university of guayaquil faculty of philosophy,...

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF

EDUCATION

SCHOOL OF LANGUAGES AND LINGUISTICS

HIGH STANDARD SYSTEM OF EDUCATION

UNIVERSITY CENTER: MAIN GUAYAQUIL

EDUCATIONAL PROJECT

PRIOR TO OBTAIN A BACHELOR'S DEGREE

AS A LICENCIADO EN CIENCIAS DE LA

EDUCACIÓN MENCIÓN: ENGLISH

TOPIC

INFLUENCE OF ACTIVITIES FOCUSED ON INFORMATION GAP TASK IN THE

DEVELOPMENT OF SPEAKING SKILL

PROPOSAL

DESIGN OF A PAMPHLET WITH ACTIVITIES FOCUSED ON

INFORMATION GAP TASK.

AUTHORS

CACERES ANDRATTA GUSTAVO ADOLFO

VEGA JIMENEZ BETTY KIMBERLY

TUTOR: MSc. EDUARDO TORRES

GUAYAQUIL-ECUADOR

2017

ii


FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF

EDUCATION


HIGH STANDARD SYSTEM OF EDUCATION

MSc. Silvia Moy-Sang Castro MSc. Wilson Romero Dávila DEAN SUB-DEAN

Msc. Alfonso Sánchez Ávila Ab. Sebastián Cadena Alvarado

DIRECTOR SECRETARY

iv

MSc: SILVIA MOY-SANG CASTRO, Arq.

DECANO DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS

DE LA EDUCACION

CIUDAD.-

Para los fines pertinentes comunico a usted que los derechos intelectuales del

proyecto educativo con el tema: INFLUENCE OF ACTIVITIES FOCUSED ON

INFORMATION GAP TASK IN THE DEVELOMENT OF SPEAKING SKILL.

Propuesta: DESING OF A PAMPHLET WITH ACTIVITIES FOCUSED

ON INFORMATION GAP TASK.

Pertenecen a la Facultad de Filosofía, letras y Ciencias de la Educación.

Atentamente,

CACERES ANDRATTA GUSTAVO ADOLFO VEGA JIMENEZ BETTY KIMBERLY

C.I. 0919378109 C.I. 0930086400

v

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGÜÍSTICA

SISTEMA DE EDUCACIÓN SEMIPRESENCIAL

CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL

PROYECTO

TEMA: INFLUENCE OF ACTIVITIES FOCUSED ON INFORMATION GAP

TASK IN THE DEVELOPMENT OF SPEAKING SKILL. DESING OF A

PAMPHLET WITH ACTIVITIES FOCUSED ON INFORMATION GAP TASK.

APROBADO

………………………………

Tribunal No 1

……………………… ………………………

Tribunal No 2 Tribunal No 3

CACERES ANDRATTA GUSTAVO ADOLFO VEGA JIMENEZ BETTY KIMBERLY

C.I. 0919378109 C.I. 0930086400

vi

EL TRIBUNAL EXAMINADOR OTORGA AL

PRESENTE TRABAJO

LA CALIFICACIÓN DE:

EQUIVALENTE A:

TRIBUNAL

vii

DEDICATION

This thesis is dedicated mainly God for allowing us to reach this important

moment in our career. To our family, who taught us that the best kind of

knowledge is that which is learned with our own effort and dedication and which

the right way to get a goal is the constancy.


ix

DEDICATION

I dedicate this important project to my family specially to my father, do be with me

in all my emotional states helping me and giving me support as well as

economically. They are directly the glee of my achieved goals.


x

ACKNOWLEDGEMENT

I give thanks to my family for being the source of inspiration and happiness in the

process of this important thesis. They are the ones who are my strength and my boost

of energy when I have wanted to slow down.


xi

ACKNOWLEDGEMENT

My special thanks to my beloved mother who watching over me and giving me

strength and inspiration. All the will and achievements I owe it to her teachings in

my early life.


x

xii

REPOSITORY NATIONAL IN SCIENCE AND TECHNOLOGY

THESIS REGISTRATION FORM

TÍTTLE Y SUBTÍTLE: INFLUENCE OF ACTIVITIES FOCUSED ON INFORMATION GAP TASK IN THE DEVELOPMENT OF SPEAKING SKILL. DESING OF A PAMPHLET WITH ACTIVITIES FOCUSED ON INFORMATION GAP TASK.

AUTHOR/S: Caceres Andratta Gustavo Adolfo & Vega Jimenez Betty Kimberly

ADVISOR: MSc. Eduardo Torres

REVIEWERS:

INSTITUTION: UNIVERSIDAD OF GUAYAQUIL

FACULTY: Faculty of Philosophy,

and Sciences of Education

CAREER: Languages and Linguistics DATE OF PUBLISHING: NUMBER OF PAGES: 135

TÍTTLE OBTAINED: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa y Lingüística

THEMED AREAS: English Language

KEYWORDS: Information Gap Task, Speaking Skill, Development, Interaction

ABSTRACT: The primary concern in this investigation is to enhance speaking skill in eighth graders from the coed public school Dr. Francisco Campos Coello. Since the project is on teaching a foreign language the research trailed itself to three strong authors that helped guide and gave an open and scientific view on how to solve the little speaking production and interaction in class. The reason for this investigation is to enhance and sustain a constant speaking practice inside and eventually outside classroom in a more realistic and authentic context. It was important to use a quantitative and qualitative research approach along with theoretical, empirical and statistical methods. The Results and analysis through the different instruments applied such as oral test, interview and survey gave the opportunity to present a proposal and to design activities focused on Information Gap Task.

REGISTRATION NUMBER (in data base): CLASSIFICATION NUMBER:

DIRECTION URL (thesis on the web):

ATTACHED PDF: X

YES NO

AUTHOR(S) NAMES AND CONTACT

Telephone:

E-mail:

CONTACT IN THE INSTITUTION: NAME: Secretarial of the school of Languages and Linguistics.

TELEPHONE: (04)2294888 Ext. 123

E-mail: [email protected]

mailto:[email protected]

REP

RIO NACIONAL EN CI

CNOLOGÍA

x

xiii

OSITO ENCIA Y TE

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO: Influencia de actividades basadas en el intercambio de información en el desarrollo de la expresión oral. Diseño de una carpeta con actividades basadas en el intercambio de información.

AUTOR/ES: Caceres Andratta Gustavo Adolfo & Vega Jimenez Betty Kimberly

TUTOR: MSc. Eduardo Torres

REVISORES:

INSTITUCIÓN: UNIVERSIDAD DE GUAYAQUIL

FACULTAD: Facultad de Filosofía, Letras

y Ciencias de la Educación

CARRERA: Lenguas y Lingüística FECHA DE PUBLICACIÓN: No. DE PÁGS: 135

TÍTULO OBTENIDO: Licenciatura en Ciencias de la Educación, mención en Lengua

Inglesa y Lingüística ÁREAS TEMÁTICAS: Lengua Inglesa

PALABRAS CLAVE: Intercambio de Información , Expresión Oral, Desarrollo , Interacción

RESUMEN: El motivo principal de esta investigación es mejorar la expresión oral en

estudiantes de octavo año del colegio Dr. Francisco Campos Coello. Dado que el proyecto

está basado en la enseñanza de la lengua extranjera, la investigación se enfoca en tres

autores importantes que ayudaron a guiar y dar una visión amplia y científica sobre cómo

resolver la poca producción de la expresión oral e interacción en clase.

La razón de esta investigación es mejorar y sostener una práctica de hablar constante

dentro y fuera de la sala de clase en un contexto más realista y auténtico. Era importante

utilizar un enfoque de investigación cuantitativa y cualitativa junto con métodos teóricos,

empíricos y estadísticos.

Los resultados y análisis a través de los diferentes instrumentos aplicados como prueba

oral, entrevista y encuesta dieron la oportunidad de realizar la propuesta y diseñar un

folleto con actividades de intercambio de información.

No. DE REGISTRO (en base de datos): No. DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO PDF: X

SI NO

CONTACTO CON AUTOR/ES

Teléfonos:

E-mail:

CONTACTO EN LA INSTITUCIÓN: Nombre: Secretaría de la Escuela de Lenguas y Lingüística

Teléfono: (04)2294888 Ext. 123

E-mail: [email protected]

mailto:[email protected]

xiv

PREELIMINARIES

GENERAL INDEX

COVER PAGE…………………………………………………………………………….......i

AUTHORITIES………………………………………………………………………………. ii

APPROVAL OF THE PROJECT LETTER………………………….……………………. iii

INTELLECTUAL RIGHTS LETTER…………………………………..……………………iv

APPROVAL OF THE COURT…………………………………………..………................v

QUALIFICATION OF THE COURT…………………………………….……………...…..vi

DEDICATION ……………………………………………………………….……………….vii

DEDICATION ………………………………………………………………….……………viii

ACKNOWLEDGEMENT………………………………………………………...................ix

ACKNOWLEDGEMENT………………………………………………………....................x

REPOSITORY NATIONAL IN SCIENCE AND TECHNOLOGY IN ENGLISH………..xi

REPOSITORY NATIONAL IN SCIENCE AND TECHNOLOGY IN SPANISH……….xii

GENERAL INDEX…………………………………………………………………….…….xiii

INDEX OF CHARTS…………………………………………………………………….….xiv

INDEX OF GRAPHICS………………………………………………………………………………………………...…xv

INTRODUCTION……………………………………………………………………………xvi

CHAPTER I

THE PROBLEM

RESEARCH CONTEXT................................................................................................ 2

PROBLEM OF INVESTIGATION ................................................................................. 3

CONFLICT SITUATION ............................................................................................ 3

SCIENTIFIC FACT .................................................................................................... 4

CAUSES............................................................................................... ..................... 5

PROBLEM FORMULATION ......................................................................................... 5

OBJECTIVE OF INVESTIGATION............................................................................... 5

GENERAL OBJECTIVE ............................................................................................ 5

ESPECIFIC OBJECTIVES........................................................................................ 5

xv

RESEARCH QUESTIONS............................................................................................ 6

JUSTIFICATION ........................................................................................................... 6

CHAPTER II

THE THEORICAL FRAMEWORK

BACKGROUND ............................................................................................................ 8

SPEAKING SKILL ......................................................................................................... 9

DEFINITION............................................................................................... ................... 9

TYPES OF SPEAKING SKILL.................................................................................... 10

IMITATIVE ............................................................................................................... 11

INTENSIVE.............................................................................................................. 11

RESPONSIVE ......................................................................................................... 11

TRANSACTIONAL (DIALOGUE)............................................................................ 11

TEACHING SPEAKING .............................................................................................. 12

MEANINGFUL COMMUNICATION ........................................................................ 13

PURPOSE ............................................................................................................... 13

SETTING ................................................................................................................. 13

ROLE ....................................................................................................................... 13

THE COMMUNICATIVE EVENTS.......................................................................... 14

LANGUAGE FUNCTIONS ...................................................................................... 14

NOTIONS ............................................................................................... ................. 14

DISCOURSE AND RHETORICAL SKILLS ............................................................ 14

HOW STUDENTS LEARN SPEAKING IN AN EFL CONTEXT................................. 14

COMMON MISTAKES ON TEACHING SPEAKING .............................................. 15

LEARNER BELIEF SYTEMS .................................................................................. 16

TEACHING BY PRINCIPLES ..................................................................................... 16

FOCUS ON BOTH FLUENCY AND ACCURACY .................................................. 16

ACCURACY ............................................................................................................ 17

COGNITIVE PRINCIPLES ...................................................................................... 17

MEANINGFUL LEARNING......................................................................................... 17

INTRINSIC MOTIVATION .......................................................................................... 18

AFFECTIVE PRINCIPLES ...................................................................................... 19

SELF-CONFIDENCE .................................................................................................. 19

xvi

RISK TAKING ............................................................................................................. 19

LINGUISTIC PRINCIPLES ..................................................................................... 20

COMMUNITIVE COMPETENCE ............................................................................ 20

INFORMATION GAP TASK (IGT) .............................................................................. 21

DEFINITION OF INFORMATION GAP TASK ........................................................ 21

COMMUNICATIVE LANGUAGES TEACHING (CLT) ............................................... 22

THE GOALS OF TEACHERS WHO USE COMMUNICATIVE LANGUAGE

TEACHING (CLT): ................................................................................................. 22

THE ROLE OF THE TEACHER AND THE ROLE OF THE STUDENTS .............. 22

CHARACTERISTICS OF THE TEACHING/LEARNING PROCESS ..................... 23

THE NATURE OF STUDENT–TEACHER INTERACTION AND THE

NATURE OF STUDENT–STUDENT INTERACTION ............................................ 23

EVALUATION PROCESS....................................................................................... 24

TYPES OF INFORMATION GAP TASK (IGT) ........................................................... 24

THEORETICAL FOUNDATION.................................................................................. 25

DIDACTIC FOUNDATION ...................................................................................... 25

SOCIOLOGICAL FOUNDATION ............................................................................ 26

PHILOSOPHICAL FOUNDATION .......................................................................... 26

PSYCOLOGICAL FOUNDATION ........................................................................... 27

LEGAL FOUNDATION ............................................................................................ 27

CHAPTER III

METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF RESULTS

METHODOLOGICAL DESIGN ................................................................................... 30

APPROACHES OF RESEARCH................................................................................ 30

QUALITATIVE RESEARCH.................................................................................... 30

QUANTITATIVE RESEARCH ................................................................................. 31

POPULATION AND SAMPLE .................................................................................... 31

OPERATIONALIZATION CHART OF VARIABLES ................................................... 32

THEORETICAL METHODS........................................................................................ 34

STATISTICAL METHOD ......................................................................................... 34

EMPERICAL TECHNIQUES ...................................................................................... 34

ORAL TEST ............................................................................................................ 35

xvii

INTERVIEW ............................................................................................................ 35

SURVEY............................................................................................... ................... 35

RESEARCH METHODS ............................................................................................. 36

CHI SQUARE............................................................................................... ............... 62

CONCLUSIONS AND RECOMMENDATIONS .......................................................... 66

CHAPTER IV

THE PROPOSAL

TITLE OF THE PROPOSAL ....................................................................................... 67

JUSTIFICATION ......................................................................................................... 67

OBJECTIVES............................................................................................... ............... 67

GENERAL OBJECTIVE .......................................................................................... 67

SPECIFIC OBJECTIVE........................................................................................... 68

THEORETICAL ASPECTS......................................................................................... 68

SOCIAL FOUNDATION .......................................................................................... 68

PEDAGOGICAL FOUNDATION ............................................................................. 69

PSYCHOLOGICAL FOUNDATION ........................................................................ 70

FEASIBILITY APPLICATION .................................................................................. 70

POLITICAL FEASIBILITY ....................................................................................... 71

TECHNIQUE FEASIBILITY .................................................................................... 72

FINANCIAL FEASIBILITY ....................................................................................... 72

DESCRIPTION OF THE PROPOSAL ........................................................................ 72

CONCLUSION ............................................................................................................ 73

xviii

INDEX OF CHARTS

Chart 1 Sample ………………………………………………………….…34

Chart 2 Operationalization of Variable…………………………………...35

Chart 3 Oral test…………………………………………………………….37

Chart 4 Survey to the students……………………………………………42

Chart of Frequency 5 ……………………………………………………...43

Chart of Frequency 6……………………………………………………….44

Chart of Frequency 7…………………………………………………….…45

Chart of Frequency 8……………………………………………….………47

Chart of Frequency 9……………………………………………………….48

Chart of Frequency 10……………………………………………………..49

Chart of Frequency 11 …………………………………………………….50









Chart 20 Chi Square 1 …………………………………………………….62

Chart 21 Chi Square 2……………………………………………………..63

Chart 22 Chi Square 3……………………………………………………..64

xix

INDEX OF GRAPHICS

GRAPHIC 1……………………………………………………………………….43 SURVEY TO THE STUDENTS The learning of English speaking skill is important for you.

