university of guayaquil faculty of philosophy and …

UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY AND SCIENCES OF EDUCATION

SCHOOL OF LANGUAGES AND LINGUISTICS

PRESENCIAL HIGHER EDUCATION SYSTEM

UNIVERSITY CENTER: MATRIX GUAYAQUIL

EDUCATIONAL PROJECT

EDUCATIVE PROJECT PREVIOUS TO OBTAINING THE BACHELOR'S

DEGREE IN ENGLISH LANGUAGE

TOPIC

INCIDENCE OF THE USE OF INTONATION IN THE DEVELOPMENT OF

THE ENGLISH ORAL PRODUCTION

PROPOSAL

DESIGN A CD WITH ITS RESPECTIVE BOOKLET WITH INTONATION

ACTIVITIES FOR THE DEVELOPMENT OF ENGLISH

AUTHORS: LUCAS ANGULO MARÍA GORETTI

SILVA ALCÍVAR LUIS ORLANDO

ADVISOR: MSc. LIZMARY FERIZ OTAÑO

GUAYAQUIL, SEPTIEMBRE DEL 2017

ii

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY AND SCIENCES OF EDUCATION




AUTHORITIES

MSc. Silvia Moy-Sang Castro MSc. Wilson Romero Dávila DECANO SUBDECANO MSc. Alfonso Sánchez Ávila Ab. Sebastián Cadena Alvarado DIRECTOR SECRETARIO GENERAL

iii

MSc

SILVIA MOY-SANG CASTRO, Arq.

DECANA DE LA FACULTAD DE FILOSOFÍA

LETRAS Y CIENCIAS DE LA EDUCACIÓN

CIUDAD.-

De mis consideraciones:

En virtud que las autoridades de la Facultad de Filosofía, Letras y Ciencias

de la Educación me designaron Consultora Académica de Proyectos

Educativos de Licenciatura en Ciencias de la Educación, Mención: Inglés,

el día 02 de Agosto del 2017.

Tengo a bien informar lo siguiente:

Que las integrantes Lucas Angulo María Goretti con C. I: 0920635422 Silva

Alcívar Luis Orlando con C.I: 0918077777 diseñaron el proyecto educativo

con el Tema: Incidence of the use of intonation in the development of the

English oral production.

Propuesta: Design a Cd with its respective booklet with intonation activities

for the development of English.

El mismo que ha cumplido con las directrices y recomendaciones dadas

por la suscrita.

Las participantes satisfactoriamente han ejecutado las diferentes etapas

constitutivas del proyecto, por lo expuesto se procede a la APROBACIÓN

del proyecto, y pone a vuestra consideración el informe de rigor para los

efectos legales correspondiente.

Atentamente

__________________________ MSc. Lizmary Feriz Otaño Consultora Académica

iv

Guayaquil, Septiembre de 2017 MSc SILVIA MOY-SANG CASTRO, Arq. DECANO DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN Ciudad.- Para los fines legales pertinentes comunico a usted que los derechos

intelectuales del proyecto educativo con el Tema: Incidence of the use of

intonation in the development of the English oral production.

Propuesta: Design a Cd with its respective booklet with intonation activities

for the development of English.

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

Atentamente,

___________________________ _________________________

LUCAS ANGULO MARÍA SILVA ALCÍVAR LUIS

C.I: 0920635422 C.I: 0918077777

v






PROJECT

TOPIC: INCIDENCE OF THE USE OF INTONATION IN THE

DEVELOPMENT OF THE ENGLISH ORAL PRODUCTION.

DESIGN A CD WITH ITS RESPECTIVE BOOKLET WITH INTONATION

ACTIVITIES FOR THE DEVELOPMENT OF ENGLISH

APROBADO

……………………………… Tribunal No 1

……………………… ……………………… Tribunal No 2 Tribunal No 3 ------------------------------------------- ---------------------------------------------- LUCAS ANGULO MARÍA SILVA ALCÍVAR LUIS

C.I 0920635422 C.I 0918077777

vi

EL TRIBUNAL EXAMINADOR OTORGA

AL PRESENTE TRABAJO

LA CALIFICACIÓN DE: ______________

EQUIVALENTE A: ______________

TRIBUNAL

______________ ______________

______________

vii

DEDICATION

To God due to the fact that without his wisdom and enlightenment,

this resect project would not have been carried out. He is the source of

our knowledge and fundamental base in all projects of our life.

To our daughters since we wish in the future to be a source of

inspiration and improvement in their lives. We want to show them that in

this life everything can be carried out with faith and dedication.

To our dear parents siblings and couple who were a great support

from the beginning of our lives and careers since they always gave us

unconditional support.

LUCAS ANGULO MARIA GORETTI


viii

ACKNOWLEDGEMENTS

To God for giving us the wisdom necessary to carry out all our

projects.

To our family to support us from the most difficult moments until

today which culminates a facet in our life.

To our teachers who have trained us from beginning of our

studies to the last moment of our career, especially to our dear advisor

who also was our teacher, a deep thank to her for always helping us with

her advices and sharing her wisdom with us.

LUCAS ANGULO MARIA GORETTI


REPOSITORY NATIONAL IN SCIENCE AND TECHNOLOGY

THESIS REGISTRATION FORM

TITLE Y SUBTITLE:

Incidence of the use of intonation in the development of the English oral production. Design

a Cd with its respective booklet with intonation activities for the development of English.

AUTHOR/S: Lucas Angulo María & Silva Alcívar Luis Orlando

ADVISOR: MSc. Lizmary Feriz Otaño

REVIEWERS:

INSTITUTION:

UNIVERSIDAD OF GUAYAQUIL

FACULTY: Faculty of Philosophy, and Sciences of

Education

CAREER: Languages and Linguistics

DATE OF PUBLISHING: NUMBER OF PAGES: 122

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

Lingüística

THEMED AREAS:

English Languages

KEYWORDS: Intonation – oral production – system of activity

ABSTRACT:

This research project took place in the city of Guayaquil with the students of First Year

Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High School, where was

presented the educational problem in which the deficiency of oral production was observed

in the students when they made activities using an incorrect intonation in the second

language, and one of the causes is due to the lack of appropriate material related to

intonation. In this investigation, was implemented a field and bibliographic research. This was

explained in the theoretical framework which contains information about the variables studied.

The methodological approach of this research is of mixed character, it can be said that it has

a quantitative and qualitative approach. This is also descriptive, explanatory and purposeful

research. The interview, the observation guide, and the survey were the instruments of

investigation applied to the teacher and students to corroborate information about the

deficiency that students have in oral expression. These results were showed in the survey

performed to the students. For this reason, this proposal is important because the design of

a Cd with its respective booklet with intonation activities will develop the oral expression of

the students and it will improve their ability to use intonation effectively and fluently in English.

REGISTRATION NUMBER (in

database):

CLASSIFICATION NUMBER:

DIRECTION URL (thesis on the web):

ATTACHED PDF: YES

NOT

CONTACTING WITH

AUTHOR/S

Lucas Angulo María Goretti

Silva Alcívar Luis Orlando

Telephone:

0920635422

0918077777

E-mail:

[email protected]

[email protected]

CONTACTING IN THE

INSTITUTION:

Name: Secretariat of the School of Languages and

Linguistics

Telephone: (04)2294888 Ext. 123

E-mail: [email protected]

X

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO: Incidencia del uso de la entonación en el desarrollo de la producción oral

Inglés. Diseño de un Cd con su respectivo folleto con actividades de entonación para el desarrollo

de Inglés.

AUTOR/ES: Lucas Angulo María

& Silva Alcívar Luis Orlando

TUTOR: MSc. Lizmary Feriz Otaño

REVISORES:

INSTITUCIÓN:

UNIVERSIDAD DE GUAYAQUIL

FACULTAD: Facultad de Filosofía, Letras y Ciencias de la

Educación

CARRERA: Lenguas y Lingüística

FECHA DE PUBLICACIÓN: No. DE PÁGES: 122

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

Lingüística

ÁREAS TEMÁTICAS:

Lengua Inglesa

PALABRAS CLAVE:

Entonación, producción oral, sistema de actividades.

RESUMEN:

Este proyecto tomó lugar en la ciudad de Guayaquil con los estudiantes de Primer año de

Bachillerato sección “C” del colegio “Dr. Francisco Huerta Rendón” donde fue presentado el

problema educacional, en el cual la deficiencia de la producción oral fue observado en os

estudiantes cuando ellos hacían actividades usando una incorrecta entonación en el segundo

idioma, y una de las causas es debido a la falta de un material apropiado relacionado con la

entonación. En esta investigación, fue implementada una investigación bibliográfica y de campo.

Esto fue explicado en el marco teórico, el cual contiene información acerca de las variables

estudiadas. El diseño metodológico de esta investigación es de carácter mixto, se puede decir que

es cuantitativo y cualitativo. Esto es también una investigación descriptiva, explicativa y

propositiva. La entrevista, la guía de observación y la encuesta fueron los instrumentos de

investigación aplicados al docente y a los estudiantes para corroborar información acerca de la

deficiencia que los estudiantes tienen en la expresión oral. Esos resultados fueron mostrados en

la encuesta realizada a los estudiantes. Por esta razón, esta propuesta es importante porque el

diseño de un Cd con su respectivo folleto con actividades de entonación desarrollará la expresión

oral de los estudiantes y esto mejorará su habilidad para usar la entonación de una manera fluida

y efectiva en inglés.

No. DE REGISTRO (en base de

datos): No. DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO PDF: SI

NO

CONTACTO CON

AUTOR/ES

Lucas Angulo María Goretti

Silva Alcívar Luis Orlando

Teléfono:

0920635422

0918077777

E-mail:

[email protected]

[email protected]

CONTACTO EN LA

INSTITUCIÓN: Nombre: Secretaría de la Escuela de Lenguas y Lingüística

Teléfono: (04)2294888 Ext. 123

E-mail: [email protected]

X

ix

GENERAL INDEX

PRELIMINARIES

Front Page……………………………………………………………………………….i

Directives……………………………………………………………………………..…ii

Approval of the project letter………………………………………………………….iii

Intellectual rights letter……………………………………………………………...…iv

Approval of the court…………………………………………………………………...v

Qualification of the court………………………………………………………………vi

Dedication……………………………………………………………………………..vii

Acknowledgments……………………………………………………………………viii

Repository National in Science and Technology in English

Repository National in Science and Technology in Spanish

General Index………………………………………………………………………….ix

Charts Index……….…………………………………………………………………..xii

Graphics Index……………………………………………………………………….xiv

Abstract...……………………………………………………………………………..xvi

Introduction..……………………………………………………………………………1

CHAPTER I

THE PROBLEM

Location of the problem……………………………………………………………….3

Context of the investigation...………………………………………………………....4

Problem of the investigation……………………………………………………….….5

Conflict situation…………………………………………………………………….....5

Scientific fact ...…………………………………………...……………………………6

Causes………………………………………………………………………………….6

x

Formulation of the problem…...………………………………………………………7

Objectives………………………………………………………………………………7

General objective………………………………………………………………………7

Specific objectives……………………………………………………………………..7

Questions of the investigation………………………………………….……………..8

Justification……………………………………………………………………………..8

CHAPTER II

THEORETICAL FRAMEWORK

Background………………………………………………………………………...…11

Theoretical Foundations……………………………………………………………..12

Epistemological Foundation…………………………………………………………12

Philosophical Foundation……………………………………………………………24

Psychological Foundation…………………………………………………………...25

Sociological Foundation……………………………………………………………..26

Pedagogical Foundation……………………………………………………………..27

Linguistic Foundation………………………………………………………………...29

Legal Foundation……………………………………………………………………..31

CHAPTER III

METHODOLOGY, PROCESS, ANALYSIS AND RESULTS DISCUSSION

Methodological design……………………………………………………………….34

Types of research…………………………………………………………………….34

Population and sample………………………………………………………………35

Variables operationalization chart…………………………………………………..36

Research methods…………………………………………………….……………..37

Instruments of investigation…………………………………………………………39

Analysis and interpretation of results……………………………………………….40

xi

Observation analysis……….………………………………………………………..40

Interview analysis…………………………………………………………………….40

Survey analysis….……………………………………………………………………41

Chi Square Test………………………………………………………………………59

Correlation of variables test………………………………………………………….60

Triangulation of results……………………………………………………………….61

Conclusions……………………………………………………………………….…..61

Recommendations…………………………………………………………...………62

CHAPTER IV

THE PROPOSAL

Title…………………………………………………………………………………….63

Justification……………………………………………………………………………63

Objectives……………………………………………………………………………..63

General objective...…………………………………………………………………..63

Specific objectives……………………………………………………………………63

Theoretical Aspects…………………………………………………………………..64

Feasibility of its application…………………………………………………………..67

Description…………………………………………………………………………….68

Conclusions…………………………………………………………………………...68

REFERENCES……………………………………………………………………….70

BIBLIOGRAPHY……………………………………………………………………..73

ANNEX I

Letter of approval of the academic consultant

Letter of acceptation of the Educational Establishment

ANNEX II

xii

Screen capture

ANNEX III

Photographic Evidences

ANNEX IV

Instruments of Investigation

xiii

CHARTS INDEX

Chart N° 1……………………………………………………………………………..36

Distributive of the population and sample

Chart N° 2……………………………………………………………………………..36

Variables operationalization chart

Chart N° 3……………………………………………………………………………..44

It is important to develop my speaking skills in English language

Chart N° 4……………………………………………………………………………..45

I try to communicate in English when I have doubts in class

Chart N° 5……………………………………………………………………………..46

I have problems when I want to express myself in English

Chart N° 6……………………………………………………………………………..47

I consider that I have a proper speaking skill level in English language according

my academic level

Chart N° 7……………………………………………………………………………..48

I feel motivated to communicate in English when the teacher starts the class

Chart N° 8……………………………………………………………………………..49

The teacher performs speaking activities in class

Chart N° 9…..…………………………………………………………………………50

I consider the speaking activities we do in class interesting

Chart N° 10……………………………………………………………………………51

It is important the use of the appropriate intonation when speaking

Chart N° 11……………………………………………………………………………52

I know how to use intonation to improve my speaking skill in the English language

