FRONT PAGE
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
EDUCATIVE PROJECT
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF
LICENCIADA EN CIENCIAS DE LA EDUCACIÓN,
MAJOR IN: LENGUA Y LINGÜÍSTICA INGLESA.
TOPIC:
THE IMPORTANCE OF TEACHING ACTIVE VOCABULARY TO IMPROVE THE
PRODUCTION OF SPEAKING
PROPOSAL:
ELABORATION OF AN AUDIOVISUAL DIDACTIC GUIDE WITH VOCABULARY
APPLIED TO STUDENTS’ ENVIRONMENT.
RESEARCHER:
CHOEZ VILLACIS JOSE TEODORO
PILALO LEON TAIRON JAVIER
DIRECTED BY:
Lcdo. LARRY TORRES, MSc.
Guayaquil - Ecuador
2017
ii
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
DIRECTIVES
ARQ. SILVIA MOY-SANG CASTRO., MSC. LIC. WILSON ROMERO DAVILA, MSC
DECANO SUB- DECANO
AB. JACINTO CALDERÓN VALLEJO, MSC LIC. ALFONSO SÁNCHEZ ÁVILA, MSC
DIRECTOR SUB- DIRECTOR
AB. SEBASTIÁN CADENA ALVARADO
SECRETARY
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iv
EL TRIBUNAL EXAMINADOR OTORGA
AL PRESENTE TRABAJO
LA CALIFICACION DE: _________________________________
EQUIVALENTE A: _________________________________
TRIBUNAL
________________________
Tribunal No 1
________________________ ________________________
Tribunal No 2 Tribunal No
v
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
SISTEMA DE EDUCACION PRESENCIAL
CENTRO UNIVERSITARIO: GUAYAQUIL
PROYECTO:
TEMA: THE IMPORTANCE OF TEACHING ACTIVE VOCABULARY TO
IMPROVE THE PRODUCTION OF SPEAKING
PROPUESTA: ELABORATION OF AN AUDIOVISUAL DIDACTIC GUIDE
WITH VOCABULARY APPLIED TO STUDENT´S ENVIRONMENT
APROBADO
________________________
Tribunal No 1
________________________ ________________________
Tribunal No 2 Tribunal No 3
________________________ ________________________
Choez Villacis Jose Teodoro Pilalo Leon Tairon Javier
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Guayaquil, Julio 15 del 2017 M. Sc. Silvia Moy-Sang,Castro, Arq. DECANA DE LA FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN Ciudad De mis consideraciones:
Para los fines pertinentes comunico a usted que los derechos intelectuales
del proyecto educativo con el tema: The importance of teaching active
vocabulary to improve the production of speaking .Propuesta: Elaboration of
an audiovisual didactic guide with vocabulary applied to student´s
environment
Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.
Atentamente,
________________________ ________________________
Choez Villacis Jose Teodoro Pilalo Leon Tairon Javier
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DEDICATION
We want to dedicate this project to our families who have supported us
in this long road and gave us the motivation, strengthen and love to
end it up satisfactorily.
Choez Villacis Jose Teodoro
viii
DEDICATION
First of all, we want to thank God to be always with us, to Mr. Larry
Torres Vivar for his help and guidance.
To our classmates with who we shared these great years of study and
learning.
To our teachers who also made an effort being with us in these five
years of continuous study and gave us the best of them to form
professionals to improve the education in our country.
Pilalo Leon Tairon Javier
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ACKNOWLEDGEMENT
Thank you God for all your blessings to me and my family. For the strength
you give me each day and for all the people around me who make life more
meaningful. I would also like to thank my loved ones, who have supported
me throughout entire process, both by keeping me harmonious and helping
me putting pieces together. I will be grateful forever for your love.
Choez Villacis Jose Teodoro
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ACKNOWLEDGEMENT
I want to thank God and my parents for being my fundamental support
during this time that I was able to finish another goal, giving me their advice
and guidance in every step of the way not letting me give up half way there. I
also want to thank to all the people that one way or another helped me
achieve this day and allowing me to be able to see the fruition of what I sow.
Pilalo Leon Tairon Javier
xi
TABLE OF CONTENTS
FRONT PAGE ................................................................................................................ i
DIRECTIVES ................................................................................................................. ii
TUTOR’S REPORT .................................................................................................... ii
EL TRIBUNAL EXAMINADOR ................................................................................ iv
DEDICATION............................................................................................................... vii
ACKNOWLEDGEMENT ............................................................................................ ix
TABLE OF CONTENTS ............................................................................................ xi
ABSTRACT ..................................................................... ¡Error! Marcador no definido.
INTRODUCTION .......................................................................................................... 1
CHAPTER ONE THE
PROBLEM
CONFLICT SITUATION ......................................................................... 4
SCIENTIFIC FACT ................................................................................ 4
CAUSES: ............................................................................................... 5
FORMULATION OF THE PROBLEM .................................................... 5
OBJECTVES ......................................................................................... 6
General .............................................................................................. 6
Specific............................................................................................... 6
QUESTIONS OF THE INVESTIGATIONS ............................................. 6
RATIONALE .......................................................................................... 7
CHAPTER TWO
THE THEORETICAL FRAMEWORK
BACKGROUND OF THE INVESTIGATION ......................................... 14
THEORETICAL FOUNDATION ........................................................... 16
EPISTEMOLOGY FOUNDATION ........................................................ 18
PHILOSOPHIC FOUNDATION ............................................................ 20
PEDAGOGICAL FOUNDATION .......................................................... 21
SOCIOLOGICAL FOUNDATION ......................................................... 26
LEGAL FOUNDATION ........................................................................ 27
xii
CHAPTER THREE
METHODOLOGY OF THE RESEARCH
CHARACTERISTICS OF THE INVESTIGATION ................................. 33
TYPES OF RESEARCH ...................................................................... 34
FIELD RESEARCH.............................................................................. 34
EDUCATIONAL RESEARCH .............................................................. 35
BIBLIOGRAPHICAL RESEARCH ........................................................ 36
LEVEL OF THE RESEARCH ............................................................... 37
Exploratory Research ....................................................................... 37
Descriptive Research ....................................................................... 38
Explanatory Research ...................................................................... 39
Explicatory Research........................................................................ 40
POPULATION AND SAMPLING .......................................................... 40
OPERATIONALIZATION OF THE VARIABLES ................................... 41
METHODS, TECHNIQUES AND INSTRUMENTS .............................. 44
ANALYSIS OF RESULTS .................................................................... 48
SURVEY TO THE STUDENTS ........................................................ 48
CHI SQUARE ...................................................................................... 58
Tables of contingency....................................................................... 58
CONCLUSIONS AND RECOMMENDATIONS .................................... 61
CONCLUSIONS ............................................................................... 61
RECOMMENDATION ....................................................................... 62
CHAPTER IV
PROPOSAL
BACKGROUND ................................................................................... 64
JUSTIFICATION .................................................................................. 65
GENERAL OBJECTIVE ....................................................................... 66
SPECIFIC OBJECTIVES ..................................................................... 66
PEDAGOGICAL ASPECT ................................................................... 67
Constructivism .................................................................................. 67
PSYCHOLOGICAL ASPECT ............................................................... 68
LEGAL ASPECT .................................................................................. 69
Listening ........................................................................................... 70
xiii
Reading ............................................................................................ 70
Speaking production ......................................................................... 71
Speaking interaction ......................................................................... 71
Writing .............................................................................................. 71
FEASIBILITY ....................................................................................... 72
ECONOMICAL ................................................................................. 72
TECHNICALLY ................................................................................. 72
HUMAN ............................................................................................ 72
DESCRIPTION OF THE PROPOSAL .................................................. 73
MATERIALS ............................................................................................................. 74
LOCATION .......................................................................................... 75
CONCLUSIONS .................................................................................. 75
BIBLIOGRAFÍA .................................................................................... 78
xiv
REPOSITORIO NACIONAL EN LENGUAS Y LENGÛISTICAS
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: The importance of teaching of active vocabulary to improve
the production of speaking. Elaboration of an audiovisual didactic guide with vocabulary
applied to the student’s environment.
AUTORES:
Choez Villacis Jose Teodoro
Pilalo Leon Tairon Javier
REVISOR:
MSc. Larry Torres
INSTITUCIÓN: Universidad de Guayaquil FACULTAD: Filosofía, letras y Ciencias de la Educación
CARRERA: Lenguas y Lingüística
FECHA DE PUBLICACIÓN: 2016 Nª DE PÁGS.: -
TITULO OBTENIDO: Licenciados en Lengua y
Lingüística Inglesa
ÁREAS TEMÁTICAS: Education, Pedagogy, Speaking, Didactic, Vocabulary
PALABRAS CLAVE:
LEARNING, STRATEGIES, LUDIC, COMMUNICATION
RESUMEN: The purpose of this investigation is to allow students to have an easier way to express themselves in the English language. Students at Pablo Hannibal Vela Egüez High school of eighth year of basic education show a deficiency in the speaking and few knowledge of the active vocabulary, which generated the necessity to elaborate an audiovisual didactic guide with the goal that they achieve express themselves in the society, using the language English of a correct way. The beneficiaries will be students at Pablo Hannibal Vela Egüez High school of eighth year of basic education who receive the respective knowledge of active vocabulary that will allow them to motivate themselves in the develop of teaching of language English with the consequent improvement of their academic and social performance. Nº DE REGISTRO (en base de datos): Nº DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO PDF: SI NO
CONTACTO CON AUTOR:
Teléfono:
E-mail:
CONTACTO EN LA INSTITUCIÓN:
Nombre:
Teléfono:
E-mail:
xv
REPOSITORIO NACIONAL EN LENGUAS Y LENGÛISTICAS
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: La importancia de la enseñanza del vocabulario activo para
mejorar la producción del habla. Elaboración de una guía didáctica audiovisual con
vocabulario aplicado al entorno del alumno.
AUTORES:
Choez Villacis Jose Teodoro
Pilalo Leon Tairon Javier
REVISOR: MSc. Larry Torres
INSTITUCIÓN: Universidad de Guayaquil FACULTAD: Filosofía, letras y
Ciencias de la Educación
CARRERA: Lenguas y Lingüística
FECHA DE PUBLICACIÓN: 2016 Nª DE PÁGS.: -
TITULO OBTENIDO: Licenciados en Lengua y Lingüística Inglesa
ÁREAS TEMÁTICAS:
Educación, pedagogía, expresión oral, didáctica, vocabulario
PALABRAS CLAVE: LEARNING, STRATEGIES, LUDIC, COMMUNICATION
RESUMEN: El propósito de esta investigación es permitir que los estudiantes tengan una manera más fácil de expresarse en inglés. Los estudiantes de la escuela secundaria Pablo Hannibal Vela Egüez de octavo año de educación básica muestran una deficiencia en el habla y poco conocimiento del vocabulario activo, lo que generó la necesidad de elaborar una guía didáctica audiovisual con el objetivo de lograr expresarse en la sociedad. utilizando el idioma inglés de manera correcta. Los beneficiarios serán estudiantes de la escuela secundaria Pablo Hannibal Vela Egüez de octavo año de educación básica que recibirán el conocimiento respectivo de vocabulario activo que les permitirá motivarse en el desarrollo de la enseñanza del idioma inglés con la consiguiente mejora de su nivel académico y social. actuación. Nº DE REGISTRO (en base de datos): Nº DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO PDF: SI NO
CONTACTO CON AUTOR:
Teléfono:
E-mail:
CONTACTO EN LA INSTITUCIÓN:
Nombre:
Teléfono:
E-mail:
xvi
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION SISTEMA PRESENCIAL
ESCUELA DE LENGUAS Y LINGÜÍSTICA
ABSTRACT
The purpose of this investigation is to allow students to have an easier
way to express themselves in the English language. Students at Pablo
Hannibal Vela Egüez High school of eighth year of basic education show a
deficiency in the speaking and few knowledge of the active vocabulary,
which generated the necessity to elaborate an audiovisual didactic guide
with the goal that they achieve express themselves in the society, using
the language English of a correct way. The beneficiaries will be students
at Pablo Hannibal Vela Egüez High school of eighth year of basic
education who receive the respective knowledge of active vocabulary that
will allow them to motivate themselves in the develop of teaching of
language English with the consequent improvement of their academic and
social performance.
Booklet Ludic Games Oral Expresion
xvii
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION SISTEMA PRESENCIAL
ESCUELA DE LENGUAS Y LINGÜÍSTICA
RESUMEN
El propósito de esta investigación es permitir que los estudiantes
tengan una manera más fácil de expresarse en inglés. Los estudiantes
de la escuela secundaria Pablo Hannibal Vela Egüez de octavo año de
educación básica muestran una deficiencia en el habla y poco
conocimiento del vocabulario activo, lo que generó la necesidad de
elaborar una guía didáctica audiovisual con el objetivo de lograr
expresarse en la sociedad. utilizando el idioma inglés de manera
correcta. Los beneficiarios serán estudiantes de la escuela secundaria
Pablo Hannibal Vela Egüez de octavo año de educación básica que
recibirán el conocimiento respectivo de vocabulario activo que les
permitirá motivarse en el desarrollo de la enseñanza del idioma inglés
con la consiguiente mejora de su nivel académico y social actuación.
Folleto Juegos lúdicos Expresión oral
1
INTRODUCTION
The influence this investigation will have on students with problems
in speaking will be of great results and academic advantages for the
students, teachers and the institution as well. This project consists of short
dialogues that are going to give students the opportunity to practice with
meaningful activities in which they will allow learning to take place. This
and many other aspects will also provide students the maximum training in
speaking in English in and outside of the classroom for them to have the
adequate practice in the language. Chapter one of this project refers about
the problem students from the eighth year basic education of Pablo
Hannibal Vela Egüez. In chapter two, the theory about fixing the problem
will be addressed, giving the many aspects and foundations that will be
covered and the methods the proposal will keep students in a learning
process that will help them eventually in becoming independent learners
and acquiring the English language. The demographics, statistics and
mathematical events that show and back up the process and the outcome
of the investigation will be referred in chapter three. It will show the results
and the concepts that the interview with the School Director, the teacher of
the students from the 8 grade and the result of the surveys the students
from the 8 grade took. The fourth chapter gives the whole strategies the
proposal will be put into practice and how the booklet will help bring this
manifest to fruition. The thesis also covers all the standards and
parameters that are required in the Good Living Act. The booklet is also
related to the whole aspects required in the National Curriculum
Guidelines that are used for English as a Foreign Language,
acknowledging the three key issues that students are to face in order to
reach their goal in learning the English language. Such challenges are the
importance of the English language as a tool equipping individuals to
come to full comprehension with people and cultures beyond linguistic and
geographic boundaries, the need to align students to the CEFR (Common
European Framework Reference) which gives students international
2
recognition and it provides a common basis for the proficiency of the
English language, and the communicative approach that is presently the
most recognized, adequate and accepted rule of thumb in the field of
language teaching and learning worldwide.
CHAPTER I: THE PROBLEM
the problem, context investigation, problem investigation, conflict situation,
scientific situation, causes, problem formulation, investigation objectives,
general objectives and specific objectives, questions of the investigation,
rationale
CHAPTER II: THEORETICAL FRAME
Theoretical framework, background of the investigation, theoretical bases,
epistemology fundamentations, philosophic fundamentations, pedagogical
fundamentations, psychological fundamentation, sociological
fundamentations, legal fundamentation, glossary.
CHAPTER III: METHODOLOGY
methodology, process, analysis, results discussion, methodological
design, types of investigation, population and sample, operationalization of
variables, investigation methods, instruments and techniques of the
investigation, analysis and interpretation of data, conclusion and
recommendations.
CHAPTER IV: THE PROPOSAL
Justification, synthesis, general objective, specific objectives, feasibility,
description, social impact, beneficiaries, bibliography, glossary
BIBLIOGRAPHY
ANNEXUS
3
CHAPTER ONE
THE PROBLEM
When there is no vocabulary, there is no communication at all. It is
the base and the core soul and heart of any language. No vocabulary at all
of a language and there will be completely no communication once so
ever or dialogue with anyone. Vocabulary is the essence needed for
verbal communication, reading understanding, listening comprehension
and reading too.
Without vocabulary, you can feel invisible, left out, not accountable
for, not being presented, ignored and simply rejected. It is the base of
communication and the source of any skill that is involved in any
language.
The problem found in students of the 8th grade at Pablo Hannibal
Vela Eguez High School are many to begin with. About seven students
were hyperactive in the classroom. Many were not paying attention and
some were not even ready to receive classes. There was an obvious lack
of material available and the lack of participation was also an obstacle to
deal with. The teacher was always emphasizing the use of English in the
classroom, trying to motivate students into class participation and was
eliciting answers from students as much as he could.
4
The students said that they found the material not interesting and the
classroom was always not fit for classes. No erasers, markers, computers
or any other type of material needed to teach classes could be found in
the classroom. Teachers had to bring markers, wall charts, paper, and
other material of their own in order to teach. The planning of the class was
on top notch, but participation and students being engaged to the activities
were not a common sight in class.
CONFLICT SITUATION
The poor vocabulary found in students of the 8th grade at Pablo
Hannibal Vela Eguez is a situation that can escalate to other problems and
situations. Students need to be marinated into the language every single
minute they are in English classes due to the fact that the more they are
exposed to the language, the more they will get acquainted with it.
Students at this age are at a spongy stage mentally because their brains
are soaked with knowledge if the right methods of learning are put into
practice in the classroom.
SCIENTIFIC FACT
The ABC's are attitude, behavior and communication skills.
(Chertavian, 2015)
It can be said that one letter is a word that can represent an article,
a name a gesture in English. The letter A in part of speech can represent
5
the unnamed article ―A‖. The letter B can represent a street name or the
name of a brand of shoes or clothing. And the letter G can simply mean an
exclamation about some type of answer to a situation.
The ABC’s are just that. They are just letters that have the meaning
of whole words. That is the complexity of the English language. It can
expand its vast concept about the power each letter has in complete
communication terms.
CAUSES:
Lack of vocabulary material
There are no knowledge about vocabulary
No vocabulary practice
Insufficient vocabulary activities
The students are not motivated in the English class
No production in the language
FORMULATION OF THE PROBLEM
In what way will the teaching of active vocabulary influence in the
improvement of the production of the speaking skill in the students of
eighth year of basic education at Pablo Hannibal Vela Egüez High school,
during the school year 2016-2017?
6
OBJECTVES
General
To strengthen the teaching of active vocabulary to improve the
production of speaking skill through an evaluation and a statistic analysis
to elaborate an audiovisual didactic guide.
Specific
1. To improve the teaching of active vocabulary through of interactive
exercises to improve the vocabulary in the students.
2. To motivate the production of speaking.
3. To identify the active vocabulary that students want to learn to
elaborate the audiovisual didactic guide to provide students
appropriate from the collected data.
QUESTIONS OF THE INVESTIGATIONS
What is the sole purpose of the booklet?
In what way is this book going to help students?
What is the best outcome this booklet will bring the school?
How to apply vocabulary to speaking skills improvement?
How can the vocabulary in this project influence students learning?
In what other subjects can this project help students?
7
RATIONALE
This investigation is important because it allows students to have an
easier way to express in the English language. Students at Pablo Hannibal
Vela Egüez High school of eighth year of basic education show a
deficiency in the speaking and a little knowledge of the active vocabulary,
which generated the necessity to elaborate an audiovisual didactic guide
with the goal that they achieve express themselves in the society, using
the language English of a correct way. The beneficiaries will be students
at Pablo Hannibal Vela Egüez High school of eighth year of basic
education who receive the respective knowledge of active vocabulary that
will allow them to motivate themselves in the develop of teaching of
language English with the consequent improvement of their academic and
social performance.
The booklet has been design with all the standards and parameters
required by the Ecuadorian Board of Education and all rules, regulations
and requirements vigilant to the present day. The social aspect about the
booklet is to comply with the needs that were identified in this project’s
investigation, resolving the set problems that have not been fixed since.
The vast need of a vocabulary booklet to help students reach a major
concept and understanding when speaking is one of the necessities that
this booklet covers with its activities and clear instructions. The
methodology, technique and approach is also explained in the booklet so
8
teachers could have a clear understanding of the proper way in guiding
the students into the activities, having a complete participation in class and
seeing progress taking place in students’ cognitive.
The booklet is in compliance with all the standards and regulations of
the CEFR (Common European Framework Reference) in order to fulfill the
parameters and characteristic that students must reach accordingly and
proficiently in the English language.
The Good Living Act is also in the view of this Project with all the
regulations and rules that are set in the constitution of the Republic of
Ecuador and all its requirements. The Good Living Act is to give every
citizen and legal resident of the Republic of Ecuador the highest standard
of living, the right of education and the pursuit of happiness and progress
in the region of the country.
9
CHAPTER TWO
THE THEORETICAL FRAMEWORK
Teaching English as a foreign language that is the case in the
Ecuadorian context involves different areas. The Teaching Knowledge test
is a certification that demands professionals to prepare themselves on
everything regarding methodology of this learning-teaching process. The
book for this preparation includes content like language and background to
learning and teaching, lesson planning and use of resources for language
teaching, managing the teaching and learning process. From all this wide
range of topics, this study tries to help teachers on developing speaking
activities that will help students produce the language individually, pairs or
groups in two main domains personal and educational, as required by the
authorities in Ecuador. This aim will be achieved through the elaboration of
an audiovisual didactic guide with active vocabulary that relates to
students’ vocabulary.
For authors like Pulverness, Spratt & Williams (2012), Thornbury
(2006), and Harmer (2007) speaking involves producing the language
rather than receiving it. Teachers must know that English has four main
skills: listening, speaking, reading, and writing. Those skills are divided
into receptive and productive. The receptive ones are listening and
reading. Students are not supposed to generate language but they receive
10
a lot of input in the form of vocabulary, pronunciation, speech examples,
text guides, etc. (Brinton, Celce-Murcia, & Snow, 2014).
Students benefit from this input because later those are their models
to use to produce the other two skills which are speaking and writing.
(Krashen, 1988). Teachers should plan their lessons in order to practice
the four skills of the language, in other words to make integrated classes.
The percentage of practice of the skills should be equal. Nevertheless,
there is more emphasis on grammar than on the skills. Maybe because
this keeps students’ attention and the discipline is better not observing the
Communicative Language Teaching (CLT) approach suggested by the
authorities.
Some teachers could be afraid of noise that might cause the
interaction among learners when producing the language orally. Also, this
takes time from the instructions to the post activity. In numerous classes,
listening to students individually is challenging. Teachers need to be
creative in order to set tasks for the class while listening to maybe pairs in
an oral practice, doing so will keep everyone on task and there is not
chance for misbehavior. Another issue to be considered is the logistics to
plan an interactive task. In this case, teachers can ask students just to
face their pairs on the left/right and behind them. (Harmer, 2007).
Pulverness et al (2012) add that speaking is using speech to
communicate meanings to other people. In a classroom setting, students
11
will interact with the teacher, other students, and/or with special guests.
Teachers have to create opportunities for learners to produce the
language in a safe environment to help them gain confidence. This can be
reached by firstly introducing and teaching key words (active vocabulary)
students need to keep handy for the tasks, then moving to very controlled
activities (repetitions of sentences or dialogues), checking comprehension
of the content and some words, finally, when students are confident, the
teacher can provide freer tasks (authentic, meaningful content, adapted to
students’ context) for the pupils to try the language independently inside or
outside the classroom. This process matches a Presentation-Practice-
Production approach suggested by Harmer (2007).
Another issue when teaching speaking and vocabulary is the
pronunciation. Brinton, et al. (2014) state that the sound system of English
is divided into two categories: consonant and vowel sounds. They are
known as the segmental features. There are other global aspects to
consider like stress (where the accent is in the words or sentences),
rhythm (alternation of longer and shorter syllables), and intonation (rise or
fall in pitch or melodic line, especially in sentences and questions, which
words should students emphasize), which are considered suprasegmental
features or prosody. In this regards, the authors add that learners should
use pauses to divide speech into meaningful chunks when speaking.
These groups of words are called thought groups also known as tone
groups or intonation units.
12
Even though it seems difficult, there are some pronunciation
instructions that can be effective (Couper as cited in Pulverness et al,
2014). Some examples of those techniques are computer-assisted
instruction (especially if it is self-directed), listening instruction (with
comprehension activities, so students do not repeat without knowing what
they are saying), contextualized instruction (practice words in a context
has shown to be effective by several studies), form-focused instruction
(calling learner’s attention to L2 pronunciation traits and helping them
contrast their utterance with the ones on the recording. The authors
conclude that pronunciation is helpful, and better if it is addressed on form
and meaning, including feedback, a listening component and effective use
of technology. Teachers can take from this list what they can implement in
their classes and how. These authors conclude that teachers should
consider promoting speaking tasks that is fluent, accurate (grammatically
correct), appropriate, and authentic language; findings from corpus-
research have guided to a reconsideration of the structural and
interactional characteristics of spoken language; choosing topics depend
on the learners contextual factors; finally, assessment is an important
issue for teachers especially on high-stakes examinations.
Finally, Pulverness et al (2012) recall that speaking involves several
subskills:
- Making use of vocabulary, grammar and functions to communicate
fluently and accurately.
13
- Use of register to speak appropriately. There are different scenarios
of interaction: teacher-students, student-student, student-
authorities.
- Dealing with features of connected speech. Learners should know
with words are linked to sound similar to a native speaker or reduce
L11 accent.
- Emphasizing body language, when speaking people do not only
listen but watch how we are addressing to them, the movements
learners do when talking will help the listener to better understand
the message.
- Uttering different text types. According to the different topics that
students might talk about. They should recall vocabulary
appropriate for each situation.
- Fluency (normal speed, little hesitation, repetition, self-correction,
smooth). Students should know when to use these different
features in a normal conversation.
- Applying interactive strategies to keep people interested and
involved when communicating with others.
All these concepts, features and aspects are important when
developing the audiovisual guide to enhance speaking practices with
active vocabulary that involves students’ environment. Teachers need to
1 This refers to our mother tongue: Spanish.
14
be sure what and how to address when delivering speaking lessons to get
the best outcome of those practices.
BACKGROUND OF THE INVESTIGATION
Students have deficiencies when speaking especially in English
where the words sound different from its written form which does not
happens in learners’ mother tongue or L1. Most of the time, classmates
laugh when they listen to their peers talking. That is why few students
participate most of them do not want to be the target of laughter. Others
might not be interested in the lesson but in their own motivations.
However, students respond to visual aids positively. (Thornbury, 2006).
Therefore, the study suggests the creation of a didactic guide to trigger
students to speak more.
In order to develop the guide, teachers have to choose the words
students need to apply in their oral production. This selection can be done
by the teacher, or the teacher can ask students to get involved in this task
too. The advantage of the second option is that students will feel helpful
and will take responsibility for their learning. They will be motivated
because they were part of this activity. (Harmer, 2007). If students are
engaged in the tasks they will be more likely to participate. Teachers can
also ask students to create or develop the visuals according to the
vocabulary. (Cohen, 2014). This can be displayed in class or learners can
work on a picture dictionary in their notebooks. Teachers can use this
15
material for a variety of activities to implement more oral activities in the
form of practice, consolidation of knowledge, or assessing students’
progress.
Moreover, there are some inconveniences or problems that students
have or struggle with regarding producing the language orally. Scrivener
(2005) mentions the following:
- Students will not like to interact with classmates because they have
deficiencies. They rather participate only with the teacher. Teachers
as leaders can vary the pairs. Sometimes, students will participate
with pairs of the same level, others with different levels. In this case,
the teacher can use also several resources, like color papers or
pencils, or form groups with shapes, or have students mime
animals, etc.
- Students feel there is no feedback, therefore why they should
participate if the teacher will not listen to them individually.
Teachers can provide feedback with rubrics. The Ministry of
Education in the documents published some examples of how
teachers should assess speaking. Teachers can use those
recommendations to plan their lessons and train students for further
tests.
- Teachers are the ones that have to speak because students are
learning. Again, teachers need to provide reasons for the different
16
tasks, so students are engaged with the activities and eager to
participate actively.
- Students do not have the need to use the language outside the
classroom. They want more grammar.
Teachers have to deal with those situations and always give students
a reason to motivate them on a daily basis, the more students practice the
better they will get at it. In order to engage learners, teachers can also set
realistic goals, plan instruction (including controlled, guided and
communicative practice). (Marzano, 2003).
These concepts are the basics for the development of the guide to
create a plan that goes from very easy tasks to help students be confident
when exchanging oral messages with their classmates.
THEORETICAL FOUNDATION
Thornbury (2006) and Scrivener (2005) describe vocabulary as the
area of language teaching that deals with word knowledge. The former
author adds that it is an important goal in teaching syllabuses. Brinton, et
al. (2014) point out that knowing a word involves the mastery of the
words’: meaning, written form, spoken form, grammatical behavior,
collocation, register, associations, and frequency. This list is expanded by
Pulverness et al. (2012) who add denotation (describe the thing or idea
behind the word), synonyms (same or similar meaning), antonyms
17
(opposite meaning), lexical sets (words that belong to the same topic
area), word families (the ones that share the same base word),
homophones (same pronunciation but different meaning), homonyms
(same spelling and pronunciation but different meaning), false friends
(similar form in two languages but different meaning), prefixes, suffixes,
compounds (nouns made from two or more separate words), figurative
meanings, and idioms (fixed expressions but their meaning is usually
different from the combination of the meaning of the individual words). In
other words, this refers to the vocabulary depth. Even though, not all the
words have the complete list of form or meaning relationships. L22
students also need to know vocabulary breadth which is the number of
words required to produce the language or active vocabulary.
Brinton et al (2014) consider speaking as a fundamental skill in
second language learning. It is a productive skill. It is seen by some
teaching methods as the main skill by which a language is acquired. They
add that the act of producing the language orally is staggeringly complex.
These authors cite Brown (2007) in order to mention some characteristics
that make this skill difficult: clustering, hesitation markers and pausing,
colloquial language, suprasegmental features (stress, rhythm, and
intonation). Additionally, because this skill involves interaction students
should also deal with: monitoring and understanding the other person they
are talking to, thinking about contributions to the conversation, uttering that
2 L2 is the new language students are learning, in the Ecuadorian context is English.
18
contribution and monitoring its results, and everything else that appear
when interacting with others as the conversation continues.
Foundations that are the basis for the development of the audiovisual
guide to promote oral participation from students in the classroom using
the vocabulary related to their context. That vocabulary will make classes
authentic and meaningful since some features of personalization, a term
described by Thornbory (2006), are being applied.
EPISTEMOLOGY FOUNDATION
Nuttall (2005) indicates that not all words have the same importance.
Yet, it has been suggested that moderate L1 readers recognize about
50.000 words, in contrast syllabuses for teaching a foreign language just
present a few hundred words a year. Therefore she suggests training
students at identifying the words that can be ignored, to leave the words
that really matter for comprehension which should be tackled using some
strategies as: identify active (words you know to use on a daily basis), and
receptive vocabulary (lexis you recognize and can respond to but do not
confidently use); learning when to ignore difficult words, identifying what
makes words difficult, and practicing some work attack skills (inferring from
context and using the dictionary, for example).
Moreover, two concepts are important to consider when talking about
teaching speaking according to Thornbury (2006), these are fluency and
19
accuracy. In order to deal with both teachers should focus not only on
planning what students are going to say but in the production activities.
Brinton et al (2014) also consider appropriacy, authenticity, and
conversation analysis. They suggest the use of technology tools like
videoconferencing, podcasts and voice-based technology tools to develop
learners’ confidence when speaking. In order to develop fluency, these
authors suggest teachers to become knowledgeable of the following
terms: speech processing, speaking competence (phonology, speech
function, interactional skills, and extended discourse ability), speech
conditions and three main factors cognitive (familiarity with the topic,
genre, interlocutors, and processing demands), affective (feelings toward
the topic or participants, and self-consciousness), and performance
(mode, degree of collaboration, discourse control, planning time, and
environmental conditions). They also add the interaction of those factors
with students’ personality.
In the audiovisual guide students might not encounter such exquisite
terminology, yet teachers have to get acquainted with these linguistic
vocabulary. If they pay close attention to the documents suggested by the
authorities, being knowledgeable is one of the standards to match. This
terminology is important since teachers should consider them when
planning and delivering their lessons. They can also contribute to self-
assessment of the lesson, performance and expected outcomes.
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PHILOSOPHIC FOUNDATION
Spoken grammar is not as complex or accurate as when writing,
especially if the learners can use some communication strategies.
Thornbury (2006) also mentions that students have a solid basis for
speaking when they know about 1000 or 1500 high frequency words,
which in turn become the active vocabulary. Brinton et al (2014) quoted
that learning a word involves many things about it, like literal meaning or
definition, connotations, syntactic constructions in different contexts,
morphological options, semantic associates (synonyms and antonyms).
They also cited Michael West (1953) who published 2000 words used
frequently in English. They also add that this list is still used in research
and the development of course material.
Brinton et al (2014) made a history review on vocabulary teaching
within the different methods:
- Grammar-translation approach: words were chosen according to
occurrence in the classics and their use in structures. Teaching
vocabulary meant definition and etymology.
- Reform approach: isolated words or phrases were avoided. Target
words were chosen according to their simplicity and usefulness.
- Direct method: words are considered due to their familiarity and
their use in classroom interaction.
- Reading approach: teachers selected words according to their
frequency.
21
- Audiolingualism: the author of this movement considered words as
objects to illustrate grammar points.
- Communicative language teaching: this involves different methods
and its main feature is that language should be used for
communication. Words are chosen from authentic material and
mainly considering their usefulness.
The best practices observed in previous teaching approaches are
considered in the design of the audiovisual guide to trigger students’
speaking abilities applying vocabulary about their context. CLT is
especially observe since it is the approach suggested by the authorities
and matches the objectives of the audiovisual guide when promoting
interaction and oral production using students’ surroundings vocabulary.
PEDAGOGICAL FOUNDATION
There are different approaches for teaching vocabulary. As per
Harmer (2007) teachers use explanation and practice procedures at
beginner levels. He also mentions the Lexical approach which involves
language chunks, teachers are supposed to include in their curriculum
phrases of two or more words or units of meaning to communicate. In this
regard, Thornbury (2006) adds that this approach ushered in a major re-
think about words which concerned not only the selection of items
(especially in frequency usage) but also in the type of items that is
formulaited language. They both were recognized as essential to build
22
fluency and idiomatic. To enhance this concept, nowadays there are a
wide range of dictionaries available for learners either physical or online,
many of which come with a software that makes easy for students to
access databases that display examples, visuals, and collocations.
Thornbury (2006) indicates that for some methods like
Audiolingualism vocabulary was not an important aspect
because it was subordinated to grammar. This author adds
that by 1970s there was a move towards semantic
syllabuses along with the use of authentic didactic
resources. This is contrasted by Brinton, Celce-Murcia &
Snow (2014) who support that English language learners
need to have constant and deep instruction in vocabulary
and its development since early ages.
There is an important issue to consider and that is the number of
words students should master and apply in productive skills such as
speaking and writing. In this regard, Thornbury (2006) shares that about
3000 high-frequency words or word families students need to be exposed
to in order to get an independent user status. However, he adds that for
speaking students may only need half of that number. Brinton et al (2014)
complement this comment by saying that students need to know a 98% of
words in an oral text to comprehend it. For example, in a paragraph of 50
words, students should know 49. It is important, for this reason, the pre-
activities that teachers must plan to activate students’ prior knowledge and
to introduce the new vocabulary.
23
When teaching vocabulary, there should be considered the meaning
and the form of words both spoken and written, especially for productive
use, maintains Thornbury (2006). This author adds ―Other aspects…
include connotation and style, collocation, derived forms and grammatical
features such as the word’s word class‖.
In the same topic, Scrivener (2005) includes in his book five initial
conclusions of the role of lexis in the classroom:
1. It is important and has to be dealt with systematically in its own
right, it is not simply attached to grammar or skills lessons.
Teachers need to apply different techniques to present the new
words to the students.
2. The teachers’ job do not finish in the first presentation of the new
words, teachers have to provide spaces for students to practice,
learn, keep, remember and use them.
3. A vital tool for self-study is the use of monolingual dictionaries, but
teachers need to scaffold how students can develop skills with this
resource.
4. Teachers need to distinguish between vocabulary for productive
skills like speaking and writing, and for receptive recognition
(listening and reading). According to this, teachers can adapt the
lesson appropriately.
5. Vocabulary involves not only words but longer, multi-word items.
24
Regarding speaking approaches, Thornbury (2006) comments that
they may vary. The author tells that speaking has been considered to be a
by-product of grammar and vocabulary, reinforced with pronunciation
exercises. New approaches treat speaking as a skill in its own right. Some
approaches focus on sub-skills, others on purposes and genres or
topic/based. Pulverness et al (2012) consider that speaking involves a
range of several subskills. Teachers should consider working separately
with the different aspects of this skill. The lesson should start with
controlled practice to promote confidence to students to practice; this can
be done in form of drills, repetitions, and memorization. These activities
imply accuracy rather than fluency in the language, in other words they
focus on correct grammar, vocabulary and pronunciation.
These are some sub-skills presented in the audiovisual guide that
teachers will develop benefiting students with this updated trendy
techniques supported by colorful images. This guide applies suggested
activities from this section to introduce and practice extensively vocabulary
before involving students in their speaking tasks.
PSYCHOLOGICAL FOUNDATION
This foundation may start by recalling Brinton et al (2014) who say
that for learners is daunting word learning, on the other hand for teachers
it might be intimidating vocabulary teaching because there are so many
25
words to learn and they involve many different aspects. Again teachers
have to master the lexis, especially the one that is presented to students.
So, learning is accurate.
Brinton et al (2014) talk about incidental and
intentional learning. Incidental learning is when students
understand the meaning of words when they are learning
the language. It means when learners are practicing
listening, speaking, reading, writing or grammar. Teachers
introduce, explain, practice, and assess language. Whereas
intentional learning regards vocabulary teaching, which is
also known as explicit instruction. In this case, it refers to
vocabulary instruction, when teachers present the list of
new words, and develop a wide range of activities to
provoke learning. They also mention that Nation (2009)
suggests that incidental learning is best for form,
collocation and word class, while explicit instruction is
more appropriate for meaning, register and other
constraints on use.
Thornbury (2006) mentions that a frustration in learning a new
language is that after having studied for years the language, students
complain that they can not speak it well. This might be a result of many
circumstances:
- Teachers lack methodology to present, and practice speaking
skills.
- There is no enough time to produce the language.
- Students are not given opportunities to practice either individually,
pairs or groups.
26
- Teachers can not provide feedback to every single student,
because there are large classes.
- Students’ reluctance to produce the language because of the fear
that classmates laugh at them.
- Teachers think is a waste of time to practice speaking skills in pairs
since students do not take it seriously. Hence, Marzano (2003)
supports that expert teachers have more strategies at their
disposal, and that students will accept teachers’ rules, procedures
and disciplinary actions if they have good relationships with the
teacher.
Students might feel more confident, enthusiastic and motivated with
the lessons when a mix of both approaches (incidental and intentional
learning) as well as attractive resources are introduced in the lesson. This
is the bottom line of applying an audiovisual guide to boost students’ oral
interaction in classes. This also addresses some principles of CLT which is
the approach suggested by the authorities in Ecuador.
SOCIOLOGICAL FOUNDATION
Sweeny & Mason (2011) in their research paper sustain
that teaching vocabulary is multidimensional and intentional.
The practices are most effective when dealing on a school-wide
basis and then applied with consistent intensity through the
different grades or subjects and within classrooms. Teachers
should create language-rich learning environments where
27
difficult words are noticed and celebrated. Teachers are
challenged to plan lessons that attuned learners to language
and make them used to review sophisticated and academic
language.
They recommend interaction between students with words in multiple
forms and in varied environments these practices will result on durable
word learning. When selecting words, not only teachers but learners must
get involved. This helps to create purpose for learning individually at their
own pace and also meaningfully. Another benefit of this practice is that it
raises students’ awareness of words and the way language works.
Thornbury (2006) mentions that speaking is
complicated since most of the time it involves interaction
and some skills like turn-taking, sustaining long turns of
talk, speaking spontaneously, and speaking about topics of
the learners’ preferences. This author adds that the more
practice students are given, the sooner and easier their
speaking will become.
Helping students become more fluent when speaking and start
applying interaction skills as suggested by Thornbury, are some of the
issues addressed in the implementation of the audiovisual guide.
Teachers have to choose with interaction skill will be practiced, taught or
developed using the different prompts given in the audiovisual guide.
LEGAL FOUNDATION
The authorities of education in Ecuador have set documents that rule
what to teach regarding English. Those documents consider the Common
28
European Framework Reference as the guide for the different levels to be
accomplished after finishing each of the high school grades. As this study
is addressed to 8th graders, the following are the outcomes or
competences expected for them:
- They are supposed to gain an A.1.1 or A.1. level in progress by the
end of the school year. This involves that A.1. competence is being
developed.
- The communicative competences in each component are:
o Linguistic: have a very basic repertoire of words and phrases
related to their personal (includes personal identification, house
and environment, daily life, free time and entertainment, and
social interactions) and educational background (issues related
to school and instruction, subjects, equipment, roles, etc). They
also have a limited control over a few simple grammatical
structures and sentence patterns which relate to the same
background, personal and educational.
o Sociolinguistic component: use basic expressions to impart and
elicit factual information, as well as to socialize.
o Pragmatic component: link words or phrases with very basic
linear connectors like ―and‖ or ―or‖.
- The before mentioned components are activated with the four skills
of the language. This study focus on speaking, therefore for this
skill the exit profile for 8th graders is:
29
o Produce small, hesitant, planned monologues, for example with
some pauses to search for expressions, backtracking (returning
to a previous point or subject), errors, etc.
o Interact in a simple way by asking and answering simple
questions about their personal and educational background.
There is a slower rate of speech, rephrasing and repair
(correcting errors or unintended mistakes in a conversation)
when communicating, and they are highly dependent on
repetition.
- Finally, the speaking is assessed considering production and
interaction aspects.
As suggested by the authorities, the design of the audiovisual guide
enhances CLT at presenting lexis about students’ context to develop
speaking activities.
30
CHAPTER THREE
METHODOLOGY OF THE RESEARCH
The Importance of teaching active vocabulary to improve the
production of speaking
PROPOSAL:
Elaboration of an audiovisual didactic guide with vocabulary applied
to students’ environment.
The communicative approach is the method that is recommended to
reach this type of objective in mind due to the simple fact that this is based
on communication and the practice of vocabulary. No native language
should be used with this type of method, and grammar is not include
either. A lot of activities should be developed in the classroom due to the
fact that this method is one for beginners. This emphasizes on
communication activities and not on correctly made sentences. This
approach has also an emphasis on exposure, on input and in
communication. The lexicon for both perception and production is
considered critical in the construction of messages.
The acquisition learning hypothesis is based on how unconscious
learning involves the naturalistic development of language proficiency
through understanding and using language for meaningful communication.
31
The monitored hypothesis is also used but not as effective. In the
natural learning, certain grammar rules used in communication are
adopted before others. For example, the simple present tense is adopted
before the simple past tense in the acquisition learning process.
Visual aids are also helpful as exposure would wide range of
vocabulary in order for communication could take place. Speaking should
be allowed to emerge in order for this booklet could be effective. These
activities are also connected with the use of Total Physical Response
method, allowing students full class participation based on actions.
In this investigation, the facts that were presented like the order to
follow the process that carried out the required objectives consisted of
teaching vocabulary in content and with flashcards, role plays, dictionaries
and class participation from students with cooperative learning techniques
that allow the activity to give them meaningful teaching. Present, practice
and produce was the techniques that involve the use of this booklet. The
classification of the study when the students activated vocabulary that was
just learned in class to improve their speaking production, meaning in
sentences and concrete conversations, following patterns and producing
vocabulary of their own as linking words and prepositions as well were
part of the study of these present facts. There were many methods that
could have been used in order to reach such objective but the best one
used was the natural approach.
32
The interview showed that the teacher has acknowledge that
students are in a need of speaking improvement and that resources for
such is also needed and have to be present in the classroom at all times.
It’s the best way to keep students engaged with everyday activities and in
constant practice in speaking English skills.
The interview with the Director also gave the investigators a
complete breakdown of the lack of supplies and all the administrative
mishaps that directly and indirectly create a problem in the formation of
resourceful classes for the students. The lack of supplies are also affecting
students development in speaking skills regardless how much other
sources and delegates try to indicate that the problem comes from other
sources. The key issue is to find results for this misconceptions and this
project and its investigation is one way of helping students with those
flaws in the system.
Students’ survey also give concrete evidence that they need
speaking exercises and other related concepts for them to improve their
speaking abilities in the classroom about the English language. The
surveys related to questions about how students can improve their
speaking abilities in the classroom and the convenience that come along
with such improvement. There were also questions about the importance
of the English language and most students find the need of learning and
improving their abilities in the subject.
33
This bibliographical aid allowed the investigation to follow its route
into finding the right methods, approaches and techniques so the right
conclusions about using the right tool as the solution of this problem could
come about.
CHARACTERISTICS OF THE INVESTIGATION
The following are the characteristics that were applied.
Objective this investigation was correctly done because it took the
proper steps of the process to arrive to the correct answers or
conclusions at hand with the backup of the in class activities which
were evaluated according to the performance of the class as a whole
and focused on the objectives of the investigation.
The Precise part that was found in this investigation described the
methods and systems that measure, give an estimate and precisely
can predict the results of the exercises students dealt with when it
came about new words reflected on flashcards, wallcharts and even
pictures from books, newspapers of magazines to improve
communication among students.
The Verifiable part of this investigation was given to the real value of
the research throughout the process of profound information in
vocabulary that could be accurate to perform the project top objectives
with students that achieve utter, understandable communication
among themselves.
34
The Concise part of this research was short instructions in the class
that helped students describe the resolution for the project’s accuracy
in students’ vocabulary learning and application in context.
Most of the Based on data also took many experiences with lots of
practice that were able to conclude students’ overall performance
throughout the project’s main applications and all correct results that
could serve as verification.
The Reasoned and logical topic of discussion of the process gave
complete and concrete meaning to the present situation which was
also evaluated and applied with the accordance of the class
performance as a whole and in groups depending on their level of
proficiency.
TYPES OF RESEARCH
FIELD RESEARCH
Field research or fieldwork is the collection of information outside a
laboratory, library or workplace setting. The approaches and methods
used in field research vary across disciplines. For example, biologists who
conduct field research may simply observe animals interacting with their
environments, whereas social scientists conducting field research may
interview or observe people in their natural environments to learn their
languages, folklore, and social structures.
35
This investigation falls under the Field Research category due to the
facts that follow: the direct observation, the participant observation and the
qualitative interviews. When an investigation falls in this type of category, it
can be said that data was gathered primarily through the empirical way of
inspections and their natural settings instead of the active engaging
members of the background with conversations or some types of
interviews. The investigator just observes and tries not to interrupt or be
unobtrusive and detaches him or herself from the set. This does not mean
that there were no type of approaches to understand what was going on.
Instead, the participation observation of the interviews and activities in the
classroom were always present when students performed different types
of tasks.
EDUCATIONAL RESEARCH
Educational research refers to a variety of methods in which
individuals evaluate different aspects of education including but not limited
to: ―student learning, teaching methods, teacher training, and classroom
dynamics‖, (Anderson & Arsenault, 1998 p.220)
This investigation was backed up scientifically which conducted with
the students in the educational field and with its process demonstrated
with the results leaving no denials about the proficiency and usefulness of
the whole investigation in the vocabulary realm and speaking production
as well. This investigation will also provide a mixture of qualitative and
36
quantitative results involving the methodological design of the
investigation.
BIBLIOGRAPHICAL RESEARCH
This research helped out with the investigation because it makes the
details and books related in this research scientifically backed up. With the
bibliographical research, links and books that were found on educational
sites were addressed. The electronic library method gave the opportunity
to locate sources of not only factual information, but also of opinions and
supported documents that were part of the investigation and provided
research questions as well.
Data was accumulated from many sources that are related to the
topic and to the proposal. The results were backed up correspondently to
the variables and the solution of the problem(s) found in the investigation
about the students’ performance in class, the lack of proper vocabulary
usage and its methods about it, no application of the new vocabulary
learn, the lack of vocabulary production in students speaking or
communication exercises in the class. There were many observations that
helped the investigation conclude to such decision making for the
mentioned proposal to come into existence, measuring students’ needs
and finding the way to help them was one of the main goals about this
investigation and proposal as previously mentioned. The vast support on
the scientific level and the dependency of the sources have been logged
37
and the authors plus the types of results have also been annotated as
priority sources for this investigation.
The research on the bibliographical level allowed the authenticity and
legitimate information to be correspondent to the results of the
investigation and the process which it involved. Evidential material is a
substantial and concrete level of originality about the topic at hand and the
variables presented in this investigation. All the citations are also
accountable as first hand sources of information to back up the scientific
aspect of the investigation, providing coherent research data.
For future investigation issues about this topic, the investigation has
been filed and it can also be consulted as reference if possible or the need
presents itself. This investigation is in coordination with other
investigations about the vocabulary and speaking connection topic to the
best of its content and related themes. It is not an experimental
investigation because the vocabulary and speaking topics have been
researched to the most possible stands to the present day. However, this
investigation’s objectives are targeted to the most updated information
available.
LEVEL OF THE RESEARCH
Exploratory Research
The research of in this investigation is exploratory because it helped
shaped the main issues addressed in the surveys and it also helped to
38
significantly reduce unnecessary bias about the project and the outcomes
of the investigation. According to Mirzae, (2014), a need to go over the
different venues people use the exploratory research method in their
investigation can also be addressed to the topic.
Vocabulary difficulties can conclude that students need lots of
practice recognizing and remembering meaning, spelling, word stress and
other parameters that are related to the subject of the deficiencies. The
dependent variable is addressing the vocabulary struggle found on
students. The independent variable, however, addresses the speaking
part. Students are face with the solution of improving their speaking
abilities if their vocabulary improves by enriching their word knowledge
and most important word usage. Without vocabulary, there is minimum
connection. Sometimes it can even be frustrated trying to communicate in
different levels of proficiencies as it can be seen in students, teachers,
directors and even higher authorities in the English language.
Descriptive Research
This investigation is under the descriptive research because it cannot
be properly addressed when it comes to the quantitative or qualitative
research method; however, it can managed both methods partially by
using elements from either method often found in the study. The
descriptive term means the detailed part and type of the research as
39
question, data analysis, design and other reliable terms are related to the
topic of discussion and investigation ( Borg & Gall, 2001.)
According to Hungler (2004) this type of approach is used to describe
the variables instead of the test of an expected relationship between them.
It’s the descriptive aspect of phenomenology.
Explanatory Research
Many books were used as reference not as bibliographical
referendum but about vocabulary studies that were involving audio-visual
activities that had been previously investigated and acknowledged with
content of results that have been provided by other investigators and their
process. This side investigation helped in order to make the research
explanatory, the activities had to be broken down so students could get
the main objective of what needed to be done for the activity to reach its
objectives, learning vocabulary to give students proper speaking
competence development. Visual activities with flashcards and Wall charts
played a major role because most of the students had a better idea once
they watched the video and/or listened to the task and/or discussed the
flashcard activities or the Wall chart responses. Responses varied in most
of the activities, but that was expected due to the fact that not all students
had the same proficiency level of the language. However, the grade of
difficulty did change when the same activity was conducted and explained.
40
Explicatory Research
The research is explicatory due to the fact that it is focused on the
evidence of the text, content, the application of the problems to be
resolved, the structure of the sentences, the meaning of vocabulary, how
to make the activities meaningful, the aspects of meaning and how words
can take a different meaning due to pronunciation and word stress.
POPULATION AND SAMPLING
The investigation also took the road of being sampled and examined
to reach the results and prove that the demographics of such surveys
were also added with the mass judgement on the basis of fabricated
results. In other words, the population was processed in order to get the
information of a phenomenon and the specific amount of the seventeen
students that were part of the investigation and core population. The
common part of the population through sampling process was drawn
adequately in the research.
SAMPLE
With the same results as the population, the simple figures were also in an
equal amount. Students gave the same percentage as far as the
demographics of the survey were consisted and the variables were also
addressed.
41
STRATUM
(CHART B)
STAFF POPULATION SAMPLE
DIRECTOR 2 2
STUDENTS 17 17
TEACHERS 2 2
TOTAL 21 21
OPERATIONALIZATION OF THE VARIABLES
In the literature, two main concepts were considered vocabulary
(subtopic selecting active vocabulary) and speaking teaching. In this
study, considering the statements of the different authors, two variables
were clearly identified. The dependent variable corresponds to improve of
speaking skills with active vocabulary. In order to make this happens, it will
be necessary the design of an audiovisual didactic guide with vocabulary
applied to students’ context, which corresponds to the independent
variable.
The dimensions of this study are in regards of the development of
vocabulary, create activities in order to present, practice, produce, recycle,
consolidate and reinforce the active vocabulary needed for students to
speak fluently and confidently. The second dimension for teachers is that
42
they need to create spaces and opportunities for students to practice in a
safe environment which can be gained planning a coherent, interesting,
logical and easy to difficult activities lesson plan. The goal of this activity is
to promote students’ oral participation individually or in interaction with
pairs or groups. The third and last dimension asks teachers to choose
topics according to what is required by the authorities that means teachers
need to observe the standards of the CEF in order to select the vocabulary
and topics where students are going to interact when teaching speaking
skills.
The indicators will be that students’ domain a basic repertoire of
words to express themselves. They will also be able to provide brief
descriptions in the personal and educational domain. The instruments
used to implement the approach of the dependent variable are the active
vocabulary teachers will need to select (teachers can do this task, but they
can also have students participate too, in the second case, students will
take responsibility for their learning and this motivates them), dialogues in
simple present that is the grammar needed at this grade, and a didactic
guide full of pictures. The last instrument is paramount in the development
of speaking activities. Teachers need to exploit its use. Their lesson plan
has to engage students with the visuals. Teachers can introduce the new
vocabulary. Learners can describe the pictures either orally or in writing.
Later, they can work in pairs or groups and read one another their story.
Teachers may also use the visual aids to practice grammar structures and
have students follow the model in order to produce authentic sentences
43
that describe their real life activities. All of this demand prepared and
knowledgeable teachers. There are three main reasons of designing a
guide to improve students’ speaking skill. Firstly, it is to help teachers
assist students gain confidence when speaking individually or in front of
others through activities that are well-defined, carefully-structured,
observing the recommendations and suggestions of updated, trendy
research and sound theory from experts in the area. Second, to provide a
resource that professionals can keep handy to implement in their classes.
Finally, teachers can take this resource as a reference when planning their
classes.
Source: 8th grade students from Pablo Hannibal Vela Egüez Authors: Jose Teodoro Choez Villacis & Tairon Javier Pilalo Leon
Variables
CONCEPTS
DIMENSION
INDICATORS
ITEM
INSTRUMENT
Dependent
The importance
of teaching
active
vocabulary to
improve the
production of
speaking
Independent
Elaboration of
an audio-visual
didactic guide
with vocabulary
applied to the
students’
environment.
Vocabulary
development
activities.
Creating
spaces for
oral
production.
Selecting
topics
according to
students’
environment.
Students’
domain a
basic
repertoire of
words.
Students can
provide brief
descriptions
in the
personal and
educational
domain
according to
CEF
standards.
-How students’
speaking
competence
can improve?
-How well can
students
pronounce
basic
vocabulary?
-How well can
students
interact among
them orally?
-Active
vocabulary.
-dialogues in
simple present
tense.
-visual didactic
guide.
44
METHODS, TECHNIQUES AND INSTRUMENTS
Two interviews were also made; one was to the Director of the
school and the other one was made to the teacher of the course where the
investigation was conducted. The questions were referred to the
dependent and independent variables that the investigation consist of and
the procedure construct the experience, issue, method and any other
individual knowledge either interviewee was free to share as long as it was
connected to the investigation and the variables at hand. This helps out in
making the survey a lot more honest and more effective. The main
purpose of the instruments for research that students take is because it
helps them reach the conclusions about the dependent variables, the lack
of vocabulary usage in the classroom, the lack of dynamic, the interesting
teaching strategies for the improving of communication and vocabulary
usage. These are some of the facts that were able to be concluded and
reached as main objectives in this investigation.
The survey students fill out also consisted of the variables from the
investigation. It was retaining about the academic and pedagogical
information that involved activities and the teaching in the daily classroom,
students’ skill development and teaching related issues that students had
inquiries of. The periodically research and methods that indulged the
investigation were all performed in the same class group. The
investigation objectives always remained present, to achieve the
maximum needed information about vocabulary and the effects it has on
students when speaking.
45
The surveys that students took were of great help in order to reach
the proper conclusion and have a back up to create the proposal
adequately and effectively. Due to the right percentages and the
parameters that covered the objectives, the dependent variable and
independent variable because of the questions asked to students, the
proposal was concluded to the closest level of approximation. Because of
the survey results, the selection of the right methods and class planning
was set to comply with students’ needs and to support students’ requests.
The surveys are of great help to find the needed tools and how to put
them into use with the right concepts in mind and the best way to cover all
the angles about the dependent variable. These great investigation tools,
when conducting witness interviews and gathering additional information
like from larger groups of employees, can bring results that can come to
an effective and concise data.
Even though surveys can initially be time consuming and difficult to
formulate, they can be useful to reach a variety of situations within the
source in which the investigation is conducted to efficiently generate
valuable information. The survey was taken into consideration in many
aspects like who was going to be surveyed, the objectivity of the survey
whether it asked the questions in the same order or in the same way.
For the investigation to have gotten the most accurate results of
improvement and students precise proficiency level when speaking in
46
English, the main characteristics of the objectives in the field research
were conducted as follow.
The source and importance of the variables is the best method to
measure up students’ performance getting accurate results and the
precise proficiency by depending on the results of the field research,
providing students proficiency and performance relating to practical
vocabulary and speaking abilities.
The interview given to the teacher was also a great source of
information from the instructor’s perspective because it gave the research
the details for the right conclusions to be reached from the teacher’s point
of view. The approach, methods, techniques used in class, the class warm
ups, pre-activities and the rapport between teacher and students were
also a great deal of information that helped the investigation and all the
data provided to reach the proper outcome of such interview. The teacher
is the first hand or immediate supervisor that has in scope all the
parameters that are needed to know about the students’ cognitive,
performance and rapport whether among peers or towards the teacher.
As far as investigation interviews are conducted, they can only be as
good as the researcher that is conducting it. In the skill criteria, practicing
is what makes perfection, but there are still things that need to be assisted
along the way to do them better. The researchers picked a place where
the interview could be conducted like the teachers’ lounge at the school.
The interview had questions and the timing of the interview was also a
47
vital point to be considered. The amount of time that the interview took
was also considered and told to the teacher. It had to be precise and with
the less time consuming as possible. The interviewee was as comfortable
as possible and the list of questions were based on the independent and
dependent variables. The interview was not recorded and the teacher,
who was the interviewee, was as collaborative as possible.
The observations were able to enhance the different aspects that the
investigation conducted while researching the following facts at hand. The
observation is something that is done instinctively. Observation helps to
decide whether it is safe to cross the Street and it also helps to decide if
what is in the oven is already cooked or not. Observation is more than
simply looking at something. Perception (becoming aware of something by
means of the senses) is also needed and the recognition of its importance
or significance.
The observation must do its best to cover all the objectives that need
to be covered as far as the size of the subject that is being observed, the
area that may cover or where it may be, the location where it can be found
or perceived when the subject is needed to be discussed or more
observation done to it, uniformity of the subject if any is present, the time
involved in the observation and when it was conducted and the length of
the time as well, and any equipment or extra paraphernalia involved in the
subject. In this case, any extra books or programs about vocabulary
learning could be considered extra equipment in the observation.
48
ANALYSIS OF RESULTS
SURVEY TO THE STUDENTS
Sample: 17 students Course: 8th course
Question 1: You consider important speaking English in class.
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
A- Totally Disagree 3 18%
B- Disagree 8 47%
C- Indifferent 2 12%
D- Totally agree 4 23%
E- Agree 0 0
Total 17
Title: You consider important speaking English in class. Source: students from 8th grade from Unidad Educativa Pablo Hannibal Vela Eguez
Author: Jose Teodoro Choez Villacis & Tairon Javier Pilalo Leon
GRAPHIC No. 1
ANALYSIS: 8 of the pupils of the class this in disagree with the use
and the oratory in the Englishman's class, 4 this in totally disagree, 3 this
in agree. 2 totally agree.
18%
47%
12%
23%
0%
A- Agree
B- Disagree
C- Totally Agree
D- Totally Disagree
E- Indifferent
49
Sample: 17 students Course: 8th course
Question 2: You have enough vocabulary to participate actively in class.
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
A- Totally Disagree 8 47%
B- Disagree 1 6%
C- Indifferent 7 41%
D- Totally agree 1 6%
E- Agree 0 0
Total 17
Title: You have enough vocabulary to participate actively in class.
Source: students from 8th grade from Unidad Educativa Pablo Hannibal Vela Eguez
Author: Jose Teodoro Choez Villacis & Tairon Javier Pilalo Leon
GRAPHIC No. 2
ANALYSIS: From 17 students surveyed, 47 % consider it agree the
modern technology to speak about stories and other activities, 41%
consider it totally agree, 6% consider it disagree and 6% consider totally
disagree.
47%
6%
41%
6%
A- Agree
B- Disagree
C- Totally Agree
D- Totally Disagree
E- Indifferent
50
Sample: 17 students Course: 8th course
Question 3: You think you can improve your English by talking to your
classmates in English.
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
A- Totally Disagree 8 47%
B- Disagree 1 6%
C- Indifferent 4 23%
D- Totally agree 1 6%
E- Agree 3 18%
Total 17
Title: You think you can improve your English by talking to your classmates in English.
Source: students from 8th grade from Unidad Educativa Pablo Hannibal Vela Eguez
Author: Jose Teodoro Choez Villacis & Tairon Javier Pilalo Leon
GRAPHIC No. 3
ANALYSIS: From 17 students surveyed, 47 % consider it agree
consider speaking in an English class to improve your English, 23%
consider it totally agree, 18% consider it different, 6% consider it disagree
and 6% consider indifferent.
47%
6%
23%
6%
18%
A- Agree
B- Disagree
C- Totally Agree
D- Totally Disagree
E- Indifferent
51
Sample: 17 students Course: 8th course
Question 4: It is convenient for you to use internet to practice English
vocabulary and improve your speaking skills.
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
A- Totally Disagree 7 41%
B- Disagree 1 6%
C- Indifferent 8 47%
D- Totally agree 0 0
E- Agree 1 6%
Total 17
Title: It is convenient you to use internet to practice English vocabulary and improve your speaking
skills.
Source: students from 8th grade from Unidad Educativa Pablo Hannibal Vela Eguez
Author: Jose Teodoro Choez Villacis & Tairon Javier Pilalo Leon
GRAPHIC No. 4
ANALYSIS: From 17 students surveyed, 47 % consider it totally
agree vocabulary and improve your speaking skills class to improve your
english , 41% consider it agree, 6% consider it disagree and 6% consider
indifferent.
41%
6%
47%
6%
A- Agree
B- Disagree
C- Totally Agree
D- Totally Disagree
E- Indifferent
52
Sample: 17 students Course: 8th course
Question 5: You are able to remember pronunciation of words by listening
to people talking in English.
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
A- Totally Disagree 4 23%
B- Disagree 1 6%
C- Indifferent 10 59%
D- Totally agree 1 6%
E- Agree 1 6%
Total 17
Title: You are able to remember pronunciation of words by listening to people talking in English.
Source: students from 8th grade from Unidad Educativa Pablo Hannibal Vela Eguez
Author: Jose Teodoro Choez Villacis & Tairon Javier Pilalo Leon
GRAPHIC No. 5
ANALYSIS: From 17 students surveyed, 59 % consider totally
agree the techniques to improve English comprehension, 23% consider it
agree, 6% consider it disagree, 6% consider it totally disagree and 6%
consider it indifferent.
23%
6%
59%
6% 6%
A- Agree
B- Disagree
C- Totally Agree
D- Totally Disagree
E- Indifferent
53
Sample: 17 students Course: 8th course
Question 6: It would be satisfactory and interesting if you practice
speaking activities.
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
A- Totally Disagree 6 35%
B- Disagree 1 6%
C- Indifferent 9 53%
D- Totally agree 0 0
E- Agree 1 6%
Total 17
Title: It would be satisfactory and interesting if you practice speaking activities.
Source: students from 8th grade from Unidad Educativa Pablo Hannibal Vela Eguez
Author: Jose Teodoro Choez Villacis & Tairon Javier Pilalo Leon
GRAPHIC No. 6
ANALYSIS: From 17 students surveyed, 53% consider it totally
disagree you practice speaking activities in English classroom using books
about different topics and situations, 35% consider it agree, 6% consider it
disagree and 6% consider indifferent.
35%
6%
53%
6%
A- Agree
B- Disagree
C- Totally Agree
D- Totally Disagree
E- Indifferent
54
Sample: 17 students Course: 8th course
Question 7: You are able to name all the things you use everyday in
English.
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
A- Totally Disagree 6 35%
B- Disagree 0 0
C- Indifferent 10 59%
D- Totally agree 0 0
E- Agree 1 6%
Total 17 100%
Title: You are able to name all the things you use everyday in English.
Source: students from 8th grade from Unidad Educativa Pablo Hannibal Vela Eguez
Author: Jose Teodoro Choez Villacis & Tairon Javier Pilalo Leon
GRAPHIC No. 7
ANALYSIS: From 17 students surveyed, 59 % consider totally
agree use modern technology to enhance your speaking abilities, 35%
consider it agree and 6% consider it indifferent.
35%
59%
6%
A- Agree
B- Disagree
C- Totally Agree
D- Totally Disagree
E- Indifferent
55
Sample: 17 students Course: 8th course
Question 8: The use of modern technology can help you with speaking.
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
A- Totally Disagree 2 12%
B- Disagree 0 0
C- Indifferent 15 88%
D- Totally agree 0 0
E- Agree 0 0
Total 17
Title: The use of modern technology can help you with speaking? Source: students from 8th grade from Unidad Educativa Pablo Hannibal Vela Eguez
Author: Jose Teodoro Choez Villacis & Tairon Javier Pilalo Leon
GRAPHIC No. 8
ANALYSIS: From 17 students surveyed, 88% consider totally
agree consider the use of modern day technology with speaking and
12% consider it agree.
12%
88%
A- Agree
B- Disagree
C- Totally Agree
D- Totally Disagree
E- Indifferent
56
Sample: 17students Course: 8th course
Question 9: You would like to learn different speaking techniques in
class.
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
A- Totally Disagree 7 41%
B- Disagree 2 12%
C- Indifferent 5 29%
D- Totally agree 1 6%
E- Agree 2 12%
Total 17
Title: You would like to learn different speaking techniques in class.
Source: students from 8th grade from Unidad Educativa Pablo Hannibal Vela Eguez
Author: Jose Teodoro Choez Villacis & Tairon Javier Pilalo Leon
GRAPHIC No. 9
ANALYSIS: From 17 students surveyed, 41% consider it totally
agree you like to practice speaking techniques in class, 29% consider it
totally agree, 12% consider it disagree, 12% consider it indifferent and 6%
consider totally disagree.
41%
12%
29%
6%
12%
A- Agree
B- Disagree
C- Totally Agree
D- Totally Disagree
E- Indifferent
57
Sample: 17students Course: 8th course
Question 10: You would like to have an extra book to improve speaking
skills.
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
A- Totally Disagree 3 18%
B- Disagree 4 23%
C- Indifferent 2 12%
D- Totally agree 7 41
E- Agree 1 6%
Total 17
Title: You would like to have an extra book to improve speaking skills.
Source: students from 8th grade from Unidad Educativa Pablo Hannibal Vela Eguez
Author: Jose Teodoro Choez Villacis & Tairon Javier Pilalo Leon
GRAPHIC No. 10
ANALYSIS: From 17 students surveyed, 41% consider it totally
disagree like to have an extra book to improve speaking English, 23%
consider it totally disagree, 18% consider it agree, 12% consider it totally
agree and 6% consider indifferent.
18%
23%
12%
41%
6%
A- Agree
B- Disagree
C- Totally Agree
D- Totally Disagree
E- Indifferent
58
CHI SQUARE
Question 3, ―You think you can improve your English by talking to
your classmates in English‖ is the dependent variable whereas Question
4, ―It is convenient for you to use internet to practice English vocabulary
and improve your speaking skills.‖ is the independent variable. The Chi
Square graphics below determine the read out to be within the norms and
standards.
CROSSTABS
/TABLES=Speaking BY Vocabulary
/FORMAT=AVALUE TABLES
/STATISTICS=CHISQ
/CELLS=COUNT ROW
/COUNT ROUND CELL
/BARCHART.
Tables of contingency
[Set_of_data0]
Resume of the procedure of the cases
Cases
Validy Lost Total
N % N % N %
You think you can improve your English by talking to your classmates in English ( * It is convenient for you to use internet to practice English vocabulary and improve your speaking skills
17 100.0% 0 0.0% 17 100.0%
59
Tabla de contingencia You think you can improve your English by talking to your
classmates in English?( * Is it convenient for you to use internet to practice
English vocabulary and improve your speaking skills?
It is convenient for you to use internet to
practice English vocabulary and improve
your speaking skills
Total
INDIFFERENT AGREE TOTALLY
AGREE
You think you can
improve your English by
talking to your classmates
in English DISAGREE
Recuento 0 0 1 1
% dentro de You think
you can improve your
English by talking to
your classmates in
English (
0.0% 0.0% 100.0% 100.0%
INDIFFERENT
Recuento 1 0 2 3
% dentro de You think
you can improve your
English by talking to
your classmates in
English (
33.3% 0.0% 66.7% 100.0%
AGREE
Recuento 0 8 0 8
% dentro de You think
you can improve your
English by talking to
your classmates in
English (
0.0% 100.0% 0.0% 100.0%
TOTALLY AGREE
Recuento 0 0 5 5
% dentro de You think
you can improve your
English by talking to
your classmates in
English (
0.0% 0.0% 100.0% 100.0%
Total
Recuento 1 8 8 17
% dentro de You think
you can improve your
English by talking to
your classmates in
English (
5.9% 47.1% 47.1% 100.0%
60
Pruebas de chi-cuadrado
Valor gl Sig. asintótica
(bilateral)
Chi-cuadrado de Pearson 21.250a 6 .002
Razón de verosimilitudes 25.968 6 .000
Asociación lineal por lineal .872 1 .350
N de casos válidos 17
a. 12 casillas (100.0%) tienen una frecuencia esperada inferior a 5. La
frecuencia mínima esperada es .06.
61
CONCLUSIONS AND RECOMMENDATIONS
CONCLUSIONS
1. – The lack of dynamic activities promoting vocabulary and meaning in
sentences, usage and purpose has given students such low scores
and low performance in vocabulary knowledge.
2. - Students are lacking motivation when it comes to vocabulary
production of their own and expressions. However, surveys show
that the majority of students know that English is important in their
lives and are interested in learning it.
3. - The low level of performance in the foreign language is one of the
consequences for the lack of vocabulary meaning and build up that
can be didactic, dynamic and productive, but survey shows that
most students agree with the idea of vocabulary being useful for
their English learning.
4. – Students class participation is poor and it shows the lacking of
appropriate methods to facilitate students the understanding when it
comes to sentence and word meaning, usage and utter
comprehension of the language. This can be assumed to the lack of
daily participation or time the schedule allows such practice.
62
5. – There is poor application of the innovating methods, approaches and
techniques being used in the classroom to encourage and keep
students engaged on the subject at hand when it comes to
vocabulary learning, comprehension and language usage and
understanding. Nevertheless, the majority of students are more
than willing to use recently learned vocabulary, ready to engage in
any vocabulary- speaking activity and able to cooperate to the
changes that may present with the norms and changes in order for
learning to take place in the classroom.
RECOMMENDATION
1. – The use of vocabulary exercises must be focused in significant
learning methods that can relate the students with their everyday life
issues.
2. – Class and lesson planning should be updated and done with the most
importance in mind, so there could be the appropriately method
being used for students to feel motivated in learning and producing
the English language on their own.
3. – Providing students as much as possible with the adequate resources
can be a process that will encourage them with the proper abilities to
bring forth improvement in vocabulary exercises and word
recognition and meaning.
63
4. - students must be subjected to open dialogues in class and as much
practice as possible with extracurricular activities and with many
teaching styles involved for every task, making production a required
task to be fulfilled in the students curricula and part of their profile.
5. – Activities must be of eclectic content in order to keep students engage
and make sure learning is taking place with significant activities that
can help out students develop and independent learning style of their
own.
64
CHAPTER IV
PROPOSAL
Design of a booklet with audio visual guide.
BACKGROUND
The present topic has not been addressed before with the students
of the 8th grade students from Pablo Hannibal Vela Egüez. This problem
was addressed and investigated with the most dedicated research to find
the best proposal and the most adequate method(s) on how to apply such
approach, methods and techniques so students could have the maximum
advantages with their English classes and communication in the language
could improve. The lack of practice students have when it relates to
speaking exercises like expressing themselves among others, in dialogues
or giving presentations in the English language was obviously found in the
students. No recognition of verbs, no knowledge nor how to differ between
a regular verb vs. an irregular verb, the difficulty in differentiating
adjectives from adverbs from articles and from noun was another issue
that students had difficulties with. Word order, structure, wordiness, word
choice, vocabulary, punctuation, subject/verb agreement, mechanics and
coherence in paragraphs were items that needed to be addressed
immediately and constantly so students could have a least some type of
idea of the structure which involves the English language. The main
65
problem is also the fact that most students do not know these terms in
their own language so it is even more difficult for them to learn them in
English. The lack of language learning shows that students have had a
hard time adapting and acquiring the language and its structure.
JUSTIFICATION
Students learning communication skills as part of this project with the
proper investigation at hand to solve the problem that it is so obvious in
students from the 8th grade from Pablo Hannibal Vela Egüez School.
surveys demonstrate also about 41% of the same group cannot express
themselves correctly , and only about 29% understand English, that
students about 15% out of seventeen students from the 8th grade can
communicate using simple, basic sentences. There are more parameters
to be talked about but the recommendations that were suggested make
the other points clear. Teachers are recommended to have all their
classes planned and updated with the most importance in mind regarding
the lessons at hand. The right method needs to be reached and class
planning can pave the way to achieve such, providing motivation on
students to learn and produce the English language in the classroom.
Students showed that they had no control on the language and the
communication patterns of the language was not clear to many of them
either. Students have problems controlling the usage and mastering the
pronunciation, verb conjugation in the present and the past tenses, for
example. Students also have the same problems when expressing
66
themselves in conversations and dialogues concerning presentations and
other communication activities. Speaking in correct sentences is another
deficiency shown in students of the 8th grade. The problem was obvious
to identify when students could not express their daily activities nor have
the right usage of diction in class. One of the major problems that was
observed during classes was that students kept confusing words. Regular
verbs and irregular verbs was also an obstacle that students had difficulty
with trying to understand
GENERAL OBJECTIVE
To improve students´ vocabulary to manage oral production in
English inside and outside of the classroom
SPECIFIC OBJECTIVES
To define students of the 8th grade of basic education with
communication problems they may have.
To measure the influence of the linguistic competence through a
study to students and teachers.
To select important dates of the proposal to design a visual aid
basic didactic guide with English communication and speaking
activities from the survey results
67
PEDAGOGICAL ASPECT
Constructivism
Constructivist teaching is based on constructivist learning theory.
Constructivist teaching is based on the belief that learning occurs as
learners are actively involved in a process of meaning and knowledge
construction as opposed to passively receiving information. Methods are in
great variety claiming to be the based on constructivism of the learning
theory. Schema is the term given to this prior knowledge and this theorical
framework holds that learning is always build on knowledge that a student
already possess or know about. The methods rely on many forms
belonging to guided discoveries in which the teacher avoids direct
instructions and tries to lead the students using questions and activities
that will help students discover, discuss, appreciate and verbalize the
knowledge that was just acquired by the students, (Constructivism
Teaching and Learning Models, 2015)
The many abilities to guide students into the full activities in which
they will note even notice that they are completing the tasks and
performing to the fullest is one of the skills most educators know how to
make an impact with in their students. It is amazing to have students
working in the classroom spontaneously and without them knowing that
they are performing in a natural way. Constructivism not only creates
motivation and initiative towards self-learning abilities but it also promotes
students into learning the language on their own. Constructivism has been
68
related to active learning and development in many skills and
competences, making students aware of the grammar structure exercises
and the way language develops in them.
PSYCHOLOGICAL ASPECT
Relying on a series of empirical workplace studies as well as an
extensive review of psychological, sociological and educational literature,
the authors develop a framework for examining human competence as a
process of networked expertise. It refers to competencies that arise from
social interaction, knowledge sharing, and collective problem solving.
These are embedded in communities and organized groups of experts and
professionals. Cognition and intelligent activity are not only individual and
mental processes but ones which rely on socio-culturally developed
cognitive tools, (CITEULIKE, 2004).
The way students behave and their environment that surrounds them
in their own communities and backgrounds and the way they handle
themselves in society has a lot to do with the way they learn. Students
need to adapt and overcome the obstacles that they will be facing in their
future lives. Therefore, they should be aware and fully prepared with the
tools that they can managed in order to have a better way of lifestyle and
abiding the best way possible to the society they are part of. The learning
process is a step in which such reliability in society can be reached. The
psychological aspect can also relate to this behavior in society and the
process it takes for the student to learned the expectations as a whole.
69
Many factors composed this behavior and adaptation to the society and
behavior the student portrays in general, making gaps in which
acceptance and performance is measured to the standards of the norms in
which behavior is expected and the parameters it should meet to be in
harmony with others and self-behavior.
LEGAL ASPECT
In the institutional website of the Minister of Education of Ecuador we
have the English Language Learning Standards. These are results
students are expected to achieve at the end of a proficiency level in terms
of knowledge and skills acquired during the process. These will show
―what students must know and be able to do as they move toward full
fluency in English‖.
The ELLS are based on the Common European Framework of
Reference for Languages: Learning, teaching, assessment, (CEFR) as
they provide a common basis for the explicit description of objectives,
content, and methods. The proficiency levels set by the CEFR and
established as the benchmarks for Ecuador’s ELLS are A1, A2, and B1.
The progression of the levels is the following:
Level A1: At the end of 9th year Educación Básica General.
Level A2: At the end of 1st year Bachillerato.
Level B1: At the end of 3rd year Bachillerato.
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The English Language Learning Standards are developed
considering the communicative language components and the language
skills as an important part of the program: listening, speaking, reading, and
writing.
In our case, we will develop our project with students of eighth year
basic education, so it corresponds us the A1 level.
Listening
A1 PROFICIENCY LEVEL: Recognize expressions, words, and
sentences in simple spoken texts related to the learner’s personal,
educational, and social background. Follow speech which is very slow and
carefully-articulated, with long pauses for them to assimilate meaning
within the personal, educational, and domains.
Reading
A1 PROFICIENCY LEVEL: Understand and identify simple
informational, transactional, and expository texts—a single phrase at a
time—picking up familiar names, words, and basic phrases and rereading
as required.
Extract the gist and key information items from simple informational,
transactional, and expository texts.
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Speaking production
A1 PROFICIENCY LEVEL: Produce slow, hesitant, planned
dialogues, (i.e. communication still depends on repetition, rephrasing, and
repair)
Speaking interaction
A1 PROFICIENCY LEVEL: Interact and participate in brief informal
discussions in a simple way by asking and answering simple questions
about the learners’ personal, educational, and social background.
Communication is dependent on repetition at a slower rate of
speech, rephrasing, and repair.
Writing
A1 PROFICIENCY LEVEL: Produce informational, transactional, and
expository texts consisting of a sequence of simple sentences that have
more detail and show more variety in lexical range and sentence structure.
As we can see, we will work with an elementary level according to
the Common European Framework of Reference for Languages (CEFR) in
the four skills of the language because grammar in context involves the
correct development in each skill, especially in reading and writing,
(Ministerio de Educacion, 2002).
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FEASIBILITY
ECONOMICAL
The economical aspect about this proposal will only have the cost of
zero to the school and to the students. The hardcore copy of the 30
exercises booklet will be given to the Pablo Hannibal Vela Eguez school
absolutely at no cost, providing more assistance in the education of the
students and their economical welfare.
TECHNICALLY
The school Pablo Hannibal Vela Eguez has a schedule of 10 hours
of English per week per grade. It also has audio/visual aids to help
students with the multimedia activities that the government issued book
consist of and any other extra curricular activity that may be display for the
class.
HUMAN
This project was able to come to its fruition thanks to the help of the
University of Guayaquil officials, students from Pablo Hannibal Vela Egüez
School, the Director and the parents whom also make part of the school
educational community.
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DESCRIPTION OF THE PROPOSAL
This project’s proposal was implemented in the months of July,
August and September in the Pablo Hannibal Vela Egüez School in the
year 2015. This guide is made up of 30 activities in which it will allow
students to put into practice their communication skills and improve their
linguistic competence. The booklet is designed to activate students’ prior
knowledge also and their skills at the same time with the activities that the
guide contains. A variety of activities with explanations and that are
student centered can help students practice their linguistic competence as
well. The design of the activities will assist students and keep them
engaged while learning is taking place in groups or in pairs or individually
if it’s assigned as extra homework too.
The future application of the proposal consists of 4 phases:
PHASE I: Activate students’ word meaning, communication and utter
comprehension in linguistic skills.
PHASE II: keep students engaged with activities that activate prior
knowledge and have innovating speaking exercises to help them develop
linguistic skills in expressing themselves correctly.
PHASE III: Practice new methods to uphold students’ language
learning process and convey significant meaning.
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PHASE IV: Evaluation, feedback and assessment about students
acquiring speaking and conversation structure and linguistic competence
skills in the classroom to maximize and improve English.
MATERIALS
Our handbook was supported by several English grammar web
sites:
(Let’s talk, 2000)
(Talk your head off, 1999)
(English dynamic exercises, 2012)
(Ministerio de Educacion, 2002)
(learn english on line, 201-2015)
(Sparkle Box, 2015)
The following books were also part of the investigation that helped
inspired some of the exercises included in the guide to be used.
(Speak in use) (By Raymond Murphy)
(Understanding and Using English) (by Betty Schrampfer Azar)
(English In Use Supplementary Exercises) (by Louise Hashemi, Raymond
Murphy)
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LOCATION
The present investigation was done in Pablo Hannibal Vela Egüez
High School in the months of July, August and September with the
students of the 8th grade basic education in the Guayas Province. The
School is located in Machala and Colombia Street . It has one Director,
one English Department Area Director and the students are from the first
to third year of High School.
CONCLUSIONS
It can be reached to the conclusion that the guide provided for this
project and the purpose of it is in precise contribution and fulfillment with
all its objectives in teaching students from the 8th grade with the simple
tenses in the communication skills.
The start of the investigation and its results, the way and manner
students received such training and explanations in class, the two hour
long classes in which students participated in the classroom with their new
guide that assists them with communication and speaking skills, the way
the teacher witnessed the classes given by the researches, the rapport the
researchers received from the students and the outcome of the surveys
were all part of the process that was brought about from this project and
all the investigations involved.
The presentations and other class participations that were given to
the students was researched and compared to previous projects in order
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to come up with the most adequate teaching style that can cope with all
the students and their learning styles. There were a lot of kinesthetic
activities in which students had to participate in, like TPR activities running
around the classroom to find the answers to certain tasks and their
exercises. There was a lot of motivation and commotion due to the Racing
and challenging activities where every student had to be competitive and
self-reliant in order to win the challenge among themselves.
The secret to meaning and structure is also linked to vocabulary,
content and diction about what is being expressed in the sentences or the
excerpt that has been written, read, said or heard. Many more exercises
can be shown in this investigation.
Living can be shown and put into practice with embedded English
exercises in the classroom. It will be significant learning to students as well
due to the fact that it will be done with situations that relate to their
everyday living. This Project is based with enthusiastic activities making
student alert so they can start practicing what real life situations and
activities involve, including when expressing oneself correctly in a foreign
language.
The conclusions that this investigation has standout upon are in the
most complete sense of the matter and comply with all the expectations
and parameters that the investigation format requires. Contribution to this
project was also in relationship to the personal experiences and the
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significant learning students shared in class and the learning that students
acquired due to the activities and the results shown by such participation.
The daily practice and involvement of students in the activities of this
project will serve as guide and evaluation to measure improvement in
students about the language and their proficiencies according to the
Common European Framework Report which can serve as a rubric to
allow feedback and any other type of assessment for students to follow
and show progress.
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BIBLIOGRAPHY
Brinton, D. M., Celce-Murcia, M., & Snow, M. A. (2014). Teaching English
as a Second or Foreign Language. Boston: National Geographic
Learning.
Campbell, J. (2015). Interact . Obtenido de http://interactinenglish.com/
Cheng, L. (2013). Language Classroom Assessment. Maryland: Gasch
Printing.
Guthrie, A. (2015). Good Reads. Obtenido de
http://www.goodreads.com/quotes/703225-dad-used-to-read-
aloud-to-us-from-dickens-and
Harmer, J. (2007). How to Teach English. Essex: Pearson Education
Limited.
Herzog, J. (20015). Good Reads. Obtenido de
http://www.goodreads.com/quotes/6600821-to-receive-many-
blessings-read-to-your-children-from-the
Marzano, R. J. (2003). What Works in Schools, Translating Research into
Action. Alexandria: Association for Supervision and Curriculum
Development.
McCormick. (1977). Reading Rockets. Obtenido de
http://www.readingrockets.org/article/revisiting-read-aloud-
instructional-strategies-encourage-students-engagement-text
Nation, I. (2009). Teaching ESL/EFL Reading and Writing. Routledge:
Taylor & Francise.
Nuttall, C. (2005). Teaching Reading Skills in a Foreign Language. Oxford:
Macmillan Publishers Limited.
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Pulverness, A., Spratt, M., & Williams, M. (2012). The TKT, Teaching
Knowledge Test Course. Exeter: Polestar Wheatons Ltd.
Scrivener, J. (2005). Learning Teaching. Malaysia: Macmillan Publishers
Limited.
Sweeny, S. M., & Mason, P. A. (2011). Research-Based Practices in
Vocabulary Instruction: An analysis of what words in grades PreK-
12. Studies and Research Committee of the Massachusetts
Reading Association , 1-15.
Thornbury, S. (2006). An A-Z of ELT. Great Britain: Macmillan Publishers
Limited.
www.educacion.gob.ec. (s.f.). Recuperado el 1 de Diciembre de 2015, de
http://educacion.gob.ec/curriculo-fortalecimiento-del-ingles/
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APPLICATION OF THE INVESTIGATION INSTRUMENTS
SURVEY TO THE STUDENTS
PABLO HANNIBAL VELA EGUEZ HIGH SCHOOL
STUDENTS OF 8th GRADE OF BASIC
Specific instruction:
Place a ―check mark‖ on the answer you consider the most appropriate on each one of the questions.
A.- totally disagree C.- Indifferent E..- agree
B.- disagree D.- totally agree
A B C D E
1. You consider important speaking
English in class.
2. You have enough vocabulary to
participate actively in class.
3. You think you can improve your English by
talking to your classmates in English.
4. It is convenient for you to use internet to
practice English vocabulary and improve
your speaking skills.
5. You are able to remember pronunciation
of words by listening to people talking in
English.
6. It would be satisfactory and interesting if
you practice speaking activities.
7. You are able to name all the things you
use everyday in English.
8. The use of modern technology can help
you with speaking .
9. You would like to learn different speaking
techniques in class.
10. You would like to have an extra book to
improve speaking skills.
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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
PABLO HANNIBAL VELA EGUEZ HIGH SCHOOL INTERVIEW: TO THE DIRECTOR
1.-Is the English learning-teaching process in your school adequate?
Yes, but some students show little interest in learning the English
language.
2.- How would it be if students receive English speaking classes
using updated techniques with a book about Ecuadorian legends?
I think the students improve their vocabulary would have more ease and
fluency when communicating with others person.
3.- How do you consider the speaking resources in English classes?
It is important because when students practice English classes can
improve their pronunciation.
4.- How would it be for students to use other speaking resources to
learn English?
Watching movies and reading histories in English.
5.-How would it be if students extra speaking material to do as
homework?
They would improve their vocabulary and have more easily when listening
to a dialogue.
6.- How well would you find the advantage of modern techniques to
improve speaking practice?
One advantage is the use of devices that help correct the pronunciation.
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7.- How would it be for students to have reading activities to enhance
vocabulary while speaking?
Through dialogues with classmates.
8.- Do you think students take advantage of modern speaking skills
to improve their English skills?
That´s correct, but some students do not show much interest in learning a
new language.
9.- How well can it be to develop speaking skills in students if they
Use modern techniques to improve speaking comprehension?
It would be very good
10.- How would it be to develop speaking skills in students if they
use a book and the internet in English classes?
Practicing the dialogues that they find on the Internet and texts.
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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
PABLO HANNIBAL VELA EGUEZ HIGH SCHOOL: INTERVIEW TO
THE TEACHER
1.- How is the English learning in your class and the whole school?
Not very good because students do not put much interest in learning a
new language
2.- How would it be for you if you had classes using speaking
techniques?
Classes would be more interesting because the student could learn the
pronunciation of some words
3.- Would you like to have speaking resources in your English
classes?
Yes, because the students would have more ability to learn
4.- How satisfactory could it be for you if students increase their
vocabulary knowledge when speaking?
Students would have more easily to understand the English Class
5.- How would it be for you if students receive speaking practice
classes more often
They would have more fluency
6.- Do you take advantage of techniques to improve speaking skills
with any topic in English?
Yes, because the students will have more security when their speak.
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7.- How would it be for you if you have a well-equipped classroom to
teach English using speaking activities about Ecuadorian legends?
It would be comfortable.
8.- Have you ever read Ecuadorian history in English?
No, because I don´t have enough time.
9.- How would it be for you if students develop their speaking skills
using adequate techniques in English classes?
It would be very satisfactory for the institution.
10.- How would it be for you if students develop their speaking skills
using websites in the internet?
It would be very comforting to know that the student shows interest in
learning the language.
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PHOTOGRAPIC EVIDENCE
PHOTOS AT PABLO HANNIBAL VELA EGUEZ
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Written by:
CHOEZ VILLACIS JOSE TEODORO
PILALO LEON TAIRON JAVIER
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Introduction
The following guide will help teachers improve the Learning Process
about the English Language and catch the student’s interest. The guide is
easy and understandable; it’s also based on active strategies which are
useful to create a good environment in the classroom. The booklet
provides the teacher many useful activities that can motivate students into
feeling comfortable and confident when learning new vocabulary in stories,
but there are some items which teachers need to take into consideration to
make student reach utter understanding. It is extremely important to follow
some recommendations.
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Teachers should consider the following
Knowing the learners knowledge and vocabulary. Motivating learners to do each active strategy. Dividing the class into groups when it is necessary. Explaining learners what they are going to do.
Objective: use the visual aids to enhance vocabulary use in students.
Type of exercise : Vocabulary
Name : AUDIOVISUAL DIDACTIC GUIDE WITH
VOCABULARY IN STUDENTS ENVIRONMENT
Skills : Vocabulary and Speaking
Description :
This is a group and individual activity focused on
different types of activities that are explained with the
instructions to follow in order to use audiovisual aids to
reach comprehension, practice structure or
communicate properly. Teachers need to start these
kinds of activities with simple vocabulary. The group or
individual that finishes first is the winner.
Objective : To use exercises that motivate students to use
vocabulary from audiovisual exercises properly.
Instructions :
Teach the content before using it.
Explain the activity.
Break the class up in groups.
Give an example with a group of learners.
Start the game when the teacher says.
Resources : Flashcards, markers and sheets, etc.
Rules :
Learners have to listen carefully what the teacher
says.
Learners are not allowed to speak in Spanish.
One student in the group has to raise his/her hand
to say the sentence or answer once he/she finishes
and is asked to do so by the teacher.
If the student doesn’t answer properly another group
will have the chance to do it.
Suggestions :
In order to develop vocabulary skills, learners can write
by themselves the words and sentences found in all the
groups in their notebooks.
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TABLE OF CONTENT
Front page .................................................................................... 1
Introduction ................................................................................. 2
Teachers’ consideration & instructions ....................................... 3
Table of Content .......................................................................... 4
Exercise 1 .................................................................................... 5
Exercise 2 .................................................................................... 6
Exercise 3 .................................................................................... 7
Exercise 4 .................................................................................... 8
Exercise 5 .................................................................................... 9
Exercise 6 .................................................................................. 10
Exercise 7 .................................................................................. 11
Exercise 8 .................................................................................. 12
Exercise 9 .................................................................................. 13
Exercise 10 ................................................................................ 14
Exercise 11 ................................................................................ 15
Exercise 12 ................................................................................ 17
Exercise 13 ................................................................................ 18
Exercise 14 ................................................................................ 19
Exercise 15 ................................................................................ 20
Exercise 16 ................................................................................ 21
Exercise 17 ................................................................................ 22
Exercise 18 ................................................................................ 23
Exercise 19 ................................................................................ 24
Exercise 20 ................................................................................ 25
Exercise 21 ................................................................................ 26
Exercise 22 ................................................................................ 27
Exercise 23 ................................................................................ 28
Exercise 24 ................................................................................ 29
Exercise 25 ................................................................................ 30
Exercise 26 ................................................................................ 31
Exercise 27 ................................................................................ 32
Exercise 28 ................................................................................ 33
Exercise 29 ................................................................................ 34
Exercise 30 ................................................................................ 35
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EXERCISE No. 1
1. WHAT DO YOU THINK THE RELATIONSHIP OF THE
PEOPLE IN THE PICTURES IS?
2. WHAT IS THE OLD LADY ASKING THE OTHER WOMAN?
3. WHAT IS THE MAN LIKE?
4. WHAT IS THE OLD WOMAN LIKE?
5. IS THE MAN GOING TO TALK TO THE OLD LADY? WHY?
WHY NOT?
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EXERCISE No. 2
1. What can you see in the 2nd picture that is not in the
1st picture?
2. Describe the characters that appear in both pictures.
3. Why are they running?
4. Where is the woman with the bags coming from?
5. What is the little boy doing?
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EXERCISE No. 3
1. Where are they?
2. What are they doing?
3. Why are they doing that?
4. How often do you think they do it?
5. How old are they?
102
EXERCISE No. 4
1. Where are they?
2. How are they feeling?
3. Why are they feeling in that way
4. What may happen in the following minutes?
5. Will they feel better or worse after 45 minutes? Why?
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EXERCISE No. 5
1. Where are they?
2. What do those gestures with their hands mean?
3. What is happening with the boy?
4. Why are there so many people?
5. What do you think they will do after the event
finishes?
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EXERCISE No. 6
1. What kind of ceremony are they in?
2. Who do you think the woman with the colorful scarf is?
3. Who do you think the other people are?
4. What do some pictures have in common?
5. What do all the pictures have in common?
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EXERCISE No. 7
1. Where are they?
2. What do you think they are doing?
3. What is the boy in green doing?
4. How do you think the girl in white is feeling? Why?
5. How do you think the boy in black is feeling? Why?
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EXERCISE No. 8
1. What happened to the other man in the 2nd picture?
2. Are they arriving or leaving? How do you know?
3. Why is the woman with glasses covered almost
completely?
4. Why are some of them wearing glasses?
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EXERCISE No. 9
1. Who are they?
2. Where are they?
3. What are they doing?
4. Are they going to sleep early? Why? Why not?
5. Why is the bowl of pop-corn full?
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EXERCISE No. 10
1. Where is he?
2. Why is he there?
3. How does he feel? Why?
4. Is he going to reach his objective? Why? Why not?
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EXERCISE No. 11
1. Who are they?
2. Where are they?
3. What do you think happened?
4. What might they do?
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EXERCISE No. 12
1. Do you think she is alone? Why? Why not?
2. Where is she?
3. What is she doing there?
4. What is she looking at?
5. Is she going to come back? Why or why not?
6. Who took the picture?
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EXERCISE No. 13
1. Where are they?
2. Who are they impersonating?
3. How are they feeling? Why?
4. What are they going to do later?
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EXERCISE No. 14
1. What class are they in?
2. What are they doing?
3. How old are they?
4. What occupations do you think they might have in the
future? Why?
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EXERCISE No. 15
1. Where are they?
2. Why is the woman sitting there?
3. What ingredients does that mask have?
4. What do you think she is going to do when she leaves
that place?
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EXERCISE No. 16
1. Where are they?
2. How long have they been there?
3. What are their occupations?
4. How do they feel?
5. What are they going to do there?
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EXERCISE No. 17
1. Where are they?
2. What do both pictures have in common?
3. What do you think the man in the first picture is
saying?
4. What is the security person doing in both pictures?
5. What are the other people thinking?
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EXERCISE No. 18
1. Where are they?
2. Who do you think the boy is and why is he there?
3. Why is there a dog?
4. What is the media doing there?
5. How long will the boy stay there? How can you tell?
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EXERCISE No. 19
1. What’s the weather like?
2. How are the people in the photo feeling?
3. What is woman with glasses going to do?
4. Why are some people not using umbrellas?
5. Why aren’t they looking both ways when crossing the
street?
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EXERCISE No. 20
1. Who are they?
2. Where are they from?
3. What are their hobbies?
4. What do they look like?
5. What are they like?
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EXERCISE No. 21
1. Why are are they outdoors?
2. What’s their job?
3. Who is the woman in red pants?
4. Why are the others taking notes?
5. What are they going to do when they finish this meeting?
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EXERCISE No. 22
1. In what country do you think they are?
2. Why are there tents?
3. What are they doing in both pictures?
4. Who is the woman with glasses?
5. Do you think those children’s parents have to pay for
being there? Why or why not?
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EXERCISE No. 23
1. Who do you think he is?
2. Why is he playing with children?
3. Why are there photographers in the scenes?
4. Where are they?
5. Do you think he does that everyday? Why or why not?
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EXERCISE No. 24
1. Where are they?
2. Why are they together?
3. What do you think they are going to do?
4. How old do you think the babies are?
123
EXERCISE No. 25
1. Who are they?
2. Where are they?
3. What are they doing?
4. What seems to be problem?
5. Do you think there is a solution? Which one o whick
ones?
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EXERCISE No. 26
1. Who are they?
2. How old do you think they are? Are all of them over 60
years old?
3. Is it a home for old people? How can you tell?
4. What recreational activities can they do there?
5. What law would you pass to make children visit their
old parents?
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EXERCISE No. 27
1. Are the kids having fun? Why? Why not?
2. What are the parents with cellphones doing?
3. What may happen with those children?
4. Are smartphones a good or a bad thing? Why?
126
EXERCISE No. 28
1. What is their relationship?
2. What are they wearing?
3. Why do you think she is kicking him?
4. What is he going to do afterwards?
5. Are they going to live happily ever after? Why or Why
not?
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EXERCISE No. 29
1. How many people are there?
2. How old are they aproximately?
3. Why do they have the sign “GO”?
4. Why do they look so happy?
5. How are they going to feel the next morning?
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EXERCISE No. 30
1. Who are the people in both pictures?
2. What’s the difference in both pictures?
3. What do they have in common?
4. What’s the situation in the first picture? Create a story.
5. What’s the situation in the second picture? Create a
story.