readers cannot get lost or have to reread passages to figure out what's
going on.
2. Organization: When a writing is well prepared not only is clear, but also
presented in a way that is logical and aesthetically pleasing.
3. Ideas and themes: When a writing is well prepared, must contain clear
ideas and themes.
4. Language (word choice): Good writing includes options for precise
and accurate well prepared words and phrases.
5. Grammar and style: Good writing, must follow the rules of grammar
(and breaking those rules only when there is a good reason). The style
is also
important, writing should be clear and consistent.
COMMENT:
In order to develop good writing, it will be necessary to consider details
like how writing, knowing prepare phrases or sentences, notice the
grammatical style, etc. We can take advantage of some resources like a
good dictionary of English or any book or manual of English grammar.
TYPES OF WRITING
There are four main types of Writing: expository, persuasive, descriptive,
narrative and each has a specific style.
Expository Writing. - In this type of writing the main objective is defined
in explaining an idea or concept, including supporting details. This script is
usually based on a theme and for this reason it is necessary to facts, not
opinions, examples and supporting details. This type of writing is generally
23
used in textbooks or articles and essays. Thus, these essays and articles
are organized following a logical sequence. Expository writing style is
more formal, so it cannot be used an informal language or slangs used
with friends.
Persuasive writing. - It is usually in articles and essays form. It is also
based on specific details and examples of support; however, persuasive
writing is not based largely on the facts. The writer often expresses an
opinion and try to convince the audience to do something or be satisfied
with the point of view of the writer. It should be clear and concise, but it
can also be a little more forceful and dramatic to help convince the reader.
For example, there are times when writers exaggerate their details to
influence the reader in a more emotional way than in an expository essay.
Descriptive writing. - Fiction and poetry are made up of this type of
writing, since, the main goal is not only to inform but also to entertain.
Maybe someone can read this kind of script to enjoy the beauty of the
language and writing. Then, this style tends to use more adjectives and
adverbs, and figurative language and imagery, to create details that allow
the reader to imagine the landscape and events in their minds.
Narrative writing- Is a little similar to the descriptive writing, it aims to
entertain the reader; however, rather than try to entertain the reader with
the beauty of its language, the writer is trying to tell a story. If an author
uses a style of expository writing to tell a story, the author could quickly
bore the reader. Narrative writing uses a more descriptive language with
pictures, because the author wanted the reader to imagine the characters,
scenes and settings to become part of world history and to connect to the
context. Narrative writers could also change their style depending on the
type of story. For example, if a writer wants to create a thriller, they could
24
use, broken phrases to build up the most exciting moments. Therefore, the
category of narrative style can influence the style of writing as well.
COMMENT:
In the teaching-learning process the teacher can review with students the
types of writing, in this way he can influence the development of their
writing.
Techniques to develop writing skills in English
There are different techniques to develop writing skill in students, which
are explained below:
Traced Letters
When the moment is near that students know the trace of the letters of
an
easy, fast, smooth, uniform, accurate and reasonably attractive way, we
can say that students will master the mechanisms of writing. It is also
important to achieve writing letters in a clear way.
Copy
The action of copying the words, phrases or texts is one of the first stages
of writing composition. It is amazing to see the large number of errors
made most when students copy in English. Therefore, the teacher must
teach this skill as well as other skills. This technique is useful because it
gives students practice in the correct spelling of words. On the other hand,
25
copying without thinking about what you're writing is undoubtedly very
boring for students. Consequently, the teacher can use stories in which
students can choose from several options from time to time. All options are
meaningless and are
written correctly, so avoid that students are afraid to make a choice for
fear of failure.
EPISTEMOLOGICAL FOUNDATION
Epistemology is generally considered a branch of philosophy that studies
the scientific knowledge regarding the definitions and methods used, and
the laws that elaborate. The main objective of the Epistemology is the
Education, which studies it in a critical way to make it perfect.
Applying epistemology to the educational field it will help to analyze the
critical and reflexive facts, to make a diagnosis of their progress and
pitfalls, with a correct or true point of view. External and internal
elements are through various sciences studied since it influences in the
educational process, not only to make an analysis, but also to provide
solutions.
Epistemology of education are evaluated in terms of their autonomy and
their contribution, and the scientific basis of the methods used in formal
education.
Epistemology deals with education, the organization of the school
curriculum, the link between the different subjects in how knowledge is
transmitted, the social sense, the school context, the teacher training, the
educational facts, the quality of education, and so on. It is changing
constantly, as its object of study is a social phenomenon, therefore,
changeable and susceptible of being affected by multiple individual and
community factors.
26
The epistemological foundation must be taken into account because it is
very important in the educational área, because it has a metacognitive
dimension that point the education of the individual clearly.
According Leibnitz, regarding to the acceptance about that all knowledge
progresses through the senses, except the intelligence, can not avoid the
projection of each learning activity in the thinking of each person. Beyond
the key factors of the concepts of Leibnitz.
According to the linguistic dimension of its own components, have made
certain investigations of writing, there are few studies that have assumed
the study from the educational idea. Several studies have been designed
in order to achieve communication skills, a little have been devoted to the
study of orality through the use and application of educational modules, it
means the use of riddles, drama, etc.
It must be considered some aspects such as:
• To define the vocabulary
• To control of emotions
• The selection of formal words
• The interaction
The epistemological foundation is explicit that deals in everything related
to research, but very little can design programs in terms of modules. From
the standpoint of scientific research provided the study of language and
speech it has prevailed.
According Ruiz (2010)
“Epistemology studies the problems that are related to the actual scientific
knowledge" (p.37)
27
"By epistemology or philosophy of science understand rational reflection
that aims science, and this reflection is done using a philosophical
instrument, made of concepts, methods and categories" (Rendon, 2005,
p.4).
COMMENT:
Within education, the Epistemology studies the aspects such as learning,
looking for causes and then help us find the solution. We have chosen the
topic of strategies to develop the writing skill in the English language,
because both teachers and students are not giving the desired importance
to it that is why many students cannot develop this important skill.
Following the epistemological way we have based our investigation in the
República de Alemania Public High School, in order to find a solution to
solve this problema, in this way through our proposal that consists of a
handbook with useful activities to develop the writing skill, we are sure that
it can contribute to the student, and improve the teaching-learning process
of the English language.
Humanism
Humanism was an intellectual current, which originated in the fifteenth
century in Italy, seeking the expansion of knowledge to form the man an
individual who is truly human and natural, in contrast to the divine and
supernatural which formed the medieval goals.
The characteristics of the humanist movement are:
- The big respect for the nature that considers source of investigation for
the advancement of science.
- Preference for the study of classical languages (Greek and Latin), which
are basis of modern languages.
28
PEDAGOGICAL FOUNDATION
Language acquisition involves many methods. Through the years all the
available methods have been mention, but for writing skill teaching there is
one very helpful single method strongly recommended. So, it becomes
inevitable for teachers to know the different methods of teaching and
learning, so it can help us to apply the correct one to success in our
classroom according to the students learning styles and individual needs.
Nowadays, technology and strategies have taken an important part in
students’ learning process, in which is presented as a guide and students
are more involved to develop his own language competence.
Gaims & Redman (1986) states that:
In modern methodology two main tendencies set apart:
methods in which the teacher has the most important
role and chooses the items students will learn opposing
the one where focus shifts away from the teacher to the
students. This makes students more responsible for their
own learning and allows to meet individual needs of each
students.(p. 19)
.
The objective of teaching English must be to present our students
innovated and interesting ways to learn a new language. During our
observations we can notice that the teacher uses traditional methods and
techniques to get students attention, therefore the class was not active
and students did not feel the necessity to participate in it.
Each Teaching methods are based on a particular vision of understanding
the learning process.
29
Our proposal have base in communicative approach because it provides
us the necessary tools to achieve our goal by interactive and activities,
making students responsible of their own learning process and language
improvement.
Acquisition is a natural process, similar to the way
children develop ability in their first language. It is
subconscious process when students are not aware of
the fact they are acquiring language but are using the
language for communication (Krashen,1993, p.32).
English teachers must find methods that are the most appropriate during
the different stages of the teaching - learning process.
Constructivism
Constructivism is a philosophy of learning founded on the premise that
by reflecting on our experiences, we construct our own understanding of
the world we live in. Each of us generates our own “rules” and “mental
models,” which we use to make sense of our experiences. Learning,
therefore, is simply the process of adjusting our mental models to
accommodate new experiences.
“Constructivism says that people constructs their own understanding
knowledge of the world through experiencing things and reflecting on
those experiences” (Giesen ,2.007,p.27).
Constructivism influences Instructional theory by
encouraging discovery, hands-on, experiential collaborative,
project based, and task-based learning. Constructivist,
epistemology, as a branch of the philosophy of science,
30
offers an explanation of how human beings construct
knowledge from information generated by previous
experiences ( Larson, 2001,p.33).