Chart N° 12……………………………………………………………………………53

I understand and answer questions according to my oral expression level in

English language

Chart N° 13……………………………………………………………………………54

I apply intonation when I participate in oral activities

Chart N° 14……………………………………………………………………………55

xiv

A system of activities based on intonation exercises will help me to improve my

oral expression level

Chart N° 15……………………………………………………………………………56

The correct use of intonation helps in the development of a good communication

in the English language

Chart N° 16……………………………………………………………………………57

It is necessary to apply new exercises at the moment of developing speaking

activities in the class

Chart N° 17……………………………………………………………………………58

Practice using intonation activities are a good ways to develop the oral expression

in English language

Chart N° 18……………………………………………………………………………59

Chi Square Test

Chart N° 19……………………………………………………………………………59

Results of the Chi Square Test

xv

GRAPHICS INDEX

Graphic N° 1……………………………………………………………………….....44

It is important to develop my speaking skills in English language

Graphic N° 2……………………………………………………………………….....45

I try to communicate in English when I have doubts in class

Graphic N° 3……………………………………………………………………….....46

I have problems when I want to express myself in English

Graphic N° 4……………………………………………………………………….....47

I consider that I have a proper speaking skill level in English language according

my academic level

Graphic N° 5……………………………………………………………………….....48

I feel motivated to communicate in English when the teacher starts the class

Graphic N° 6……………………………………………………………………….....49

The teacher performs speaking activities in class

Graphic N° 7……………………………………………………………………….....50

I consider the speaking activities we do in class interesting

Graphic N° 8……………………………………………………………………….....51

It is important the use of the appropriate intonation when speaking

Graphic N° 9……………………………………………………………………….....52

I know how to use intonation to improve my speaking skill in the English language

Graphic N° 10………………………………………………………………………...53


English language

Graphic N° 11………………………………………………………………………...54

I apply intonation when I participate in oral activities

Graphic N° 12………………………………………………………………………...55

A system of activities based on intonation exercises will help me to improve my

oral expression level

Graphic N° 13………………………………………………………………………...56

The correct use of intonation helps in the development of a good communication

in the English language

xvi

Graphic N° 14………………………………………………………………………...57

It is necessary to apply new exercises at the moment of developing speaking

activities in the class

Graphic N° 15………………………………………………………………………...58

Practice using intonation activities are a good ways to develop the oral expression

in English language

Graphic N° 16………………………………………………………………………...60

Results of the Chi Square Test

xvii



SCHOOL OF LANGUAGES AND LINGUISTICS PRESENCIAL HIGHER EDUCATION SYSTEM

ABSTRACT

This research project took place in the city of Guayaquil with the students of First

Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High School,

where was presented the educational problem in which the deficiency of oral

production was observed in the students when they made activities using an

incorrect intonation in the second language, and one of the causes is due to the

lack of appropriate material related to intonation. In this investigation, was

implemented a field and bibliographic research. This was explained in the

theoretical framework which contains information about the variables studied.

The methodological approach of this research is of mixed character, it can be

said that it has a quantitative and qualitative approach. This is also descriptive,

explanatory and purposeful research. The interview, the observation guide, and

the survey were the instruments of investigation applied to the teacher and

students to corroborate information about the deficiency that students have in

oral expression. These results were showed in the survey performed to the

students. For this reason, this proposal is important because the design of a Cd

with its respective booklet with intonation activities will develop the oral

expression of the students and it will improve their ability to use intonation

effectively and fluently in English.

KEYWORDS: Intonation – oral production – system of activity

xviii

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACIÒN.

SISTEMA DE EDUCACIÒN PRESENCIAL ESPECIALIZACIÒN LENGUAS Y LINGUISTICA

RESUMEN

Este proyecto tomó lugar en la ciudad de Guayaquil con los estudiantes de

Primer año de Bachillerato sección “C” del colegio “Dr. Francisco Huerta Rendón”

donde fue presentado el problema educacional, en el cual la deficiencia de la

producción oral fue observado en os estudiantes cuando ellos hacían actividades

usando una incorrecta entonación en el segundo idioma, y una de las causas es

debido a la falta de un material apropiado relacionado con la entonación. En esta

investigación, fue implementada una investigación bibliográfica y de campo. Esto

fue explicado en el marco teórico, el cual contiene información acerca de las

variables estudiadas. El diseño metodológico de esta investigación es de

carácter mixto, se puede decir que es cuantitativo y cualitativo. Esto es también

una investigación descriptiva, explicativa y propositiva. La entrevista, la guía de

observación y la encuesta fueron los instrumentos de investigación aplicados al

docente y a los estudiantes para corroborar información acerca de la deficiencia

que los estudiantes tienen en la expresión oral. Esos resultados fueron

mostrados en la encuesta realizada a los estudiantes. Por esta razón, esta

propuesta es importante porque el diseño de un Cd con su respectivo folleto con

actividades de entonación desarrollará la expresión oral de los estudiantes y esto

mejorará su habilidad para usar la entonación de una manera fluida y efectiva en

inglés.

PALABRAS RELEVANTES: Entonación, producción oral, sistema de actividades.

1

INTRODUCTION

Ecuador is a country which has established as its priority main an excellent

education for its population, starting with the high quality infrastructure as well as

the teaching for students, such as it is mentioned in The National Good Living

Plan´s which its objective is to improve the education nationwide in each learner,

besides the students should strengthen their capacities and potentialities as their

right for improvement in the social aspect and culturally as well, through everyday

life and a formal education for the benefit of every student in the country.

The principal objective of this research is determine the Incidence of the

use of intonation in the development of the English oral production, for this reason

it is important to value the correct use of intonation, to improve speaking and

finally design a Cd with its respective booklet with intonation activities for the

development of English for students, this research project is focused on solving

a problem and to make a proposal for the public educative sector in order to

improve the oral production.

Educational problems exist in the high school selected but the most

evident is on the students of First Year Baccalaureate in the speaking skill since

that their learning is not adequate in English classes, they have many difficulties

to use intonation on asking and answering questions, to develop some

information in a speech or justifying the response, as well as the lack of activities

and techniques to develop this skill in the correct way.

At the hour of learning a new language, one of the most difficult thing is to

be able to speak and understand a dialogue in real time, also this investigation

has the purpose of developing this, since that speaking has many benefits to

human beings due to the fact that it helps in the communication with other into

the society.

For that reason, it is important to develop oral expression because it helps

learners to have a better relationship with people due to the cultural value that

they learn through the different people who surrounded them. For this research

project, different bibliographic sources were used in the theoretical framework

2

which support the importance of the intonation to improve the speaking skill since

that many authors assured that the intonation is the best way to introduce, learn

and improve a second language.

The methodological design of this research project is mixed because it has

a quantitative and qualitative approach. It also was used the descriptive and

exploratory research which through the application of the different instruments of

investigation such as the observation, interview and survey showed the

deficiencies and the problems exist in the institution. The following paragraphs

describe the chapters in which this research project is conformed:

Chapter I: The problem .- It contains context of the investigation, research

problem, conflict situation, scientific fact, causes, formulation of the problem,

objectives, general objective, specific objectives, inquiry research, and

justification.

Chapter II: Theoretical framework. – It describes the background,

philosophical, psychological, sociological, pedagogical, linguistic and legal

foundations.

Chapter III: Methodology, process, analysis and results discussion.-

It contains the methodological design, types of research, variables

operationalization chart, the population, sample, investigation methods,

techniques and the analysis and interpretation of the results applied to the

teacher and students, as well as, conclusion and recommendations.

Chapter IV: The proposal. - It details the title of the proposal, justification,

objectives, theoretical aspects, description, feasibility of its application and

conclusions about the proposal presented.

3

CHAPTER I

THE PROBLEM

CONTEXT OF THE INVESTIGATION

This honorable educative institution is part of Faculty of Philosophy,

Letters and Sciences of Education in University of Guayaquil It was created

on May, 1971 with the aim of becoming a teaching laboratory where future

teachers could make their teaching practices.

The first director of this educative establishment was Engineer

Oswaldo Ayala Nuñez and it started its first school year during school period

1971 - 1972 with 265 students, two sections during the morning and

afternoon and with three courses which were Eighth, Ninth, and Tenth Year

of General Basic Education. At the present time, this public high school is

under the direction of MSc. José Albán Sánchez and it is located in North

of Guayaquil, belonging to District 06, zone 8, circuit 09D06C05.

Moreover, it can be mentioned that the educational establishment

does not have complete equipment for use of the English area. The English

laboratory also functions as a computer science laboratory therefore,

students cannot use it to develop and improve their second language. They

do not have a place in the institution where they can read or get information

based on speaking tips or how to improve their intonation in a second

language.

Another fact can be mentioned is that teachers expressed that they

lack updated professional development courses in order to update the way

of intonation teaching. The teachers express they require some preparation

since they do not have any kind of professional development courses in

which they can learn correct methodologies to improve learning techniques

or learning skills.

4

On the other hand, the material is not appropriate for the

development of the intonation in oral expressions which affect learning of

the students and it is a reason why learners cannot improve the level of

English which they have to do.

In the same way, there are around forty five students in each

classroom, as a result classes are very large, and this causes the teachers

have a problem when they try to provide feedback on intonation to the

student, in special when they participate orally.

PROBLEM OF THE INVESTIGATION

CONFLICT SITUATION

Some years ago, students at Dr. Francisco Huerta Rendón Public

High School did not receive any English classes as there was a very high

discipline problem in the institution. The teachers could not control their

students inside the classrooms, especially during English classes, in this

time they just left and student did not learn anything.

Moreover, they learned very little, what they understood was not

enough. This caused bored and they get good grades in the subject thus

some students lost the interest English. Many of them were not able to

understand activities, which was also increase by the lack of the class

management by the teacher.

The initial observation of class during the observation phase made

evident the different deficiencies in students from First Year Baccalaureate

section “C” at Dr. Francisco Huerta Rendón Public High School, in the

school year 2016 - 2017.

Besides, the English teachers taught the language based only on

government’s material which mainly focused on reading and grammar

exercises rather than speaking activities, which were barely done. In

addition to this, lack of emphasis and emotions during the speaking

5

activities does the students speak in the monotony way. This added to the

fact that appropriate techniques or strategies that help students practice

intonation correctly were not used.

Therefore, this problem arose due to the little interest that was given

to intonation, in English classes. In addition to this, in some cases the

didactic material is only focused on pronunciation and not in intonation,

preventing students from improving their speech; and consequently making

them feel afraid and not willing to practice the language at all.

SCIENTIFIC FACT

Deficiency in the English Oral production of students of First Year

Baccalaureate, section “C” at “Francisco Huerta Rendón” Public High

School, Zone 8, District 06, Province of Guayas, Canton of Guayaquil,

Parish Tarqui-2, school year 2016 - 2017.

CAUSES

During the time of teaching practice, several causes were observed

which have influenced in the lack of development of the oral expression skill.

These causes caused are responsible for many consequences too in the

practice of proper intonation in oral expression. In the following items, it

shows the most important causes presented for this research project.

Little knowledge of paralinguistic features in intonation.

Poor methodology use to encourage oral production development.

Deficiency of an appropriate material related to intonation.

