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ARMY POLYTECHNIC SCHOOLARMY POLYTECHNIC SCHOOL
DEPARMENT OF LANGUAGES DEPARMENT OF LANGUAGES
APPLIED LINGUISTICS IN ENGLISH APPLIED LINGUISTICS IN ENGLISH PROGRAMPROGRAM
ResearcherResearcher: NATALIA DE PILAR MORALES : NATALIA DE PILAR MORALES GUAYASAMINGUAYASAMIN
ORELLANA - ECUADORORELLANA - ECUADOR
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RESEARCHRESEARCH DISSERTATIONDISSERTATION
THEME ACTIVE TECHNIQUES TO IMPROVE THE
SPEAKING IN THE LEARNING PROCESS OF THE ENGLISH LANGUAGE FOR STUDENTS ATTENDING THE SIXTH COURSE AT PADRE MIGUEL GAMBOA HIGH SCHOOL IN ORELLANA PROVINCE DURING THE PERIOD 2007 – 2008.
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INTRODUCTION
PROBLEM IDENTIFICATION
PROBLEM SETTING
CHAPTER I
VARIABLE WORKING
JUSTIFICATIONSUMMARY
LACK OF MOTIVATION
MAIN PROBLEM
SECUNDARY PROBLEM
DEPENDENT VARIABLE
INDEPENDENT VARIABLE
OBJECTIVES
GENERAL
ESPECÍFICEFFECTCAUSE
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SUMMARY SUMMARY • The execution of this work was carried out to determine the incidence
that the use of techniques has in the generation of appropriate English learning.
• Identify the techniques to improve the speaking skill in learning E.• Set the theoretical explanations • It’s developed in seven categories related with: Curriculum Planning,
Teaching Activities, English Language, Learning Strategies, Speaking Learning Process, Active Techniques and Practical Evaluation.
• Survey Guides for students and Teachers design• Data were tabulated and represented graphically for better
comprehension.• Conclusions of the research and to give some alternative solutions to
succeed the limitations that were found.
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INTRODUCTIONINTRODUCTION English is considered like a goal of the contemporary
Education to contribute to develop student’s competitions in its local community and in a near world community .
This research is based on the serious difficulties that many students have in their schools when they conclude the sixth course specially in our public institutions in Orellana Province. It is caused by the lack of practicing and application of the four basic skills in this language. Listening, Speaking, Reading and Writing. They must be focused and motivated to students in early ages from the first basic grade, because children can understand and acquired language than their olders.
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PROBLEM IDENTIFICATIONPROBLEM IDENTIFICATION
• Lack of motivation• Lack of government financial contribution• Inexperience teachers• Inappropriate methodology• Students don’t have enough didactic
material.
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LACK OF MOTIVATION LACK OF MOTIVATION
•CAUSE •EFFECT • Routinary English classes
• Limited didactic teaching materials and laboratories in the development of English classes.
• Teachers are not well trained
•Traditional methodology
Lack of Students’ motivation.
Difficulty to develop the communicative competences.
Reduce the students’ participation in different activities and become a passive learner.
The students are not able to produce the language because they don’t have the opportunity to practice it.
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PROBLEM SETTINGPROBLEM SETTINGMain problem• How does the traditional method affect the speaking skill acquisition
in the learning process of the English Language students of the sixth course at Padre Miguel Gamboa high school in Orellana town during the period 2007 – 2008?
Secondary problems• Are the teachers motivated for developing the speaking skill in the
learning process of English language Ss of the sixth course at P.M.G. high school ?
• How does the tradition method influence in the learning process of the English language Ss of sixth course?
• Do the teachers receive training to be dated in teaching methodologies of English language?
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VARIABLES VARIABLES WORKINGWORKING OUT OUT
• Independent variable
• Speaking Active Techniques
• Dependent variable
• Learning Process.
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OBJECTIVESOBJECTIVES GENERAL OBJECTIVE• To apply a new method and technique to improve the speaking in
the learning process of the English Language students of the sixth course at Padre Miguel Gamboa high School in Orellana town during the period 2007 – 2008.
SPECIFIC OBJECTVES• To motivate the teachers for improve the speaking skill of the
learning process of the English Language students of the sixth course at P.M.G. high school in Orellana province
• To analyze the current methods and techniques that English teachers are using and affect the students’ speaking in the learning process of the English Language Ss of the sixth course at P.M.G.