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the
issues around which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts
must be understood in the context of wholes. Therefore, the
learning process
focuses on primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that
students use to perceive the world and the assumptions they make to
support those models
4. The purpose of learning is for an individual to construct his or own her
meaning, not just memorize the “right” answers and regurgitate someone
else’s meaning. Since education is inherently interdisciplinary, the only
valuable way to measure learning is to make the assessment part of the
learning process, ensuring it provides students with information on the
quality of their learning.
The Impact of Constructivism in Learning
Teachers focus on making connections between facts and
fostering new understanding in students. Constructivism asks
student responses and encourages them to analize, interpret and
predict information.
Wertsch (1995) said that:
31
A further criterion that distinguishes scientific from
everyday concepts is the fact that the former are learned in
formal schooling setting whereas the latter emerge on the
basis of
children's experience in the everyday world. He argued that
schooling’s emphasis on using language to talk about
language (that is, on decontextualized, metalinguistic
reflection), as opposed to talking about nonlinguistic reality,
is an important force in the emergence of scientific concept
(p.16).
Constructivism changes drastically the teaching learning process. It makes
active classes and students more responsible about their own language
acquisition. M. Gail Jones and Laura Brader Araje in a journal from
University of North Carolina wrote that,
Constructivism has emerged as one of the greatest
influences on the practice of education in the last twenty five
years. Teacher embraced it pedagogy with an enthusiasm
that is rare in these days of quick fixes and shopping mall
approach to school improvement (Jones & Brader, 2002,
p.61)
There were many changes in the teaching - learning process, comparing
traditional and constructivism classroom.
Traditional Classroom
Begins with parts of the whole emphasizes basic skills
32
Strict adherence to fixed curriculum
Textbooks and workbooks
Instructor gives / students receive
Instructor assumes directive, authoritative role
Assessment via testing / correct answers
Knowledge is inert
Students work individually
Constructivism Classroom Begins with the whole-expanding to parts
Pursuit of student questions / interests manipulative materials Learning is interaction‐building on what students already know
Instructor interacts / negotiates with students
Assessment via student works, observations, points of view, tests.
Knowledge is dynamic / changes with
Experiences
Students work in groups
PSYCHOLOGICAL FOUNDATION
It has been known for a long time that language acquisition and
processing are associated with a specific part of the brain; namely the
perisylvian region of the left hemisphere, at least for the vast majority of
humans. The age of a person is very important to acquire a second
language.
Hagen (2008) states that:
33
L1 acquisition among children is an astonishingly rapid
process. For all of recorded history, children have managed
to become fluent in a language in a period of three to four
years, with virtually no explicit help from parents and peers.
On the other hand, it is not the least bit uncommon to
find adults who have struggled with a second language for
a decade or more without achieving fluency (p.35).
In language learning there are three aspects from psychological
perspective: language and the brain, learning processes and learner’s
differences.
Language and the Brain
The location and the representation of a language in the brain has been of
interest of biologist and psychologist because neuron linguistic was the
first influence cognitive perspective on second language acquisition when
systematic study began in the 1960s.
According to Sakai (2.011)
Language acquisition is one of the most fundamental
human traits, and it is obviously the brain that undergoes
the developmental changes. During the years of language
acquisition, the brain not only stores linguistic information
but also adapts to the grammatical regularities of language.
Recent advances in functional neuroimaging have
substantially contributed to systems-level analyses of brain
34
development. In this Viewpoint, language acquisition is
represented in the mature brain. (p.27)
Learning Process
Based information. The learning process must start with some observation
to know the learner’s learning style, needs and other important factor.
After knowing the learner and deciding what learning experiences are to
be provided, we have to help them in acquiring the language. According to
Sakai, the learning process is divide into three states.
Learning Situation
It also deals with the environment factors and learning situation
which
learning situation which come midway between the learner and the
teacher.
Topics like classroom climate and group dynamic techniques and aids
which facilitate learning, evaluation techniques, and practices, guidance
and counseling etc. which help in the smooth functioning of the teaching
learning process.
Teaching Situation
It suggests the techniques of teaching. It also helps in deciding what
learning situation should be provided by the teacher to the learners
according to his/her mental and physical age, his previous knowledge and
interest level. By describing the learner’s characteristics, to choose which
35
teaching aids are appropriate for the particular subject.
Evaluation of Learning Performance
Main objective of education is all-round development of the learner. It
includes cognitive, affective and psychomotor aspects of personality.
Educational Psychology suggests various tools and techniques for
assessment and evaluation such as performance test, oral test and written
test. It does not stop at measurement only, after the testing results are
analyzed causes for poor performance, backwardness in any aspect of
development is corrected by maladjustment are helped by guidance and
counselling study habit, examination techniques and learning styles are
analyze.
The Learner Differences.
Each learner is a different world and teacher needs to focus on that. The
learner differences include the learning aptitude, gender, culture, age
and
other demographic variables. One of the important aspects of catering for
individual learner needs is teachers’ involvement in developing learner
autonomy. According to Richard Felder and Rebecca Brent,
Students have different levels of motivation, different
attitudes about teaching and learning, and different
responses to specific classroom environments and
instructional practices. The more thoroughly instructors
understand the differences, the better chance they have of
meeting the diverse learning needs of all of their students.
Three categories of diversity that have been shown to have
important implications for teaching and learning are
36
differences in students’ learning styles. (Felder & Brent,
2005, p.32)
Intellectual Development
Most students undergo a developmental progression from a belief in the
certainty of knowledge. At the highest development level normally seen in
college, students’, individuals display thinking patterns resembling those of
expert scientists and engineers. According to Richard Felder and Rebecca
Brent,
“Different levels of intellectual development constitute the third category of
students’ diversity“ (Felder & Brent, 2005, p.32)
SOCIOLOGICAL FOUNDATION
Educational sociology has been defined as the application of sociology to
Educational problems.
Brown (1990) said in this connection that,
The educational sociologist utilizes all that has been learnt in
both the fields and adds them to the whole process of the
education”. He also adds that is particularly interested in
finding out how to manipulate the educational process to
achieve better personality development. Sociology of
education has emerged as more relevant subject for
prospective teachers (p.15).
In recent years, greater interest has been shown in the analysis of the
educational system as a pattern of social interaction and thus a different
role for sociology in relation to education has been conceived. Education
37
means different things to different people. It is a process as well as a
product. Educational sociology is particularly interested in finding out, how
to manipulate the educational process to achieve better social and
personality development.
Sociology of education.
Educators remain to be convinced that sociology perspective can do any
more than explicate the general influences on students of social factors
such as, gender, race or class; all of these factors comprise starting points
for educational transformation.
Young (2010) said that,
Sociology of education is even more deeply marginalized
From its constituency because, unlike, say, economic
policy, the historical constitution of the core of practice in
educators has developed within an individualizing culture
as a practice focused not on aggregates or groups
but individuals (p.30).
LEGAL FOUNDATION
According to this foundation, our investigation is related with the following
articles of the Education Law of Ecuador.
De acuerdo a la Ley Orgánica de Educación Intercultural.
Capitulo I Del Derecho a la Educación.
Artículo 4.- Derecho a la Educación.-La educación es un derecho humano
fundamental garantizado en la Constitución de la Republica y condición
necesaria para la realización de los otros derechos humanos.
38
Son titulares del derecho a la educación de calidad, laica, libre y gratuita en los
niveles inicial básico y bachillerato, asi como a una educación permanente a lo
largo de la vida, formal y no formal, todos los y las habitantes del Ecuador.
El Sistema Nacional de Educacion profundizara y garantizara el pleno
ejercicio de los derechos y garantias constitucionales.
ANALYSIS OF 4 ARTICLE.
Education is a right guaranteed by the constitution.
Education is a part of human rights.
Education is free.
COMMENT:
The education is an Ecuadorian right, nowadays there are no obstacles to
not study, since the government guarantees the free education and it must
be of excellence.
Segun la Constitucion del Ecuador. Titulo II. Capitulo II Derecho del Buen
Vivir.
Sección quinta
Menciona en el Art. 26.- Que la educación es un derecho de las personas
a lo largo de su vida y un deber ineludible e inexcusable del Estado.
Constituye un área prioritaria de la política pública y de la inversión
estatal, garantía de la igualdad e inclusión social y condición
indispensable para el buen vivir. Las personas, las familias y la sociedad
tienen el derecho y la responsabilidad de participar en el proceso
educativo.
ANALYSIS OF 26 ARTICLE
39
Education is a duty of the state.
It is the responsibility of the family and society to be part of the educational
process.
Comment:
As we can see in this article the Education has a big relation with living
good,
it is very important that the Constitution guarantees this right to the people.
41
CHAPTER III
METHODOLOGY
DESIGN METHODOLOGY
We will establish what information sources are (primary and secondary).
Primary sources contain new and original information, the result of an
intelectual work.
The primary documents are: books addressed, journals, newspapers,
diaries, official documents of public institutions, technical research and
public or private institutions reports, patents, technical standards, etc.
The secondary data sources, contain organized and prepared information
product of analysis, related to original primary documents.
The secondary sources are: encyclopedias, anthologies, directories,
publishing books or articles that interpret other related research work.