FORMULATION OF THE PROBLEM

How does intonation influence the development of English oral

production in the students of First Year Baccalaureate section “C” at

“Francisco Huerta Rendon” Public High School, Zone 8, District 06 in the

Province of Guayas, Canton Guayaquil, Parish Tarqui 2, Academic school

year 2016-2017?

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OBJECTIVES

GENERAL OBJECTIVES

To analyze the influence of intonation in the development of English

oral production through a field study, literature review, and statistical

analysis to design a system of activities and a Cd based on intonation

exercises.

SPECIFIC OBJECTIVES

To describe the influence of intonation through a field study, literature

review and statistical analysis.

To characterize the oral production through a field study, literature

review and statistical analysis.

To design of a system of activities and a Cd based on intonation

exercises.

QUESTIONS OF THE INVESTIGATION

Which are the theoretical grounds of the oral expression in relation

to intonation?

What is the current situation of the intonation in the oral production

of the students?

What is the importance of Intonation as a tool to help the students of

First Year Baccalaureate section “C” at “Francisco Huerta Rendon”

public High School to express in English?

Which are the statements that support the education in the country

related to the problem of this project?

How important is the intonation in oral expression?

JUSTIFICATION

This research project was presented as a result of diagnosis, in which

it showed that learners from First Year Baccalaureate section “C” at

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“Francisco Huerta Rendon” public high school have deficiencies in English

Oral production. It is convenient their study due to the fact that it enhances

the cognitive development of the students to achieve the level which they

should have.

It is also considered relevant because a good speaker must use a

range of strategies and skills which they will contribute in the development

of their knowledge at the moment to the intonation and the increment of their

vocabulary to express with clarity their ideas or opinion in different

situations.

This investigation is going to contribute to the community since it

aims to offer a solution with activities focused on intonation as a

paralinguistic element to help students reach a better level of English oral

production.

Therefore this project can be considered as an important resource

for the educational community and society in general, besides, it is

supported and it is within the boundaries defined by the Constitution of the

Republic of Ecuador, and also the points a –b –c and d from the 4.8

objectives section from the National plan for Good Living which mention that

all activities that “stimulate intercultural dialogue as an integrating axis from

the pedagogical model and the use of educational space”(p. 172) are

beneficial for the citizens.

Furthermore, this research project also relies on the curricular

guidelines for English instruction provided by Mineduc which are based on

Common European Framework of Reference for Languages: Learning,

Teaching, Assessment CEFR (2013) which manifest that “the languages

offered in educational institutions should be diversified and students given

the opportunity to develop a plurilingual competence” (p. 5). As well as, in

its chapter 2, in the numeral 2.1.3 indicates that “productive activities have

an important function in many academic and professional fields (oral

presentations, written studies and reports) and particular social value is

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attached to them (judgments made of what has been submitted in writing or

of fluency in speaking and delivering oral presentations)” (p.14).

Moreover, it is pertinent because it fulfills with the statements of the

LOEI in its article 32 which establishes the existence of bilingual and

intercultural education, being mentioned in point “C” the obligation of

performing any act that benefits the accomplishment of the established

objective. The beneficial nature of this project is irrefutable as it has

immediate effects in the improvement of oral expression skills. It is cheap

and easy implementation being as well in accordance to the previously

established objectives by Educational Authorities.

Finally, this research project contributes with the educational system

due to the fact the main beneficiaries are the students of the First Year

Baccalaureate section “C” and the teacher at “Francisco Huerta Rendon”

Public High School and in an indirect beneficiaries are the parents, the

educational community and the society because they will be able to change

their way to acquire new knowledge to put it in service for themselves and

their families.

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CHAPTER II

THEORETICAL FRAME

BACKGROUND

The different deficiencies in the foreign language level are evident in

learners of some educational establishment, but in this occasion the

investigation is focused on oral expression due to the fact that the

educational problem is more noticeable in this skill. Students show more

difficulty when pronouncing the words and have doubts about intonation

when trying to pronounce.

It is important to mention that oral expression is the communication

skill which human beings use to communicate and express their opinion,

ideas, and among other things. It can be inferred that in different public

educational establishments, learners do not have the adequate preparation

to improve this skill and it can observed that teachers often do not have any

extra material to help students in the development of this ability of the

speaking skill.

According to Kayi (2006), in her research project based on teaching

speaking: activities to promote speaking in a second language states that is

very important the learning of speaking since the main way to express ideas

is through oral communication, as well as the intonation since that the

correct pronunciation of the words gives correct and change information to

others.

For that reason, in this chapter, it is considered the importance of

analyzing the diverse theoretical and methodological aspects focused on

the incidence of intonation in the English oral expression into students of

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First Year Baccalaureate section “C” at Dr. Francisco Huerta Rendón public

high school, due to that into all the bibliographic research which was

performed in the School of Languages and Linguistics at the Faculty of

Philosophy, Letters and Science of Education and the Francisco Huerta

Rendon High School were not found any files related to the education

problem. Majority of files related to English researcher work are focused on

other paralinguistic elements such as stress, speech, and others, but none

of them were focused on intonation.

Furthermore, this research project aims to improve the quality of

English oral expression through the audio - lingual activities with intonation

exercises, for this reason will contribute to solve the problem which was

found in the educational field. Therefore, it is considered innovative and it

could to be implement in benefit of the educational population.

THEORETICAL FOUNDATIONS

EPISTEMOLOGICAL FOUNDATION

ORAL EXPRESSION

According to Kayi (2006) in her research related teaching speaking:

activities to promote speaking in a second language said that to

communicate is very important speaking due to the fact that skill help to

learners in the interaction with other people in a efficiently and clearly way.

It also does not help learners in their scholar life rather than in a part of their

life like professionals.

It can be mention that oral expression is an ability that people use to

communicate and express their feelings, ideas, opinions, and among

others. Besides, it is a fast way to keep on interaction with others due to

written way take more time to communicate what people want to say others.

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STRATEGIES TO IMPROVE ORAL EXPRESSION

In addition to this, Cardona and Celis (2011) presented in their

investigation about strategies to improve oral expression that

implementation of some strategies and its development are very necessity

into the class. It helps learners like a socio-cultural interaction into society.

For instance, teachers could apply activities such as role plays,

expositions, debates, interviews, dialogues among others with topics of

learner’s interest with the objective they feel motivate and they be able to

perform different activities sastifactory.

EXPOSITIONS

The students have to explain to the rest of the class a specific topic

and answer questions on it.

ROLE PLAY

A good way for students speak into the classroom is role playing.

Role play is a technique through which the people or students simulate a

situation that is presented in the real life. When it is practiced, it must adopt

the role of a specific character and create a situation as if it were real.

The objective of role play is to imagine the way of acting and

appreciate the different decisions that would take each one of the character

in different situations or cases.

GROUP DIALOGUES

Students are divided into different groups which speak about a topic

given by the teacher, usually expected to at the end tell to the others the

conclusions resulting from the dialogue.

INTERVIEWS

Other activity that students can do into the classroom are the

interviews about topic selected according to the interviewed or specific

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information that the interviewer need to know. This activity allows students

to develop and to improve their speaking skill because it gives them a

chance to practice speaking ability not only into the classroom but also

outside and helps to be more sociable with people surrounded them.

It is necessary that the teacher provides students a rubric so that they

know what types of questions they can ask but each one of them should

prepare their own interview questions and to share this information with

other classmates.

Furthermore, another way to fulfill a communication between

teacher, students and a group of students is to present, train and assess

the language and the communication functions and text. Oral

communication encourages the activity of the students in the acquisition of

a second language and it helps the development of the writing and reading

through of inner speech.

The oral expression is the communication which the target language

encourage the interpersonal relationship that also contributing to the

formation of values in the learners. The constant process of application of

the communication contributes to the strengthening of the intonation and

the pronunciation of the words for auto corrected in the second language,

in this case, English.

COMPONENT OF ORAL EXPRESSION

According to (Cardona and Celis, 2011) on their research about

component to improve oral expression also mentions that oral expression is

the ability to express with fluency, clarity, coherence and persuasion, using

verbal and non – verbal resources in a relevant way because it implies

knowing how to listen to others, respecting their ideas, opinions and the

conventions of participation.

Among component of oral expression, it can observe the followings:

Vocabulary: It is a list or a set of words that will help the students to

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increase or to build their knowledge

Volume: It is the tone of voice that the person has to talk or express

any idea or information. It is to express the emotion of the speaker.

Rhythm: It can be defined as the harmonious combination of

sounds, voices or words in which include pauses and silences

necessary.

Clarity: It is an idea that a person expresses to other and this is

generally understood assertively.

TYPES OF ORAL EXPRESSION

These skills apply to any form of dialogue, such as:

Conversations: daily interactions on everyday topics.

Dialogues: similar as conversations, but usually used to refer to an

interaction on more important topics and with a rather formal

language.

INTONATION

Some concepts of intonation can be mentioned. For instance, it can

be said that intonation is the change of voice between the rise and the fall

of the same. It is also considered like a melody of the language, because it

makes reference to the change of voice that people do when they are

speaking.

It can be mentioned that to Ferreira (n/d) who said that intonation is

considered the melody of the language and people use it to communicate

with others, showing feelings, emotions, intentions, and among others. It

replaces the punctuation at the moment of speaking, because in this way

the people only speaking can demonstrate anger, confusion, sarcasm,

interest or lack of it, surprise, and others. As well as, it is made of pitches

which they have low or high qualities of a sound that rises and falls.

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Furthermore, according to Gussenhoven (2002) in his research

about Intonation and interpretation: phonetics and phonology, he mentions

that the meaning of intonation is universal and language specific as there is

universal and linguistic perspective. The universal perspective is based on

phonetic implementation and the other is based on intonational morphology

and phonology, therefore, both are connected by the same purpose which

is the correct pronunciation of the words. Many words can repeat their

sound but the meaning is different, however the learner differentiate them

through use of proper intonation.

Moreover, Nordquist (2017) mentions that intonation is more

essential during speech, when people use it to change their vocal pitch. In

the rising and falling of the pronunciation of words, especially in yes or no

questions with the purpose of conveying personal attitude or grammatical

information.

That means, in the oral expression, intonation is very important in

everyday speech, as the pronunciation at the moment of expressing ideas

or making questions is different. When people transmit information in a

declarative form, the rising and falling of the sentence is totally different than

when people use questions to know about any topic. Even though intonation

is used all the time, it is also more used in questions to differentiate them of

declarative sentences.

THE IMPORTANCE OF INTONATION

According to British Council (2015), intonation refers how we say

something, rather than what we say, since that without intonation, it is

impossible to understand the ideas or expressions and thoughts that go with

words in the different types of sentences.

When you listen to someone speaking without paying attention to the

words, the 'melody' that you hear is called intonation, then the intonation

has the following items:

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The intonation is divided into phrases, as well as known as 'tone-

units'.

When the pitch moves up and down, within a 'pitch range'. Everyone

has their pitch range. Also languages differ in pitch range. English

has particularly wide pitch range.

In each tone unit, the pitch movement, it can be said a rise or fall in

tone, or a combination of the two, takes place on the most important

syllable known as the 'tonic - syllable'. The tonic - syllable is usually

a high-content word, near the end of the unit.

These patterns of pitch variation are essential to a phrase's meaning.

Changing the intonation can completely change the meaning of the

words what are saying.

For example:

Say: 'It is snowing'.

Now say it using the same words, but giving it different meaning. You

could say this to mean 'What a surprise!', or ‘That’s great!’ There are

some possibilities.

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To summarize, the intonation is very important to learn because its

correct use helps learners identify the emotions of the speaker which can

indicate interest, anger, confusion, hesitation, and among other things.

Besides, it is more dynamic during the speech and more interesting to listen

to.

WHY TEACH INTONATION?

Furthermore, British Council (2015) assured that intonation is used

in every language. Furthermore, students are frequently so busy finding

their words that intonation suffers. Therefore, intonation can be as important

as word choice. It can be said that they do not always realize how much

difference intonation can make:

Intonation aids the awareness in communication.

An incorrect intonation create take offence, misunderstandings or

losing interest.

It can be inferred that students are not going to need a native speaker

level pronunciation because the priority in the acquisition of a second

language is the awareness of intonation with the purpose of facilitating their

oral production.

Another point of interest of the people who are going to learn English

like a second language is that they can improve their own awareness of

intonation since that the most difficult is to hear own pronunciation and

recognize if it is or not correct.

It is very essential that during the process of acquisition of a new

vocabulary and improving of intonation in oral expression, the students have

a person who is able to listen to them and correct their pronunciation. If they

do not have proper guidance, they can listen to incorrect pronunciation and

learn it that way, and use it in form that moment on.

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RECOMMENDATION TO TEACH INTONATION

According to British Council (2015), some recommendations and

techniques for teachers will help them teach their students how to raise their

awareness to correct intonation are:

Motivate the learners to not be afraid to exaggerate their

intonation providing some examples or experiences.