GRAPHIC 2………………………………………………………………………..44 SURVEY TO THE STUDENTS The improvement of English speaking skill is necessary for your personal development.

GRAPHIC 3………………………………………………………………………..45

SURVEY TO THE STUDENTS

Learning speaking skill would expand my cultural awareness.

GRAPHIC 4……………………………………………………………………..…46


English speaking skill is difficult to learn.

GRAPHIC 5……………………………………………………………………….47


Speaking English is difficult for you.

GRAPHIC 6………………………………………………………………………48


The teacher reinforces speaking activity done in class.

GRAPHIC 7………………………………………………………………………50


Information gap task connects with today’s need in communication.

GRAPHIC 8………………………………………………………………………51


You text has catchy information gap task for speaking skill.

GRAPHIC 9………………………………………………………………………52


Activities focused on information gap task helps improve speaking skill.

xx

GRAPHIC 10………………………………………………………………………54


Activities focused on information gap task are fun to work with.

GRAPHIC 11………………………………………………………………………55


Using different types of information gap task makes you want to

learn to communicate with others.

GRAPHIC 12………………………………………………………………………56


Activities focused on information gap task are easy to follow.

GRAPHIC 13………………………………………………………………………58


A pamphlet with activities focused on the information gap task

increases speaking skill.

GRAPHIC 14………………………………………………………………………59


A pamphlet with activities focused on the information gap task is

useful in your class.

GRAPHIC 15………………………………………………………………………60


A pamphlet with activities focused on the information gap

task motivates interest in learning a foreign language.

GRAPHIC 16………………………………………………………………………64

CHI SQUARE

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN CARRERA DE LENGUAS Y LINGÜÍSTICA

MODALIDAD PRESENCIAL

TOPIC: INFLUENCE OF ACTIVITIES FOCUSED ON INFORMATION GAP TASK IN THE DEVELOPMENT OF SPEAKING SKILL PROPOSAL:

DESIGN OF A PAMPHLET WITH ACTIVITIES FOCUSED ON INFORMATION GAP TASK.

AUTHORS: Caceres Andratta Gustavo Adolfo

Vega Jimenez Betty Kimberly CONSULTOR ACADÉMICO: MSc. Eduardo Torres V.

ABSTRACT

The primary concern in this investigation is to enhance speaking skill in

eighth graders from the coed public school Dr. Francisco Campos Coello

Since the project is on teaching a foreign language the research trailed itself

to three strong authors that helped guide and gave an open and scientific

view on how to solve the little speaking production and interaction in class

The reason for this investigation is to enhance and sustain a constant

speaking practice inside and eventually outside classroom in a more

realistic and authentic context. It was important to use a quantitative and

qualitative research approach along with theoretical, empirical and

statistical methods.

The Results and analysis through the different instruments applied such as

oral test, interview and survey gave the opportunity to present a proposal

and to design activities focused on Information Gap Task.

Technics English as language

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

CARRERA DE LENGUAS Y LINGÜÍSTICA MODALIDAD PRESENCIAL

TEMA: INFLUENCIA DE ACTIVIDADES ENFOCADAS EN LA TAREA DE

INFORMACIÓN GAP EN EL DESARROLLO DE LA HABILIDAD HABLABLE

PROPUESTA: DISEÑO DE UN FOLLETO CON ACTIVIDADES

ENFOCADAS EN LA TAREA DE INFORMACIÓN.

AUTHORS: Caceres Andratta Gustavo Adolfo

Vega Jimenez Betty Kimberly CONSULTOR ACADÉMICO: MSc. Eduardo Torres V.

RESUMEN

La principal preocupación en esta investigación es mejorar la habilidad de

hablar en alumnos de octavo grado de la escuela pública mixta Dr.

Francisco Campos Coello. Dado que el proyecto está en la enseñanza de

un idioma extranjero, la investigación se dirigió a tres autores fuertes que

ayudaron a guiar y brindar una investigación abierta y científica Visión

sobre cómo resolver la producción y la interacción de hablar poco en

clase. El motivo de esta investigación es mejorar y mantener una práctica

oral constante dentro y eventualmente fuera del aula en un contexto más

realista y auténtico. Era importante utilizar un enfoque de investigación

cuantitativa y cualitativa junto con métodos teóricos, empíricos y

estadísticos.

Los resultados y el análisis a través de los diferentes instrumentos

aplicados, como la prueba oral, la entrevista y la encuesta, dieron la

oportunidad de presentar una propuesta y diseñar actividades centradas

en la Tarea de falta de información.

Technics English as language

1

INTRODUCTION

English is one of most important languages to study, learn, and use it. People

around the world use English to communicate, to make business, and to have

fun. It is true that it is challenging and time consuming to learn the language but

it has an important value to know it because it can create many opportunities.

The challenge of this research is to improve English specifically on speaking

skill, in the coed public school Dr. Francisco Campos Coello. The group in study

is a classroom of 28 students.

Chapter I: The problem encountered in this high school is the little speaking

interaction in class which affects student’s ability to develop and hold English

communication in class. The causes found were little class-time focused on

speaking skill, insufficient language for interaction, teacher centered class,

inadequacy in the use of newfound techniques for the development of speaking

skill.

Chapter II: For the theoretical framework specific authors have been culled out,

Jack C Richards, Leo Jones and Douglas Brown. These authors have written

theories on the learning of foreign language and their techniques has given this

research appropriate theoretical foundations.

Chapter III: Presents a methodological design. The qualitative and quantitative

approach gave the investigation enough data through observation, a diagnostic

oral test, survey to students, and interview to the teacher. The analysis led

specific conclusions and recommendations.

Chapter IV: The justification of the proposal is linked to general and specific

objectives and its conclusions. The creation of pamphlet with IGT has been

done with twelve activities that were put together as an extension of their

English book.

2

CHAPTER I

THE PROBLEM

RESEARCH CONTEXT

The following research takes place on the field of English teaching as a foreign

language, specifically on speaking skill, in the coed public school Dr. Francisco

Campos Coello located in Atarazana block F2 and F3, in the city of Guayaquil,

north area. It was founded on September 17, 1958 by Dr. Francisco Campos

Coello and it belonged to the Faculty of Philosophy of the University of

Guayaquil. Today’s vision of the authorities and teachers is to reach an

academic and moral excellence and to engage students to a valuable social

transformation making them critical thinkers able to be competent in today’s

globalized world.

The institution is currently working in the morning and afternoon shifts.

It counts with 2035 students and has a staff of 50 teachers. There are three

sections in its infrastructure for the different specializations which are a library

and two courts for sports. The curriculum includes five hours of English one

hour each day. The group of study is one course of twenty-seven eighth graders

ranging the ages from eleven to twelve years of age; it functions in the morning

shift. The English teacher assigned to this course has a teaching degree and

several years of experience working in the public schools.

3

PROBLEM OF INVESTIGATION

CONFLICT SITUATION

The problem encountered in the high school Dr. Francisco Campos

Coello in the eighth grade section A school year 2016- 2017 is on Speaking

Skill. The little speaking interaction in class affects student’s ability to develop

and hold English communication in class. Consequently, this sparks several

inconveniences specially the ones focused on the speaking skill interaction.

Here we have encountered some causes of this dragging process.

The purpose of this research is to transfer students’ language knowledge

to the use of it into a speaking skill. Starting with one of the reasons why students

struggle at the time of interact is little class-timed focused on speaking skill.

Due to the way classes are handled, there is more emphasis on vocabulary and

grammar based on drills and grammatical patterns than on speaking practice.

A class which lasts around forty minutes is divided into two parts; first the

introduction of the topic, then the presentation of the vocabulary and

grammatical terms leaving little or no time to practice what has been introduced.

As a result, students at the end of the class do not have the chance

to interact using the language learnt.

Richards’s (2006) research found the following:

While grammatical competence is an important dimension of language

learning, it is clearly not all that is involved in learning a language since

one can master the rules of sentence formation in a language and still

not be very successful at being able to use the language for meaningful

communication. (p. 3)

It is a fact that the ability to speak requires prior knowledge on many

areas such as grammar, spelling, punctuation and so on. However, it is the

4

insufficient language for interaction that blocks the willing to use it in a

conversation context. Formality in English requires a certain level of

convention, but in a speaking environment spontaneity and catchy phrases

sparks the ice breaking in a dialogue.

When students work alone in class there is zero collaboration and

communication obviously suffers. This is one example of the disadvantages in

a teacher centered class, class becomes boring and there is no challenge in

the use of the language. A TCC (teacher centered class) won’t allow students

to express themselves and perhaps the willingness interaction of asking a

question to the teacher.

Jones’s (2007) study found the following:

Speaking in English for two minutes can be a challenging, scary

experience for some students. Working together makes this less scary,

particularly if students are helping and supporting one another. And the

feeling of having achieved something (“We spoke in English for two

minutes! ”) is very motivating. (p. 14)

It takes those moments in class where an oral production of seconds or

perhaps a couple of minutes will not only encourage a student to make healthy

mistakes in a conversation learning process but also it will motivate them to

keep producing orally. This interaction will lead them to exchange and negotiate

vocabulary and its meaning. And this will enhance students’ positive personal

experience when using the language.

SCIENTIFIC FACT

Influence of speaking skill in the students of eighth grade Section A in

the high school Dr. Campos Coello, Zone 8, District 5, Circuit 01, Province of

Guayas, Cantòn Guayaquil, Parroquia Febres Cordero school year 2016-2017.

5

CAUSES

Little class-time focused on speaking skill.

Insufficient language for interaction.

Teacher centered class.

Inadequacy in the use of newfound techniques for the development of

speaking skill.

PROBLEM FORMULATION

How do activities focused on Information Gap Task (IGT) influence the

development of speaking skill in the students of eighth Grade, Section A, in Dr.

Francisco Campos Coello high school, Zone 8, District 01, Province of Guayas,

Canton Guayaquil, Parroquia Febres Cordero, school Year 2016-2017?

OBJECTIVE OF INVESTIGATION

GENERAL OBJECTIVE

To demonstrate the Influence of activities focused on Information Gap

Task (IGT) in the development of speaking skill, through a bibliographical and

statistical analysis. To design a pamphlet with activities focused on Information

Gap Task to develop speaking skill.

ESPECIFIC OBJECTIVES

To describe activities focused on Information Gap Task through a

diagnostic test and bibliographical statistical analysis.

6

To characterize the speaking skill culling from bibliographical and

statistical analysis.

To design a pamphlet with activities focused on the Information Gap

Task to enhance the speaking skill through the results collected.

RESEARCH QUESTIONS

1) What is the current situation of the development of speaking skill?

2) How would the use of activities focused on information gap task be

beneficial in class?

3) Which methodologies and strategies would best be useful to better

speaking skill?

4) What would be the benefit of the proposal of this research?

5) Up to what extend the activities focused on Information Gap Task would

motivate speaking skill?

JUSTIFICATION

The little production of speaking skill is one of the most important issues.

The biggest drawback in students is speaking. Teaching grammar, writing and

other skills of the English language is common; but when students have to face

and demonstrate their skills the results are in most cases disappointing.

This research has social relevance because it contributes to the

educational community. The investigation is emphasized through a statistical

analysis on activities focused on Information Gap Task in the development of

speaking skill. There are new techniques and methods in this variable of

investigation. They have a holistic approach which can be useful in today’s

globalized world. Students can be inserted into the modern world and be

accepted in society where people have domain in one language and can reach

7

a level of success and open new opportunities both professionally and

personally.

According to the (National-Curriculum-Guidelines-EFL, 2014) which is

based on the four basic skills, “students at the end of twelve grade must reach

as minimum as a B1 level which means being an independent user of English”.

(P, 18)

As mentioned above, National Ecuadorian Law of Education fosters

the raising of English level of students in public high schools, as education in

Ecuador has been changing constantly through the last 10 years. Therefore,

students’ English proficiency must reach a high standard –based on the CEFR

levels.

Título 1, literal u: Investigación, construcción y desarrollo permanente

de conocimientos. - Se establece a la investigación, construcción y

desarrollo permanente de conocimientos como garantía del fomento de

la creatividad y de la producción de conocimientos, promoción de la

investigación y la experimentación para la innovación educativa y la

formación científica. (LOEI, 2015, p.8)

So, for these changes in Education, we see the need to create a pamphlet with

activities focused on information gap task, and to show that students from

eighth grade Basic Education school Dr. Francisco Campos Coello have the

great ability to learn and interact in this language. In the same way it will

improve not only a better academic level but also teachers’ professional

development.