This research will use results of the independent and dependent variables,
consequently they will be analyzed and processed by statistical measures
that will give us more specific results. We made surveys to the students
and teachers of República de Alemania Public High School, who provided
value information for the preparation of this research. It was necessary to
engage in the English classes in order to know and realize about the real
roblem that it has.
All these data will be processed using mathematical and statistical
methods.
Also, the synthetic method is used, since the problema is real, which
allows the understanding of a particular fact or phenomenon and structural
issue
42
addressed in the research. All these phenomena encircle the real topic
investigated.
METHODS USED IN THIS RESEARCH
A correct procedure establishes the meaning of the events and
phenomena that lead to the scientific interest to find, demonstrate and
bring knowledge.
METHODS
They are organized ways to proceed reaching a particular result or
particular purpose to uncover the truth and systematize knowledge.
EMPIRICAL METHOD
Allows the researcher a number of results mainly from the experience of
the investigation concerning to their problems. It also leads to make a
preliminary analysis of the information and verify and check the theoretical
concepts that allow revealing the essential relations and fundamental
characteristics of the object of study through various practical procedures.
With the application of this method, we achieved through observation
andexperience, to describe the pedagogical problem, with their respective
variables.
THEORETICAL METHODS
This method allow to discover the object of research, the essential and
relevant relations, which are not detectable with the perception. Therefore,
it is supported basically on the abstraction, analysis, synthesis, induction
and deduction processes.
43
SCIENTIFIC METHOD
According to De la Torre and Navarro, it is defined as "A rigorous
procedure, formulated in a logical way to achieve the acquisition,
organization, expression, and systematization of knowledge, both
theoretically and in the experimental phase." (Mendez, 1995, p.22).
In the structure of this project, the scientific method, guided us to follow
the most important steps of this investigation, including the problem,
objectives, assumptions, methodological structure, foundation, the
descriptive statistics, and the final report that ends with the didactic
proposal designed by the authors.
METHOD INDUCTIVE
It is a way of reasoning that leads:
a) From the particular to the general.
b) From a part to a whole.
Induce is to go beyond the obvious.
Process of knowledge that start by the observation of particular
phenomena in order to reach conclusions and general premises that can
be applied to similar situations observed.
Research in many parts of it, was building the knowledge gradually,
culminating in his final report.
44
HYPOTHETICAL-DEDUCTIVE METHOD
Deducción. - is a type of reasoning that leads;
a) From the general to the particular.
b) It completely simple.
It is the method to go from general statements to particular facts.
Knowledge process that begins with the observation of general
phenomena in order to point out the particular truths explicitly contained in
the overall situation.
In our research using this method, it was positive on several occasions
since, it left the whole structure to reach the goals.
ANALYTICAL–SYNTHETIC METHOD
Analytical method involves the analysis (in Greek, meaning
decomposition), it is the separating of a simple part of elements. It relies
on to know a phenomenon it is necessary to break it down into its parts.
Synthetic Method: Involves synthesis (Greek synthesis, which means
union), that is, joining elements to form a whole.
The synthesis and analysis allowed the researchers to simplify or expand
different concepts, according to the advancement of the different themes
in the project structure.
45
RESEARCH TYPES
Exploratory
Superficially we identify the flaws that exist within the República de
Alemania public High School, with regard to learning English where we
determine areas for improvement in the learning process.
The research was limited to a descriptive study, data collection based on a
theory has allowed describe the learning activities that exist in this
Institution. The results are presented systematically and objectively
interpreted.
Analytical level
All information obtained in the exploratory level such as surveys and
interviews were analyzed by performing the processing of results through
the conclusions
The research design is descriptive and correlational. It is descriptive
because it describes the problems raised in the investigation, which can
predict the same causes and effects. Likewise, the study is correlational
because the research seeks to answer questions such as: What is the
impact of teaching strategies to develop the writing skill in the English
language?
Synthetic Level
The analysis of the results of learning strategies in the República de
Alemania Public High School, was of great importance to the proposed
46
information. With the results that we obtained, were used to stablish and
established proposals the conclusions and recommendations.
INSTRUMENTS OF INVESTIGATION
Techniques.
As a technique for collecting information were interviews with teachers and
students surveys at the República de Alemania Public High School.
For the collection of the final report we will use the descriptive and
analytical methods that will be shown in statistical graphics.
The collection of information that we made was field and office research.
Different members of the República de Alemania Public High School,
engaged in the learning process through interviews and surveys.
The field research allowed us to use techniques and instruments of work
contributing to the effectiveness of the results, thus the establishment of
the conclusions.
The research techniques are:
- Observation
- Interviews and
- Technical.
OBSERVATION
Observation is a technique that consist of observing the phenomenon, fact
or event, carefully, taking information and record it for
analysis.Observation is a fundamental element of any investigative
process; it supports the researcher to obtain more data. Much of
47
knowledge that the science possess has been acquired through
observation.
INTERVIEW
Interview is a term that is linked to interview verb (the action to develop a
chat with one or more people with the aim of discussing certain topics and
with a purpose).
Population and Sample
Population
It is the total set of individuals, objects or observable measures that have
some common characteristics in one place and at any given time.
The total of the population of this work is 471, divided in: one (1) authority,
ten (10) teachers, and four hundred sixty (460) students.
Sample
The sample selection is also what is called sampling, which is the process
by which a sample is obtained.
To complete our sample were selected the following people: one (1) Dean,
one (1) teacher and forty four (44) students, who make a total of 46 people
that is the size of the sample. We could get this size through applying the
following formula:
SIMBOLOGY
n = sample size
N = Population
E = Margin of Error 5% - (0.05)
48
STRATUM
TOTAL POPULATION
Authority
TOTAL
1
Teachers 10
Students 460
Total 471
SAMPLE
Authority 1
Teachers 1
Students 44
Total 46
49
LIKERT SCALE
The Likert scale is a commonly used survey tool that requests an
assessment of some variable from among a range of potential responses.
A Likeart scale is bipolar, meaning it provides options ranging between
two potential extreme positions. To assess end user acceptance of a
software program, for example, as in the figure below, a Likert scale might
provide a series of statements and five responses ranging from "I strongly
agree" to "I strongly disagree."
The main responses are:
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
50
OPERATIONALIZATION OF VARIABLES
VARIABLES DIMENSIONS INDICATORS
I. V.
TEACHING
STRATEGIES
IMPORTANCE
-MOTIVATE STUDENTS
-ACQUIRING
KNOWLEDGE EASIER
-HELP BOTH TEACHERS AND
STUDENTS
TYPES
- METHODS
- TECHNIQUES
- PROCEDURES
CHARACTERISITCS
- TIME HORIZON
- IMPACT
- EFFORT
CONCENTRATION
- DECISIONS SAMPLES
- BE ABLE TO INSERT
D.V.
WRITING SKILL
CHARACTERISTICS
- CLEAR AND
FOCUSED
- ORGANIZATION
- TOPICS AND IDEAS
- LANGUAGE
- STYLE AND
GRAMMAR
TYPES
TECHNIQUES
- EXPOSURE
- PERSUASIVE
- DESCRIPTIVE
- NARRATIVE
- DRAW LETTERS
- COPY
- HELPING COPY
- BRAINSTORMING
- FREEWRITING
- DICTATION
51
CHI SQUARE
Directed to students of the Eighth Year of Basic Education of the Unit
Educational Republica de Alemania, Area 5, District 09D12 Naranjal
Balao, in Guayas Province, in the school year 2.015 - 2.016.
CHI SQUARE TEST.
Objective.- To demonstrate the relation between the Independent and
Dependent variable.
Independent Variable: Teaching Strategies.
Dependent Variable: Writing Skill
What is the incidence in the Teaching Strategies in the Writing Skill?
Source: República de Alemania Public High School Researchers: Jenny Tacuri H. and Mirian Fernández V.
Level of significance: Alpha= 0.05 or 5%.
CHI SQUARE TEST
As we can see the value P es less than 0,05, for this reason we can affirm
that there is a relation between the two variables. Therefore, the teaching
strategies do influence in the writing skill.
52
SURVEY TO THE STUDENTS
Write an (X) on the answer you must consider the most appropriate
required answer on each questions:
STRONGLY AGREE (1) AGREE (2) NEITHER AGREE NOR DISAGREE (3)
DISAGREE (4) STRONGLY DISAGREE (5)
1 2 3 4 4 5
1. Your teacher should use different
teaching strategies
1.
2. The teacher must motivates you to write
in English
3. The teacher uses didactic materials in
class
4. The teacher should help you to develop
writing skill
5. The teacher uses writing strategies in class
6. The teacher is dynamic when he
teaches writing skill
6.
7. The teacher uses technological
resources during the English class
7.
8. The teacher is creative in the teaching –learning process
9. You feel motivated when you write in
English
10. The writing skill is very important for
you
THANKS FOR YOUR COLLABORATION
53
INTERVIEW TO THE PRINCIPAL.
OBJECTIVE OF THE INTERVIEW
To know directive's point of view about the importance of effective writing
skill aids for teaching English to begginer students.
QUESTION1:Would you be interested in learning about a project with new strate
gies to develop writing skills in the English language?
ANSWER1: The project for writing skills will have a lot of support for the educati
onal part since I believe that in our country we do no yet rely on these studies.
QUESTION2: Would you say that the national English textbooks achieve the
expected level of English language learning?
ANSWER2: We have high expectations for the books of the English language,
however it is very important to do wthatever we can for academic improvement.
QUESTION.3: Should the directors and professors plan activities so that the
students may develop writing skills?
ANSWER3: I believe it is a great idea, although the system of planning has
always been carried out at the Institutional level like it has with teachers. If it
weren’t for planning, the growing of the educational preparation would not have
happened.
QUESTION4:Do you believe that with implementing new teaching strategies for
English writing, students will respond positively?
ANSWER4: I think that disciplining the form of writing the English language is a
more explicit and clear structure. I believe that the student will be able to
improve in the use and application of the educational correspondence.
QUESTION5: How would you consider the level of English achieved by the
students of the Institution?
ANSWER5: In actuality it is understood that an expectation is being placed
on professors for their students to achieve the application of knowledge of
academic preparation of English. I think that an improvement in the application of
academic preparation will be accomplished and that from now on it will be
considered more.
54
INTERVIEW TO THE ENGLISH TEACHER
OBJECTIVES OF THE INTERVIEW:
To know teacher”s point of view about the importance of effective skill
writing aids teaching English to beginner students.
Questions1: Do you believe that the new strategies can be worked with
in the classroom to improve writing of the English language?
Answer 1: I believe new strategies could improve writing of the English
language.
Question2: How would you capture your student”s attention during
class?
Answer 2: To get the students attention during class could do differnt
types of games.
Question 3: What is your strategy for teaching writing of the English
language?
Answer 3: A strategy to teach writing the English language would
repeated several time and spell Word.
Question 4: Would you consider it important to use new strategies to
teach English?
Answer 4: If it would be very important to use new strategies to teach
the English language.
Question 5: Do you believe that using new strategies will improve the
learning of the English language?
Answer 5: If i believe that using new strategies would improve learnig of
the English language.
55
RESULTS OF THE SURVEY.
QUESTIONS
ALTERNATI-
VES
1 2 3 4 5 6 7 8 9 10
STRONGLY
AGREE
22 32 2 30 36 9 5 29 12 39
AGREE
9 7 5 5 3 10 0 7 9 2
NEITHER
AGREE NOR
DISAGREE
8 2 0 6 1 11 0 2 16 2
DISAGREE
5 3 37 3 4 13 39 6 7 1
STRONGLY
DISAGREE
0 0 0 0 0 1 0 0 0 0
TOTAL 44 44 44 44 44 44 44 44 44 44
Source: “República de Alemania” Public High School Researchers: Miriam Fernández Villegas y Jenny Tacuri Hidalgo
56
ANALYSIS OF RESULTS
Survey to students
Statement 1. Your teacher should use different teaching strategies
Sample: 44 students
CHART OF FREQUENCY # 1
ALTERNATIVES FREQUENCY PERCENTAGE
STRONGLY AGREE 22 50%
AGREE 9 21%
NEITHER AGREE NOR DISAGREE 8 18%
DISAGREE 5 11%
STRONGLY DISAGREE 0 0%
TOTAL 44 100%
Source: “República de Alemania” Public High School Researchers: Miriam Fernández Villegas y Jenny Tacuri Hidalgo
Source: “República de Alemania” Public High School Researchers: Miriam Fernández Villegas y Jenny Tacuri Hidalgo
COMMENT
According to the results 50% of students are strongly agree with the
question number one that is related with teaching strategies in English, it
is very Important for us, because it represents the half of students and it
will be easier the application and developing of the proposal.
50%
21%
18%
11% 0%
GRAPHIC 1
STRONGLY AGREE
AGREE
NEITHER AGREE NORDISAGREE
DISAGREE
STRONGLY DISAGREE
57
ANALYSIS OF RESULTS
Survy to the students
Statement 2. The teacher must motivate you to write in English
Sample: 44 students
CHART OF FREQUENCY # 2
ALTERNATIVES FREQUENCY PERCENTAGE
STRONGLY AGREE 32 73%
AGREE 7 16%
NEITHER AGREE NOR DISAGREE 2 4%
DISAGREE 3 7%
STRONGLY DISAGREE 0 0%
TOTAL 44 100%
Source: “República de Alemania” Public High School Researchers: Miriam Fernández Villegas y Jenny Tacuri Hidalgo
Source: “República de Alemania” Public High School Researchers: Miriam Fernández Villegas y Jenny Tacuri Hidalgo
ANALYSIS
In these results, although a high percentage of students answer in a
positive way, it seems that the English teacher is not doing his best effort,
because after the diagnosis activity we can detect many students do not
know write basic vocabulary in English. It happens since teachers do not
use the adequate techniques to improve this skill.
73%
16%
4% 7% 0%
GRAPHIC2
STONGLY AGREE
AGREE
NEITHER AGREE NORDISAGREE
DISAGREE
STONGLY DISAGREE
58
ANALYSIS OF RESULTS
Survey to the students
Statement 3. The teacher uses didactic material in class
Sample: 44 students
CHART OF FREQUENCY # 3
ALTERNATIVES FREQUENCY PERCENTAGE
STRONGLY AGREE 2 5%
AGREE 5 11%
NEITHER AGREE NOR DISAGREE 0 0%
DISAGREE 37 84%
STRONGLY DISAGREE 0 0%
TOTAL 44 100%
Source: “República de Alemania” Public High School Researchers: Miriam Fernández Villegas y Jenny Tacuri Hidalgo
Source: “República de Alemania” Public High School Researchers: Miriam Fernández Villegas y Jenny Tacuri Hidalgo
ANALYSIS
According to the results of this statement the 84 % of students are not
agree with the different tools that the English teacher uses in class. It is a
big quantity of students that indicate they need other kind of materials in
order to acquire in
a good form this new language. It is essential that applying our project
both teachers and students are going to take advantage of it.
5% 11%
0%
84%
0%
GRAPHIC 3
STRONGLY AGREE
AGREE
NEITHER AGREE NORDISAGREE
DISAGREE
STONGLY DISAGREE
59
ANALYSIS OF RESULTS
Survey to the students
Statement 4. The teacher should help you to develop the writing skill
Sample: 44 students
CHART OF FREQUENCY # 4
ALTERNATIVES FREQUENCY PERCENTAGE
STRONGLY AGREE 30 68%
AGREE 5 11%
NEITHER AGREE NOR DISAGREE 6 14%
DISAGREE 3 7%
STRONGLY DISAGREE 0 0%
TOTAL 44 100%
Source: “República de Alemania” Public High School Researchers: Miriam Fernández Villegas y Jenny Tacuri Hidalgo
Source: “República de Alemania” Public High School Researchers: Miriam Fernández Villegas y Jenny Tacuri Hidalgo
COMMENT
The results of the survey indicates that 68 % of students answer that their
teacher should help to develop the writing skill, however a considerable
number of them are not agree. It means that the teacher is not using these
strategies
in a correct way, for this reason with our didactic material we are going to
reinforce the learning-teaching process.
68% 11%
14% 7% 0%
GRAPHIC 4
STRONGLY AGREE
AGREE
NEITHER AGREE NORDISAGREE
DISAGREE
60
ANALYSIS OF RESULTS
Survey to the Students
Statement 5. The teacher uses writing strategies in class
Sample: 44 students
CHART OF FREQUENCY # 5
ALTERNATIVES FREQUENCY PERCENTAGE
STRONGLY AGREE 36 82%
AGREE 3 7%
NEITHER AGREE NOR DISAGREE 1 2%
DISAGREE 4 9%
STRONGLY DISAGREE 0 0%
TOTAL 44 100%
Source: “República de Alemania” Public High School Researchers: Miriam Fernández Villegas y Jenny Tacuri Hidalgo
Source: “República de Alemania” Public High School Researchers: Miriam Fernández Villegas y Jenny Tacuri Hidalgo
ANALYSIS
According to the results of the statement number 5, most of the students
are in strongly agree, but it happens because they have not received new
and modern strategies required in the acquisition of a new language. They
feel satisfied with what has been learned, but we know that they need
learn more.
82%
7% 2% 9% 0%
GRAPHIC 5
STONGLY AGREE
AGREE
NEITHER AGREE NORDISAGREE
DISAGREE
61
ANALYSIS OF RESULTS
Survey to the Students
Statement 6. The teacher is dynamic when he teaches writing skill
Sample: 44 students
CHART OF FREQUENCY # 6
ALTERNATIVES FREQUENCY PERCENTAGE
STRONGLY AGREE 9 20%
AGREE 10 23%
NEITHER AGREE NOR DISAGREE 11 25%
DISAGREE 13 30%
STRONGLY DISAGREE 1 2%
TOTAL 44 100%
Source: “República de Alemania” Public High School Researchers: Miriam Fernández Villegas y Jenny Tacuri Hidalgo
Source: “República de Alemania” Public High School Researchers: Miriam Fernández Villegas y Jenny Tacuri Hidalgo
ANALYSIS
The results of this statement show us that a minimum quantity of students
are strongly agree that the English teacher give the calls in a dynamic
way. However, the responses of the rest of the students was negatively,
proving that the teacher is failing and he has to upgrade his knowledge
because students feel bored and disinterested for the English class.