Make learners to compare two examples of a same phrase

with a varied and flat intonation in the second language.

Ask learners to choose a partner and have a conversation as

“robots” for some minutes. It might be expected that they

communicate without intonation in the words, and then, they

go back to speak using intonation and they take

consciousness about the importance of intonation in their oral

expression, because a good intonation can define if the people

say a statement, sarcasm, question, surprise and so on.

Ask students to imitate the teacher’s pronunciation, but

humming, it can be said that they imitate without words.

Moreover, British Council (2015) assured it is important to remember

that intonation goes together with other factors like rhythm, structure, stress

and so on, because it does not use in isolation.

The intonation goes always combined with other factors, in this case,

the grammar is important in the developing of oral expression, then some

rules are necessary to have a good intonation.

Some examples are:

Wh - word questions: falling intonation

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Yes /No questions: rising

Statements: falling

Question Tags: 'chat' - falling; 'check' – rising

Lists: rising, rising, rising, falling

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With this examples, the students can put in practice it, since that

facilitates the correct intonation in each situation.

In addition to this, British Council (2015) assured that learners also

need attitude at the moment of intonating because it gives the receptor a

clearer idea about the situation, and a comfortable environment, for them to

practice reading accordingly.

TYPES OF INTONATION PATTERNS

Moreover, Ferreira (n/d) mentioned that in English we found four

types of intonation patterns:

1. Falling

2. Rising

3. Non – final intonation

4. Wavering intonation

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1. FALLING INTONATION

Failing intonation is about the speaker low the voice at the end of a

phrase, sentence or statement. It usually uses in questions and statements

which contains wh – questions such as what, where, why, how, who, which,

and so on. For example:

STATEMENTS

My name is Franchesca Vera.

Nice to meet you.

I am going to the park.

I will be back in twenty minutes.

Have an excellent day.

I will go to the beach this weekend.

QUESTIONS

What is your last name?

Where does she go?

Why did you go out very late?

Who is that man over there?

How can I use this?

Where do they live?

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2. RISING INTONATION

Rising intonation is about the speaker raising the voice at the end of

a phrase, sentence or statement. It is usually used in yes / no questions.

For example:

Are you Algerian?

Does he know about this?

Can you lend me some money?

Is the food delicious?

Are they traveling?

Did you work last week?

Rising intonation is also apply in expressions like:

Excuse me?

Really?

Here are some question pairs with both rising and falling intonation.

Do you know that woman? How do you know that woman?

Do you go to school here? Why do you go to school here?

Did you buy a new laptop? What kind of laptop did you buy?

Do you work? Where do you work?

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3. NON-FINAL INTONATION

In non - final intonation sentences, the pitch rises and falls within the

sentence. This type of intonation is used with unfinished thoughts,

introductory phrases, and series of words and also when we express

choices. There are some examples:

3.1. UNFINISHED THOUGHTS

She bought the magazine, but she didn’t read it.

When I finished high school, I got a job.

If I study hard, I’ll pass the test.

I’m going outside, for some fresh air.

3.2. INTRODUCTORY PHRASES

Introductory phrases are thoughts are not finished. This pattern is

used in phrases such as:

A matter of fact

As far as

I’m concerned

Actually

In my opinion

If you don’t mind

By the way

Some examples of introductory phrases:

In my opinion, this house is way too cheap.

23

As a matter of fact, she does know where he goes.

As far as I’m concerned, he was not suitable for that position.

Actually, the movie was marvelous.

If you don’t mind, I’m going to sleep.

By the way, have you read that book I lent you?

3.3. SERIES OF WORDS

When people mention enumerate ideas in a series of words, for

example when say as volleyball, basketball, tennis and football. In this case,

it will sound in a second language with non – final intonation.

I love practicing volleyball, basketball, tennis and football.

We have rising intonation on volleyball, basketball, and tennis. The

intonation falls on football.

Some more examples:

At college I’m taking psychology, French, history, and linguistics.

He left work, came home, took a shower, and went to bed.

I need rice, beans, lettuce, and sugar.

I need orange, potatoes, like, and salt.

3.4. EXPRESSING CHOICES

For expressing choices the use of non - final intonation is common,

this is when the speaker chooses between two or more things. For example:

Do you want to stay home or go to the movies?

Are you going to travel in March or April?

Would you like a coke or some juice?

4. WAVERING INTONATION

Wavering intonation is about of expressing specific attitudes or

emotions without mention any word. In this attitudes, it can show hesitation,

24

sarcasm, fear, anger, surprise amazement, curious, disappointed, and so

on.

She did? (curious)

She did? (very surprised)

She did? (angry)

She did. (in agreement)

Thanks a lot. (normal)

Thanks a lot. (very happy)

Thanks a lot. (sarcastic)

Okay. (normal)

Okay. (hesitant or unwilling)

Okay! (very excited)

Okay! (frustrated and angry)

No! (angry)

No? (surprised)

No… (hesitant)

No. (sarcastic)

PHILOSOPHICAL FOUNDATION

In the philosophical foundation, it can be mentioned that Gadamer

(1960) who in his investigation Truth and Method said that “language is the

essence of humans beings and as such it is the means through which is

possible that understanding occurs in humans, in fact, everything that can

be understood” (p. 477). That means that language is an important tool to

communicate between human beings because it allows interaction with

others or transmitting a message, opinions; as well as to express thoughts,

ideas, feelings, and others.

In addition to that, for contributing to the theory of the communication

and its importance in the life of the human beings, Aristotle indicates that in

order to persuade and convince somebody, it is necessary an transmitter

25

and a receiver. This means that if someone speaks or say something, the

other person should listen and pay attention carefully. And on this way the

message given can be understood.

Moreover, according to Allright (2011), which states that students can

be motivated by valuing not only their knowledge, but their desire to improve

English, class participation, creativity, cleanliness and order in the class

notebook, and among others things. This set of values is very important in

the formation of the student as a good commandeer of English due to the

fact that learners can feel motivate to speak and put more attention when

they speak or pronounce. (p. 45)

In this way, the effort of the students for improving the interest put in

each activity with the objective of achieving oral expression using good

intonation. Their positive attitude to improve their intonation in front of the

class will also allow a good impact on their level of knowledge and

pronunciation in English.

PSYCHOLOGICAL FOUNDATION

It can be mentioned that in the psychological point of view, it is very

important the environment which learners involved in for their learning, since

that a comfortable environment will help students to obtain an effective

learning and will improve their skills in the oral expression.

Furthermore, it allows developing their intelligences, and will help the

teacher develop their ability and types of personalities with the purpose of

having a dynamic, active and constructive class into the classroom.

For that reason, it can be mentioned to Psychologist as Gardner

Howard (1983) who created the theory of multiple intelligences, which are

conformed into eight intelligences. These intelligences have the objective of

developing the different intellectual ability of the human beings.

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In this case, it is used the linguistic or verbal intelligence which is

based on the efficiency and the capacity of the humans being to use the

words correctly and the application of phonetics, sounds, articulation, and

meanings. Using this intelligence, learner is be able to check the mistakes

and follow the grammatical rules and it can be writing or orally.

According to some authors such as Gadamer (1993), Armstrong

(1995), and Suazo (2006), who together agree that oral production is very

important in the learning of a second language and linguistic. It is helpful to

learners to distinguish the functions of the language which allows them to

persuade, transmit information and have the overall the capacity to express

what the speaker feels or thinks.

Moreover, over the years, student is considered psychologically like

a the center of the learning, since it shows some important features to know

more about different problems which learners present during the academic

performance and where motivation is necessary to fulfill learners learn and

develop a good level using the correct intonation in the different speeches

that they do. Then, some theories were considered in the following

paragraphs.

SOCIOLOGICAL FOUNDATION

In the sociological foundation, it can be said that it plays an essential

role in the life of the learners because it is the study about how humans

beings take place in the society and the way how they interact among them,

since that according to Byrne cited by Rodriguez (2010) in his research

mentions that "social foundations make reference to the individuals inside

the groups and communities that they are involved in, by exerting specific

roles of behavior that give a positive and negative meaning to the personal

achievement” (p. 19)

It also can be mentioned in this foundation, the study of a distinctive

culture which all languages conveys.

27

According to Nussbaum (2010), who state that the culture within itself

contain stories, customs, values, artistic productions and overall norms of

social behavior which they make the difference of others. When a person

learn a second language, he deepens into the target language culture.

Besides, it allows the students have a general knowledge how to act, how

to behave and what phrases or words to use with the purpose of facilitating

the insertion into the language and it opens a source of knowledge.

It is the general knowledge that if a sentence is out of context, it could

have an opposite effect in the receptor and cause it misunderstanding, and

it is more frequent in a second language. For that reason, a good intonation

is the way of a good communication since that it allow exchanging

information in different situation, for instance in a party with the family or

friends, or in a conference, maybe to ask an order in a restaurant, or in other

case try to explain something a child. In all these situation the intonation

plays a role very important since that will allow changing emotions and be

comfortable.

PEDAGOGICAL FOUNDATION

For Clark (2011), according his research the best known in the

foreign language curriculum approach which gave rise to the traditional

teaching as a pedagogical theory is the communicative approach. It means

that the content taught is expressed in terms of the different elements of

phonology, grammar and vocabulary, which make up the particular

language. These are staggered so simple to complex regarded estimated

and then woven into a graded series of texts created or chosen for exemplify

them.

In addition to that, Spratt, Pulverness and Williams (2011) make

reference a productive skill which student should develop. This is oral

production which it allows to learners interact with other people orally with

the purpose of transmitting a message or their ideas and feelings, since that

one of the most important skill in the learning of a second language and

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difficult skill to develop is oral expression, because in some educational

establishments, teachers have often used to the traditional way to teach

learners which is based on repetition consequently of the same word and

the memorization of dialogues which in some cases learning an incorrect

intonation and they sound like a robot.

That means that learners using this method can be able to acquire

and develop in a good way oral expression since that allow having a

reference and practice it to then the students can perform other content with

the structure which they have learned. It can be said that if the student puts

in practice a conversation, he is going to memorize the intonation of some

words until the structure of a phrase.

Actually in this world, the learning of a second language requires their

acquisition to be different, essential and more dynamic to the student with

the purpose of fulfilling goals and objectives of the learners.

Moreover, according to Harmer (1998) in his investigation which he

mentions that “an entertaining activity is when it is doing by conviction and

style, it is when the teachers pronounce and students repeat it” (p. 307)

It can be said that a good way to achieve that students improve their

intonation since they listen to correct pronunciation and can take notes on

what the correct pronunciation and intonation is. Some strategies that

teachers can be put in practice with their students. For instance, they can

perform storytelling, interviews, role play, dialogues, and so on, with the

purpose of students listening to the different intonation patterns presented

in the situations previously mentioned.

LINGUISTIC FOUNDATION

Linguistic is consider the skill to organize the verbal activity which are

due to different situations of communication, such as objectives, role

relationship and productive activities, and all this goes with concrete

situations.

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From the linguistic foundation point of view, it can be mentioned to

Morozova, (2012), in her research which she states that oral expression is

one of the most necessary skills that learners should develop during the life

and improving them as way of effective communication.

It can be said that at the moment to develop oral expression, it is very

important for the human being to have a good intonation according to the

situation with the purpose of having a good interaction and communication.

Furthermore, Papalia (1976) mentions this linguistic feature makes

emphasis in the importance to train the sense of the ear, through the

auditory practice and overall the recognition of the different sound and put

in practice the intonation of the same and in this way, they will avoid to have

some errors. (p.79)

Moreover, the learning and teaching of a second language has had

changes in its historical evolution, and it is due mainly to the currents of

behavioral psychology and structural linguistics respectively. It occurs in

opposition to a structural and behavioral teaching, due to the fact that is

centered in the learning and teaching of the communication as a creative

act, which is conscious that occurs among two or more active agents and

the information goes together.

CONSTRUCTIVISM

According to different authors such as Vygotsky, Piaget and Dewey

who concluded in their theories that Constructivism is basically a theory

which is based on observation and scientific study about how people learn

and acquire their knowledge. It can be said that people can construct their

own understanding and knowledge about the world, through experiencing

things and reflecting on those experiences.

In the classroom, the constructivist point of view of learning can point

towards a number of different teaching practices. In the most general sense,

it usually means encouraging students to use active techniques such as

30

experiments, real-world problem solving to create more knowledge and then

to reflect on and talk about what they are doing and how their understanding

is changing.

The teacher makes sure that she understands the students'

preexisting conceptions, and guides the activity to address them and then

build on them. Constructivist teachers encourage to students constantly

assessing how the activity is helping them gain understanding. By

questioning themselves and their strategies, students in the constructivist

classroom ideally become "expert learners." This gives them ever-

broadening tools to keep learning with a well - planned classroom

environment, the students learn how to learn.

In addition to this, constructivism transforms the student from a

passive recipient of information to an active participant in the learning

process. Always guided by the teacher, students construct their knowledge

actively rather than just mechanically ingesting knowledge from the teacher

or the textbook.

Moreover, constructivism is also often misconstrued as a learning

theory that compels students to "reinvent the wheel." In fact, constructivism

taps into and triggers the student's innate curiosity about the world and how

things work. Students do not reinvent the wheel but, rather, attempt to

understand how it turns, how it functions.

They become engaged by applying their existing knowledge and real-

world experience, learning to hypothesize, testing their theories, and

ultimately drawing conclusions from their findings.

To conclude, the constructivism is a good method for students put in

practice since because it allows student to construct their own knowledge

and understanding through different experiences that they have in their daily

routine such as into or outside the classroom, or ideas which also allow

them obtaining new information for their life.

31

LEGAL FOUNDATION

This investigation is based on Constitution of Ecuador (2008), which

in the article 26, in the section five related to education states

Education is a right of persons throughout their lives and an

unavoidable and mandatory duty of the State. It constitutes a priority

area for public policymaking and state investment, the guarantee of

equality and social inclusion and the indispensable condition for the

good way of living. Persons, families and society have the right and

responsibility to participate in education. (P. 27).

Furthermore, it is supported in the article 343, which mentions that

The national education system shall be aimed at developing the

population’s individual and collective capabilities and potential,

enabling learning and the generation and use of knowledge,

techniques, wisdom, arts and culture. The system shall have as its

core focus the learning subject and shall function flexibly and

dynamically, with an inclusive, efficient and effective approach. The

national education system shall incorporate an intercultural vision in

line with the country’s geographical, cultural, and linguistic diversity

and respect for the rights of the communities, peoples and nations.

(P. 160).

Learners can develop their capabilities and potentialities; in addition

to the application of techniques, subject, knowledge and functions since that

people have the obligation and the necessity of an excellent education and

the opportunity of the development of a second language with the

application of the best tools for the same.

Furthermore, this research work is also based on the Organic Law

Intercultural Education (2013), LOEI in the second chapter of the state of

obligations about the right of the education, chapter 7, subsection x, which

mention that “It guarantees that the plans and initial education programs,

32

elementary and secondary school, expressed in the curriculum, promote the

development of skills and capacity to create knowledge and promote the

incorporation of citizens into the working world" (p. 13).

It can be said that learners have the capacities and the potentialities

to strengthen their knowledge and skills in the second language with the

purpose of applying their knowledge in their life through formal and non –

formal education.

In addition to this, according to the general objectives in its only

Chapter of the Scope, Principles and Purposes, Article 2, subsection w

concerning the quality and warmth,

It guarantees the right of people to a quality and warmth education,

pertinent, adequate, contextualized, updated and articulated

throughout the educational process, in their systems, levels, sub -

levels or modalities; and that includes permanent assessments. It

also guarantees the conception of the student as the center of the

educational process, with a flexibility and ownership of content,

processes and methodologies that suits their needs and fundamental

realities. Promotes proper conditions of respect, tolerance and

affection, generating a propitious school climate in the process of

learning, (p. 10)

Learners have the obligation of obtaining an intercultural,

participatory and overall of quality and warmth, since that it promotes to the

citizens into the working world.

To conclude, according to National Curriculum Specifications in

English as a foreign Language (2013), students should have an A2.2 level

which they generally identify the topic of discussion what they are speaking.

They also communicate about different situations, for example their daily

routine, personal opinions or topics related to everyday life using an

appropriate intonation.

33

CHAPTER III

METHODOLOGY, PROCESS, ANALYSIS AND RESULTS DISCUSSION

METHODOLOGICAL DESIGN

The methodological design of this research project about the

deficiency of intonation in oral expression is of mixed character due to the

fact that there is not difference between the qualitative and quantitative side.

The qualitative side is presented throughout the development of the

bibliographic research which was used to support the theoretical framework

about the dependent and independent variables studied. Besides, the

qualitative data obtained will aid in the description of the instruments of

investigation and the proposal too. The quantitative side was reflected in the

analysis and tabulation of the data collected in the different instruments of

investigation applied to the teacher and the students of “Dr. Francisco

Huerta Rendón” High School, as well as the data obtained using statistical

tools.

TYPES OF RESEARCH

DESCRIPTIVE

According to its gnoseologic objective, this is a descriptive research

because it presents the main characteristics of the educational problem. It

can be stated that the educational problem was evidence in the observation

phase which showed the deficiency of oral expression in students of First

Year Baccalaureate section “C” of “Dr. Francisco Huerta Rendón” High

School.

34

EXPLANATORY

Moreover, this investigation is of explanatory research due to the fact

that it researches shows the causes of the educational problem studied;

among which in this case are little knowledge of anything about the

paralinguistic features, intonation in the English language, lack of

appropriate methodology to encourage oral production development, and

the lack of appropriate intonation didactic material, which were studied

through theoretical methods.

PURPOSEFUL RESEARCH

In the same way, this project is considered of purposeful research

due to the elaboration of a proposal that involves the design of an activities

system which will allow students of “Dr. Francisco Huerta Rendón” High

School improve the level of their intonation in oral expression since its main

purpose is provide a solution for the problem that is affecting the population.

POPULATION AND SAMPLE

For the delimitation of the group of study in this research project, it

was not necessary any formula due to the fact that the universe of this

educative problem is just 40 students and one teacher. As this was a group

of interest for the authorities of the institution, it was requested for the

researchers to work with this particular group of students.

Therefore, the sample of this research are the forty students who

registered in the First Year Baccalaureate section “C” at “Dr. Francisco

Huerta Rendón” High School and one teacher.

In conclusion, as the population is less than one hundred, there is not

use a mathematical formula. The population and sample are as stated in

the following chart.

35

CHART N° 1 – Distributive of the population and sample.

PEOPLE POPULATION SAMPLE

Students 40 40

Teacher 1 1

TOTAL 41 41

Source: Data collected in “Dr. Francisco Huerta Rendón” High School. Authors: María Lucas and Luis Silva

VARIABLES OPERATIONALIZATION CHART

CHART N° 2 – Variables operationalization chart.

VARIABLES DIMENSIONS INDICATORS

INDEPENDENT VARIABLE

INTONATION

Intonation

Definition

Importance

Recommendation

Types of intonation

Falling intonation

Rising intonation

Non-final intonation

Wavering intonation

Types of oral expression Conversation

Dialogues

Component of oral expression

Volume

Rhythm

Clarity

Vocabulary

Strategies of oral expression

Exposition

Role play

Group dialogues

Source: Data collected in the State of the Art Study Authors: María Lucas and Luis Silva

36

RESEARCH METHODS

During the time of development of this research project other

methods such as a way to construct the scientific knowledge. For that

reason, this theoretical methods, empirical techniques and statistical

method were applied.

THEORETICAL METHODS

The following methods were applied in the theoretical methods.

INDUCTIVE-DEDUCTIVE METHOD

The Inductive – deductive method was used due to the fact that

through inductive method the conclusions were done from particular way in

which the educational problem was presented, in this case in the “Dr.

Francisco Huerta Rendón” High School with the problem of the deficiency

in the intonation to a general understanding based on oral expression using

the deductive method.

ANALYSIS-SYNTHESIS METHOD

The analysis – synthesis method was applied to study in a good way

the educational problem because the application of this method allow to the

researcher analyze each one of the variables studied in a detailed way and

synthetize the information obtained.

HISTORICAL-LOGICAL METHOD

Furthermore, the historical – logical method was used to perform the

analysis of the background of the scientific research which is showed in the

theoretical framework.

SYSTEMIC – STRUCTURAL – FUNCTIONAL METHOD

Another method used was the systemic-structural-functional method

which allows the modeling and creation of the proposal. This project is

37

systematic due to the fact that the proposal contains a system of activities

which will allow learners to improve their intonation in speaking. It is also

structural because it has different sections to be studied and it is functional

due to the fact that each section fulfill a specific function with the aim to

reinforce the intonation during speaking.

EMPIRICAL TECHNIQUES

The following empirical techniques that will be used in this research

project:

OBSERVATION TECHNIQUE

The observation technique is used with the purpose of observing how

the educational problem manifest in oral expression in the students of First

Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High

School and what measures the teacher takes to overcome them.

SURVEY

The survey will be applied to the First Year Baccalaureate section “C”

at “Dr. Francisco Huerta Rendón” High School with the purpose to evaluate

quantitatively the deficiency presented in the development of speaking

class.

INTERVIEW

In addition to this, an interview that was performed is the one applied

to the English teacher of “Dr. Francisco Huerta Rendón” High School with

the main objective of collecting more information about the educational

problem.

STATISTICAL METHODS

The statistical method is reflected in the acquisition and collection of

data about educational problem to perform the quantitative interpretation of

38

the same. Furthermore, this method helped in the interpretation of the

different instrument of investigation and the Chi Square test.

INSTRUMENTS OF INVESTIGATION

The following instruments of investigation were applied in this

investigation:

OBSERVATION GUIDE

The observation guide is structured because it is made through a

systematic description of the educational phenomenon. It is also considered

non-participating due to the fact that researchers were not integrated in the

study. Besides, it was a field observation due to the fact that the research

was made in the “Dr. Francisco Huerta Rendón” High School. Also, it was

considered an investigation of team since that were two researchers who

carried out this project.

SURVEY QUESTIONNAIRE

The survey questionnaire was another instrument of investigation

applied to the students of First Year Baccalaureate section “C” at “Dr.

Francisco Huerta Rendón” High School which was structured due to the fact

that it uses close questions according to the variables of the educational

problem. In here, learners will be able to choose an option which they

considered more appropriate.

It includes fifteen statements related to how the problem is

manifesting in the population of the sample using a Likert Scale of five

options which range from one totally disagree to five totally agree.

INTERVIEW QUESTIONNAIRE

Another instrument of investigation applied is the interview

questionnaire which according its form is structured owing to the fact that

was used a guide previously elaborated.

39

Furthermore, this interview was performed to the teacher in order to

better understand what techniques or strategies are used in the classroom

to encourage the development of intonation of oral expression using

intonation.

ANALYSIS AND INTERPRETATION OF RESULTS

The following data was collected after the application of the

instruments of investigation, above mentioned, to the teacher and to the

students of First Year Baccalaureate section “C” at “Dr. Francisco Huerta

Rendón” High School.

OBSERVATION ANALYSIS

During the days in which the observation was performed, the

deficiencies in intonation for oral expression were evident in the students of

First Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High

School. They rarely participated during oral expression activities. The

teacher as well did not make any emphasis in the correct intonation of the

words and sentences, therefore the learners were not able to distinguish

when a word is a noun, adjective or verb.

Moreover, students do not show any interest during speaking

activities due to the fact that in the class does not use the correct material

to teach intonation. In conclusion, the students have a difficult time at the

moment of pronouncing because they do not perform oral activities applying

the correct form of the intonation.

40

OBSERVATION GUIDE

Institution: ´´Dr. Francisco Huerta Rendón´´ High School Sustenance: Fiscal Labor Regime: Coast Schedule: Afternoon Type: Mixed Subject: English Topic Date: Attention forms: Presencial (X) Semi-presencial ( )

Objective: To analyze the teaching process and exercises that employs the

teacher to improve the intonation in oral expression.

Estándares Generales de indicadores: 1. Totalmente en desacuerdo; 2. En

desacuerdo; 3. Ni de acuerdo ni en desacuerdo; 4. De acuerdo; 5. Totalmente de

acuerdo.

TEACHER:

Uses correctly the process of learning.

Stimulates to student in each exercises

based on oral expression.

Use correctly oral techniques such as

role plays, dialogues, etc.

Employs a system of activities that help

to the improvement of the intonation.

STUDENTS

Understand the process of learning of

the teacher.

Interact with their classmates.

Put in practice the different techniques

that teacher employs.

Develop activities based on intonation.

Use some extra material with exercises

to improve their oral expression.

1 2 3 4 5

41

INTERVIEW ANALYSIS

The interview which was applied to the teacher of “Dr. Francisco

Huerta Rendón” High School with the objective of determining the

knowledge of the actual situation of students of First Year Baccalaureate

section “C” at “Dr. Francisco Huerta Rendón” High School about the

potentials and deficiencies which they have.

To summarize, according to the answers provided to the teacher, he

considers it was very important to develop speaking skills in the students of

First Year Baccalaureate section “C” in the educational establishment above

mention, it is the way to communicate and express ideas to others.

Indeed the main problem is the level that they have, according to their

instruction level. The main causes by which they do not improve their level

is the lack of some speaking activities, as well as, there is not the techniques

and methodologies adequate to develop that.

The teacher considered essential the practicing of intonation into the

classes because it helps in the improvement of speaking skills and in the

fluency too, but the time and other factors not allow the performing of

activities using intonation.

In order to conclude this interview, the teacher states that is a good

idea the implementation of a system of activities based on intonation

activities because it will improve their intonation in the pronunciation while

they develop some speaking tasks.

42

INTERVIEW TO THE TEACHER

Objective: Determine the current situation in the deficiencies and potentials that are presented in the students of First Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High School during development of activities based on intonation in oral expression. Personal Data

Gender: Female Name of the Educational Unit: “Dr. Francisco Huerta Rendón” High School Seniority: In teaching ______ In the Educational Unit ______ Type of post that have: Appointment ( ) Hired ( ) Obtained Title:

Questions

1. Do you consider important to develop speaking skills in the students

of English language? Why?

2. Do you think students have the appropriate oral expression level

according to their instruction level? Why?

3. How often do you perform speaking activities with your students?

4. What kind of methods and techniques do you apply to develop

speaking skills in the learners?

5. What kind of methodology do you use to practice intonation in class?

Which one?

6. What benefits do you consider the use of intonation has in the oral

expression?

7. What do you think about the influence of intonation at the moment to

develop speaking activities?

8. Do you use any didactic material to highlight intonation activities and

to improve the speaking skill in your learners? Which one?

9. How would help you having a didactic material in the English

language?

10. Would you like to receive any system of activities based on intonation

to allow you put in practice activities to develop oral expression in the

students? Why?

43

SURVEY ANALYSIS

The survey was applied to the students of “Dr. Francisco Huerta

Rendón” High School which was corroborated the deficiency of knowledge

in intonation in oral expression.

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

ESCUELA DE LENGUAS Y LINGÜÍSTICA

SURVEY TO THE STUDENTS

Objective: To verify the level of the oral expression skill and the use of the intonation of

the students of First Year Baccalaureate section “C” at Dr. Francisco Huerta Rendon Public High School. Specific Instruction: Mark an X the answer which you consider the most appropriate

for each item.

1. Totally disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Totally agree

ITEM 1 2 3 4 5

1. It is important to develop my speaking skills in

English language.

2. I try to communicate in English when I have doubts

in class.

3. I have problems when I want to express myself in

English.

4. I consider that I have a proper speaking skill level

in English language according my academic level.

5. I feel motivated to communicate in English when

the teacher starts the class.

6. The teacher performs speaking activities in class.

7. I consider the speaking activities we do in class

interesting.

8. It is important the use of the appropriate intonation

when speaking

9. I know how to use intonation to improve my

speaking skill in the English language.

10. I understand and answer questions according to my oral expression level in English language.

11. I apply intonation when I participate in oral activities.

44

12. A system of activities based on intonation exercises will help me to improve my oral expression level.

13. The correct use of intonation helps in the development of a good communication in the English language.

14. It is necessary to apply new exercises at the moment of developing speaking activities in the class.

15. Practice using intonation activities are a good ways to develop the oral expression in English language.

45

ITEM N° 1. - It is important to develop my speaking skills in English

language.

SAMPLE: forty students

CHART N° 3

Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis

GRAPHIC N° 1


Comment

After the tabulation of the results, most of the students state that it is

very important to develop speaking skills in English language, since the half

of the students surveys totally agree, therefore the teacher should integrate

more activities according the topic during the class, so the students have

more opportunities to develop their speaking skills.

0,0% 5,0%

7,5%

37,5%

50,0%

Totally disagree

Disagree

Neither agree nordisagreeAgree

Totally agree

ITEM INDICATORS

Totally disagree 0,0 %

Disagree 5,0 %

Neither agree nor disagree 7,5 %

Agree 37,5 %

Totally agree 50,0 %

Total 100 %

1

40

STUDENTS

0

PERCENTAGES

15

3

2

It is important to develop my speaking skills in English language.

20

46

ITEM N° 2. - I try to communicate in English when I have doubts in class.


CHART N° 4


GRAPHIC N° 2

Source: Students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta

Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis

Comment

As a result of the students surveyed, most of the students neither

agree nor disagree and assure the researchers that they do not try to

communicate in English when they have doubts in class. This might mean

that students do not feel any motivation during English class due to the fact

that activities could be bored for them, so they lose the interest by the class

and do not participate.

ITEM INDICATORS


Disagree 22,5 %


Agree 7,5 %

Totally agree 2,5 %

Total 100 %

215

1

40

STUDENTS PERCENTAGES

9

3

I try to communicate in English when I have doubts in class.

12

30,0%

22,5%37,5%

7,5% 2,5%

Totally disagree

Disagree

Neither agree nordisagree

Agree

Totally agree

47

ITEM N° 3. - I have problems when I want to express myself in English.


CHART N° 5



GRAPHIC N° 3


Comment

According to the results obtained from the survey performed to the

students of First Year Baccalaureate section “C” of “Dr. Francisco Huerta

Rendón” High School, in which three quarters totally agreed and stated that

they had problems when they wanted to express themselves in English. For

that reason, the teacher should give more options including activities of

interest for students with the purpose they feel comfortable and can clear

their doubts, besides it is very important, they do not feel shamed if they fall.

ITEM INDICATORS


Disagree 2,5 %


Agree 22,5 %


Total 100 %

3

40

1

9

STUDENTS

29

0

I have problems when I want to express myself in English.

PERCENTAGES

1

0,0% 2,5%2,5%

22,5%

72,5%

Totally disagree

Disagree


Totally agree

48

ITEM N° 4. - I consider that I have a proper speaking skill level in English

language according my academic level.


CHART N° 6


GRAPHIC N° 4



Comment

After the statistical results obtained from the survey, half students

totally disagree and they considered that they do not have a proper

speaking skill level in English language according their academic level. It is

due to the fact that students of First Grade Baccalaureate section “C” of “Dr.

Francisco Huerta Rendón” High School have many deficiencies from of the

first grades of general basic education until actual since that they do not

have the correct training during the process of learning of the second

language.

ITEM INDICATORS


Disagree 30,0 %


Agree 2,5 %

Totally agree 2,5 %

Total 100 %

PERCENTAGES

20

12

6

1

1

40

4

I consider that I have a proper speaking skill level in English language

according my academic level.

STUDENTS

50,0%30,0%

15,0%

2,5%

2,5%

Totally disagree

Disagree


Totally agree

49

ITEM N° 5. - I feel motivated to communicate in English when the teacher

starts the class.


CHART N° 7


GRAPHIC N° 5


Comment

As a result of the data obtained from the survey to the students of

that educational establishment before mentioned, much of learners

disagree and assure they do not feel motivated to communicate in English

when teacher starts in class. In conclusion, the students considered that

English class is not interesting due to the lack of activities of interest for

them.

ITEM INDICATORS


Disagree 40,0 %


Agree 7,5 %


Total 100 %

PERCENTAGES

8

16

9

3

4

40

5

STUDENTS

I feel motivated to communicate in English when the teacher starts the

class.

20,0%

40,0%22,5%

7,5%10,0%

Totally disagree

Disagree

Neither agreenor disagreeAgree

Totally agree

50

ITEM N° 6. - The teacher performs speaking activities in class.


CHART N° 8


GRAPHIC N° 6



Comment

After the tabulation of the results, most of the students of First Year

Baccalaureate section “C” neither agree nor disagree in that the teacher

performs speaking activities. It can be inferred that the teacher should

change and promote some dynamic activities to students, as well as,

activities of their interest, also activities that develop and improve their

intonation in speaking.

ITEM INDICATORS


Disagree 22,5 %


Agree 15,0 %


Total 100 %

6

5

40

STUDENTS

8

9

12

6

The teacher performs speaking activities in class.

PERCENTAGES

20,0%

22,5%

30,0%

15,0%

12,5%

Totally disagree

Disagree


Agree

Totally agree

51

ITEM N° 7. - I consider the speaking activities we do in class interesting.


CHART N° 9



GRAPHIC N° 7


Comment

After the statistical results obtained from survey, a great percentage

of students totally disagree and they consider that speaking activities they

do in class are not interesting for them, for that reason, it is very important

that classes are dynamic with the purpose students will be able to perform

the activities without shame.

ITEM INDICATORS


Disagree 25,0 %


Agree 5,0 %

Totally agree 5,0 %

Total 100 %

7

I consider the speaking activities we do in class interesting.

40

2

2


15

10

11

37,5%

25,0%

27,5%

5,0% 5,0%Totally disagree

Disagree


Totally agree

52

ITEM N° 8. - It is important the use of the appropriate intonation when

speaking.


CHART N° 10


GRAPHIC N° 8



Comment

According to the statistical results obtained from the survey to the of

First Year Baccalaureate section “C” of “Dr. Francisco Huerta Rendón” High

School, more than a half totally agree in it is important the use of the

appropriate intonation when they speaking since that the correct intonation

is essential during the development of different activities because it helps

them gain more confidence in the class.

ITEM INDICATORS


Disagree 5,0 %


Agree 20,0 %


Total 100 %40

2

4

8

25

It is important the use of the appropriate intonation when speaking.

8


1

2,5% 5,0%

10,0%

20,0%62,5%

Totally disagree

Disagree


Totally agree

53

ITEM N° 9. - I know how to use intonation to improve my speaking skill in

the English language.


CHART N° 11


GRAPHIC N° 9



Comment

After tabulation of the results, half of the students surveyed totally

disagreed since that they did not know how to use intonation to improve

their speaking skill in English language. It means that students have many

deficiencies in their speaking since that they do not know how to use some

tips to apply intonation while their produce an oral, or doing any activity

related speaking.

ITEM INDICATORS


Disagree 35,0 %


Agree 2,5 %

Totally agree 2,5 %

Total 100 %

I know how to use intonation to improve my speaking skill in the English

language.

PERCENTAGES

9

20

14

4

1

1

STUDENTS

40

50%

35%

10%

2% 3%Totally disagree

Disagree


Totally agree

54

ITEM N° 10. - I understand and answer questions according to my oral

expression level in English language.


CHART N° 12


GRAPHIC N° 10



Comment

According to the results obtained, more than a half of the students

totally disagree since that they mention that they do not understand and

cannot answer questions according to their oral expression level in English

Language. It means that students of First Year Baccalaureate section “C” of

“Dr. Francisco Huerta Rendón” High School have insufficiencies to

understand and answer questions since that they probable do not have the

adequate preparation in the grades before.

ITEM INDICATORS


Disagree 27,5 %


Agree 0,0 %

Totally agree 0,0 %

Total 100 %

10

27

11

2

0

0


English language.

40


0%0% 5%

27%

68%

Totally disagree

Disagree


55

ITEM N° 11. - I apply intonation when I participate in oral activities.


CHART N° 13


GRAPHIC N° 11


Comment

After the tabulation of the results, almost half of students of First Year

Baccalaureate section “C” totally disagree in that learners do not apply

intonation when they participate in oral activities. This is owing to the fact

that teacher rarely monitor activities and students do not take care of their

words nor intonation, then it can produce a bad oral production and students

with deficit in speaking skills.

ITEM INDICATORS


Disagree 37,5 %


Agree 2,5 %

Totally agree 2,5 %

Total 100 %

11

17

15

6

1

1

40


I apply intonation when I participate in oral activities.

42%

37%

15%

3% 3%Totally disagree

Disagree


Agree

56

ITEM N° 12. - A system of activities based on intonation exercises will help

me to improve my oral expression level.


CHART N° 14


GRAPHIC N° 12



Comment

After the tabulation of the results, most of learners agree and

consider that a system of activities based on intonation exercises will help

them to improve their oral expression level. It can be said that students

agree and consider that the teacher should include a system of activities in

which it includes some tips or advices to develop and improve their oral

expression level.

ITEM INDICATORS


Disagree 7,5 %


Agree 37,5 %


Total 100 %


12

1

3

10

15

11

40

A system of activities based on intonation exercises will help me to improve

my oral expression level.

2% 7%

25%

38%

28%Totally disagree

Disagree


57

ITEM N° 13. - The correct use of intonation helps in the development of a

good communication in the English language.


CHART N° 15


GRAPHIC N° 13



Comment

As a result of the survey to students of the educational establishment

before mentioned, more than a half of them totally agree with that the correct

use of intonation helps in the development of a good communication in the

English language. In conclusion most of the students believe that is very

important having knowledge about intonation because it helps to keep a

good conversation with other people.

ITEM INDICATORS


Disagree 0,0 %


Agree 35,0 %


Total 100 %


13

0

0

1

14

25

40

The correct use of intonation helps in the development of a good

communication in the English language.

0%0%2%

35%

63%

Totally disagree

Disagree


58

ITEM N° 14. - It is necessary to apply new exercises at the moment of

developing speaking activities in the class.


CHART N° 16


GRAPHIC N° 14


Comment

According to the tabulation of the surveys applied to the students,

most of them agree about it is necessary to apply new exercises at the

moment of developing speaking activities in class. Therefore, students of

that institution are conscious in that it is very essential to apply exercises

update during the development of speaking in class.

ITEM INDICATORS


Disagree 2,5 %


Agree 62,5 %


Total 100 %


14

1

1

5

25

8

40

It is necessary to apply new exercises at the moment of developing

speaking activities in the class.

2% 2%

13%

63%

20% Totally disagree

Disagree


59

ITEM N° 15. - Practice using intonation activities are a good ways to develop

the oral expression in English language.


CHART N° 17


GRAPHIC N° 15


Comment

According to the tabulation of the results, most of the students of First

Year Baccalaureate section “C” states that to practice using intonation

activities are a good ways to develop the oral expression in English

language, since that half of them totally agree. In summary, it can be said

that students are totally sure that the performing of intonation activities will

develop and improve speaking in a second language.

ITEM INDICATORS


Disagree 2,5 %


Agree 37,5 %


Total 100 %


15

0

1

4

15

20

40

Practice using intonation activities are a good ways to develop the oral

expression in English language.

0%2% 10%

38%

50%

TotallydisagreeDisagree


60

CHI SQUARE TEST

CHART N° 18 – Chi Square

Source: Survey to students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis

CHART N° 19 – Results of the Chi Square Test

Pruebas de chi-cuadrado

Valor gl Sig. asintótica (2 caras)

Chi-cuadrado de Pearson 45,020a 12 ,000

Razón de verosimilitud 38,072 12 ,000

Asociación lineal por lineal 14,407 1 ,000

N de casos válidos 40

a. 17 casillas (85,0%) han esperado un recuento menor que 5. El recuento mínimo esperado es ,03.

Source: Survey to students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school.

Authors: Lucas Angulo María & Silva Alcívar Luis

61


After to the application of the Chi Square, as it can observe in the

results in the chart, the value of p is less than 0.05, so it shows that there is

a relationship between the independent and dependent variable, therefore

the intonation have many influences in the oral expression.

CORRELATION OF VARIABLES TEST

Through the application and the analysis and interpretation of the

results of the instruments of investigation, the deficiency that was shown by

the learners of First Year Baccalaureate section “C” at “Dr. Francisco Huerta

Rendón” High school in the development of the speaking activities based

on intonation was noticeable. Besides, it was evident that students have not

developed the level in oral expression according to the previous grade

standards completed.

62

Furthermore, it can be mentioned that according to the results in the

interview and the observation, it was evidenced that is necessary the

designing of a cd and a system of activities based on intonation proposed

on the proposal, which will help learners before mentioned to improve the

intonation on their pronunciation.

TRIANGULATION OF RESULTS

According to the data obtained through different instruments of

investigation and the statistical analysis performed, it can be deduced that

there is an intonation problem affecting students’ oral expression skill.

Besides, it was noticeable that most of learners have certain difficult

in intonation at the moment to develop speaking activities, as well as

teacher could not monitor everybody due to the fact that timing class is

short. Based on these data, it can be concluded that the creation of this

proposal is going to have good results during its application and it will help

in the improving of students’ intonation.

CONCLUSIONS AND RECOMMENDATIONS

CONCLUSIONS

Results contain that students of this establishment have many

deficiencies in oral expression due to the fact that they unknown the

correct pronunciation of the words.

It was noticeable that learners cannot speak during speaking activity,

owing to the fact they cannot pronounce correctly and they feel

ashamed so they prefer do not participate in the tasks.

It was noticed that students do not feel any motivation during the

development of the speaking activity because they are not able to

understand something which are mentioned by teacher.

It was evident that in the educational establishment do not have a

material update which allows to student develop their level and

improve their intonation.

63

RECOMMENDATIONS

It is very essential that the institution gives students, according to

their level different activities which allow student the practice of

intonation.

It is important that students to feel comfortable and relaxed during

the development of the class with the purpose they can put in

practice their intonation and improve their pronunciation.

It is necessary that during the speaking class the teacher has

updated material to develop the class because the students get

bored and lose interest in the class.

A good way which could help learners to train their intonation can be

the application of a system of activities with the objective that

students develop their English level, also improving their intonation

and pronunciation too in the oral expression.

64

CHAPTER IV

THE PROPOSAL

TITLE

A Cd with its respective booklet with intonation activities for the

development of English.

JUSTIFICATION

This proposal arose from a diagnosis performed at “Francisco

Huerta Rendon” Public High School by means of some empirical

techniques and the implementation of different instrument of research

such as the observation, the interview and the survey which

diagnosed the educational problem presented in the high school

before mentioned.

Besides, it was also corroborate the deficiencies and the level

that have the students of First Year Baccalaureate section “C” in the

development of activities based on intonation in the oral expression,

as well as the teacher have certain problems due to the lack of update

of the activities based on intonation, then it was decided the creation

of a Cd and a system of activities based on intonation exercises such

proposal for students with the purpose of improving their English

level.

OBJECTIVES

GENERAL OBJECTIVE

To develop speaking skill through a Cd and a system of

activities based on intonation exercises to improve their level of

communication.

65

SPECIFIC OBJECTIVES

To recognize the correct intonation in the different activities

performing which can used into sentences, phrases and so on.

To identify and differentiate the different types of intonation during

the speech.

To improve the level of oral expression through some

suprasegmental features such as stress and tone of voice.

THEORETICAL ASPECTS

DIDACTIC FOUNDATION

In the didactic foundation, it was based on Ferreira (N/D) who said

that intonation is considered the melody of the language and people use it

to communicate with others, showing feelings, emotions, intentions, and so

on, replacing the punctuation at the moment of speaking, because in this

way the people only speaking can demonstrate anger, confusion, sarcasm,

interest or lack of it, surprise, and so on.

Moreover, Nordquist (2017) mentions that intonation is more

essential during the speech, when people use it to change their vocal pitch,

it can be said that in the rising and falling of the pronunciation of words, in

special in yes or no questions with the purpose to convey personal attitude

or grammatical information.

That means, in the oral expression, the intonation is very important

in the speech since that the pronunciation at the moment of expressing

ideas or making question are different because when people transmitting

some information in a declarative form the rising and falling of the sentence

is totally different when people use questions to know about any topic.

66

PHILOSOPHICAL FOUNDATION

From the philosophical foundation point of view, it is based on Allright

(2011), which states that can motivate the student valuing not only their

knowledge, but their desire to improve English, class participation,

creativity, cleanliness and order in the class notebook, and so on. This set

of values is very important in the formation of the student as a good

command of English due to the fact that learners can feel motivate to speak

and put more attention they speak or pronounce.

It can be inferred that in this way, the effort of the students for

improving and the interest that they put in each activity with the objective of

a good intonation, more their positives attitudes in front of the class will allow

a good impact on their level of knowledge and pronunciation too in English.

PEDAGOGICAL FOUNDATION

In the pedagogical foundation is referred to Spratt, Pulverness and

Williams (2011) who make reference a productive skill which student should

develop. This is oral production which it allows to learners interact with other

people orally with the purpose of transmitting a message or their ideas and

feelings, since that one of the most important skill in the learning of a second

language and difficult skill to develop

It can be said that is a good way to fulfill that students improve their

intonation since that they listen the correct pronunciation and can take notes

to know how the correct pronunciation and intonation are. It can be

considered some readings that teachers can put in practice with their

students.

SOCIOLOGICAL FOUNDATION

In the sociological foundation, it can be said that it plays an essential

role in the life of the learners because it is the study about how humans

beings take place in the society and the way how they interact among them,

67

since that according to Byrne (1998) cited by Rodriguez (2010) in his

research mentions that "social foundations make reference to the

individuals inside the groups and communities that they are involved in, by

exerting specific roles of behavior that give a positive and negative meaning

to the personal achievement” (p. 19)

PSYCHOLOGICAL FOUNDATION

It can be mentioned that in the psychological point of view, it

is very important the environment which learners involved in for their

learning, since that a comfortable environment will help students to obtain

an effective learning and will improve their skills in the oral expression.

Besides, it allows developing their intelligences, and will help the teacher to

develop their able and types of personalities with the purpose of having a

dynamic, active and constructive class into the classroom.

Moreover, over the years, student is considered psychologically like

a the center of the learning, since it shows some important features to know

more about different problems which learners present during the academic

performance and where motivation is necessary to fulfill learners learn and

develop a good level using the correct intonation in the different speeches

that they do.

LINGUISTIC FOUNDATION

From the linguistic point of view, Papalia (1976) mentions that

linguistic makes emphasis in the importance to train the sense of the ear,

through the auditory practice and overall the recognition of the different

sound and put in practice the intonation of the same and in this way, they

will avoid to have some errors. (p.79)

Besides, according to some authors such as Gadamer (1960),

Armstrong (1995), and Suazo (2006), who together agree that oral

production is very important in the developing of a second language and

linguistic is helpful to learners distinguish the functions of the language

68

which allow persuading, transmitting information and overall the capacity to

express what the speaker feel and think.

It can be said that at the moment to develop oral expression, it is very

important that human being have a good intonation according to the

situation with the purpose to have a good interaction and communication.

LEGAL FOUNDATION

It was based on the articles 343 of the Constitution of Ecuador

(2008), and in the section five related to education in the article twenty six

which mentions that learners can develop their capabilities and

potentialities; besides of the application of techniques, subject, knowledge

and functions since that people have the obligation and the necessity of an

excellent education and the opportunity of the development of a second

language with the application of the best tools for the same.

In addition to this, it was also based on the Organic Law Intercultural

Education (2013), LOEI in the second chapter of the state of obligations

about the right of the education, chapter 7, subsection x which can be

inferred that students have the different potentialities to strengthen their

knowledge and skills in the second language with the purpose of applying

their knowledge in their life through formal and non – formal education.

FEASIBILITY OF ITS APPLICATION

This research project is feasible because with all standards for its

application since that the financial resources required to creation is minimal.

Besides, according to technical feasibility, the creation of this proposal does

not need any technological resource. In the human feasibility, it is supported

by the human resources of the high school since it is beneficial not only

teacher rather students too.

Moreover, in the legal feasibility, such as mentioned in the chapter 2

on the legal foundation, it was supported on the articles 343 of the

69

Constitution of Ecuador (2008), and in the section five related to education

in the article twenty six and Organic Law Intercultural Education (2013),

LOEI in the second chapter of the state of obligations about the right of the

education, chapter 7, subsection x which guarantee that people have the

obligation and the necessity of an excellent education and the opportunity

of the development of a second language with the purpose of applying their

knowledge in their life.

Finally, according to educational policy, this investigation is based on

National Plan for Good Living, Objective 4.8 which human beings from

different contexts have the obligation of receiving a bilingual intercultural

education of quality during their development.

DESCRIPTION

This proposal was designed with the purpose of improving the

intonation in the oral expression of students of First Year Baccalaureate

section “C” at “Dr. Francisco Huerta Rendón” High School to the level that

they should have by means of the creation of a Cd and a system of activities

based on intonation exercises, which contain different activities that were

carefully chosen with the purpose of fulfilling the learning required during

the end of each unit of the second quimester.

Moreover, this chapter have specific activities related with the English

text to strengthen the knowledge learned during the course. In addition to

this, the booklet is schematized due to the fact that contains an introduction

which is referred to some aspects according the structure and study of the

same.

CONCLUSIONS

The creation and application of this proposal are going to help

learners of First Year Baccalaureate section “C” at “Dr. Francisco Huerta

Rendón” High School to improve and strengthen their intonation by means

of the performing of different activities.

70

In addition, the students have different exercises to put in practice

into the classroom, as well as activities where learned created their own

activities.

Students will be able to obtain the level according the course studied

and they could learn new ways or techniques to continue progressing.

71

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Asamblea Nacional Constituyente. (2008). Constitución Política de la

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Asamblea Nacional Constituyente. (2008). Constitución Política de la

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Byrne, D. (1998). Rodríguez. (2010). Metodología de la enseñanza de

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Cardona, Alvarez. Jennifer, and Celis, Muñoz. Mercedes. (2011).

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Amazonía. Florencia. Caquetá. Retrieved from:

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PARA+MEJORAR+LA+EXPRESION+ORAL+EN+EL+GRADO+4%

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Mixed_Methods_Research_Aug2011.pdf

Constitution of the Republic of Ecuador. (2008). Retrieved from

http://pdba.georgetown.edu/Constitutions/Ecuador/english08.html

Ferreira. Adir. (N/D). Intonation: the secret ingredient to great pronunciation.

Real Life. Retrieved from http://reallifeglobal.com/intonation-the-

secret-ingredient-to-great-pronunciation-with-audio/

Gadamer, H. (1960). Verdad y Metodo. Truth and Method. P. 477.

Gardner. Howard (1983). Howard Gardner’s Theory. The Multiple

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Gussenhoven. Carlos. (2002, April). Intonation and Interpretation:

Phonetics and Phonology. Centre for Language Studies. University

of Nijmegen, the Netherlands. France. Aix – en – Provence.

Retrieved from: http://www.isca-

speech.org/archive_open/sp2002/sp02_047.pdf

Harmer, J. (1998). How to Teach English. Addison Wesley Longman

Limited. P. 307.

Kayi, H. (2006). Teaching Speaking: Activities to Promote Speaking in a

Second Language. The Internet TESL Journal.

Ley Orgánica de Educación Intercultural – LOEI. (2011). Second

supplement. Official Register N° 417. Edition March, 31st, 2011.

Quito, Ecuador. P 10.

Ley Orgánica de Educación Intercultural – LOEI. (2011). Second

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Nordquist, Richard. (2017). Intonation Definition and Examples in Speech.

Glossary of Grammatical and Rhetorical Terms. ThoughtCo.

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term-1691184

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Papalia, Anthony. (2001) Learner – Centered language teaching methods:

Methods and materials. Newbury House. Retrieved from

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Spratt. Mary. Pulverness. Alan. And Williams. Melanie. (2011). TKT

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920ws.pdf

Suazo, S. (2006). Inteligencias Múltiples. Universidad de Puerto Rico.

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BIBLIOGRAPHY

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spoken English. Stanford University Press.

Bolinger, D., & Bolinger, D. L. M. (1989). Intonation and its uses: Melody in

grammar and discourse. Stanford University Press.

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multiple conversational agents. In Proceedings of the 21st annual

conference on Computer graphics and interactive techniques (pp.

413-420). ACM.

Cruttenden, A. (1997). Intonation. Cambridge University Press.

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an experimental-phonetic approach to speech melody. Cambridge

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Steedman, M. (1991). Structure and intonation. Language, 260-296.

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Taylor, P. (1994). The rise/fall/connection model of intonation. Speech

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http://cvc.cervantes.es/ensenanza/biblioteca_ele/diccio_ele/diccio

nario/expresionoral.htm

ANNEX

I

ANNEX

II

ANNEX

III

Source: Director of “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis

Source: Interview to the teacher of “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis

Source: Survey to the students of 1st Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High school. Authors: Lucas Angulo María & Silva Alcívar Luis

ANNEX

IV

OBSERVATION GUIDE

Institution: ´´Dr. Francisco Huerta Rendón´´ High School Sustenance: Fiscal Labor Regime: Coast Schedule: Afternoon Type: Mixed Subject: English Topic Date: Attention forms: Presencial (X) Semi-presencial ( )

Objective: To analyze the teaching process and exercises that employs the

teacher to improve the intonation in oral expression.

Estándares Generales de indicadores: 1. Totalmente en desacuerdo; 2. En

desacuerdo; 3. Ni de acuerdo ni en desacuerdo; 4. De acuerdo; 5. Totalmente de

acuerdo.

TEACHER:

Uses correctly the process of learning.

Stimulates to student in each exercises

based on oral expression.

Use correctly oral techniques such as

role plays, dialogues, etc.

Employs a system of activities that help

to the improvement of the intonation.

STUDIENTS

Understand the process of learning of

the teacher.

Interact with their classmates.

Put in practice the different techniques

that teacher employs.

Develop activities based on intonation.

Use some extra material with exercises

to improve their oral expression.

1 2 3 4 5

INTERVIEW TO THE TEACHER

Objective: Determine the current situation in the deficiencies and potentials that are presented in the students of First Year Baccalaureate section “C” at “Dr. Francisco Huerta Rendón” High School during development of activities based on intonation in oral expression. Personal Data

Gender: Female Name of the Educational Unit: “Dr. Francisco Huerta Rendón” High School Seniority: In teaching ______ In the Educational Unit ______ Type of post that have: Appointment ( ) Hired ( ) Obtained Title:

Questions

11. Do you consider important to develop speaking skills in the students

of English language? Why?

12. Do you think students have the appropriate oral expression level

according to their instruction level? Why?

13. How often do you perform speaking activities with your students?

14. What kind of methods and techniques do you apply to develop

speaking skills in the learners?

15. What kind of methodology do you use to practice intonation in class?

Which one?

16. What benefits do you consider the use of intonation has in the oral

expression?

17. What do you think about the influence of intonation at the moment to

develop speaking activities?

18. Do you use any didactic material to highlight intonation activities and

to improve the speaking skill in your learners? Which one?

19. How would help you having a didactic material in the English

language?

20. Would you like to receive any system of activities based on intonation

to allow you put in practice activities to develop oral expression in the

students? Why?

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

ESCUELA DE LENGUAS Y LINGÜÍSTICA

SURVEY TO THE STUDENTS

Objective: To verify the level of the oral expression skill and the use of the intonation of the students

of First Year Baccalaureate section “C” at Dr. Francisco Huerta Rendon Public High School.

Specific Instruction: Mark an X the answer which you consider the most appropriate for each

item.

1. Totally disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Totally agree

ITEM 1 2 3 4 5

1. It is important to develop my speaking skills in

English language.

2. I try to communicate in English when I have doubts in class.

3. I have problems when I want to express myself in English.

4. I consider that I have a proper speaking skill level in

English language according my academic level.

5. I feel motivated to communicate in English when the

teacher starts the class.

6. The teacher performs speaking activities in class.

7. I consider the speaking activities we do in class interesting.

8. It is important the use of the appropriate intonation

when speaking

9. I know how to use intonation to improve my speaking

skill in the English language.

10. I understand and answer questions according to my oral expression level in English language.

11. I apply intonation when I participate in oral activities.

12. A system of activities based on intonation exercises

will help me to improve my oral expression level.

13. The correct use of intonation helps in the development of a good communication in the English language.

14. It is necessary to apply new exercises at the

moment of developing speaking activities in the class.

15. Practice using intonation activities are a good ways to develop the oral expression in English language.

Level A 2.2

According to the Common European Framework and

The National Curriculum Guidelines

BOOKLET WITH EXERCISES OF INTONATION TO STUDENTS

LUCAS ANGULO MARÍA & SILVA ALCÍVAR LUIS

INTRODUCTION

“Speech all time” is the result of a research project about oral expression

which was created to the students who start to learn English as a Second

Language (ESL) and develop speaking skill.

This material is divided in four units; each one contains some activities

according the kind of intonation taught in that unit with a variety of exercises in

which the students will have to develop their capacity in the speaking skill, such

as pronunciation, rhythm and specially focused on intonation.

To the teacher, it contains some recommendations to prepare the activities

how to develop each activity. Will be very important the indications and guides

that the teacher give to the students about each kind of intonation.

It will be useful to the students who desire develop their level of knowledge

in speaking skill by themselves because each activated is related with the

exercises of English level.

The most important will be that after the students finish this booklet, they

will be able to keep a dialogue with other using the intonations correctly, became

in this way the conversation more interesting, avoiding that the learning and role

plays become monotonous and boring keeping all students attentive.

TABLE OF CONTENT Introduction........................................................................................1 Table of content……………………………………..………………..….2 Teachers’ Recommendation……………………..…………..……...….3 UNIT 1

Rising Intonation Concept……………………...........................……………..………..5 Audio 1.1 (To explain)…………………………..……………………5 Audio 1.2 (Exercise)………………………………………………….5 Audio 1.3 (Dialogue)………………………………………………….6 Activity # 1……………………………………………………………..6

UNIT 2 Falling Intonation Concept……………………………………………………………..7 Audio 2.1 (To explain)……..……………………………………...7 Audio 2.2 (Exercise)……………………………………………….7 Audio 2.3 (Dialogue)………………………………………………8 Activity # 2………………………………………………………….8 UNIT 3 Non-Final Intonation Concept……………………………………………………………..9 Audio 3.1 (To explain)……..……………………………………...9 Audio 3.2 (Exercise)……………………………………………..10 Audio 3.3 (Dialogue)……………………………………………..10 Activity # 3………………………………………………………...10 Unit 4 Wavering Intonation Concept……………………………………………………………11 Audio 4.1 (To explain)…..……………………………………….11 Audio 4.2 (Exercise)……………………………………………..11 Activity # 4 (Wavering Intonation Twister)………………..…...12

TEACHERS’ RECOMMENDATION

“Speech all time” is a Cd with its respective booklet which contains a

system of activities, with a diversity of exercises which will help the students to

develop oral expression.

Besides, it shows you some suggestions or recommendations which you

could put into practice over the course.

First, it is important and necessary to explain to learners the content of this

booklet, mention them about speak, oral expression concept and the importance

of the intonation with the purpose that they familiarize with it.

To start the activities:

1. You can start giving them an example of the intonation that they are going

to learn.

2. You can help with pictures or flash cards.

3. You can ask some information about the topic.

4. You ask them to repeat the example that you gave them.

5. You can mention what they think about something.

To continue the activities:

1. Ask them to look at the first exercise from the booklet. This activity is good

for activating existing vocabulary or revising vocabulary studied in

previous lessons.

2. Let them to ask about unknown words or about the correct intonation.

3. Put the first audio of the unit and bold the examples from booklet,

especially the parts in which the intonation is explained.

4. Students have to repeat the pronunciation and rhythm of each word with

the purpose they learn the correct intonation too.

5. Introduce the activity of speaking, explain it step by step.

6. Ask them to repeat after the voice from the audio, trying to say with the

same intonation.

7. Require them to prepare the booklet to develop the second exercise form

the unit.

8. Put the second audio of the unit and ask them to do it.

9. Correct their answers with them, they will prepare their speech individually

to say it with the right intonation.

10. Listen the last audio of the unit (Dialogue) and bold the parts where the

characters are using the intonation explained.

11. Performance the characters of the dialogue with volunteer students.

12. Do the activity of each unit (Last part) and develop the learned.

13. Monitor them all the time while they do the exercise.

14. Students present their activity.

To conclude the activity:

1. Indicate to the students some or common mistakes in their speech in

special focused on intonation.

2. Tell students to work in pairs some questions about their personal life or

their opinions related to any topic.

3. Remember when they have to use the different kind of Intonation,

especially the Wavering Intonation because they can get confuse.

4. Support the learners to sending a homework with similar activities where

they must identify the kind of intonation into a reading or speech.

5. The next class, take them a quiz about the last intonation learned.

1.1 Listen and try to repeat exactly how you hear the following

questions.

a. Are you Algerian?

b. Does he know about this?

c. Can you lend me some money?

d. Is the food delicious?

e. Are they traveling?

f. Did you work last week?

g. Are you a magician?

h. Do you have a car?

1.2 Listen the following questions and mark with the Rising

Intonations as the last examples.

a. Can you bring me my book?

b. Are you the Robert’s father?

c. Is the party here?

d. Do you play in that soccer team?

e. Does she cut the pages of my notebook?

f. Are they students of this high school?

Rising Intonation

Rising intonation is about the speaker raise the voice at the end of a phrase,

sentence or statement. It usually uses in yes – no questions, it can be said

in questions which the answers are yes or no (Verb to be, Can and Do/Does).

Notice how you must raise your voice like indicate the arrow in the final of the statement.

g. Did you do your homework?

h. Are you a good soccer player?

i. Can we collect the money till that date?

j. Is she the beneficiary of the lottery?

1.3 Listen the dialogue between Louis and Gabriela, in the dialogue,

you should highlight the part where they are using the Rising Intonation.

At the airport…

Gabriela: Excuse me! Are you Mr. Louis McKalister? Mark: No, I’m Mark Robson. Can i help you? Gabriela: No really, I need to find Mr. McKalister… Thanks! Mark: Sorry, Do you have any pen? Gabriela: Sure; here you are. Mark: Thanks. Gabriela: You’re welcome! Sorry, but I have to go! … Gabriela: Excuse me! Are you Mr. Louis McKalister? Louis: Yes, I am…and you are… Gabriela: I’m Gabriela Silva, I’ll be your guide and your

Partner in the city. Welcome to Guayaquil! Louis: Oh Thanks God! Are you Mr. Silva’s daughter? Gabriela: Yes, I am. My father will be very nice to meet you finally. Louis: and I am really pleased to meet you. Is this city very quiet? Gabriela: Well. Not really, but we’re going to go in the company’s car. Louis: Umm…will be all right then! Sorry, do you have any pen? