1. UNIVERSIDAD DE LAS FUERZAS ARMADAS “ESPE”
DEPARTAMENTO DE CIENCIAS HUMANAS Y SOCIALES
APPLIED LINGUISTICS IN ENGLISH PROGRAM
RESEARCH PROJECT
TITLE: THE INCIDENCE OF EXTENSIVE READING IN THE VOCABULARY DEVELOPMENT WITH STUDENTS OF 3RD YEAR OF BACHILLERATO IN TOURISM AT “NUEVA PRIMAVERA” HIGH SCHOOL DURING THE SCHOLAR YEAR
AUTHOR: AMILCAR NACAZA
DIRECTOR: Dr. MARÍA TERESA LLUMIQUINGA Mg.
CO-DIRECTOR: Mg. ROCÍO ORTEGA
MARCH, 2015

2. Why was the topic chosen?
Students of tourism don’t have good habits of reading in Spanish and much less in English, and according to some researchers reading is a good resource for learning vocabulary, a very important aspect in the development of speaking and writing skills. They must develop tourism vocabulary considering that tourists from English speaking countries are who visit more our country and in the future they will be in direct contact with foreign visitors.

3. PROBLEM TREE Effect 1 Low reading, comprehension level Effect 2
Low interaction with native speakers
Effect 3
Low self- esteem
Low tourism vocabulary level
(Core problem)
Cause 1
Few resources
Cause 2
Inappropriate methodology
Cause 3
Student demotivation
Cause 1.1
Inappropriate textbooks
Cause 2.1
Low English teachers preparation
Cause 3.1
Low learning interest

4. RESEARCH QUESTIONS
Can extensive reading develop the vocabulary in students of tourism?
How does extensive reading affect in the tourism vocabulary development?

5. OBJECTIVES
General Objective
To implement extensive reading for the development of tourism vocabulary with students of 3rd year of bachillerato in tourism at “Nueva Primavera” high school during the scholar year
To analyze the effects of the extensive reading on the development of the tourism vocabulary
Specific Objectives
To determine the problems students have in the tourism vocabulary development
To choose and collect extensive readings which help to improve the development of vocabulary with students of third level of the tourism specialty

6. “Nueva Primavera” High School
PLACE OF RESEARCH
Experimental Group: nine students
“Nueva Primavera” High School
Control Group: twelve students

7. THEORETICAL FRAMEWORK
“Learning is bringing something new into our cognitive structure and attaching it to our existing knowledge”. In other words. It is based in the previous knowledge that a person has more the new knowledge which is acquired, these two types interact between them, so they form a connection, appearing the new learning, that means, the meaningful learning (Ausubel, 1963)
Meaningful learning
They are reading texts that were written by native speakers with social communication purposes and not for educational purposes, they may be newspapers, magazines, brochures, stories, internet, etc. they have the vocabulary of the topic to be treated
Advantages
Guide learners toward the language they need for their particular context
Help prepare learners for the ‘real’ world of communication
Motivate learners to communicate, because they help make communication ‘real’ (Peacock, 1997)
Authentic Materials

8. Vocabulary Acquisition through Extensive Reading
The acquisition of second language only occurs if the individual is exposed to real communicative situations of the target language, these situations must have a higher level than his current linguistic competence and they are not focused on grammatical correction, it means, to speak a foreign language is thanks to the product used and understandable. (Krashen, 1985)
Input Hypothesis
Extensive Reading
“Approach in which students read large amounts of texts of their own choosing and with emphasis on meaning.” (Day and Bamford, 1998)
Vocabulary Acquisition through Extensive Reading
The new words are learned in texts because they have richer lexis than spoken ones, in extensive reading can be learned vocabulary because words appear several times in content and by guessing the meaning of words while reading or find sense in the context, that is, what you don’t understand in one text might be quite clear in other.(Horst, 2000)

9. Methodology Research type Descriptive Research design Of field
Population
Twenty one students
Sample
Nine students
Field work
“Nueva Primavera” High School
Instruments for data collection
Pre-test, post-test and survey
Data processing and analysis
Statistical calculations, tables and figures

10. Introductory chat Motivation video At the beginning one pre-test
The process
Introductory chat
Motivation video
Two groups; control g.(12 students)
experimental g.(9 students)
At the beginning one pre-test
Only experimental group received the treatment
Four session of tourism reading were carried out

11. Every team had a leader and a secretary
Students extracted the ideas just inferring the words
Experimental group divided in two teams
Every team had a leader and a secretary
Leader; organized the meeting , secretary; wrote main ideas on the sheet of reports
Students interchange ideas
At the end one post-test
At last a survey about the approach

12. Chart to contrast pre-test and post-test
Results
Chart to contrast pre-test and post-test
CONTROL GROUP
EXPERIMENTAL GROUP N°
PRE-TEST
POST-TEST 1 3 5 4 8 2 6 10 9 7 11 12
X̄ = 3.16
SD= 0.83
X̄ = 3.83
SD= 1.81
X̄ = 5.33
SD= 1.41
X̄ = 7.88
SD= 1.83

13. Means Control Group Experimental Group
DIFFERENCE BETWEEN MEANS: 0,67 - 6,7%
DIFFERENCE BETWEEN MEANS: 2, %

14. TESTING THE LEVEL OF SATISFACTION
Question 1.- Based on your experience as student in relation to other ways of learning, was this method?
Alternatives Nº %
Much Better 8
89%
Better 1
11%
About the same 0%
Worse
Much Worse
Much better
89%

15. Question 2.- Do you agree with the work activities that were used in this method of learning?
Alternatives Nº %
Strongly Disagree 0%
Somewhat
Disagree
Neither Agree nor Disagree
Somewhat Agree
Strongly Agree 9
100%

16. Question 3.- How satisfied were you with the vocabulary learned during the application of this method?
Alternatives Nº %
Delighted 4
44%
Very Satisfied 3
34%
Satisfied 2
22%
Somewhat 0%
Not at all Satisfied

17. Question 4.- How much effort did you make to use this method?
Alternatives Nº %
Almost no effort  0
 0%
A little bit of effort  1
 11%
Some effort 5
 56%
Quite a bit of effort  2
 22%
A tremendous amount of effort 1
11%

18. Question 5.- Would you recommend the application of this method of teaching in your institution?
Alternatives Nº %
Definitely will 9
100%
Probably will 0%
Might or might not
Probably will not
Definitely will not

19. HYPOTESIS FORMULATION
Working Hypothesis
H1: Implementing Extensive Reading affects in positive way in the Tourism Vocabulary Development.
Null Hypothesis
H0: Implementing Extensive Reading does not affect in the Tourism Vocabulary Development.

20. Statistical significance Coefficient correlation Experimental Group
0,0066
Coefficient correlation
Control Group
0,0177

21. The hypothesis
In conclusion when doing the general analysis of the working hypothesis with obtained results from experimental group and control group, it is evidenced that in the experimental group there was a progress in tourism vocabulary development while in the control group there was not a progress in the tourism vocabulary development, so that, it is noted that the treatment applied to the experimental group affected positively in the collected results, so, the null hypothesis is rejected.

22. The readings help to infer and learn the meaning of words
CONCLUSIONS
The range of vocabulary related to tourism improved after implementing extensive reading
The readings help to infer and learn the meaning of words
even though the readings in authentic material were a bit difficult, students could do their activities by themself
The survey revealed to agree with the approach
Conclusions

23. RECOMMENDATIONS Teacher should have a folder with many texts
Students should find texts according to their level of comprehension and interest
To continue working with the extensive reading, especially in Tourism specialization
Authorities should extend the periods of class to develop all activities
Teachers of foreign language should apply this method

24. The proposal Problem tree Effect 1 Low reading, comprehension level
Low interaction with native speakers
Effect 3
Low self- esteem
Low tourism vocabulary level
(Core problem)
Cause 1
Few resources
Cause 2
Inappropriate methodology
Cause 3
Student demotivation
Cause 1.1
Inappropriate textbooks
Cause 2.1
Low English teachers preparation
Cause 3.1
Low learning interest

25. Objectives tree High reading, comprehension level
High interaction with native speakers
High self- esteem
High tourism vocabulary level
Many resources
Appropriate methodology
Student motivation
Appropriate textbooks
High English teachers preparation
High learning interest

26. Alternatives tree High reading, comprehension level
High interaction with native speakers
High self- esteem
High tourism vocabulary level
Many resources
Appropriate methodology
Student motivation
Appropriate textbooks
High English teachers preparation
High learning interest

27. LOGICAL FRAMEWORK Narrative summary Indicators Means of verification
Indicators
Means of verification
Assumptions
Objective
To help students to develop tourism vocabulary
2. To help students to increase their Reading comprehension level
Students can understand the meaning of technical words
They do sentences with correct writing and spelling
Post-test results
Students use very safe the tourism vocabulary in oral and written way
Purpose
Implementing Extensive Reading in the Tourism Vocabulary Development
Students develop vocabulary related to tourism in their writing and reading skills
The institution hosts this teaching approach.
Outputs
Many resources
Appropriate methodology
High learning interest
Students increase the knowledge level of tourism terminology
The academic performance of students improves
They read more than required and carry out their work activities
Work activities in class
Record of scores
Observation of performance
Students seek and read texts of the specialty on their own.

28. Activities
Presenting to the institution a variety of texts related to the tourism field to be used by students of this specialty by means of Extensive Reading Approach.
Instructions of the ways of working with the text in class; to read and infer the meaning of words
Students talk among them demonstrating the vocabulary learned in the reading, then write the main ideas on handout, who has better interpretation of the text will get 1 additional point
Inputs
Texts for reading
Internet
Computer
Highlighter markers
Pencils
Eraser
Classroom
Whiteboard
Whiteboard markers
Sheets of reports
Pens
Costs
$ 80,00
$ 28,00
$ 11,00
The high school authorities provide a small library of texts on tourism with all teaching resources needed to apply this method of learning.

29. Students during a motivation video Students during the Pre-test
EXPERIMENTAL GROUP A n N E x e S
Students during a motivation video
Students during the Pre-test

30. Students extracting main ideas Students during Post-Test
photographs
Students extracting main ideas
Students during Post-Test

31. SHEET OF REPORT NAMES IDEAS …………………
…………………  

32. BY: AMILCAR ISAEL NACAZA ALQUINGA
THANK YOU VERY MUCH
BY: AMILCAR ISAEL NACAZA ALQUINGA