20%
23% 25%
30%
2%
GRAPHIC 6
STONGLY AGREE
AGREE
NEITHER AGREE NORDISAGREE
DISAGREE
62
ANALYSIS OF RESULTS
Survey to the Students
Statement 7. The teacher uses technological resources during the English
class. Sample: 44 students
CHART OF FREQUENCY # 7
ALTERNATIVES FREQUENCY PERCENTAGE
STRONGLY AGREE 5 11%
AGREE 0 0%
NEITHER AGREE NOR DISAGREE 0 0%
DISAGREE 39 89%
STRONGLY DISAGREE 0 0%
TOTAL 44 100%
Source: “República de Alemania” Public High School Researchers: Miriam Fernández Villegas y Jenny Tacuri Hidalgo
Source: “República de Alemania” Public High School Researchers: Miriam Fernández Villegas y Jenny Tacuri Hidalgo
ANALYSIS
Most of the students agree that the English teacher do not use
technological resources in the teaching-learning process. It is a big
disadvantages for them, since modern education and new strategies to
acquire a new language are based in the usage of modern instruments
that are going to facilitate the understandable of the new knowledge.
11%
0%
0%
89%
0%
GRAPHIC 7
STONGLY AGREE
AGREE
NEITHER AGREE NORDISAGREE
DISAGREE
63
ANALYSIS OF RESULTS
Survey to the Students
Statement 8 The teacher is creative in the teaching-learning process
Sample: 44 students
CHART OF FREQUENCY # 8
ALTERNATIVES FREQUENCY PERCENTAGE
STRONGLY AGREE 29 66%
AGREE 7 16%
NEITHER AGREE NOR DISAGREE 2 4%
DISAGREE 6 14%
STRONGLY DISAGREE 0 0%
TOTAL 44 100%
Source: “República de Alemania” Public High School Researchers: Miriam Fernández Villegas y Jenny Tacuri Hidalgo
Source: “República de Alemania” Public High School Researchers: Miriam Fernández Villegas y Jenny Tacuri Hidalgo
The results in this statement show us that although a high percentage
answer affirmatively affirming that the teacher is creative during the class,
others answered that he is not. It demonstrate us that teacher must
change their strategies and techniques in order to engage and involve not
only a few students but also all students in class.
66% 16%
4% 14%
0%
GRAPHIC 8
STONGLY AGREE
AGREE
NEITHER AGREE NORDISAGREE
DISAGREE
STONGLY DISAGREE
64
ANALYSIS OF RESULTS
Survey to the Students
Statement 9. Yo feel motivated when you write in English
Sample: 44 students
CHART OF FREQUENCY # 9
ALTERNATIVES FREQUENCY PERCENTAGE
STRONGLY AGREE 12 27%
AGREE 9 21%
NEITHER AGREE NOR DISAGREE 16 36%
DISAGREE 7 16%
STRONGLY DISAGREE 0 0%
TOTAL 44 100%
Source: “República de Alemania” Public High School Researchers: Miriam Fernández Villegas y Jenny Tacuri Hidalgo
Source: “República de Alemania” Public High School Researchers: Miriam Fernández Villegas y Jenny Tacuri Hidalgo
In this statement the whole students do not agree, there are several kind
of responses which tell us that students are not sure about their
knowledge in the English language. Teachers must put more emphasis in
the teaching of the students, because they do not feel confident with
educators and the relationship between them in very important in any
academic process.
27%
21% 36%
16% 0%
GRAPHIC 9
STONGLY AGREE
AGREE
NEITHER AGREE NORDISAGREE
DISAGREE
65
ANALYSIS OF RESULTS
Survey to the Students
Statement 10. The writing skill is very important for you
Sample: 44 students
CHART OF FREQUENCY # 10
ALTERNATIVES FREQUENCY PERCENTAGE
STRONGLY AGREE 39 89%
AGREE 2 4%
NEITHER AGREE NOR DISAGREE 2 5%
DISAGREE 1 2%
STRONGLY DISAGREE 0 0%
TOTAL 44 100%
Source: “República de Alemania” Public High School Researchers: Miriam Fernández Villegas y Jenny Tacuri Hidalgo
Source: “República de Alemania” Public High School Researchers: Miriam Fernández Villegas y Jenny Tacuri Hidalgo
Acording the results of this statement almost the whole students affirm that
English language is very important for them, it is good since students
show willingness to acquire a new language that is spoken all over the
world.
89%
4% 5% 2% 0%
GRAPHIC 10
STONGLY AGREE
AGREE
NEITHER AGREE NORDISAGREE
DISAGREE
STONGLY DISAGREE
66
67
CONCLUSIONS AND RECOMMENDATIONS
Conclusions
With tabulated, analyzed and interpreted the surveys we could obtain
results in our research that conduct to the following conclusions and
recommendations as follow:
1) Students of this classroom are in full agreement that the teacher will
use different techniques and teaching strategies. Which the teacher must
get involved and encourage them to develop this skill. Since they claim
that the classes are boring.
2) In the results the students are interested in learning the new ways to
acquire the English language, through exercises and activities that will
help to develop the writing skill, because it is not developed totally.
3) According to the results students do not like writing in English language.
4) Students agree that the teacher makes his best effort to develop the
writing skills but is is not enough.
5) Students want that the teacher must use technological resources. They
think that applying them in the cademic process they will increase their
academic level.
6) Teacher must be creative and dynamic in the teaching-learning
process.
7) The highest percentage shows instability and indecision regarding the
motivation to write.
68
Recommendations
1) The results of the research suggests that the teachers must use
techniques and teaching strategies.
2) Students are willingness to support the new didactic material.
3) Teachers have to upgrade their knowledge.
4) The institution must ask to the government for the implementation of an
English lab.
5) Parents have to support educational process in all aspects.
69
ANALYSIS OF INTERVIEW TO THE TEACHER
According to the english´s teacher interview, who considers that students
have lack of confidence, difficult to writing, because they do not know how
to, but because they are afraid to do. This is even more problematic when
it comes to young learners as there is the common fear of making a fool
of themselves in front of their peers.
There are, of course those more unique students who will try to dominate
the competences classroom when it comes to write, however, more often
than not this is not the case and when it does happen it also limits the less
confident learners.
What they need more than instruction is confidence and the motivation to
write out in class and not be afraid to do.
As teachers it not only our duty to teach, but it is also our duty to motivate
our students to write and participate during a class. We need to help
reduce their fears and provide a comfortable environment for them to learn
and to make them feel more at ease.
Writing is by far the most important skill needed when it comes to learning
and teaching process.
Writing is everywhere in real life and even though the students may be
able to avoid skills such as reading and writing English in real life, it is not
the case with writing.
So how can we motivate our students to really love writing English? What
can we do to help reduce fear and give them the confidence they really
need? Those students who have more of a positive attitude when it comes
70
to language learning will be less likely to suffer from performance and
learning anxiety thus making them participate more.
The activities applied during the English clases encourage students to
practice their language skills. It is not a common thing for the teachers to
Split their classes into large groups for practicing their language skills and
communicative.
The Teacher think that is necessary and important the application of
different types of strategies to get the students attention, promote the
interaction and motivation during class.
The scenario of a Role Playing Game is set in any reality, A strategy to
teach writing the English language would repeated several time and spell
Word.
71
CHAPTER IV
THE PROPOSAL
DESIGN OF A HANDBOOK WITH PRACTICAL ACTIVITIES TO
MOTIVATE THE STUDENTS OF EIGHT YEAR OF BASIC
EDUCATION AT REPUBLICA DE ALEMANIA PUBLIC
HIGH SCHOOL TO DEVELOP THE
WRITING SKILL
ANTECEDENTS
According to the investigation and the collection of data obtained in the
Chapters 1, 2 and 3, has concluded that this proposal that is going to be
presented in this project will be very important in the English language for
students of the eighth year of Basic Education at the “Republica de
Alemania" Public High School.
We hope that with the completion and implementation of this proposal
both teachers and students will increase their academic level in the
teaching – learning process.
JUSTIFICATION
In recent decades there has been much inefficiency in the teaching
English, because teachers of elementary schools have not given their best
effort in
Imparting a truly education of English as a second language, which is
reflected in students when they are in higher years.
72
When we applied the observation techniques, we noticed that students do
not possess prior knowledge not even in a basic vocabulary, for this
reason when teachers give new information it is very difficult for students
acquire the new content in a correct way. Sometimes, authorities and
parents think that teachers are working incorrectly, because of the low
scholar accomplishment of students, but they must understand that the
lack of knowledge begins in early years.
For this reason, we think that is important to put in practice this proposal
that consist of design a handbook with practical activities to motivate the
students to develop the writing skill, which is going to influence in the
learning outcomes positively, in students of eighth year of Basic Education
at Republica de Alemania Public High School. Furthermore, not only
students but also teachers will use this didactic material as an additional
tool that will not replace the text book, but will help to reinforce and
strengthen the teaching English.
SUMMARY OF DIAGNOSIS
This research has been very clear and precise, which has helped us to
detect and identify numerous problems in the teaching-learning process of
the English language, specifically in the writing skill.
The preparation of this proposal has taken the following steps:
1. Identify the problem.
2. Development of a research plan.
3. Gathering information.
4. Check and analysis of information.
5. Resources that have been used for research.
6. Analysis of results.
73
FUNDAMENTAL PROBLEM
In our early research, and according to the techniques used before the
application of our proposal, we detected the following problems in students
the eighth year of Basic Education at Republica de Alemania Public High
School.
Lack of interest in the students especially in the English subject, it
happens because they are demotivated due to teachers do not use the
appropriate strategies and techniques to engage and involve students in
acquiring the new knowledge.
We also noticed that there are large classes which lead bad behavior
between students and they cannot concentrate in the English classes.
Besides, the little or nothing support that parents give to their children at
home make the teacher´s work even more difficult.
OBJECTIVES OF THE PROPOSAL
General
To design a Handbook with teaching strategies in order to strengthen the
writing skill, using practical exercises that will reinforce the teaching of the
English language.
Specifics
• To show the new didactic material to the students.
• To demonstrate the usefulness of the handbook both students and
teachers.
74
• To evaluate activities that the handbook contains.
IMPORTANCE OF THE PROPOSAL
We believe that our proposal is very important because it will help to solve
problems that students have in the acquisition of a new language. In
addition, this handbook will help to the education, since will serve as a
support in the teaching-learning process. Furthermore, this proposal will
be developed through activities that achieve motivate and stimulate
interest in the English subject, since students can improve specially the
writing skill, and well as their academic yield.
FEASIBILITY OF THE PROPOSAL
This proposal is feasible because we can count with the support of
authorities, teachers and students. We also had the necessary resources
such as financials, human talent, technology, etc. Likewise, the Director
always was agree with us in the development of this investigation,
because he realized that students had their academic level very low in the
English language as a subject. On the other hand, the collaboration that
we receive by the English teacher was very important because he
demonstrate interest in the new didactic material and wanted to take
advantage with this opportunity that we give them. We also have the
support of parents who are interested that their sons and daughters
increase their academic level, which will be reflected at the end of this
proposal, for this reason we are sure that this proposal is feasible in their
implementation since the entire educational community have the
willingness of support.
DESCRIPTION OF THE PROPOSAL
75
This proposal will run in the "Republica de Alemania” Public High School,
belonging to Naranjal Village, Guayas Province. Our proposal on the topic
design of a handbook with practical activities to motivate the students to
develop the writing skill is leaded to intermediate students, especially of
eighth year of Basic Education. It is divided into 10 chapters which are
detailed below:
Lesson One: Greetings
Good Morning
Good Afternoon
Good evening
Hello and Good Bye
Write the correct greeting in each picture.
Look at the picture and write hello or good bye
Lesson Two: Names of fruits
Soup of Letters
Find the names of fruits In This soup of letters
Unscrable the words and write the name of the fruit.
Lesson Three: The colors
Look at the pictures and match the correct color.
Look at the picture and write the name of the color.
Lesson Four: Wild Animals
Write the number in the circle as Appropriate
Write the names of animals for each number
Lesson Five: Domestic Animals
Write the name of each animal.
76
Cross puzzle.
Write the names of domestic animals in the cross puzzle.
Lesson six: Days of the Week.
Write in the correct order.
Hangman.
Days of the week.
Lesson seven: Months of Year
List the months in the correct order.
What Is Missing?
That Identify the months are missing from the boxes below.
Write the month that is missing in the correct box
Lesson Eight: Ordinal Numbers.
Write the ordinal number to each month.
Circle.
Lesson Nine: Grammar
Use of a or an
Complete with a or an in the blanks.
Adjectives
Choose the correct adjective.
Lesson Ten.
Occupations
Look at the pictures and match the correct occupations.
Personal Pronouns.
Read and color the subject pronouns:
77
Lesson Eleven
Verb to be. - Simple present.
Use. Affirmative forms.
Put in order the words to make the sentences.
Verb to be negative form
Complete the sentences with the correct pronoun the negative form of be.
Use contractions.
USE: Yes / no questions.
Question with be: yes/no questions.
Complete the questions. Write the correct form of the verb be on the lines,
acording to the picture.
LESSON TWELVE
Sport and activities
Write the missing vowels to complete the words for outdoor activities.
Write as next to the action sports and ts next to the team sports.
Country and nationalities
Fill in the the country or nationatily.
APPLICATION OF THE PROPOSAL
Phase N.-1 Presentation of the proposal. Phase N.-2
Implementation of the proposal.
78
Phase N. - 3
Evaluation of the proposal.
79
LEGAL ASPECT
The Board of the Faculty of Philosophy, Letters and Sciences Education
will be developed when the student end all processes involved in the
academic curriculum
PEDAGOGICAL ASPECT
Pedagogy is very important in the teaching-learning process, especially
whether we are working with teenagers where they need to be motivated
constantly, but they lose the concentration easily. For this reason we have
taken into consideration in our project the pedagogical foundation that
allows us to share useful strategies and techniques that the use of
educational resources such as technology, ludic activities, etc. also
contributes to this process, therefore implementing this handbook will
achieve better performance in students.
PSYCHOLOGICAL ASPECT
In all educational process is very important to take into account the
behavior of the students. Nowadays, where families have different
problems and the most affected are the students that reflect these
problems in several ways in the educational institutions. It is a big
challenge for teachers that have to make their best effort at the moment to
impart their classes. With the design of this project we are providing new
ideas and a comfortable environment in classroom.
SOCIOLOGICAL ASPECT
For giving a perfect class, is very essential that teachers create a good
atmosphere inside the classroom. It will facilitate the academic process,
80
since us as teachers must apply the empathy in our activities. It will
improve
the relationship between teachers and students that in an academic
process is very important.
BENEFICIARIES
The direct beneficiaries will be students, institution, faculty and community.
Students because they are going to leverage the use of this handbook so
that they feel motivated to learn the English language.
Teachers also will benefit because this handbook will be an useful tool
when teaching their classes, since it would help to develop innovative
strategies. For the institution will also be of great benefit since the
community will appreciate the work made by them.
Finally, the community will benefit, so that parents will observe a change in
their sons and daughters to note that the performance of them is
improving, reaching an excellent level in the area of English.
SOCIAL IMPACT
Our proposal will have a great social impact in educational community in
which the teacher may feel encouraged to use this booklet. Therefore,
students will show a good attitude when learning English language.
Furthermore, they will feel congratulated with people that have supported
during the time that lasted this project.
81
CONCLUSIONS OF CHAPTER IV
In conclusion we can say thar with the effectiveness of this proposal
students will develop cognitive strategies which will help them to improve
their writing skill, at the same time their academic level will increase
considerably and will be reflected at the end of the school year.
With this proposal we have demonstrated that students like to learn a new
language like the English. We say this because they have showed
progress and the interest for this subject has increased significantly.
82
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www.fortheteachers.org/instructional_strategies
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www.edutopia.org/.../strategies-and-resources-suppo.
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www.scholastic.com/teachers/teaching-strategies
https://www.teachervision.com/teaching-methods
www.ascd.org/.../Diverse-Teaching-Strategies-for-Diverse Learners.
ww.crlt.umich.edu/resources/teaching-strategies
www.eal-teaching-strategies.com
pedagogy.merlot.org/TeachingStrategies.html uncw.edu/ed/teach1/strategies.html.
HANDBOOK WITH PRACTICAL ACTIVITIES
TO MOTIVATE THE STUDENTS
TO DEVELOP THE WRITING SKILL
Lesson One.
Greetings.
WRITE THE CORRECT GREETING IN EACH PICTURE.
Good Morning
Good Afternoon
Good Evening
Good night
Hello and Good Bye
LOOK AT THE PICTURE AND WRITE HELLO OR GOOD BYE
LESSON TWO.
Soup of Letters
FIND THE NAMES OF FRUITS IN THIS SOUP OF LETTERS
W A T E R M E L O N
Q L O C I I L E Q A
A P E H B O O S I G
P I N E A P P L E F
I L D R N A A M U O
L N O R A N G E F E
E F F I N A U L S L
M H H E A D Y O J P
O E J S S A E N L P
N I L E Z P E A R A
UNSCRABLE THE WORDS AND WRITE THE NAME OF THE FRUIT.
PALPE __________________
ANABNA __________________
EOMLNATERW __________________
SECHRERI __________________
REAP __________________
APLPNPEIE __________________
NELOM __________________
NOLEM ____________________
EGANRO ___________________
LESSON THREE
The colors
LOOK AT THE PICTURES AND MATCH THE CORRECT COLOR
RED
PINK
BLUE
YELLOW
ORANGE
PURPLE
BROWN
GREEN
BLACK
WHITE
LOOK AT THE PICTURE AND WRITE THE NAME OF THE COLOR
LESSON FOUR
Wild Animals.
WRITE THE NUMBER IN THE CIRCLE AS APPROPRIATE.
Eagle
Zebbra
**
Bear
Lion
Giraffe
Wolf
Monkey
Elephant
Gorilla
Tiger
WRITE THE NAMES OF ANIMALS FOR EACH NUMBER
1 ______________________ 2_____________________
3_______________________ 4_____________________
5_______________________ 6______________________
7_______________________ 8______________________
9________________________ 10______________________
LESSON FIVE
Domestic Animals
WRITE THE NAME OF EACH ANIMAL.
CAT DUCK RABBIT COW HEN
PIG HORSE CHICKEN SHEEP
TURKEY DOG ROOSTER DONKEY
CROSS PUZZLE
. WRITE THE NAMES OF DOMESTIC ANIMALS IN THE CROSS
PUZZLE
7
1d o g 2
8
3
13
9 6
5 12 4
Across Down
LESSON SIX
Days of the Week.
Days of the Week
Write in the correct order
Sunday Sunday
Tuesday
Thursday
Saturday
Monday
Wednesday
Friday
HANGMAN
Days of the Weeks
CHOOSE A LETTER THE BOX BELOW IF A LETTER IS GUESSED
CORRECTLY, WRITE IT ON THE LINE. IF A LETTER IS GUESSED
WRONG, DRAW A BODY PART.TO YOU GET TO BE HANGMAN.
A b c d e f g h i
J k l m n o p q
R s t u v w x y z
T__ __ __ __ __d__ __
A b c d e f g h i
J k l m n o p q
R s t u v w x y z
__ e__ __ __ s__ __ __
LESSON SEVEN
Months of Year
January April February March June
July August October November
May December September
WHAT IS MISSING?
COMPLETE
IDENTIFY THE MONTHS THAT ARE MISSING FROM THE BOXES
BELOW
WRITE THE MONTH THAT IS MISSING IN THE CORRECT BOX
JANUARY ______ MARCH ______ MAY
JUNE ______ AUGUST _____ OCTOBER
______ DICIEMBRE
LESSON EIGHT
Ordinal Numbers
1st First 7th Seventh
2ndSecond 8th Eighth
3rdThird 9th Ninth
4thFourth 10th Tenth
5th Fifth 11th Eleventh
6th Sixth 12th Twelfth
WRITE THE ORDINAL NUMBER TO EACH MONTH.
January is the first month March is the__________
May is the_________________ August is the__________
December is the___________ July is the_____________
September is the __________ October is the___________
February is the_____________June is
the_______________
April is the_______________ November is the___________
Circle
1.Circle the fourth boy from left.
2.Circle the seventh Cup from right
3.Circle the sixth fish from right
4. Circle the second cat from left.
5. Circle the tenth dog from right.
6. Circle the ninth chicken from left.
LESSON NINE
USE OF A OR AN
Use an before a Word that starts with a vowel sound. If it does not
start with a vowel sound, use a. For example:
An elephant A chair
An hour A house
COMPLETE WITH A OR AN IN THE BLANKS
_____sheep _____egg
_____horse _____apple
_____hen ____lemon
_____pig ______gorilla
_____island _______ice
________orange ______ star
Adjectives
CHOOSE THE CORRECT ADJECTIVE
BEAUTIFUL / UGLY YOUNG / OLD OUTGOING / SHY
STRONG /WEAK TALL / SHORT POOR /RICH
FAST / SLOW EXPENSIVE /CHEAP BAD / GOOD
COLD / HOT BIG / SMALL SAD /HAPPY
LESSON TEn
Occupations
LOOK AT THE PICTURES AND MATCH THE
CORRECT OCCUPATIONS.
Secretary
Lawyer
Doctor
Nurse
Police
Pilot
PERSONAL PRONOUNS
SINGULAR PLURAL
1st I 1st We
2nd You 2nd You
3rd He 3rd They
She
It
READ AND COLOR THE SUBJECT PRONOUNS:
Cow he Mary
they Guayaquil Happy
elephant monkey You
We It Chicken
You apple I
banana She animals
LESSON ELEVEN
VERB TO BE.- SIMPLE PRESENT
Use: We use the verb to be to refer to an action or events that
takes place habitually, but with the verb "to be" the simple present
tense also refers to a present or general state, whether temporary,
permanent or habitual.
I am tired
He is handsome
The verb to be in the simple present can be also used to refer to
something that is true at the present moment.
She is 20 years old.
It is a dog.
Affirmative forms of the verb to be
Subject
Pronouns
Full
Form
Contracted
Form
I am 'm
you are 're
he/she/it is 's
we are 're
you are 're
they are 're
PUT IN ORDER THE WORDS TO MAKE THE SENTENCES, USING
THE AFFIRMATIVE FORM OF THE VERB TO BE
1. NURSE IS SHE A She is a nurse S V Comp
2. HE TALL IS _____________________
3. SECRETARY A ARE YOU___________
4. COW A IT IS ________________
5. WE PILOTS ARE ______________
6. AM I A DOCTOR
______________
7 ARE POLICES THEY __________
VERB TO BE NEGATIVE FORM
Structure
Subject+ verb to be in negative +complement
For example
I ´ m not
You´ re not
He ´ s not
She´ s not
It ´ s not
We´ re not
You´ re not
They ´ re not
COMPLETE THE SENTENCES WITH THE CORRECT PRONOUN THE
NEGATIVE FORM OF BE. USE CONTRACTIONS.
1. She´ s a nurse._______________ doctor.
2.____________Tuesday. It´s Saturday.
3. I´ m in New York- _____________ in Argentina.
4. You´ re from Perú.______________from Spains
5. He´s a lawyer. ___________________a carpenter.
YES / NO QUESTIONS.
USE. Sometimes the subject pronoun in an answer is different from
the subject pronoun in the question.
Structure
Verb to be + subject + complement.?
Is he a doctor?
she
tall
Are you a student?
we
they
QUESTION WITH BE:
YES/NO QUESTIONS
COMPLETE THE QUESTIONS. WRITE THE CORRECT FORM OF THE
VERB BE ON THE LINES, ACORDING TO THE PICTURE.
1. ______he a pólice? 2. ______she a nurse?
3._______it pencil? 4. ____they singers?
5. _____I a teacher?
LESSON TWELVE
SPORT AND ACTIVITIES
Baseball rock climbing
Basketball rollerblanding
Biking skateboarding
Bowling Soccer
Camping Swimming
Figure skating Table tennis
Football tennis
Golf track and field
Gymnastics volleyball
Hockey wall climbing
WRITE THE MISSING VOWELS TO COMPLETE THE WORDS FOR
OUTDOOR ACTIVITIES.
1. Cl__mb__ng
2. B__k__ng
3. V__ll__yb__ll
4. B__s__b__ll
5. Sk__t___ b__ __rd__ng
6. R __ll___rbl__d__ng
WRITE AS NEXT TO THE ACTION SPORTS AND TS NEXT TO THE
TEAM SPORTS.
Ex.AS__ Surfing
Ex. AS surfing
1._______skateboarding
2._______hockey
3._______volleyball
4._______rollerblading
5._______soccer
6._______baseball
7._______rock climbing
8._______basketball
COUNTRIES AND NATIONALITIES
Australia Australian BRAZIL BRAZILIAN
Canada Canadian Colombia Colombiam
Costa Rica Costa Rican Ecuador Ecuadorian
Korea Korean Mexico Mexican
United States American Venezuela Venezuelan
FILL IN THE THE COUNTRY OR NATIONATILY.
Country Nationality
1. Australia Australian
2. Korea
3. Colombiam
4.United States
5. Japanese
6.Ecuador
7. Canadian
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF THE EDUCATION
GENERAL CORDINATION OF ACADEMIC RESEARCH AND PROJECTS
FORMAT FOR PRESENTATION OF RESEARCH TOPIC
SYSTEM: Semipresencial EXTENSION: Guayaquil
FIRST AND LAST NAME OF STUDENT: TACURI HIDALGO JENNY NATALIA
ESPECIALIZATION: Languages and Linguistic EXIT YEAR: 2.015
EMAIL: : jennytacurihidalgo@hotmail.com PHONE: 2865332
DISTRICT: 09D12 Balao Naranjal ZONE: 5 Circuit: 04 FIRST AND LAST NAME OF STUDENT: FERNANDEZ VILLEGAS MIRIAM BEATRIZ
ESPECIALIZATION: Lenguas y Lingüística EXIT YEAR :2.015
EMAIL: miriferbe@hotmail.es PHONE: : 0996535605
Theme of Research Report
DISTRICT
ASPECT Concordance
TÍTLE OF RESEARCH
Strategies to develop the writing skill of the english language for the students of eighth grade basic education at Unidad Educativa República de Alemania, Zone 5, District 09D12 Naranjal Balao Province of Guayas. County Naranjal School year 2.015-2.016. Design of Handbook to students with activities writing skill.
SITUATIÓN OF CONFLICTO
Deficienty performance of the writing skill in the students of eighth grade basic education.
SCIENTIFIC FACT
Deficienty performance in the writing skill of the english Language in the students of eighth grade basic education at Unidad Educativa República de Alemania, Zone 5, District: 09D12 Naranjal Balao Province of Guayas, County Naranjal, School year 2.015 - 2.016.
CAUSES
-Teaching Strategies for writing skill. -Level of motivation. -Cognitive Factors. -Teaching-Learning Activities.
FORMULATION OF THE PROBLEM
What is the impact of Teaching Strategies to develop the writing skill of English Language, in the students of eighth grade basic education at Unidad Educativa República de Alemania, Zone 5, District: 09D12 Naranjal Balao. Province of Guayas County Naranjal, School Year 2.015 - 2.016.
OBJECTIVES OF THE INVESTIGATION
GENERAL OBJECTIVES -To determine the importance of teaching strategies to develop writing skill of the english language trough a field research to improve the writing skill.
SPECIFIC OBJECTIVES -To identify the incidence of teaching strategies trough a bibliographical study and statical analysis. -To measure the performance of the writing skill of the language english trough a diagnostic test. -To choose most important aspects of research to design a handbook with teaching strategies to improve the writing skill.
JUSTIFICATION
"TODAY THE IMPORTANCE OF WRITING HAS INCREASED, WITHIN THE ACQUISITION OF ENGLISH" (Pérez Ruiz 2002) The theme "Strategies to develop the English writing skill in the students of eighth grade of Basic General Education at Unidad Educativa República de Alemania, 09D12 District, Zone 5, in Naranjal city, Canton Naranjal, Guayas Province in the 2015 - 2016 school year", has a great importance because it will help to improve the writing skills in both, English and Spanish language, reinforcing the grammar of both languages. This project shows various activities to be performed in the classroom. Students will improve their English by reinforcing what has been learned in Spanish. This connection is necessary because it will link and strengthen ideas and writing in both languages. This project benefits and contributes to further research because it shows a deep analysis of the factors that make students have their shortcomings in writing and possible causes to determine the solution to the problems that are currently facing our young people and in many cases, adults. According to this, the written skills benefits the student in the English language, as they will be forced to notice grammar and vocabulary on it. And when working on writing, the students will practice and associate words and phrases to help them to communicate in their social, family and student life. Thus, valuates the fundamental principle of El Buen Vivir, learning to respect the community of their country, and the national and cultural writing. Finally, this project is beneficial for teachers because it will help as a teaching material to develop new strategies in writing. Also, it benefits the Institution as an implementation of new strategies for English.
GANTT’S DIAGRAM
CHONOGRAM OF ACTIVITIES
ACTIVITIES SEPTEMBER 2015
OCTOBER 2015
NOVEMBER 2015
DECEMBER 2015
APPROAL OF THE TOPIC
X
TUTORING X X X
FORMULATION OF THE PROBLEM
X X
THEORETICAL INVESTIGATION
X X
SURVEYS AND INTERVIEWS
X X
ANALYSIS OF RESULTS
DEVELOPMENT OF THE PROPOSAL
X X
PRESENTATION X
GRADUATION X
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
ENTREVISTA AL DIRECTOR
OBJETIVO DE LA ENTREVISTA
Conocer el punto de vista del Director sobre la importancia de las ayudas efectivas y habilidades
de escritura para la enseñanza de Inglés en estudiantes principiantes
Pregunta 1: ¿Estaría interesado en aprender acerca de un proyecto con nuevas estrategias para
desarrollar habilidades de escritura en el idioma Inglés?
Answer1: El proyecto de las habilidades de escritura tendrá un gran apoyo para la parte educativa
ya que creo que en nuestro país todavía dependemos de estos estudios.
Pregunta 2: ¿Cree ud que los libros de texto en inglés nacionales alcanzaran el nivel esperado de
aprendizaje de idiomas Inglés?
Respuesta2: Tenemos altas expectativas para los libros del idioma Inglés, sin embargo, es muy
importante hacer lo posible para de cualquier forma lograr una mejora académica.
QUESTION.3: Cree ud que los Directores y Profesores deben planear actividades para que los
estudiantes pueden desarrollar habilidades de escritura?
ANSWER3: Creo que es una gran idea, aunque el sistema de planificación siempre se ha llevado a
cabo a nivel institucional como lo ha hecho con los maestros. Si no fuera por la planificación, el
crecimiento de la preparación educativa no hubiera sucedido.
Pregunta 4: ¿Usted cree que con la implementación de nuevas estrategias de enseñanza para la
escritura Inglés, los estudiantes responderán positivamente?
Answer4: Creo que la disciplina de la forma de escribir el idioma Inglés es una estructura más
explícita y clara. Creo que el alumno será capaz de mejorar en el uso y aplicación de la
correspondencia educacional.
Question5: ¿Cómo ud considera el nivel de Inglés alcanzado por los alumnos de la Institución?
Answer5: En la actualidad se entiende que la expectativa esta siendo dirigida en los profesores
hacia sus estudiantes para lograr la aplicación del conocimiento de la preparación académica de
Inglés. Creo que una mejora en la aplicación de la preparación académica se llevará a cabo y que
a partir de ahora se considerará más.
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
ENTREVISTA AL PROFESOR DE INGLES
OBJETIVO DE LA ENTREVISTA:
Conocer el punto de vista del Profesor sobre la importancia de las ayudas efectivas y habilidades
de escritura para la enseñanza de Inglés en estudiantes principiantes
Preguntas1: ¿Usted cree que las nuevas estrategias se pueden trabajar con en
el aula para mejorar la escritura del idioma Inglés?
Respuesta 1: Creo que las nuevas estrategias podrían mejorar la escritura del
idioma Inglés.
Pregunta 2: ¿Cómo podria usted captar la atencion del estudante durante la
clase?
Respuesta 2: Para conseguir la atención de los estudiantes durante la clase
podría hacer diferentes tipos de juegos.
Pregunta 3: ¿Cuál es su estrategia para la enseñanza de la escritura del idioma
Inglés?
Respuesta 3: Una estrategia para enseñar a escribir el idioma Inglés sería repetir
varias veces y deletrear la palabra.
Pregunta 4: ¿Usted consideraría importante utilizar nuevas estrategias para
enseñar Inglés?
Respuesta 4: Si sería muy importante la utilización de nuevas estrategias para
enseñar el idioma Inglés.
Pregunta 5: ¿Usted cree que el uso de nuevas estrategias mejorará el
aprendizaje del idioma Inglés?
Respuesta 5: Si creo que el uso de nuevas estrategias mejoraría el aprendizaje
en el idioma Inglés.
RESULTS OF THE SURVEY.
QUESTIONS
ALTERNATI-
VES
1 2 3 4 5 6 7 8 9 10
STRONGLY
AGREE
22 32 2 30 36 9 5 29 12 39
AGREE
9 7 5 5 3 10 0 7 9 2
NEITHER
AGREE NOR
DISAGREE
8 2 0 6 1 11 0 2 16 2
DISAGREE
5 3 37 3 4 13 39 6 7 1
STRONGLY
DISAGREE
0 0 0 0 0 1 0 0 0 0
TOTAL 44 44 44 44 44 44 44 44 44 44
AT REPUBLICA DE ALEMANIA PUBLIC HIGH SCHOOL. CANTON
NARANJAL, PROVINCE OF GUAYAS.
Source: República de Alemania High School
Elaborated by: Jenny Tacuri Hidalgo and Miriam Fernandez Villegas
Source: República de Alemania High School
Elaborated by: Jenny Tacuri Hidalgo and Miriam Fernandez Villegas
DURING THE INTERVIEW TO THE PRINCIPAL.
Source: República de Alemania High School
Elaborated by: Jenny Tacuri Hidalgo and Miriam Fernandez Villegas
Source: República de Alemania High School Elaborated by: Jenny Tacuri Hidalgo and Miriam Fernandez Villegas
INTERVIEW TO THE ENGLISH TEACHER
Source: República de Alemania High School Elaborated by: Jenny Tacuri Hidalgo and Miriam Fernandez Villegas
Source: República de Alemania High School Elaborated by: Jenny Tacuri Hidalgo and Miriam Fernandez Villegas
WITH THE STUDENTS OF THE EIGHTH YEAR OF BASIC EDUCATION
Source: República de Alemania High School Elaborated by: Jenny Tacuri Hidalgo and Miriam Fernandez Villegas
Source: República de Alemania High School
Elaborated by: Jenny Tacuri Hidalgo and Miriam Fernandez Villegas
WITH THE PROJECT ADVISOR
Source: República de Alemania High School
Elaborated by: Jenny Tacuri Hidalgo and Miriam Fernandez Villegas
Source: República de Alemania High School
Elaborated by: Jenny Tacuri Hidalgo and Miriam Fernandez Villegas
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