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ARMY POLYTECHNIC SCHOOL DEPARMENT OF LANGUAGES APPLIED LINGUISTICS IN ENGLISH PROGRAM Researcher: NATALIA DE PILAR MORALES GUAYASAMIN ORELLANA - ECUADOR.

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Presentation on theme: "ARMY POLYTECHNIC SCHOOL DEPARMENT OF LANGUAGES APPLIED LINGUISTICS IN ENGLISH PROGRAM Researcher: NATALIA DE PILAR MORALES GUAYASAMIN ORELLANA - ECUADOR."— Presentation transcript:

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2 ARMY POLYTECHNIC SCHOOL DEPARMENT OF LANGUAGES APPLIED LINGUISTICS IN ENGLISH PROGRAM Researcher: NATALIA DE PILAR MORALES GUAYASAMIN ORELLANA - ECUADOR

3 RESEARCH DISSERTATION 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.

4 INTRODUCTION PROBLEM IDENTIFICATION PROBLEM SETTING CHAPTER I VARIABLE WORKING JUSTIFICATION SUMMARY LACK OF MOTIVATION MAIN PROBLEM SECUNDARY PROBLEM DEPENDENT VARIABLE INDEPENDENT VARIABLE OBJECTIVES GENERAL ESPECÍFICEFFECTCAUSE

5 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.

6 INTRODUCTION 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.

7 PROBLEM IDENTIFICATION Lack of motivation Lack of government financial contribution Inexperience teachers Inappropriate methodology Students don’t have enough didactic material.

8 LACK OF MOTIVATION CAUSEEFFECT 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.

9 PROBLEM SETTING Main 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?

10 VARIABLES WORKING OUT Independent variable Speaking Active Techniques Dependent variable Learning Process.

11 OBJECTIVES 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.

12 JUSTIFICATION 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.

13 CHAPTER II THEORETICAL FRAMEWIRK CURRICULUM THEORIES Curriculum Components. Vision (framework in relation to state needs. 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

14 MACRO CURRICULUM MICRO CURRICULUM MESO CURRICULUM EDUCATION MODEL CAREER PLAN AND EDUCATIONAL PROFILE CURRICULUM PLAN MATTER PLAN THE CLASSES PLAN LEVEL CURRICULUM PLANNING LEVEL CURRICULUM PLANNING

15 LEARNING METHODOLOGY CONSTRUCTIVIST THEORY THEORIES TRADITIONAL THEORY

16 SIGNIFICANT LEARNING CONCEPT OF LEARNING DEFINITION Learning is a process through which we obtain new knowledges, skills, or attitudes. LEARNING CHARACTERISTICS 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.

17 SPEAKING TECHNIQUES ENGLISH LEARNING METHODS THE COOPERATIVE METHODt LUDICADIRECT METHOD

18 LEARNING EVALUATION/ ACREDITATION DEFINITION Reference Evaluation TYPES OF EVALUATION Diagnostic EvaluationOrdinary Evaluation

19 HYPOTHESIS Working 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.

20 CHAPTER III METHODOLOGY FRAMEWORK INSTRUMENTS FOR DATA COLLECTION RESEARCH DESIGN POPULATION AND SAMPLE PROCESS AND ANALYSIS surveys Information related to samples or continuous variables The information is numeric to describe statistic. Organize and interpret information Edition Codification Tabulation Classification Information processing teachersstudents

21 POPULATION MALESFEMALESTOTALPORCENTAGE STUDENTS9812422299.1% TEACHERS0220.89% TOTAL98126224100% 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

22 VARIABLES 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.

23 CHAPTER IV ANALYSIS AND INTERPRETATION

24 GRAPHICAL EXPOSITION OF RESULTS TO TEACHERS Question 1: Is it important to apply different techniques in class? AlternativesFrequencyPercentage Yes00% No00% Sometimes21% TOTAL0100%

25 SURVEY TO STUDENTS FREQUENCY NºQUESTIONYESNOSOMETIMES 1 Is it important to apply different techniques in class?1092113 2 Do the teachers prepare unit lesson or plans teaching English in class?181205 3 Do the teachers apply motivational techniques in class?114821 5 Do the teachers use English texts in your classes?882233 8 Do the teachers reinforce the speaking using strategies?1911113 9 Is the teacher a facilitor in class?1010033 TOTAL901393422 AVERAGE753335

26 TEACHERS’ SURVEY FREQUENCY NºQUESTIONYESNOSOMETIMES 1 Is it important to apply different techniques in class? 200 2 Do you prepare unit lesson or plans teaching English in class? 002 3 Do you apply motivational techniques in class? 101 5 Do you use English texts in your classes? 101 8 Do you reinforce the speaking using strategies? 200 9 Are you a facilitor in class? 200 TOTAL1716 AVERAGE1,410,080,5

27 SUBJECTS OF RESEARCH EXPECTED FREQUENCIES YESNOSOMETIMES STUDENTS75.3532.6235 TEACHERS1,050.450.48 SUBJECTS OF RESEARCH OBSERVED FREQUENCIES YESNOSOMETIMESTOTAL STUDENTS753335143 TEACHERS1.450.080.52 TOTAL76.4133.835.5145

28 SQUARED CHI CALCULATION OEO-E(O-E) 2 (O-E) 2 / E 7575.35- 0.350.70.0092 1.411.050.360.130.123 3332.620.380.1440.004 0.080.45- 0.370.1360.302 35 000 0.50.480.020.00040.0008 CALCULATED SQUARED CHI0.439 CHI SQUARE FORMULA

29 CHI SQUARE CALCULATION THEORETICAL SQUARED CHI GL = (Row N0 -1) (column N0 -1) GL = (2-1) (3-1) GL = 2 Significance Level: 0, 01 Statistical 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

30 Statistical Decision for Specific Hypothesis 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.

31 CHAPTER V CONCLUSIONS 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.

32 CHAPTER VI PROPOSAL

33 PROPOSAL A WEEK SEMINARY 3 HOURS A DAY (10:00-13:00) IN ENGLISH TEACHING METHODOLOGIES (AUDIO LINGUAL METHOD, COMMUNICATIVE LANGUAGE LEARNING, TASK BASED APPROACH, COOPERATIVE LEARNING AND SUGGESTOPEDIA) FOR ENGLISH TEACHERS

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