2. ARMY POLYTECHNIC SCHOOL SCHOOL OF LANGUAGES APPLIED LINGUISTICS IN ENGLISH PROGRAM Author : Kléber O. Sarmiento Chugcho THEME: POOR DEVELOPMENT OF THE LISTENING SKILL AND ITS INCIDENCE IN ENGLISH LEARNING PROCESS FOR STUDENTS OF THE NINTH COURSES, VESPERTINE SECTION AT THE “JUAN MONTALVO” HIGH SCHOOL, DURING 2007-2008. POOR DEVELOPMENT OF THE LISTENING SKILL AND ITS INCIDENCE IN ENGLISH LEARNING PROCESS FOR STUDENTS OF THE NINTH COURSES, VESPERTINE SECTION AT THE “JUAN MONTALVO” HIGH SCHOOL, DURING 2007-2008.

3. RESEARCH PROBLEM PROBLEM IDENTIFICATION PROBLEM SETTING PART I VARIABLE WORKING OUT JUSTIFICATION INTRODUCTION Poor development of the Listening Skill Main Problem Secondary Problems Dependent Variable Independent Variable OBJECTIVES General Objective Specific Objectives EffectCause

4. INTRODUCTION   Education process is interactive where teacher and student are connected at the same time.   To domain a foreign language it should be developed all of language skills together.   English language is used in all specialities around the world.   A foreign language such as English gives the possibility to have an access to different information sources.   By speaking English language people can know other realities and cultures.

5. Repetitive and traditional methods and techniques Lack of laboratories and audiovisual material Lack of teachers' training Lack of motivation Reduction of students' motivation and class participation Limits teaching-learning process of English language Reduction of students' desire to learn English PROBLEM IDENTIFICATION CAUSES EFFECTS Restriction to develop the Listening Skill

6. VARIABLES WORKING OUT Independent variable  Listening Skill development on students of the ninth courses at the “Juan Montalvo” high school, during 2007-2008. Dependent variable  English learning process on students of the ninth courses at the “Juan Montalvo” high school, during 2007-2008.

7. OBJECTIVES GENERAL OBJECTIVE  To determine the main causes that provoke poor development of the Listening Skill and its incidence in English learning process for Listening Skill and its incidence in English learning process for students of the ninth courses. students of the ninth courses. SPECIFIC OBJECTIVES  To establish methods and techniques used mostly by the teacher.  To determine how the lack of laboratories and audiovisual material reduce students' motivation and class participation.  To establish the significant learning by implementing strategies aimed to develop the Listening Skill.

8. JUSTIFICATION ENGLISH LEARNERS HAVE TO OPTIMIZE THEIR LISTENING SKILL:  To discriminate alike phonemes in English language.  To be able to be exposed to conversations with native speakers or non-native speakers.  To have an integrated English -learning.

9. STRUCTURE INDEPENDENT VARIABLE: Listening Skill.  The development of the Listening Comprehension.  Strategies for Listening Comprehension. DEPENDENT VARIABLE: English Learning Process.  Pedagogical Models.  Curriculum.  Methodological trends. PART II THEORETICAL FRAME

10. THE DEVELOPMENT OF THE LISTENING SKILL Why do students make mistakes when listening? Lack of a laboratory of audiovisual Bad teachers’pronunciation. Teachers make use of structures have never been taught before. Lack of interest about something that the teacher is saying.

11. STRATEGIES FOR LISTENING COMPREHENSION Looking for key words. Looking for nonverbal clues to meaning. Prediciting speaker’s purpose by the context of the spoken discourse. Associating information with ones existing cognitive structure (activating background information). Seeking clarification. Listening for the general gist.

12. PEDAGOGICAL MODELS Traditional Activist of a new school Behaviorist Cognitive Contextual Pedagogical

13. METHODOLOGICAL TRENDS METHODOLOGICAL TRENDS  TRADITIONAL METHODS The Grammar Translation Method The Grammar Translation Method The Audio- Lingual Method The Audio- Lingual Method Suggestopedia Suggestopedia LATEST METHODS Cooperative Learning.Cooperative Learning. Communicative methodCommunicative method

14. CURRICULUM  Needs analysis  Goals and objectives  Language Testing  Material development  Language Teaching  Evaluation.

15. HYPOTHESIS WORKING HYPOTHESIS Poor development of the Listening Skill is affecting the English learning process. Poor development of the Listening Skill is affecting the English learning process. ALTERNATIVE HYPOTHESIS Poor development of the Listening Skill provokes a passive learning on students. Poor development of the Listening Skill provokes a passive learning on students. NULL HYPOTHESIS Poor development of the Listening Skill is not affecting the English learning process. Poor development of the Listening Skill is not affecting the English learning process.

16. METHODOLOGY RESEARCH TYPE AND DESIGN POPULATION AND SAMPLE Methodology for The research Modality of the research VARIABLES WORKING OUT Surveys Field research Causes and effects Sources to collect inf. through Surveys Using questionnaires Students from nine courses at the “Juan Montalvo” high school. Conceptualization Dimensions Indicators Items Techniques tools Teachers Students PART III

17. POPULATION AND SAMPLE SAMPLE CALCULATION N= Population E= Error n = Sample

18. PART IV ANALYSIS AND INTERPRETATION Do you understand when your teacher is giving instructions in English language to carry out activities in class? ALTERNATIVES FREQUENCYPERCENTAGE MALEFEMALETOTALMALEFEMALETOTAL YES 85131089 NO 6656122868987 SOMETIMES 325434 TOTAL 7763140100

19. STUDENTS’SURVEY NºQUESTIONYes NoSometimes 1 Do you feel motivated by your teacher during English classes? 181166 2 Do you think that your English teacher receives courses or seminaries to improve his/her English? 181148 3 Do you go to the English lab to receive classes? 01400 4 Do methods and techniques employed by the teacher help you to feel motivated during English classes? 151214 5 Do you consider "active" the participation during English classes? 91265 6 Do you understand when your teacher is giving instructions in English language to carry out activities in class? 131225 7 Do you consider "appropriate" the methodology applied by the teacher to develop the Listening Skill? 131189 8 Does your teacher employ relaxing techniques such as video, music, didactic games to motivate the Listening Skill development? 01400 9 Does your teacher employ audiovisual material such as, slides-projector, pictures, CDs, tape recorder to develop the Listening Skill? 01400 10 Do you consider "adequate" teacher`s performance to develop the Listening Skill? 161177 TOTAL 102125444 AVERAGE 10,2125,44,4

20. TEACHERS’SURVEY NºQUESTION Yes NoSometimes 1 Do you motivate your students during English classes? 200 2 Do you receive courses or seminaries to improve your English? 101 3 Do you take your students to the English lab to receive classes? 020 4 Do you employ methods and techniques which really help your students to feel motivated during English classes? 200 5 Is there an "active" class participation during English classes? 200 6 Do you think that your students really understand when you are giving instructions in English language to carry out activities in class? 101 7 Do you consider "appropriate" the methodology applied by yourself to develop the Listening Skill? 200 8 Do you employ relaxing techniques such as video, music, didactic games to motivate the Listening Skill development? 002 9 Do you employ audiovisual material such as, slides- projector, pictures, CDs, tape recorder to develop the Listening Skill? 002 10 Do you consider "adequate" your performance to develop the Listening Skill? 200 TOTAL 1226 AVERAGE 1,20,20,6

21. RESEARCH SUBJECTS OBSERVED FREQUENCIES YESNOSOMETIMESTOTAL STUDENTS 10,2125,44,4140 TEACHERS 1,20,20,62 TOTAL 11,4125,65142 EXPECTED FREQUENCIES YESNOSOMETIMES 11,24123,834,93 0,161,770,07

22. CHI SQUARED FORMULA CHI-SQUARED CALCULATION OEO-E(O - E) 2 (O - E) 2 /E 10,211,24-1,041,080,10 1,20,161,041,086,73 125,4123,831,572,460,02 0,21,77-1,572,461,39 4,44,93-0,530,280,06 0,60,070,530,283,98 chi-square 12,28

23. CHI-SQUARE CALCULATION THEORETICAL CHI -SQUARED 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 CHI -SQUARED de 9,210 established in the statistical table of values of chi -squared.

24. STATISTICAL DECISION FOR SPECIFIC HYPOTHESIS ONCE CALCULATED CHI-SQUARED (12.28) higher than the THEORETICAL CHI-SQUARED (9,210) the ONCE CALCULATED CHI-SQUARED (12.28) higher than the THEORETICAL CHI-SQUARED (9,210) the Null Hypothesis Ho (Listening Skill is not affecting the English Laerning Process on students oh the ninth courses at the “Juan Montalvo” high school, during 2007-2008) is not accepted.

25. CONCLUSIONS  Lack of an English lab.  Lack of audiovisual materials.  Lack of variability of methods and techniques. RE COMMENDATIONS  To build an equipped English lab with a person in charge of it.  To develop language skills with audiovisual materials; tape recorder, slides-projector, CDs, pictures, movies, to keep students interested and motivated.  To vary methods and techniques to have a dynamic class participation from students; application of Audio-Lingual and Communicative methods. PART V

26. PROPOSAL PART VI A seminar for a week 3 hours daily about teaching methodologies. Students’checking chart.

27. Objectives To refresh teachers’knowledge about teaching- methodologies. To refresh teachers’knowledge about teaching- methodologies. To monitor students’progress by themselves. To monitor students’progress by themselves.

28. APLICATION OF AUDIO-LINGUAL AND COMMUNICATIVE METHODS

29. DAY 1 AUDIO-LINGUAL CONTENTSOBJECTIVESACTIVITIESRESOURCESEVALUATION - Audio-lingual. - Concept. - Principles. - Techniques and Activities. - Results. - To know concept, principles and techniques of the Audio-lingual method. - To carry out some activities to develop aspects such as Grammar, Pronunciation. - To be aware of the importance of what it was learnt by students in the classroom. - Lecture. - Workshop. - Repetition drill - Backward build up drill. - Multiple-slot substitution. - Transformation drill - Grammar game - Role play. - Fill in information - Projector - Slides - CDs - Story sheets with pictures - Cards - Paper - Pencils. - Class development - Teachers’ criteria - Pair work - Group work - Attitude toward imaginary and real situations. - Chart

30. DAY 2 COMMUNICATIVE LANGUAGE TEACHING CONTENTSOBJECTIVESACTIVITIESRESOURCESEVALUATION - Communica tive Language Teaching. - Concept. - Principles. - Techniques and Activities. - Results. - To know concept, principles and techniques of the Communicative Language Teaching method. - To carry out some activities to develop aspects such as Communication in the classroom. - To be aware of the importance of what it was learnt by students in the classroom. - Lecture. - Workshop. - Scrambled Sentences. - Language Games. - Picture Strip Story. - Role Play. - Fill in information. - Projector - Slides - CDs - Story sheets with pictures - Cards - Paper - Pencils. - Class developme nt - Teachers’ criteria - Pair work - Group work - Chart

31. STUDENTS’CHECKING CHART

32. ACTIVITIESREASONS TO CARRY OUT …………………………… …………………………... ……………………….…. ……………………………... …………………….………. ……………………………. ACTIVITIESHELPFUL FOR ME IN THE FUTURE 1.…………………….. 2.…………………….. 3.……………………. 4.……………………. 1.………………………… 2.………………………… 3.………………………… 4.…………………………. SIGNIFICANCE PURPOSE TO HERE AND NOW

33. SHORT TERM GOALS This week I will… LONG TERM GOALS By the end of this term I want to … ACTIVITIESWHAT I LEARNTHOW I DIDDIFFICCULTIES 1.……………….. 2.……………..… 3.……………….. 4.…………….…. 1.……………….. 2.……………..… 3.……………….. 4.…………….…. 1.……………….. 2.……………..… 3.……………….. 4.…………….…. 1.……………….. 2.……………..… 3.……………….. 4.…………….…. GOAL-SETTING CONTROL OF OWN BAHAVIOR