8

CHAPTER II

THE THEORICAL FRAMEWORK

BACKGROUND

Indeed, there are relevant studies on the use of Information Gap Task.

And not necessarily it has to deal with just the language of English. IGT can be

used in different foreign language teaching contexts. For instance, Raptou

(2001) reports that she had very successful French classes in her school. Her

students spoke for approximately fifteen to twenty minutes using Information

Gap task. They made the effort to communicate not only among them but also

with the teacher; this obviously reinforced vocabulary and grammar structure.

After two of these activities students were willing to do more.

According to (Pica et al., 2006) a conducted investigation on Information

Gap Task by these authors from the university of Pennsylvania reported a very

satisfactory result.

They had twelve adults and their level was an intermediate one. The

most interesting part of the investigation is that the learners’ backgrounds are

Korean, Mandarin, and Taiwanese. This shows that IGT is useful in all contexts

of foreign language teaching. These participants enrolled in a short period

intensive course. The willing to learn had more positive effect than a negative

one.

The techniques on IGT these authors used were jigsaw, spot the

difference, and grammar communication. In the jigsaw task learners had to

reorder sentences to match a passage and then select between them. For the

spot the difference task, they had to choose nearly identical sentences and in

9

the grammar communication task learners chose among four closely similar

phrases. These activities gave a positive result on their willingness to learn and

participate among them. Their oral participation was crucial to complete the

tasks and it had a high percentage of effectiveness in class.

SPEAKING SKILL

This chapter will delineate various theoretical descriptions on both

variables, the dependent, speaking skill and independent, activities focused on

information gap task.

DEFINITION

According to Nunan (2003) “speaking is the productive aural/oral skill. It

consists of producing systematic verbal utterances to convey meaning” (p.48).

This view on the speaking skill facilitates a clear understanding of the

meaning and a better view on the systematic process of it. And the author’s

definition gives a clear explanation on how meaning is delivered and received

at the moment of interacting with others.

Naveed’s (2015) study found the following:

Speaking is described as an interactive process of constructing meaning

that involves producing and receiving and processing information.

Speaking depends on the context or the situation, Context includes the

physical environment, the purposes for speaking is more often

spontaneous, open ended, and evolving. (para. 1)

It is evident that the process of the ability of speaking requires factors

that make the interaction possible. There are many scenarios where speaking

uses specific context. Setting could constantly vary like being in a supermarket,

10

pharmacy, airport, mall and so forth. Thus, the use of specific vocabulary in a

specific setting would enhance and emphasize speaking interaction and at the

same time communication would become easier to understand and recognize.

Furthermore, spontaneity and authenticity comes along when proper words and

expressions are used. Being competent on using the language in real context

involves the four basic skills.

“The four language skills of listening, speaking, reading, and writing are

all interconnected. Proficiency in each skill is necessary to become a well-

rounded communicator, but the ability to speak skillfully provides the speaker

with several distinct advantages.” (Gillis, 2013, p. 14).

Being aware of the connection between the four skills it is important to

mention the advantages of speaking skill. This is the ability that connects

people and expressing feelings, needs, and requirements. Language is

definitely a tool for communication and there is a holistic approach that connects

not only in grammar, spelling, and vocabulary but also a conversation engages

in different levels of emotions, body language, creativity, rhythm and so on.

Listening is also involved between the deliverer and the receiver and it is an

essential part of communication as well. Categories of speaking appear as a

transitional connection in the process of learning a foreign language.

TYPES OF SPEAKING SKILL

According to Brown (2000) there are six categories applied to the kind

of oral production that students are expected to carry out in the classroom. For

the purpose of this research, the first four types of classroom speaking

performance had been chosen:

11

IMITATIVE

Generating a repetition drill on vowel sounds and intonation with

students is not necessarily a technique for a meaningful interaction but to

emphasize a particular element on language. This would get the early speaker

a start on modeling this skill. The author also points out that this kind of activity

should be as a very limited portion of class.

INTENSIVE

The second type of speaking skill is the next step for performance.

Intensive speaking can be self-initiated where students can review certain

language functions to use it in speaking practice.

RESPONSIVE

The third type is responsive. When students interact with short replies to

the teacher and among them; it is considered a useful practice and can be

meaningful and authentic. A good deal of classroom responsiveness is usually

done in class.

TRANSACTIONAL (DIALOGUE)

The last one considered for this study is Value-based language,

completed with the goal of passing on or trading particular information, is a

developed type of responsive language.

12

TEACHING SPEAKING

Harmer’s argument (2007) on reasons for teaching speaking is that there

are three main accounts for getting students to speak in the classroom. The

author says that it provides rehearsal chances to practice real-life interaction in

class. Speaking tasks provide feedback to teacher and student because the

use of language is used, and his last reason is that students have the

opportunities to activate various elements of language which already have as

prior knowledge.

Richards (2008) in his study says that:

The mastery of speaking skills in English is a priority for many second-

language or foreign-language learners. Consequently, learners often

evaluate their success in language learning as well as the effectiveness

of their English course on the basis of how much they feel they have

improved in their spoken language proficiency. (p. 19)

Certainly one of the goals in teaching speaking is to reach a level of

manageable language context to be able to interact. One advantage in reaching

this goal is the awareness of learners on how much they have grasped and what

they still need to learn and practice. This encourages students to interact more

authentically and perhaps more fluently. And the way learners advance in their

skill is by their own intrinsic assessment they do when they are speaking.

Speakers learning a new foreign language are constantly self- correcting

themselves either by asking another person or teacher or just by using a

dictionary to confirm spelling, sound and what part of speech a new word or

phrase belongs to.

13

MEANINGFUL COMMUNICATION

As reported by Richards (2006), As opposed to just indicating the sentence

structure and vocabulary learners expected to ace, it was discussed that a

syllabus ought to distinguish aspects of parts of language use with a specific

goal to build up learner's communicative competence. The following aspects

will enhance this view:

PURPOSE

Learners’ purpose of acquiring a language can range in many areas. For

instance, using English for business, in the hotel industry, or for travel

purposes.

SETTING

It refers to the place where learners want to use the language, in an office,

on an airplane, or in a store.

ROLE

Here is where the learners will assume the function or position. For example,

as a traveler, as a salesperson talking to clients, or as a student in a school.

14

THE COMMUNICATIVE EVENTS

In which the learners will partake: regular circumstances, professional or

expert circumstances, scholastic circumstances. Such as, making phone calls,

participating in easygoing discussion, or joining in a meeting.

LANGUAGE FUNCTIONS

Here is what the learner is able to do through the language use. Like,

making introductions, giving explanations, or describing plans.

NOTIONS

The thoughts or ideas included, or what the learner should have the

capacity to discuss; for example, recreation, account, history, religion.

DISCOURSE AND RHETORICAL SKILLS

The abilities required in the “knitting together” of speaking. For example,

narrating a story, giving a viable business presentation.

HOW STUDENTS LEARN SPEAKING IN AN EFL CONTEXT

As reported by Richards (2006), the way students learn speaking in an

EFL context is that learning was seen as a procedure of mechanical practice.

Good habits are framed by having students produce right sentences and not

through committing errors. Blunders were to be stayed away from chances of

speaking production. By remembering exchanges and performing drills, the

15

odds of committing errors were minimized. Learning was particularly seen as

under the control of the educator.

COMMON MISTAKES ON TEACHING SPEAKING

Jones’ (2007) study found the following:

If we interrupt and correct students in mid-conversation while they’re

trying to express complex ideas or personal information, they may feel

resentful or belittled. If we ignore the mistakes we hear students making,

they may start to believe that mistakes don’t matter at all and develop a

style of speaking in incorrect English that is very difficult to improve. (p.

20)

Correcting mistakes must be done in a different appropriate way. Tutors

must be able to moderate a speaking activity gently because in not doing so

students might feel ambushed by the constant correction from the teacher and

then feel cornered from wanting to speak. Ignoring a mistake, on the other

hand, would lead to an unhealthy memorization of mispronunciation or the

misuse of a phrase. Either extreme is certainly not recommended to do

because it will ruin the objective of learning a language and the process of

unlearning mistakes might take longer for a student to achieve.

One of the techniques to correct mistakes is to avoid putting students on

the spot. According to Harmer (2007) “As with any kind of correction, it is

important not to single students out for particular criticism. Many teachers deal

with the mistakes they heard without saying who was responsible for them.” (p.

131).

Teachers become involved in their students’ progress in learning a

language. And becoming too involve in classroom speaking activities may

16

make teachers correct students’ mistakes in front of the whole class. Perhaps

there is no intention of criticism but it is healthier to treat mistakes in a manner

that won’t single out learners’ errors in front of the whole class. Correcting

common mistakes occurring in class would be a better way to deal with the

teaching of a foreign language.

LEARNER BELIEF SYTEMS

Richards and Lockhart (2001) found “learner’s believe systems cover a

wide range of issues and can influence leaners’ motivations to learn, their

expectations about languages learning, their perceptions about what is easy or

difficult about a language, as well as the kind of learning strategies.” (p.52); this

clearly may turn into a drawback when learning a new language. Students’

mind set has to be cleared out when they enter a class; the teacher’s job is to

do this. Sometimes there are things that students have to unlearn when

acquiring a new language, for instance, the fact that memorizing vocabulary or

being knowledgeable in language functions is not all they need to start

speaking. There are of course other factors that will help to motivate speaking

such as the use of expressions, strategies and son on. Once their perceptions

about what is easy or difficult is attended then a more comfortable and healthy

environment is set to start the process of using the language in context.

TEACHING BY PRINCIPLES

FOCUS ON BOTH FLUENCY AND ACCURACY

According to Jones (2007), “fluency is being able to articulate easily and

comprehensively” (p. 18); what implications does this have for the students?

17

Probably the only implication would be not having enough prior knowledge on

the foreign language itself in order to start a conversation. But once this

implication is coped, then fluency will transitionally be clasped by the learner.

ACCURACY

Students normally tend to pressure themselves in being precise when

they are learning a foreign language. This of course is not fully the case about

accuracy. According to Jones (2007)” Accuracy means not making too many

mistakes. An overconfident, inaccurate speaker can be an irritating companion,

though preferable to a silent one! ” (p. 19). The author’s view on accuracy is not

precisely on perfection of conventions but rather a gradual and confident use

of the language to be able to communicate in different contexts. One who is not

accurate enough at the moment of speaking would eventually exasperate his

or her companion at the moment of speaking because it would not be easy to

understand the speaker’s delivery of the language. It is necessary of course to

have a strong enough cognitive knowledge of language.

COGNITIVE PRINCIPLES

Brown (2000) found “They relate mainly to mental and intellectual

functions.” (p. 55); what the author points out is that this principle follows a rule

that helps teachers know what is right and wrong and language actions are

influenced by how much of intellectual functions a learner is able to manage.

MEANINGFUL LEARNING

Brown’s (2000) study found the following:

18

Meaningful learning “subsumes” new information into existing structures

and memory systems, and the resulting associative links create stronger

retention. Rote learning-taking in isolated bits and pieces of information

that are not connected with one’s existing cognitive structures – has little

chance of creating long term retention. (p. 57)

The process of learning a foreign language is definitely transitional, and

memorizing new vocabulary has its advantages. However, new information to

record has to be meaningful because it will last longer in the memory. Every

new word or expression learned is placed within larger context then it becomes

more comprehensible at the moment of using them or selecting them. Rote

learning is repeating information over and over activating only the short term

memory. This information would not be recall later at all. What learners would

really take advantage is having new information connected to their prior

knowledge in language. Information learned like this would be more easily to

recall. And when this happens then students tend to connect learning

intrinsically.

INTRINSIC MOTIVATION

According to Brown (2000) “The most powerful rewards are those that

are intrinsically motivated within the learner. Because the behavior stems from

needs, wants, or desires within oneself, the behavior itself is self-rewarding;

therefore, no externally administered reward is necessary.” (p. 59). This

principle shows us that learning without reward is a rewarding learning, having

an external motivation will not necessarily mean that a student has succeeded

new permanent knowledge but an intrinsic motivation will. Behavior in learning

is about connecting many factors not only knowledge but also an affective

approach to language along with the culture it carries. A good start in learning

an EFL language is Motivation and emotion.

19

AFFECTIVE PRINCIPLES

Brown (2000) stated the following:

We now turn our attention to those principles that are characterized by

a large proportion of emotional involvement. Here we look at the feelings

about self, about relationships in a community or learners, and about the

emotional ties between language and culture. (p. 61)

Whenever a language is taught many factors are set within and they

constantly include culture, customs, values, ways of thinking and feelings.

Teaching foreign language including what, for example, American families

usually do in Sunday morning for breakfast is showing students culture and

traditions. Once a learner makes the emotional connection between language

and self then it would be easier to deal with the speaking skill. Most likely these

understandings of ways of living and thinking in American culture would

increase confidence in using this new language at the moment of sharing

information among learners.

SELF-CONFIDENCE

In essence, it is the self-confidence of the learner that relies quite much

on his or her ability to use the foreign language. If a learner is uncertain of his

speaking skill then success in interacting with another becomes a failure.

However, reaching a healthy level of assurance learners will eventually hook

with the importance of self-assessment. (Brown, 2000, p. 62).

RISK TAKING

Brown’s (2000) on his research about risk taking mentions:

Successful language learners, in their realistic appraisal of themselves

as vulnerable being yet capable of accomplishing tasks, must be willing

20

to become “gamblers” in the game of language, to attempt to produce

and to interpret language that is a bit beyond their absolute certainty. (p.

63).

Taking the risk to produce and put whatnot into words has its positive

advantages. Learners by using the language weather it is correct or not help

them to get confidence and motivation to keep on practicing speaking. Being

aware that mistakes is part of the process of attaining a language is

transitionally essential. Even when not being sure of a certain word or phrase

at the moment of speaking is the risk a student has to take because just as well

the exchange of language happens simultaneously in a class speaking activity.

LINGUISTIC PRINCIPLES

COMMUNITIVE COMPETENCE

Brown’s (2000) research found:

Given that communicative competence is the goal of a language

classroom, instruction needs to point toward all its components:

organizational, pragmatic, strategic, and psychomotor. Communicative

goals are best achieved by giving due attention to language use and not

just usage, to fluency and not just accuracy, to authentic language and

contexts, and to students’ eventual need to apply classroom learning to

previously unrehearsed contexts in the real world. (p. 69)

The idea of communicative competence is not to pressure language

interaction into a mechanical systematic dialogue, but to use the language even

with the blunders that surrounds spontaneous interaction itself. Learners must

understand that mistakes is a positive and healthy thing in the speaking skill

21

process. And evidently that fluency is important but it doesn’t mean that it is

connected to accuracy; even native speakers make mistakes at the moment of

interacting in a conversation. Here the exchange of information occurs with the

negotiation of vocabulary and phrases.

INFORMATION GAP TASK (IGT)

DEFINITION OF INFORMATION GAP TASK

Richards (2006) found that:

An important aspect of communication in CLT is the notion of information

gap. This refers to the fact that in real communication, people normally

communicate in order to get information they do not possess. More

authentic communication is likely to occur in the classroom if students

go beyond practice of language forms for their own sake and use their

linguistic and communicative resources in order to obtain information. (p.

18)

In doing so, learners will intrinsically develop communication, and it will

occur as a natural part of them because motivation comes along with the wants

and needs to interact with another student. Students will draw acquirable

vocabulary, grammar and communication strategies to complete a task.

Accuracy will of course come in a favorable pace as learners practice gap

activities. And the negotiation of exchanging meanings, phrases, vocabulary

and even intonation will construct a better environment to learn an EFL

language.

22

COMMUNICATIVE LANGUAGES TEACHING (CLT)

THE GOALS OF TEACHERS WHO USE COMMUNICATIVE LANGUAGE TEACHING (CLT):

The goal is to enable students to communicate in the target language. In

order to do this, learners need to have a prior knowledge of the linguistic forms,

meanings, and functions. Different forms can be used to perform a function and

also that a single form can often serve a variety of functions. They need to be

able to choose from them so that the social context and roles of the person who

is having a conversation with you are able to manage a fluent conversation.

They must also be able to manage the process of negotiating meaning with

their interlocutors. Communication is a process; knowledge the forms of

language insufficient (Larsen-Freeman and Anderson, 2012, p. 161).

THE ROLE OF THE TEACHER AND THE ROLE OF THE STUDENTS

Littlewood argued that… (as cited in Larsen-Freeman and Anderson,

2012, p. 161) ...“The teacher facilitates communication in the classroom. In this

role, one of his major responsibilities is establish situation likely to promote

communication.”

Teachers have an important and different role in today’s teaching

environment, and this is making the student the protagonist of the class and his

or her learning. Students today grasp the idea that teacher promotes in class

and they serve as monitors and guides. Hence teachers are supposed to be

more prepared and ready to start a class.

According to Larsen-Freeman and Anderson (2012), “Students are,

above all, communicators. They are actively engaged in negotiating meaning—

23

in trying to make themselves understood—even when their knowledge of the

target language is incomplete.” (p.161).

Students have the predisposition to start a conversation most of the time;

teachers are already aware of this advantage and this is great to connect

language and to exchange information between them when they are producing

a speaking practice. Meanings, vocabulary, phrases and so on are exchanged

in a class conversation.

CHARACTERISTICS OF THE TEACHING/LEARNING PROCESS

“The most obvious characteristic of CLT is that almost everything that is

done is done with a communicative intent. Students use the language a great

deal through communicative activities such as games, role-plays, and problem-

solving tasks” (p.161).

It is actually the fun activities in class that motivates students to become

hooked in an exercise. These activities can consist of a variety of

communicative tasks. And they have to be connected to their level of language

along with a challenging activity that would motivate students to want to

complete the task. Making students to interact with each other solving a

problem or playing a role is a great idea for communicate approach.

THE NATURE OF STUDENT–TEACHER INTERACTION AND THE NATURE OF STUDENT–STUDENT INTERACTION

The teacher may present some part of the lesson. At other times, he

is the facilitator of the activities, but he does not always himself interact with

the students. Sometimes he is a co-communicator, but more often he

24

establishes situations that prompt communication between and among the

students. Students interact a great deal with one another. They do this in

various configurations: pairs, triads, small groups, and whole group. (Larsen-

Freeman and Anderson, 2015 p.165)

EVALUATION PROCESS

A teacher evaluates not only his students’ accuracy, but also their

fluency. The student who has the most control of the structures and vocabulary

is not always the best communicator. A teacher can evaluate his students’

performance informally in his role as advisor or co-communicator. For more

formal evaluation, a teacher is likely to use an integrative test which has a real

communicative function. In order to assess students’ writing skill, for instance,

a teacher might ask them to write a letter to a friend. (Larsen-Freeman and

Anderson, 2015, p.165)

TYPES OF INFORMATION GAP TASK (IGT)

There are many types of Information Gap Task, and they all help the

learner use language in a conversation practice context moving them forward

and away from repetition and memorization of grammar rules. The author

advices on certain activity types that have been successfully used in CLT, and

they include task-completion activities like puzzles, games, map-reading, and

other kinds of classroom tasks in which the focus is on using one’s language

resources to complete a task. Information-gathering activities. For instance,

student-conducted surveys, interviews, and searches in which students are

required to use their linguistic resources to collect information. Opinion-sharing

activities in which students compare values, opinions, or beliefs, such as a

ranking task. Information-transfer activities, these require learners to take

25

information that is presented in one form, and represent it in a different form.

For example, they may read instructions on how to get from A to B, and then

draw a map showing the sequence. Reasoning-gap activities, these involve

deriving some new information from given information through the process of

inference, practical reasoning, etc. For example, working out a teacher’s

timetable on the basis of given class timetables. And role plays, in which

students are assigned roles and improvise a scene or exchange based on given

information or clues. (Richards, 2006, p.19)

THEORETICAL FOUNDATION

DIDACTIC FOUNDATION

“That the teaching of speaking depends on there being a classroom

culture of speaking, and that classrooms need to become talking classroom”

(Thornbury, 2005, p.131).

The setting of classroom doesn’t necessarily mean to arrange it with

posters or props to highlight a didactic learning environment. Thornbury

emphasizes a speaking classroom and this would create the proper motivation

to construct an intrinsic will to speak. Not only it will help students to practice

their speaking delivery but it will also create a speaking classroom culture which

would have a longer positive experience for the students. Here a teacher goal

is to enhance knowledge by being two things, a guide for the students to

socialize as well as a resource.

26

SOCIOLOGICAL FOUNDATION

Kramer and Catalano (2015) found:

Learning another language provides access into a perspective other

than one’s own, increases the ability to see connections across content

areas, and promotes an interdisciplinary perspective while gaining

intercultural understandings. Language is the vehicle required for

effective human to-human interactions and yields a better understanding

of one’s own language and culture. (p. 327)

Classroom settings create environmental factors that motivate students

to learn a foreign language. More than this, students’ potentials and their unique

needs can be developed in such entourage. Kramer and Catalano see this as

means of human to-human social interactions and its intentions is to enhance

our own learning culture. Speaking skill is in fact a social activity where learners

can combine new knowledge with the exchange and negotiation of new

meanings when interacting with others.

PHILOSOPHICAL FOUNDATION

According to Singh (2008) the research on the philosophical view and

the education of a foreign language basically targets behavioral models which

are created for the learner to use in their life. This will be useful in a child’s

future life of social interaction in the world and the globalization of it. Such

refined behaviors range from intellectual to emotional so problem solving

situations will eventually be managed in a different level with success. It

develops social attributes like service, tolerance, co-operation, fellow-feeling.

This would transform a child into a better citizen and a better international

understanding of humanity. (p.23)

27

PSYCOLOGICAL FOUNDATION

Harmer (2008) study:

The more students have opportunities to activate the various elements

of language they have stored in their brains, the more automatic their

use of elements become. As a result, students gradually become

autonomous languages users. This means that they will be able to use

words and phrases fluently without very much conscious thought. (p.

123)

Students’ knowledge of a new foreign language activates brain power.

Having a wider range of language functions will eventually lead a learner to

have control their selves when speaking in a real life context. The purpose of

learning a foreign language is to use it in such a way where it becomes

automatic at the moment of interacting with anyone. This will promote a higher

self-esteem and an inquirer when they want to expand their vocabulary,

terminology or common cultural phrases like idiomatic expression so their

message can come across at the moment of interacting.

LEGAL FOUNDATION

Capítulo II

DE LOS NIVELES DE GESTIÓN DEL SISTEMA NACIONAL DE

EDUCACIÓN

Art. 26 de la Constitución de la República reconoce a la educación como

un derecho que las personas lo ejercen a largo de su vida y un deber ineludible

e inexcusable del Estado. Constituye un área prioritaria de la política pública y

de la inversión estatal, garantía de la igualdad e inclusión social y condición

28

indispensable para el buen vivir. Las personas, las familias y la sociedad tienen

el derecho y la responsabilidad de participar en el proceso educativo; (LOEI,

2015, p. 17)

Capítulo I, DE LAS NORMAS GENERALES

Art. 244.- Transversalización de la interculturalidad.- 2. Incluir la

interculturalidad como eje transversal en el currículo nacional obligatorio y en

los textos escolares oficiales; (LOEI, 2015, 64)

One the main organisms that helps education evolve is LOEI. These laws

guaranty the respect of the regulations and the rights of students. These rights

emphasize that education is for life as well as its responsibilities. They serve

the purpose of strengthening the quality of schooling and it is part of the national

bilingual educational system. They focus on the intercultural approach where no

other culture goes above any other, and help develop an across curriculum

movement which is a great part expansion for the student learning process in

many aspects.

MCER (2001), the aims and objectives of Council of Europe language policy,

A. General Measures, found:

2. To promote, encourage and support the efforts of teachers and

learners at all levels to apply in their own situation the principles of the

construction of language-learning systems (as these progressively

developed within the Council of Europe ‘Modern languages’

programme): 2.1 By basing language teaching and learning on the

needs, motivations, characteristics and resources of learners. (p. 3)

29

The Common European Framework works as an excellent international

guidance and an international perspective of the objectives in learning a foreign

language. Under the eyes of CEFR parameters students are motivated to reach

certain language goals that will be useful for their lives. They promote and

uphold teachers’ professional development to work accordingly and effectively

in their classrooms. This will trail students, teachers and institutions to be part

of this indomitable growing globalization with new or perhaps modern strategies

that would serve the purpose of using a foreign language in an authentic

context.

30

CHAPTER III

METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF

RESULTS

METHODOLOGICAL DESIGN

The investigation’s methodological design was performed for students of

the coed public school Dr. Francisco Campos Coello located in Atarazana block

F2 and F3, in the city of Guayaquil, north area. The qualitative and quantitative

approach gave the investigation enough data for the speaking skill through

observation, a diagnostic oral test, survey to students, and interview to the

teacher. The analysis led the investigation to the proposal of the elaboration of a

pamphlet of activities focused on information gap task to improve speaking skill.

In order to understand the phenomenon of this investigation a non-

experimental research was used due to the fact that the variables in this

scrutiny has not been manipulated. The sphere of action are explanatory

because the nature and purpose of this investigation goes beyond description

of concepts, and descriptive because it reduces information to a manageable

form.

APPROACHES OF RESEARCH

QUALITATIVE RESEARCH

This investigation is qualitative because it was useful to interpret the

reasons why a low production of speaking was happening in the sample of the

twenty-eight students targeted.

31

QUANTITATIVE RESEARCH

This research type is quantitative because it allowed the investigation to

analyze the results of the data collection. And through the outcomes a

confirmation was set in the phenomenon of the issue on speaking skill in class.

POPULATION AND SAMPLE

The population and the sample use in this research project correspond

to the students of eighth Grade, Section A, in Dr. Francisco Campos Coello

high school, Zone 8, District 01, Province of Guayas, Canton Guayaquil,

Parroquia Febres Cordero, in the school year 2016.

CHART N° 1

DESCRIPTION SAMPLE

Authority

Teachers

Students

0

1

28

Total 29

Source: Students of eighth grade section A at Dr. Francisco Campos Coello Public

High School

Researchers: Caceres Andratta Gustavo - Vega Jimenez Betty

32

OPERATIONALIZATION CHART OF VARIABLES

CHART N° 2

DEPENDENT VARIABLE

SPEAKING SKILL

Dimensions Indicators

Speaking skill Definition

Types of Speaking Skill: Imitative

Intensive

Responsive

Transactional (Dialogue)

Teaching Speaking Meaningful communication

Purpose

Setting

Role

The communicative events

Language functions

Notions

Discourse and Rhetorical Skills

How students learn

speaking in an EFL context

Common mistakes on teaching speaking

Learner belief systems

Teaching by Principles 1. Focus on both fluency and accuracy

2. Cognitive Principles

Meaningful learning

Intrinsic Motivation

3. Affective Principles

Self-confidence

Risk Taking

4. Linguistic Principles

Communicative competence

33

INDEPENDENT VARIABLE

ACTIVITIES FOCUSED ON INFORMATION GAP TASK

DIMENSIONS INDICATORS

Information Gap Task( IGT) Definition

Communicative Language

Teaching (CLT)

The goals of teachers who use

communicative languages teaching

(CLT).

The role of the teacher and the role of

students.

Characteristics of the teaching/learning

process.

The nature of student–teacher

interaction and the nature of student–

student interaction.

Evaluation process.

Types of Information Gap

Task.

Task-completion activities.

Information-gathering activities.

Opinion-sharing activities.

Information-transfer activities.

Reasoning-gap activities.

Role plays.

Source: University of Guayaquil, dissertation course


34

THEORETICAL METHODS

Deductive Method: The investigation trailed its way to a deductive

method because of the use of surveys done to the students. This method

helped the researchers have a better understanding of the perspective from the

side being studied.

Inductive Method: An elaboration of a set of questions were asked to the

teacher as a form of interview. The responses gave the researchers a vision of

the class through the eyes of the teacher which helped us come to healthy

conclusions within this work.

A logical-Historical method was also used because it was important to

understand the transitional view of research where information and

investigation became more detailed as time went by in history.

STATISTICAL METHOD

For the statistical method we used the chi-square to determine whether

the variables used in this investigation matched a proper frequency between

one or more categories in the survey questions directed to the students.

To prove the population sample compatibility the computer program chi-

squared was used. An acceptable result needs to have a max of 0.05 percent.

Two questions were picked for this process; number one, dependent variable,

and seven, independent variable. A chart and a graph is presented to show the

result clearly.

35

EMPERICAL TECHNIQUES

ORAL TEST

After observation was made a diagnostic oral test was given to the

students. The test had twenty basic questions which were transitionally

challenged as students were able to answer them. This determined the level of

English speaking skill of every student. Through the results a better orientation

was clear to the investigation and for the implementation of the proposal in

creating a pamphlet of activities focused on Information Gap Task to improve

the skill taught in class.

INTERVIEW

In the process of this research an interview was made in order to have

more access to information that could give more insight to the investigation.

There was a one-on-one interaction between the interviewer and the

interviewee. Interestingly enough information was transferred simultaneously in

both directions exchanging knowledge to one another. The interview contained

a questionnaire of six questions for the English teacher based on the two

variables and the proposal of this research; all these questions are mainly on

teacher’s perspective and experience.

SURVEY

The tool used to gather information from students was a survey. It was

conducted through a printed questionnaire of fifteen items to be answered, and

every participant was asked the same questions in the same way. The items

however, were in the modality or technique of the Likert scale. Such scale

36

helped the research analyze the level of agreement or disagreement of the

students. All this process is done through the use of excel to tabulate digits for

every statements made in the survey to every student. Then, it will be put in

word with each proper graphics such as cakes with the results, the totals and

the written analysis of each statements.

The Likert scale was selected to get conclusions from the questions

asked and the options are:

Totally Agree

Agree

Indifferent

Disagree

Totally Disagree.

This technique was applied to twenty-eight students of eighth grade

section A at Dr. Francisco Campos Coello public High School. To determine

the degree of agreement or disagreement on learning speaking skill as a foreign

language. The students dealt with fifteen statement questions in which an x

marks the answer of their choice in the scale.

RESEARCH METHODS

Techniques and Research Instruments

Here, there have been presented the results through the application of

different empirical methods, such as the survey directed to the students in order

to know their opinion and assessment of the known subject, and an interview

to the English teacher where it was mostly obtained the information necessary

to know the student’s level about the problem.

37


FACULTY OF LETTER AND SCIENCES OF EDUCATION


ORAL TEST TO THE STUDENTS

OBJECTIVE: To examine student’s performance in speaking skill in classroom

and in a simulated authentic context. To measure with the questions designed

up to what level students are able to respond transitional complex questions.

SAMPLE: 28 Students course: 8th A

CHART N° 3

ORAL TEST

Questions YES NO

1 How are you?

2 What is your name?

3 Are you happy?

4 Where are you from?

5 How old are you?

6 When is your birthday?

7 What is your favorite color?

8 What time is it?

9 Where do you live?

10 What’s your address?

11 What is your phone number?

12 What is your favorite food?

13 What is your favorite dessert

14 What did you eat for lunch yesterday?

15 What did you do last weekend?

16 When did you last see a movie?

17 Have you ever visited another city?

18 Have your family organized a party

19 What would you do if you had 100 dollars?

20 What has been your worst mistake?



38

ANALYSIS AND RESULTS OF ORAL TEST

The tool used for the analysis of oral proficiency was an oral test. Twenty

eight students were asked to answer twenty questions ranging from easy

grammar construction to a more complex one. About less than fifty percent of

students were able to answer only up question number seven, what is your

favorite color?. The rest of the questions were answer poorly.

39




INTERVIEW TO THE ENGLISH TEACHER

OBJECTIVE: To know the Influence of activities focused on information gap

task in the development of speaking skill in the students of eight grade section

A, at Dr. Francisco Campos Coello Public High School.

TEACHER INTERVIEW

1. Do you believe that the improvement of English speaking skill is necessary

for personal development?

2. Do you agree that learning speaking skill would expand cultural awareness

in students?

3. Can different types of information gap task persuade students to want to

communicate with others?

4. Have you applied any type of information gap activity in your class?

5. Do you think that a pamphlet with activities focused on the information gap

task would increase speaking skill in your class?

6. Would a pamphlet with activities focused on the information gap task be

useful in your English teaching process?

40

ANALYSIS AND CONCLUSIONS OF TEACHER INTERVIEW

The first two questions were focused the dependent variable and the

teacher’s response gave a clear acceptance that English speaking skill was

important in the students’ improvement in class. Questions three and four were

targeted to the independent variable, and the conclusion was that the use of

IGT would be an essential technique to engage students to enhance their

speaking skill. The last two questions five and six were based on the proposal

of the pamphlet which concluded that a material like this would not only help

student in class but also would make students use their learned skills outside

class as well.

41





OBJECTIVE: To know the Influence of activities focused information gap task

in the development of speaking skill in the students of eighth grade section A,

at Dr. Francisco Campos Coello Public High School

Likert Scale

Totally agree Agree Indifferent Disagree Totally disagree

5 4 3 2 1

INSTRUCTION: Mark an “X” in the box according to your opinion.

42

CHART N° 4

N° STATEMENTS 5 4 3 2 1

1 The learning of English speaking skill is important for

you.

2 The improvement of English speaking skill is

necessary for your personal development.

3 Learning speaking skill would expand my cultural

awareness.

4 English speaking skill is difficult to learn.

5 Speaking English is difficult for you.

6 The teacher reinforces speaking activity done in class.

7 Information gap task connects with today’s need in

communication.

8 You text has catchy information gap task for speaking

skill.

9 Activities focused on information gap task helps

improve speaking skill.

10 Activities focused on information gap task are fun to

work with.

11 Using different types of information gap task makes

you want to learn to communicate with others.

12 Activities focused on information gap task are easy to

follow.

13 A pamphlet with activities focused on the information

gap task increases speaking skill.


gap task is useful in your class.


gap task motivates interest in learning a foreign

language.



43

ANALYSIS AND INTERPRETATION OF DATA


STATEMENT 1: The learning of English speaking skill is important for you.

SAMPLE: 28 Students Course: 8th A

CHART N° 5

Item

N° 1

CHART OF FREQUENCY

ALTERNATIVES FREQUENCY PORCENTAGE

Totally Agree 5 18%

Agree 3 11%

Indifferent 6 21%

Disagree 7 25%

Totally Disagree 7 25%

TOTAL 28 100%

GRAPHIC 1

11%

18%

21%

25%

25%

Totally Disagree

Disagree

Indifferent

Agree

Totally Agree


High School


COMMENT: According to the results shown in the graph and based on the

stament: The learning of English speaking skill is important for you. 28

44

students, which represent 100% of the population responded in different ranges

of agreement and disagreement. 25% of the students totally disagree,

25% agrees, 21% are indifferent, 11% agrees, 18% totally agrees. It is evident

that more than half of the students in class disagree and totally disagree that

the learning of English speaking skill is important for them. This is most likely

due to the little emphasis done in class to enhance it.

STATEMENT 2: The improvement of English speaking skill is necessary for

your personal development.


CHART N° 6

Item

N° 2

CHART OF FREQUENCY


Totally Agree 4 14%

Agree 5 18%

Indifferent 4 14%

Disagree 5 36%


TOTAL 28 100%

GRAPHIC 2

18%

14%

14%

18%

36%

Totally Disagree

Disagree

Indifferent

Agree

Totally Agree


High School


45


statement: The improvement of English speaking skill is necessary for your

personal development. 28 students, which represent 100% of the population

responded in different ranges 18% of the students totally disagree, 36%

disagrees, 14% are indifferent, 18% agrees, 14% totally agrees. Most students

probably disagree due to the minimum motivation given in class. The results

show students are not pleased nor connected to the importance of their

awareness of personal development.

STATEMENT 3: Learning speaking skill would expand my cultural

awareness.


CHART N° 7

Item

N° 3

CHART OF FREQUENCY


Totally Agree 4 14%

Agree 4 14%

Indifferent 7 25%

Disagree 5 29%


TOTAL 28 100%

46

GRAPHIC 3

14%

14%

25%

18%

29%

Totally Disagree

Disagree

Indifferent

Agree

Totally Agree


High School



statement: Learning speaking skill would expand my cultural awareness. 28


18% of the students totally disagree, 29% disagrees, 25% are indifferent, 14%

agrees, 14% totally agrees. Learning a new language is also learning about

culture the question formulated in this survey shows that there is a little impact

of culture view in class.

STATEMENT 4: English speaking skill is difficult to learn.


47

CHART N° 8

Item

N° 4

CHART OF FREQUENCY


Totally Agree 5 18%

Agree 1 4%

Indifferent 7 25%

Disagree 11 39%


TOTAL 28 100%

GRAPHIC 4

4%

25%

18% 14%

39%

Totally Disagree

Disagree

Indifferent

Agree

Totally Agree


High School



statement: English speaking skill is difficult to learn. 28 students, which

represent 100% of the population responded in different ranges 14% of the

students totally disagree, 39% disagrees, 25% are indifferent, 4% agrees, 18%

totally agrees. Most likely students learning tasks are also minimum, with this

48

in hand anyone could say that English is easy to learn when learning is simple

and mechanical.

STATEMENT 5: Speaking English is difficult for you.


CHART N° 9

Item

N° 5

CHART OF FREQUENCY


Totally Agree 4 14%

Agree 5 18%

Indifferent 7 25%

Disagree 7 25%


TOTAL 28 100%

GRAPHIC 5

18%

14%

25%

18% 25%

Totally Disagree

Disagree

Indifferent

Agree

Totally Agree


High School


49


statement: Speaking English is difficult for you. 28 students, which represent

100% of the population responded in different ranges 18% of the students

totally disagree, 25% disagrees, 25% are indifferent, 18% agrees, 14% totally

agrees. Interestingly the percentage between the ranges of disagree and

indifferent are exactly the same, this shows that there is a little interest in having

a transitional learning in this foreign language.

STATEMENT 6: The teacher reinforces speaking activity done in class.


CHART N° 10

Item

N° 6

CHART OF FREQUENCY


Totally Agree 4 14%

Agree 4 14%

Indifferent 5 18%

Disagree 10 36%


TOTAL 28 100%

GRAPHIC 6

14%

18%

14% 18%

36%

Totally Disagree

Disagree

Indifferent

Agree

Totally Agree

50


High School



statement: The teacher reinforces speaking activity done in class. 28 students,

which represent 100% of the population responded in different ranges 18% of

the students totally disagree, 36% disagrees, 18% are indifferent, 14% agrees,

14% totally agrees. Reinforcement of speaking is evidently little in class. This

is due to the constant practice in structures which a teacher has to cover in

class and it leaves no or little time in speaking practice.

STATEMENT 7: Information gap task connects with today’s need in

communication.


CHART N° 11

Item

N° 7

CHART OF FREQUENCY


Totally Agree 5 18%

Agree 4 14%

Indifferent 10 36%

Disagree 5 18%


TOTAL 28 100%

51

GRAPHIC 7

14%

18% 14%

18%

Totally Disagree

Disagree

Indifferent

Agree

Totally Agree

36%


High School



statement: Information gap task connects with today’s need in communication.

28 students, which represent 100% of the population responded in different

ranges 14% of the students totally disagree, 18% disagrees, 36% are

indifferent, 14% agrees, 18% totally agrees. The little knowledge of the

importance of speaking techniques such as the IGT is evident in this statemet.

Connecting to the world with language is a most when dealing with the teaching

of this foreign language.

STATEMENT 8: You text has catchy information gap task for speaking skill.


52

CHART N° 12

Item

N° 8

CHART OF FREQUENCY


Totally Agree 4 18%

Agree 5 14%

Indifferent 10 36%

Disagree 6 18%


TOTAL 28 100%

GRAPHIC 8

18%

14% 11%

21%

Totally Disagree

Disagree

Indifferent

Agree

Totally Agree

36%


High School


COMMENT According to the results shown in the graph and based on the

statement: You text has catchy information gap task for speaking skill. 28



agrees, 14% totally agrees. The extra activities that students’

53

books have for gap activities is little and it does not necessarily motivates a

hook on learning to interact with another student.

STATEMENT 9: Activities focused on information gap task helps improve

speaking skill.


CHART N° 13

Item

N° 9

CHART OF FREQUENCY


Totally Agree 6 21%

Agree 1 4%

Indifferent 10 36%

Disagree 9 21%


TOTAL 28 100%

GRAPHIC 9

7%

21%

4%

36%

32%

Totally Disagree

Disagree

Indifferent

Agree

Totally Agree


High School


54


statement: Activities focused on information gap task helps improve speaking

skill. 28 students, which represent 100% of the population responded in

different ranges 7% of the students totally disagree, 32% disagrees, 36% are

indifferent, 4% agrees, 21% totally agrees. When students are not immersed

in the speaking class culture little importance is then given to understand that

these types of activities would enhance speaking.

STATEMENT 10: Activities focused on information gap task are fun to work

with.


CHART N° 14

Item

N° 10

CHART OF FREQUENCY


Totally Agree 5 18%

Agree 3 11%

Indifferent 8 28%

Disagree 9 32%


TOTAL 28 100%

GRAPHIC 10

11%

18%

28%

11% 32%

Totally Disagree

Disagree

Indifferent

Agree

Totally Agree

55

Source: Students of eighth grade section A at Dr. Francisco Campos Coello Public High

School



statement: Activities focused on information gap task are fun to work with. 28


7% of the students totally disagree, 32% disagrees, 28% are indifferent,

4% agrees, 21% totally agrees. Not knowing the function of the use of

Information Gap task is also not knowing how fun can learning a foreign

language be. Making students learn in a fun way is activating a longer interest

in producing a conversation.

STATEMENT 11: Using different types of information gap task makes you

want to learn to communicate with others.


CHART N° 15

Item

N° 11

CHART OF FREQUENCY


Totally Agree 3 11%

Agree 4 14%

Indifferent 10 36%

Disagree 7 25%


TOTAL 28 100%

56

GRAPHIC 11

14%

11%

36%

14% 25%

Totally Disagree

Disagree

Indifferent

Agree

Totally Agree


High School



statement: Using different types of information gap task makes you want to

learn to communicate with others. 28 students, which represent 100% of the

population responded in different ranges 14% of the students totally disagree,

25% disagrees, 36% are indifferent, 14% agrees, 11% totally agrees. When

there is no connection nor fun in learning a new foreign language and especially

when there is no awareness of these techniques, then a learner will not want

to keep learning nor to communicate with any other classmate.

STATEMENT 12: Activities focused on information gap task are easy to

follow.


CHART N° 16

57

Item

N° 12

CHART OF FREQUENCY


Totally Agree 7 25%

Agree 1 4%

Indifferent 4 14%

Disagree 11 39%


TOTAL 28 100%

GRAPHIC 12

25%

4%

14%

18%

39%

Totally Disagree

Disagree

Indifferent

Agree

Totally Agree


High School



statement: Activities focused on information gap task are easy to follow. 28



agrees, 25% totally agrees. Again and again when there is little management

of the use of IGT techniques then there is no use in becoming

58

interested in using them. This is most likely due to the teacher’s little interest in

using and expanding these types of activities.

STATEMENT 13: A pamphlet with activities focused on the information gap

task increases speaking skill.

SAMPLE: 28 Course: 8th A

CHART N° 17

Item

N° 13

CHART OF FREQUENCY


Totally Agree 5 18%

Agree 4 14%

Indifferent 8 29%

Disagree 7 25%


TOTAL 28 100%

GRAPHIC 13

14%

18%

29%

14% 25%

Totally Disagree

Disagree

Indifferent

Agree

Totally Agree


High School


59


statement: A pamphlet with activities focused on the information gap task

increases speaking skill. 28 students, which represent 100% of the population


disagrees, 29% are indifferent, 14% agrees, 18% totally agrees. Giving

students a material with speaking activities without teaching them the use and

the importance of it will not increase the willing to speak.


task is useful in your class.


CHART N° 18

Item

N° 14

CHART OF FREQUENCY


Totally Agree 4 14%

Agree 5 18%

Indifferent 8 29%

Disagree 10 36%


TOTAL 28 100%

60

GRAPHIC 14

3%

18%

14%

29%

36%

Totally Disagree

Disagree

Indifferent

Agree

Totally Agree


High School



statement: A pamphlet with activities focused on the information gap task is

useful in your class. 28 students, which represent 100% of the population


disagrees, 29% are indifferent, 18% agrees, 14% totally agrees. Since there is

little practice in speaking, students won’t be willing to understand the usefulness

of a pamphlet that would help enhance speaking among them.


task motivates interest in learning a foreign language.


61

CHART N° 19

Item

N° 15

CHART OF FREQUENCY


Totally Agree 4 14%

Agree 6 22%

Indifferent 7 25%

Disagree 7 25%


TOTAL 28 100%

GRAPHIC 15

22%

14% 14%

25%

Totally Disagree

Disagree

Indifferent

Agree

Totally Agree

25%

Source: Students of eighth grade section A at Dr. Francisco Campos Coello

Public High School



statement: A pamphlet with activities focused on the information gap task

motivates interest in learning a foreign language. 28 students, which represent

100% of the population responded in different ranges 14% of the students

totally disagree, 25% disagrees, 25% are indifferent, 22% agrees, 14% totally

62

Casos

Válidos

Perdidos

Total

N

Porcentaje

N

Porcentaje

N

Porcentaje

The learning of English

speaking skill is important

for you. * Information Gap

Task connects with today’s

need in communication.

28

100.0%

0

0.0%

28

100.0%

agrees. The indifference and the disagreements are in the same level in this

part of the survey. This is clearly a task for this investigation to demonstrate

the importance of speaking in students’ learning process. With the lack of

knowledge there is a lack of motivation on this issue.

CHI SQUARE

CHART N° 20 Resumen del procesamiento de los casos

63

Tabla de contingencia The learning of English speaking skill is important for you.

* Information Gap Task connects with today’s need in communication.

CHART N° 21

Information gap task connects with today’s

need in communication.

Total

Totally

disagree

Disagree

Indifferent

Agree Totally

agree

Recuento

Totally % dentro de The learning

disagree of English speaking skill is

important for you.

Recuento

% dentro de The learning Disagree

The of English speaking skill is

learning important for you.

of Recuento

English % dentro de The learning Indifferent

speaking of English speaking skill is

skill is important for you.

important Recuento

for you. % dentro de The learning

Agree of English speaking skill is

important for you.

Recuento

Totally % dentro de The learning

agree of English speaking skill is

important for you.

Recuento

% dentro de The learning Total

of English speaking skill is

important for you.

5

0

0

0

0

5

100.0%

0.0%

0.0%

0.0%

0.0%

100.0%

0

3

0

0

0

3

0.0%

100.0%

0.0%

0.0%

0.0%

100.0%

0

1

5

0

0

6

0.0%

16.7%

83.3%

0.0%

0.0%

100.0%

0

0

5

2

0

7

0.0%

0.0%

71.4%

28.6%

0.0%

100.0%

0

0

0

3

4

7

0.0%

5

0.0%

4

0.0%

10

42.9%

5

57.1%

4

100.0%

28

17.9%

14.3%

35.7%

17.9%

14.3%

100.0%

64

Pruebas de chi-cuadrado

CHART N° 22

Valor

Gl

Sig. asintótica (bilateral)

Chi-cuadrado de Pearson

Razón de verosimilitudes

Asociación lineal por lineal

N de casos válidos

70.233a

62.839

24.098

28

16

16

1

.000

.000

.000

a. 25 casillas (100.0%) tienen una frecuencia esperada inferior a 5. La

frecuencia mínima esperada es .43.

Graphic 16

GRAPH BARS

Source: Students of eighth grade section A at Dr. Francisco Campos Coello

Public High School


65

CHI-SQUARE ANALYSIS

For the chi square, statement number 1 is The learning of English

speaking skill is important for you is the independent variable and statement

number 7 Information gap task connects with today’s need in communication

is the dependent variable. This proves that the dependent and independent

variables are well balanced for a reliable result and the purpose of this

investigation. It determines a viable path to a possible success in the process.

66

CONCLUSIONS AND RECOMMENDATIONS

CONCLUSIONS

English Foreign Language learning is a cultural experience

Mistakes in class happen in students and teachers

Too much teacher talk in class reduces the amount of speaking practice

in class.

Teacher’s English text doesn’t necessarily emphasize enhancement of

speaking skill in class.

The design of a pamphlet with activities on information gap task

motivates students speaking participation in class.

RECOMMENDATIONS

The encouragement to teach English must be transmitted to students

with the fact that learning a foreign language is a cultural experience.

Teachers and students must acquire the awareness that making

mistakes in the process of learning a new language is a healthy method.

The amount of teacher talk in class must me reduce to a minimum level

so that the protagonist of the classroom are the students.

Inquiring about speaking skills, and activities focused on information gap

task should be included in a teacher’s planning.

The tool proposed by this research, activities focused on information gap

task, should be taken into consideration to motivate speaking

interaction.

67

CHAPTER IV

THE PROPOSAL

TITLE OF THE PROPOSAL

Design a pamphlet with activities focused on Information Gap Task to develop

speaking skill.

JUSTIFICATION

The targeted challenge was studied using a qualitative and quantitative

research, and the situation in hand is the little speaking skill interaction in class.

This issue is due to three main reasons observed during visitations to the

students of eighth Grade, Section A, at Dr. Francisco Campos Coello high

school; the problems are the little class-time focused on speaking skill,

insufficient language for interaction, and teacher centered class. The tool used

to confirm this problem was an oral diagnostic test given to the twenty-eight

students in target. The results showed that less than fifty percent were not able

to respond the questions asked. The creation of a pamphlet with activities

focused on information gap task would improve speaking skill in class ergo

student’s English level will increment as well.

OBJECTIVES

GENERAL OBJECTIVE

To improve speaking skill through the use of friendly class activities of a

pamphlet focused on Information Gap Task.

68

SPECIFIC OBJECTIVE

To create activities focused on Information Gap task.

To introduce the pamphlet with activities focused on Information Gap

Task to students as a new tool for speaking class activity.

To model the activities that Information Gap Task contains so that

students become familiar with this type of exercises.

To monitor students’ performance during the activity and reinforce

instructions when needed.

To guide the teacher of the proper use of the pamphlet with activities

focused on Information Gap Task in class.

THEORETICAL ASPECTS

SOCIAL FOUNDATION

Kougl (1997) study:

In the nonclassroom world, people engage in oral communication for a

variety of reason. However, the two most common purposes of

communication can be described as psycho-social and information-

cognitive. The psycho-social purpose of language involves using

language to bond socially or psychologically with someone or some

group or to engage in social behavior in some way. (p. 49)

Dr. Kathleen Kougl delivers a very important view of the social aspect of

the proposal in this research. As it is pointed out, the outside class context deals

with various types and purposes of communication. The behavior learners

show is a combination of surrounding social factors and their

69

willingness to complete a gap task in class. The proposal this investigation is

offering is one that a classroom can construct, and that is the self-possession

under perhaps the stress and control of a social interaction with someone.

PEDAGOGICAL FOUNDATION

Brown’s (2000) investigation writes the following:

Our pedagogical storehouse has equipped us with ways to teach

sociolinguistic appropriateness, styles of speech, nonverbal

communication, and conversational routines (such as “Well, I’ve gotta

go now.” “Great weather today huh?” “Haven’t I met you somewhere

before?”). Within all these foci, the phonological, lexical, and syntactic

properties of language can be attended to either directly or indirectly.”(p.

268)

Brown’s pedagogical perspective on communication clearly

demonstrates how Information Gap Task connects to different aspects of

conversational routines. These routines relate to the study of sounds and its

organizations, vocabulary or terminology, and the arrangement of words to

construct a phrase so that a learner can start and sustain an engaging

interaction. Common expressions should be encouraged to learn, practice and

use because at some point, this will be used in real- life context. Such

interaction leads to the need of the exchanging of information; maintaining

perhaps a small talk with the engagement and motivation of curiosity.

70

PSYCHOLOGICAL FOUNDATION

Loewenstein’s (1994) psychological research found the following:

The information gap theory views curiosity as arising when attention

becomes focused on a gap in one’s knowledge. Such Information Gaps

produce the feeling of deprivation labeled curiosity. The curious

individual is motivated to obtain the missing information to reduce or

eliminate the feeling of deprivation (p. 87)

The author emphasizes the sense of curiosity and a state of deprivation

which in other words means that a situation may turn serious in the mind of a

learner when there is a feeling that some part of information is missing. Of

course, the intention of this stress-like situation is used in a positive approach

where students need to complete gaps of information in cooperation with

another. This curiosity and the psychology of it enhances and motivates a long

term learning in production and interaction in speaking.

FEASIBILITY APPLICATION

The presented proposal is feasible due to the acceptance received by

the authorities such as the principal, the teacher and the students of the coed

public school Dr. Francisco Campos Coello located in Atarazana block F2 and

F3, in the city of Guayaquil. The pamphlet with activities focused on Information

Gap Task has given basis of commendatory approval on foreign language

learning in the speaking skill.

The design of a pamphlet with activities focused on the Information Gap

Task to develop speaking skill is to add not only a teaching approach to the

skill mentioned but also the intrinsic motivation in students in class and a

targeted area which is the production of speaking among the students. This is

71

a feasible project because it covers different areas such as social. The creation

of this pamphlet will eventually move students beyond their knowledge of

language to the use of it in a more authentic communicative context; and also

professional development for the advantage of the teacher.

POLITICAL FEASIBILITY

According to the Ecuadorian board of education (2016), An educational

and trade publisher in the United States named Houghton Mifflin Harcourt

(HMH) has signed an agreement to reinforce English as a subject.

This agreement eggs organizations on to become involve in various

programs such as educational television, sports to integrate students, teacher

training, extracurricular activities, special education and son on. This is a plus

in the pursuit of foreign language teaching and learning since a law is passed

to enhance the impact of English in our culture. It will obviously not only help a

student reach the desire B2, as detailed in the Common European Framework,

along his or her high school program, but it will also better our cultural

knowledge.

The Ecuadorian board of education (2013) in its project for strengthening

the English teaching aims to follow specific objectives and one of the main

concerns for this research is objective number seven. This objective provides

contemporary resources for the teaching and the learning English and to inform

the educational community about the latest educational trends and policies.

These political view and decisions opens a wide entrance for researchers to

explore many aspects of education.

72

TECHNIQUE FEASIBILITY

Technicality on education is what is needed not only to understand and

cull out the several terminologies and strategies but also to use the best

technique to be applied in a class or even in an educational program. According

to the Ecuadorian board of education (2012), published an Ecuadorian in-

service English Teacher Standards that mainly refers to “Curriculum

Development” and they particularly refer to planning for standards-based

English. Here they emphasize the use of resources and technology in an

effective way. They have domains that deal with several aspects and the ones

selected for the purpose of this research is the fourth domain which directly

deals with “Assessment” that relates to language proficiency and classroom-

based assessment. Also the fifth domain which targets “Professionalism and

Ethical commitment”. This last one of course is to maintain teachers well-

informed with new techniques, and advancement of professional development

in the field of teaching.

FINANCIAL FEASIBILITY

Implementation of the proposal is approximately valued in $ 300

American dollars; this amount is going to be entirely provided by the authors of

this pamphlet with activities focused on Information Gap Task. All the expenses

are distributed into copies, transcription, printing, transportation, and the use of

internet which was also necessary.

DESCRIPTION OF THE PROPOSAL

This proposal will be performed in the high school Dr. Francisco Campus

Coello in the eighth grade section A school year 2016- 2017. After proper

73

investigation, this research created a pamphlet with activities focused on

Information Gap Task.

The pamphlet has a special characteristic. The main event with the

pamphlet is that learners will use the activity where some information is missing

and in order to complete the task students will have to communicate without

looking at their partner’s section or paper. For instance, the activities put in this

research are basically an extension of the students’ English book that they use

in class, level 1 English, given by the Ecuadorian board of education. The book

itself already has one small activity of speaking gap interaction; what the

pamphlet proposed here is doing is to expand more dynamic exercises to help

students and teachers promote more speaking English culture in class. There

are six units in this book that covers different topics, goals, grammar, skill and

strategies and even a final project for each unit. The topics in this book ranges

from family members, types of movies, clothes, places in the city, routines, etc.

The outcome of this project will eventually help learners to connect and learn

more about English foreign language.

CONCLUSION

It is imperative to grab on the acceptance that the ability of speaking in

Ecuadorian foreign language teaching still has some flaws. And aiming directly

on the problem has opened a space to make education in this field more

pragmatic. The problems encountered in the field of speaking skill throughout

this investigation has sparked the need to look for reliable sources so that the

studies and views of different authors will give this research a clearer and

smoother way to reach the goal of a closely authentic interaction in the matter

of speaking in a foreign language teaching context.

Culling out from authors that have written their expertise on several

books, reports, blogs and so on; this investigation offers a careful and

74

disquieting analysis done for the purpose to improve the level of speaking skill

in the high school Dr. Francisco Campus Coello in the eighth grade section A

school year 2016- 2017. As stated before, Ecuador follows requirements

established by the National Curriculum Guidelines and the curriculum which is

taken from the Common European Framework of Reference for Languages.

Therefore, teaching according to these criteria given leads to learning in

connection with international standards.

Regarding the teaching of speaking skill in class, research has given this

investigation many different philosophies, perspectives, techniques, strategies

and so on. It is true that the main problems encountered are very common such

as little time focused on speaking, not enough language for interaction; and

precisely these hindrances provided the need to find a solution to this situation.

The development of a pamphlet focused on Information Gap Task and the

authors that published books on this pedagogical technique has made this

proposition possible. This pamphlet will give students a better connection with

language and culture because it uses common phrases and vocabulary in a

more authentic context. Evidently, the awareness that making mistakes is part

of the great deal of learning a foreign language is also part of this learning

experience. It will also give teachers a better a chance to develop

professionally.

75

REFERENCES

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. New York: Logman.

Creswel, j. w. (2013). Qualitative and Inquiry, Research Desing 3 rd Ed. .

London : Lauren Habib.

Harmer, J. (2001). Practice of english Language Teaching Third Edition. New

York: Longman.

Huang, S. &. (January de 2016). The English Teacher. Balanced Approach to

Teaching L2 Speaking. China, China: W.A.

Klippel, F. (1985). Keep talking . New York: Cambridge.

Kothari, C. (1190). Research Methodology. India: New Age International.

Kral, T. (1995). Creative Classroom Activities. United States Department of

StateWashington: English Language ProgramsUnited.

Krashen, S. D. (2003). Second Language Acquisition. University of Southern

California: Logman.

Ozer, O. (October de 2004). Fountain- magazine . Obtenido de Education :

http://www.fountainmagazine.com/Issue/detail/CONSTRUCTIVISM-in- Piaget-and-Vygotsky

Pica, T. (24 de April de 2006). Penn libraries . Obtenido de INFORMATION

GAP TASKS: Their Multiple Roles and Contributions to Interaction Research Methodology: http://repository.upenn.edu/gse_pubs/sub_browse.html

Stephen, K. (1986). SECOND-LANGUAGE ACQUISITION THEORY AND THE TEACHING OF EDITED AMERICAN ENGLISH. New York:

Cambrige.

Vygostsky. (1985). The Social Formation of Mind. Massachusetts: Cambridge.

Vygotsky, L. (1978). Mind and Society. Massachusetts: Harvard University Press.

Vygotsky, L. S. (1978). Interac tion between Learning and Development. New

York: Cambridge.

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http://www.fountainmagazine.com/Issue/detail/CONSTRUCTIVISM-in-

http://repository.upenn.edu/gse_pubs/sub_browse.html

http://repository.upenn.edu/gse_pubs/sub_browse.html

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BIBLIOGRAPHY

Anderson, D. L.-F. (2012). Techniques &Principles in Language Teaching.

NewYork: Oxford.

Brown, D. (2000). Teaching by Principlas an Interactive Approach to Language

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Europe, C. (2001). Common European Framework of Reference for

Languages: Learning, Teaching, Assessment. New York: Cambridge

University Press.

Ecuador, M. d. (2012). The English Language Learning Standards. Quito:

Editogran.

Ecuador, M. d. (2013, Octubre 3). Proyecto de Fortalecimiento de Enseñanza

de Inglés. Retrieved from ministerio de educacion:

http://educacion.gob.ec/proyecto-de-fortalecimiento-de-ensenanza-de-

ingles-capacitara-a-sus-docentes-para-alcanzar-el-nivel-b2/

Ecuador, M. d. (2016, Abril 1). MinEduc firma convenio con Houghton Mifflin

Harcourt. Retrieved from Minsterio del Educacion :

http://educacion.gob.ec/mineduc-firma-convenio-con-houghton-mifflin-

harcourt-sobre-la-elaboracion-del-curriculo-de-ingles-que-se-

implementara-a-nivel-nacional/

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Moeller, Aleidine Kramer and Catalano, Theresa. (2015). Foreing Language

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National-Curriculum-Guidelines-EFL. (2014). ministerio de educacion del

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80

UNIVERSIDAD DE GUAYAQUIL FACULTAD LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGÜÍSTICA COORDINACIÓN GENERAL DE INVESTIGACIÓN Y PROYECTOS ACADÉMICOS

EXAMEN ORAL

OBJETIVO: Examinar el desempeño del alumno en la expresión oral en ingles en

clase y en un contexto simulado auténtico. Para medir con las preguntas diseñadas

hasta qué nivel los estudiantes son capaces de responder preguntas complejas de

transición.

Muestra: 28 Estudiantes curso: 8 vo A

Examen oral

PREGUNTAS SI NO

1 ¿Cómo estás?

2 ¿Cómo te llamas?

3 ¿Estas feliz?

4 ¿De dónde eres?

5 ¿Cuántos años tienes?

6 ¿Cuándo es tu cumpleaños?

7 ¿Cuál es tu color favorito?

8 ¿Que hora es ?

9 ¿Donde vives ?

10 ¿ Cuál es tu direccion?

11 ¿ Cuál es tu número de celular ?

12 ¿ Cuál es tu comida favorite?

13 ¿Cuál es tu postre favorito

14 ¿Qué comiste ayer en tu lunch ?

15 ¿Qué hiciste el fin de semana?

16 ¿Cuándo fue la última vez que viste una película?

17 ¿Has visitado alguna vez otra cuidad?

18 ¿Tu familia ha organizado una fiesta?

19 ¿Que podrías hacer con $ 100 dólares What?

20 ¿Cuál ha sido tu peor error?



81



OBJETIVO: Conocer la Influencia de las actividades basadas en el intercambio

de información en el desarrollo de la expresión oral en Ingles de los estudiantes

de octavo año, paralelo A, en el Colegio Dr. Francisco Campos Coello.

ENREVISTA

1. ¿Cree usted que desarrollo de la expresión oral de inglés es necesaria

para el desarrollo personal?

2. ¿Está usted de acuerdo en que el aprendizaje de la expresión oral

ampliará la cultural en los estudiantes?

3. ¿Pueden los diferentes tipos de intercambio de información persuadir a

los estudiantes a querer comunicarse con los demás?

4. ¿Ha aplicado algún tipo de actividades de intercambio de información

en su clase?

5. ¿Cree que un folleto con actividades basadas en el intercambio de

información aumentaría la expresión oral en su clase?

6. ¿Sería útil un folleto con actividades de intercambio de información en

su proceso de enseñanza del inglés?

82



ENTREVISTA A LOS ESTUDIANTES

OBJETIVO: Conocer la Influencia de las actividades basadas en el intercambio

de información en el desarrollo de la expresión oral en Ingles de los estudiantes

de octavo año, paralelo A, en el colegio Dr. Francisco Campos Coello

Likert Scale

Totalmente de

Acuerdo

De Acuerdo Indiferente Desacuerdo Totalmente en

Desacuerdo

5 4 3 2 1

INSTRUCTION: marque con una X en el cuadro si esta de acuerdo con tu

opinion.

83

N° PREGUNTAS 5 4 3 2 1

1 El aprendizaje de la expresión oral de inglés es

importante para usted.

2 Mejorar la expresión oral en Inglés es necesaria para

su desarrollo personal.

3 El aprendizaje de la expresión oral podría expandir mi

cultura.

4 La expresión oral es difícil de aprender.

5 La expresión oral es difícil para usted

6 El profesor refuerza la expresión oral con actividades

en clases.

7 El intercambio de información conecta con las

necesidades en el mundo de hoy.

8 Su libro tiene actividades fáciles de seguir en la

expresión oral.

9 Actividades basadas en el intercambio de información

ayuda a mejorar la expresión oral.


son divertidas para usted.

11 Usando diferentes tipos de intercambio de información

hace que tú quieres aprender a comunicarte con los

demás.


son fáciles de seguir.

13 Un folleto con actividades basadas en el intercambio

de información incrementara la expresión oral.


de información es útil para su clase.


de información motiva el interés por aprender una

lengua extrajera.

A pamphlet with activities focused on the information

gap task motivates interest in learning a foreign

language.



85

Title: Dr. Francisco Campos Coello High School, front entrance of the

school.

Source of investigation: Dr. Francisco Campos Coello High School Investigators: Caceres Andratta Gustavo - Vega Jimenez Betty

Title: Inside school’s patio.


86

Title: School’s library.


Title: Students of Eighth Grade, Section A with their English teacher

Miss Virginia Alvarado.


87

Title: Interview to the English Teacher, Miss Virginia Alvarado


Title: Survey to the Students



FACULTY OF PHILOSOPHY, LETTERS AND

SCIENCE OF EDUCAT ION


SPEAKING SKILL

PAMPHLET WITH INFORMATION GAP TASK

91

92

INFORMATION GAP TASK

INDEX

ACTIVITY 1: Classroom Objects Vocabulary

ACTIVITY 2: Spot the difference

ACTIVITY 3: Micro Biographies

ACTIVITY 4: Famous People

ACTIVITY 5: Family Tree

ACTIVITY 6: Parts of the body

ACTIVITY 7: Cultural events in my country

ACTIVITY 8: February Leisure Activities

ACTIVITY 9: Detective: Describing Lucas

ACTIVITY 10: People Description Chart

ACTIVITY 11: Seven Wonders of the World

ACTIVITY 12: Exploring Guayaquil



https://en.wikipedia.org/wiki/Wonders_of_the_World

93

BEFORE YOU BEGIN!

HIGHLIGHTS: In these activities, two learners share information to complete a

task. This is a two-way gap activity, both learners have some information and

must share it with the other to complete the task. This activity usually combines

speaking and listening.

OBJECTIVE: Learners find and share information by asking and answering

questions in order to complete a task.

CONTEXT: These activities can be used in all levels or with multilevel groups.

It is suitable for general.

ESTIMATED TIME: The time varies, but usually ranges between 20 and 35

minutes.

PROCEDURE: Pre-teach and practice vocabulary and structures for the

particular task. Learners should also be familiar with question and answer

formulas (e.g., "What time is " and "It's at _ "), and ways to ask for

clarification (e.g., "Excuse me, can you repeat," or "I'm sorry, I don't

understand"). These can be introduced in the beginning days of a class, and

recycled, adapted, and extended over time.

Explain the IGT by modeling a sample gap activity with an able volunteer

from the class.

Have learners work with a partner. One learner in each pair gets Handout

"A" and the other gets Handout "B". Ask two learners to model the asking and

answering of questions in the gap activity before the whole class begins the

activity.

94

ACTIVITY 1

Classroom Object Vocabulary

STUDENT A

Instructions: Pair up with student B and ask each other which vocabulary are

they missing. Write the name of the item on the blank square.

1 Scissors

2 3

4

5

6

7

8

9

10

11 Ruler

12

13 Sharpener

14

15

16 Pencil case

17

18

95

ACTIVITY 1

Classroom Object Vocabulary

STUDENT B

Instructions: Pair up with student A and ask each other which vocabulary are

they missing. Write the name of the item on the blank square.

1

2 Chair

3

4

5 Desk

6

7 Pencil

8

9

10

11

12 Globe

13

14 Folder

15

16

17

18 Crayon

96

ACTIVITY 2

Spot the Difference STUDENT A

Instructions: Look carefully at your picture and ask the questions to student

B. compare the differences.

Example: Student A: What is Ruffo doing?

Student B: Ruffo is eating.

1. Where is Silvester?

2. Is Daniel drinking coffee?

3. Is Susan writing?

4. Is the TV on?

5. Is there a painting in the room? Describe it.

Eve

Ruffo

Rosa

Silvester

Daniel

Vocabulary

Dog

Cat

Door

Sofa

TV

Paint Box

Newspaper

Lamp

Book

Cellphone

Jose

Susan

97

ACTIVITY 2

Spot the Difference STUDENT B

Instructions: Look carefully at your picture and ask the questions to student

A. compare the differences.

Example: Student A: What is Ruffo doing?

Student B: Ruffo is sleeping.

1. Where is Silvester?

2. Is Daniel drinking coffee?

3. Is Susan reading?

4. Is the TV on?

5. Is there a painting in the room ? describe it.

Eve

Rosa

Silvester

Ruffo

Daniel

Vocabulary

Dog

Cat

Door

Sofa

TV

Paint Box

Newspaper

Lamp

Book

Cellphone

Jose Susan

98

Micro Biographies

ACTIVITY 3 STUDENT A

Instructions: Work in pairs.

Read the micro biographies of each character

Pair up with a student with sheet B

Ask each other about the missing information of the character you

don’t have.

Compare your answers

My name Barack Obama.

I am the first African

American president f

U.S.A. I love my wife

Michelle. I have 2

beautiful girls. I like

playing basketball. I also

like swimming and

reading. My age is 54

years old. I hope everyone

living on the earth is full of

happiness.

1. Where was Ronaldo

born?

2. How many golden

balls and boots has

he won?

3. What is his favorite

singer?

4. Which team he

belongs to?

1. What is her nationality?

2. How many children

does Angelina Jolie

have?

3. What is her profession?

4. What activities does

she do?

My name is Rafael Correa. I am the President of Ecuador since 2008. I was born in Guayaquil and I am 53 years old. My wife is

Anne Gosselin, I have 3 children. I studied at the university Vicente Rocafuerte and became an economist. I am a politician.

My favorites soccer team is Emelec and I am catholic.

My name is Jorge Mario

Bergoglio, I was born in

December 1936 in Argentina.

My parents are Mario

Bergoglio and Regina Sivori .

I believe in God and I’m the

leader of the Catholic Church

and my residence is in the

Vatican City. I don’t like to surf

on internet. My degrees are

on philosophy and theology.

1. What is his

nationality?

2. What does he do in

his free time?

3. What does he like to

eat?

4. What kind of music

does he sing?

https://en.wikipedia.org/wiki/Anne_Malherbe_Gosselin

https://en.wikipedia.org/wiki/Anne_Malherbe_Gosselin

99

ACTIVITY 3

STUDENT B

Micro Biographies

Instructions: Work in pairs.

Read the micro biographies of each character

Pair up with a student with sheet A

Ask each other about the missing information of the character you don’t have.

Compare your answers

1. Barack Obama is

………………….

2. Who is his wife?

3. Which activities

does Barack

Obama do?

4. How are you?

My name is Cristiano Ronal

dos Santos Aveiro. I was

born in Portugal in 1985, I

am a soccer player and the

most important clubs I have

played are, Funchal and

Madeira. I have been in

Real Madrid Since 2009; it is

my team and I’m the team

Captain of Portugal. I won 3

golden balls and 4 golden

boots. I love to eat

vegetable soup and finally

my favorite singer is Elton

John.

My name Angelina Jolie Pitt.

I American, my birthday is on

June 4. I am married to Brad

Pitt; we have 6 children. He

is a good father and also

famous actor. I love him very

much. I am a film actress,

model, voice actress,

director, philanthropist,

writer and activist for the

right for animals and people.

1. Who is Rafael Correa?

2. Where did Rafael

Correa study?

3. What is his favorite

soccer team?

4. How old is he?

1. When was Mario

Bergoglio born?

2. Who were his parents?

3. What does he believe?

4. What doesn’t he like to

do?

My name is Justin Bieber I

was born in 1994 in

Stratford, Canada. My

profession is singer and

songwriter of Pop music,

teen pop, dance pop. I like

the TV show Smallville. I

also play hockey and

basketball. And finally I

love to eat at Mc'Donalds.

100100

Famous People

Instructions:

ACTIVITY 4

STUDENT A

Work in pairs.

Guess the character that is missing by asking questions related to his/her sex, occupation, nationality, and physical appearance.

Use the sample questions to complete the missing information.

Once you have your information complete. Take turns to talk about each character.

CELEBRITIES

Name:

………………….. Age: 26 years Parent’s Name: ………………………

Profession: Singer -

songwriter Food: Hobbies:…………

Nationality:……….

Name:……………………

Age: 55

Parent’s Name: Ann Dunham

And Barack Obama

Profession:…………….

Food:……………………

Hobbies: To Play Basketball

With Friends

Nationality:…………….

Name:………………….

Age: …………………….

Parent’s Name: Columbia And Sony

Profession:…………….

Food: Chocolate

Hobbies:……………….

Nationality: London

Famous People

Instructions:

ACTIVITY 4

STUDENT B

Work in pairs.

Guess the character that is missing by asking questions related to his/her sex, occupation, nationality, hobbies and age.

Use the sample questions to complete the missing information. Once you have your information complete. Take turns to talk about

each character.

Name: Taylor Swift Age:………………

Parent’s Name: Profession:………… Food: chocolate

candy Hobbies: Dancing , Hanging With Friends Nationality:………..

CELEBRITIES

Name: Barak Obama

Age: ……………………

Parent’s Name:

……………………………

Profession: Political

Food: Salmon and Vietnamese

Hobbies:………………..

Nationality:……………..

Name: One Direction

Age: …………………………

Parent’s Name:……………..

Profession: singers

Food:…………………..

Hobbies: Football , parties ,

tennis

Nationality:………………

101

http://www.mycelebritymatch.com/celebrity_interests.php?interest_id=7



ACTIVITY 5

STUDENT A

Family Tree

Instructions:

Work in pairs.

Pair up with a student with sheet B.

Spell out each vocabulary of the family tree.

Complete the missing letters.

Compare your answers.

102

ACTIVITY 5

STUDENT A

Family Tree

Instructions:

Work in pairs.

Pair up with a student with sheet A

Spell out each vocabulary of the family tree.

Complete the missing letters

Compare your answers.

ACTIVITY 6

STUDENT A

Parts of the Body

Instructions: Read each other the missing clues to complete the crossword

puzzle.

ACROSS

1. That is includes the lips and teeth. 6:

7. Containing the brain, eyes, ears,

etc.

8:

9. You can do many activities, also you can write.

DOWN 2:_ 3: Where you can wear necklaces. 4:_ 5. You can smell things. 10: _ _

ACTIVITY 6

STUDENT B

Parts of the Body

Instructions: Read each other the missing clues to complete the crossword

puzzle.

ACROSS

1:_

6: You can see with it.

7:_

8: You can wear socks.

9:_

DOWN

_ 2: You can bite food.

3:_ _

4: The middle part of your body between the hips and chest.

5:_ _

10: That includes your fingers and thumb.

Cultural Events in my Country

ACTIVITY 7

STUDENT A

Instructions: Put the name of the events by asking questions about the date

they are celebrated.

CULTURAL EVENTS IN MY COUNTRY

EVENTS MONTHS DATE DAY

May Second Sunday of May

Sunday

December 25 Sunday

Februrary 14 Tuesday

October 9 Sunday

Cultural Events in my Country

ACTIVITY 7

STUDENT B

Instructions: Put the name of the events by asking questions about the date

they are celebrated.

CULTURAL EVENTS IN MY COUNTRY EVENTS MONTHS DATE DAY

June 1 Wednesday

June 19 Sunday

November 2 Wednesday

February 24/25 Friday/saturday

GUAYAQUIL

ACTIVITY 8

STUDENT A

February Leisure Activities

Instructions: Complete the calendar activities by asking each other what are

they doing on a certain day of the month of February.

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4

5 6 7 8 sleep

9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 Cook

27 28

18

ACTIVITY 8

February Leisure Activities STUDENT B

Instructions: Complete the calendar activities by asking each other what are

they doing on a certain day of the month of February.

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17

Ride my bicycle

19 20 21 22 23 24 25

26 27 28

ACTIVITY 9

STUDENT A

Detective: Describing Lucas

Instructions: Imagine you are a police officer in Ecuador. Student B’s brother

is missing. His name is Lucas. Try to find out his information by asking the

appropriate questions.

Name: Lucas

1. His color hair is: □Black □ Blond □ Brown

2. The length of his hair is: □Short □Medium □ Long

3. His age is: □Young □Middle age □Elderly

4. His height is: □ Very short □ Fairly short □Medium-height

□Pretty tall □Very tall

What is he wearing today? (Clothes)

ACTIVITY 9

STUDENT B

Detective: Describing Lucas

Instructions: You are travelling in Quito but your brother, Lucas, is missing.

He is 15 years old. You have to describe your brother to the police officer

(Student A) so that he can help to find him for you.

Lucas

1.60

cm.

ACTIVITY 10

STUDENT A

People Description Chart

Instructions: In Information Gap activities, each student has information that

the other student(s) don't have. The objective is for students to ask questions

to find out what they can from the other(s).

A's Information:

Person's Name From Occupation Weekends Movies

1. Carla doctor romance

2. professor go fishing

3. Jared Cuenca action

4. Guayaquil banker play cards

5. Janet Esmeraldas

Sample Questions:

What is the first person's name? spell it out.

Where is he/she from?

What is his/her occupation?

What does he/she do on weekends?

What kind of movies does he/she like?

After completing the chart, discuss with your partner:

Which person would you like as a friend?

Why?

n

ACTIVITY 10

STUDENT B

People Description Chart

Instructions: In Information Gap activities, each student has information that

the other student(s) don't have. The objective is for students to ask questions to find out what they can from the other(s).

B's Information:

Person's Name From Occupation Weekends Movies

1. Quito relax at home

2. Jaso Manabi horror

3. mechanic play baseball

4. Jenny drama

5. lawyer read novels comedy

Sample Questions:

What is the first person's name? spell it out.

Where is he/she from?

What is his/her occupation?

What does he/she do on weekends?

What kind of movies does he/she like?

After completing the chart, discuss with your partner:

Which person would you like as a friend?

Why?

ACTIVITY 11

STUDENT A

Seven Wonders of the World

Instructions: talk to each other about the wonders of the world that you have on your sheet and then check on the information you are missing.

1. The great wall is: □6.700 km long. □9.851 km long. □7.851 km long.

It is located in: □ China □ Brazil □ Italy

The great wall was constructed with: □ Brick □ Stone □ Wood □ Paper

2. The Petra is: □ Wall □ Colosseum □ Carved out of rock

It is located in : □ Jordan □ Petra □India □ MEXICO

Petra became a protected monument by: □ONU□ UNESCO □UNICEF□ NASA

3. Taj Mahal was built in : □1632 □ 1962 □1613 □ 1633

Shah Jahan was a: □king □ Emperor □Employer □ President

Taj Mahal was a dream of: □ Sister □ Mother □ Wife□ Brother

Christ the Redeemer

It is a statue located in South America in the country of Brazil in the city of Rio de Janeiro.

Brazil is the largest country in America.

Machu Picchu It is also known as the lost city of the Incas. It

is located in the country of Peru. In South America.The Incas built it around 1450.

Chichen Itaza

Chichen Itza is located in Yucatán, Mexico. The

Maya name "Chichen Itza" means "At the mouth of the well of the Itza."

Chichen Itza is one of the most visited

archaeological sites in Mexico; in 2014 it was

estimated to receive an average of 1.4 million

visitors every year.

The Colosseum The colosseum is a European structure located in Italy.

Largest amphitheater in the Roman World.

Also known as the Flavian Amphitheater.

https://en.wikipedia.org/wiki/Yucat%C3%A1n

ACTIVITY 11

STUDENT A

Seven Wonders of the World

Instructions: talk to each other about the wonders of the world that you have on your sheet and then check on the information you are missing.

1. Machu Picchu or “The Lost City of the Incas” is in: □Peru □ Mexico

□Egyptian.

“The lost city of the incas” was built in: □1455 □1955 □1450 □1405

2. Christ the Redeemer is a Statue in: □Brazil □Peru □India □Roma

Is located in: □ South America □ North America □ Africa

Brazil is: □ the largest □ short □ tall country in America.

3. Chichen Itaza is a: □ Pyramide □ Statue □ wall

It is located in: □Ecuador – Loja □Peru- Lima □Mexico- Yucatan

Chichen Itaza is most visited by: □ Biologist □Archaeologist □Presidents

4. The Colosseum is a: □ Indian □European □ South Africa □America.

It is a big structure in: □ Peru □ Roma □ Mexico

Petra

Petra is set amongst the beautiful old cities of wadi araba in Jordan. The buildings are carved out of rock with wonderful rainbow colors. In the 19th century tourists started visiting it. In 1985 it became a UNESCO protected monument.

The Great Wall of China

The wall stretches for 6,700 km. It was built on mountain tops to keep invaders out, and

move soldiers quickly.

The Ming Dynasty emperors had the most

work done on the wall, and the best because

they used bricks and stone

Taj Mahal

In the year 1631 Shah Jahan, once a Muslim army commander, the Mogul Emperor in

central India lost his beloved pregnant wife Mumtaz Mahal only a few minutes after giving birth to her fourteenth child, a daughter. The final request of his wife was for him not to marry again and prove their endless love by building a dreamlike beautiful mausoleum. As

promised, Shan Jahan built the Taj Mahal, in Agra in northern India by the river of Jumna fulfilling the dream of his wife.

116

Exploring Guayaquil

ACTIVITY 12

STUDENT A

Instructions: Find the missing locations by asking the questions below.

1. Where is the pet shop?

2. Where is hospital?

3. Where is book store?

4. Where is music store?

5. Where is flower shop?

6. Where is fast food?

a) The bank is on the corner of Quito Avenue and in front of the flower shop.

b) The supermarket is located on the corner of 9 Octubre and Esmeraldas

Avenue.

c) The school is located across front the supermarket

d) The toy store is located on 9 de Octubre Street between the restaurant and

the book store.

e) The restaurant is located on the corner of 9 de Octubre an Esmeraldas

avenue across from the supermarket.

f) The University of Guayaquil is located on the corner of 9 octubre and

Esmeraldas avenue across from the school.

117

1.

Exploring Guayaquil

ACTIVITY 12

STUDENT B

Instructions: Find the missing locations by asking the questions below.

1. Where is bank?

2. Where is supermarket?

3. Where is school?

4. Where is toy store?

5. Where is restaurant?

6. Where is university of Guayaquil?

Hospital

a) The pet shop is on the corner avenue Francisco Icaza and

Esmeraldas avenue

b) The hospital is on the corner Quito avenue and Francisco Icaza.

c) The book stores is on the corner 9 de Octubre and Quito avenue

d) The music store is on the corner 9 de Octubre and Quito avenue

e) The flower shop is on the corner Quito avenue f) The fast food is on Esmeraldas avenue right in front the pet shop.

university of guayaquil faculty of philosophy,...

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