• To implement an English laboratory that has all the material requiered by the Ss in order to improve their speaking skill on the Ss
• of sixth course at P.M.G. high school in Orellana town • To propose a new methodology based on competences .
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JUSTIFICATIONJUSTIFICATION
• The reason to elaborate this project, is to determine the causes of the difficulties that most of the students have in their low English emphasizing level specially in Speaking skill. It will be analyzed the reason for a little usage of techniques, and resources which have been obstacles in the teaching – learning process.
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CHAPTER IICHAPTER IITHEORETICAL FRAMEWIRK
CURRICULUM THEORIES
Curriculum Components.• Vision (framework in relation to stateneeds.• Content expectations• Pedagogy.• Equity linkages• Policy linkages.
Characteristic of Curriculum
• Fundamental unit• Continuity • Flexibility• Objectives and realism• Exact and clarity
Flexibility
Learning Methodology
Traditional Theory
Constructivist Theory
Significant Learning
Speaking Techniques
Learning Methods
Learning Evaluation
Hypothesis System
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MACRO CURRICULUM
MICRO CURRICULUM
MESO CURRICULUM
EDUCATION MODELCAREER PLAN AND
EDUCATIONAL PROFILE
CURRICULUM PLANMATTER PLAN
THE CLASSES PLAN
LEVEL CURRICULUM PLANNING
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LEARNING METHODOLOGY
CONSTRUCTIVIST THEORY
THEORIES
TRADITIONAL THEORY
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SIGNIFICANT LEARNING
CONCEPT OF LEARNING
DEFINITION
• Learning is a process through which we obtain new knowledges, skills, or attitudes.
LEARNINGCHARACTERISTICS
• It’s related the personal enclosure• It’s corresponds to demands and concrete needs of the social reality.• It has a personal character implication.• It’s related to the social cultural environment where the individual lives.
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SPEAKING TECHNIQUES
ENGLISH LEARNING METHODS
THE COOPERATIVEMETHODt
LUDICADIRECT METHOD
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LEARNING EVALUATION/ ACREDITATION
DEFINITION
Reference Evaluation
TYPES OF EVALUATION
Diagnostic Evaluation Ordinary Evaluation
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HYPOTHESISHYPOTHESISWorking Hypothesis There are some alternative techniques to improve the
learning process of the high school in Orellana town during the period 2007 – 2008.
Alternative Hypothesis The English language of learning process will be improved
by active techniques at P.M.G. high school in Orellana town during the period 2007 – 2008.
Null Hypothesis The English Language of learning process won’t be
improved by active speaking techiques at P.M.G. high school in Orellana town during the period 2007 – 2008.
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CHAPTER IIICHAPTER IIIMETHODOLOGY
FRAMEWORKINSTRUMENTS
FOR DATA COLLECTION
RESEARCH DESIGN
POPULATION AND SAMPLE
PROCESS AND ANALYSIS
surveys
Information related to samples or continuous variablesThe information is numeric to describe statistic.Organize and interpret information
Edition
Codification
Tabulation
Classification
Information processing
teachers students
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POPULATIONMALES FEMALES TOTAL PORCENTAGE
STUDENTS 98 124 222 99.1%
TEACHERS 0 2 2 0.89%
TOTAL 98 126 224 100%
SAMPLE CALCULATION
n = NPQ
(N – 1) E + PQ K
n = NPQ
(N – 1) E + PQ K
n = 55.5 = n = 143 0.388
n = 55.5 = n = 143 0.388
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VARIABLES WORKING OUTVARIABLES WORKING OUT
VARIABLE INDEPENDENT
ACTIVE TECHNIQUES FOR SPEAKING PROCESS
They are instruments that facilitate the application of methods, procedures and resourses that are used with the student participation to encouraurage, integrate or to make simple and more comprehensibility the topics or contents that will be tried
VARIABLE DEPENDENT: LEARNING PROCESS
It’s the process with what both teachers and learners to get a satisfactory success at the end of every term. It embraces methods, techniques all of them applied by the teacher.
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CHAPTER IVANALYSIS AND INTERPRETATION
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GRAPHICAL EXPOSITION OF RESULTS TO TEACHERSGRAPHICAL EXPOSITION OF RESULTS TO TEACHERS
Question 1: Is it important to apply different techniques in class?
Alternatives Frequency Percentage
Yes 0 0%
No 0 0%
Sometimes 2 1%
TOTAL 0 100%
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SURVEY TO STUDENTS
FREQUENCY
Nº QUESTION YES NO SOMETIMES
1 Is it important to apply different techniques in class? 109 21 13
2 Do the teachers prepare unit lesson or plans teaching English in class? 18 120 5
3 Do the teachers apply motivational techniques in class? 114 8 21
5 Do the teachers use English texts in your classes? 88 22 33
8 Do the teachers reinforce the speaking using strategies? 19 11 113
9 Is the teacher a facilitor in class? 10 100 33
TOTAL 901 393 422
AVERAGE 75 33 35
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TEACHERS’ SURVEY FREQUENCY
Nº QUESTION YES NO SOMETIMES
1 Is it important to apply different techniques in class? 2 0 0
2 Do you prepare unit lesson or plans teaching English in class? 0 0 2
3Do you apply motivational techniques in class? 1 0 1
5Do you use English texts in your classes? 1 0 1
8Do you reinforce the speaking using strategies? 2 0 0
9Are you a facilitor in class? 2 0 0
TOTAL 17 1 6
AVERAGE 1,41 0,08 0,5
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SUBJECTS OF RESEARCH
EXPECTED FREQUENCIES
YES NO SOMETIMES
STUDENTS 75.35 32.62 35
TEACHERS 1,05 0.45 0.48
SUBJECTS OF RESEARCH
OBSERVED FREQUENCIES
YES NO SOMETIMES TOTAL
STUDENTS 75 33 35 143
TEACHERS 1.45 0.08 0.5 2
TOTAL 76.41 33.8 35.5 145
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SQUARED CHI CALCULATION
O E O-E (O-E)2 (O-E)2 / E
75 75.35 - 0.35 0.7 0.0092
1.41 1.05 0.36 0.13 0.123
33 32.62 0.38 0.144 0.004
0.08 0.45 - 0.37 0.136 0.302
35 35 0 0 0
0.5 0.48 0.02 0.0004 0.0008
CALCULATED SQUARED CHI 0.439
CHI SQUARE FORMULA
E
EOx
22
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CHI SQUARE CALCULATIONCHI SQUARE CALCULATIONTHEORETICAL SQUARED CHIGL = (Row N0 -1) (column N0 -1)GL = (2-1) (3-1)GL = 2Significance Level: 0, 01Statistical Decision: With 2 grades of freedom and a level of
Significance of 0, 01 correspond to a THEORETICAL SQUARED CHI de 9,210 established in the statistical table of values of squared chi
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Statistical Decision for Specific Statistical Decision for Specific HypothesisHypothesis
ONCE CALCULATED SQUARED CHI (0,439) lower than the THEORETICAL SQUARED CHI (9,210) the Null Hypothesis Ho is accepted, this means that the The English Language of learning process won’t be improved by active speaking techniques at P. M. G. high school in Orellana town during the period 2007-2008.
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CHAPTER VCHAPTER VCONCLUSIONS• The teachers don’t prepare the lesson plans to teach a class• The teachers don’t apply motivational techniques in class• The supplementary material used to guide the learning are not
original. There isn’t a laboratory practice that will benefit the student.• The teachers reinforce the speaking using strategies, but there isn’t an
adequate relationship between method-content.• Sometimes the teachers don’t apply the Evaluation
RECOMMENDATION• To prepare the lesson plans to improve the learning process.• To generate some motivational techniques in class.• To implement the high school with didactic materials to improve the
working methodology.• The teacher apply new techniques or strategies.• The teachers must apply the diagnostic test at the beginning of the
year.
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CHAPTER VICHAPTER VI
PROPOSALPROPOSAL
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PROPOSALPROPOSAL
A WEEK SEMINARY 3 HOURS A DAY (10:00-13:00) IN A WEEK SEMINARY 3 HOURS A DAY (10:00-13:00) IN ENGLISH TEACHING METHODOLOGIES (AUDIO ENGLISH TEACHING METHODOLOGIES (AUDIO LINGUAL METHOD, COMMUNICATIVE LANGUAGE LINGUAL METHOD, COMMUNICATIVE LANGUAGE LEARNING, TASK BASED APPROACH, COOPERATIVE LEARNING, TASK BASED APPROACH, COOPERATIVE LEARNING AND SUGGESTOPEDIA) FOR ENGLISH LEARNING AND SUGGESTOPEDIA) FOR ENGLISH TEACHERSTEACHERS
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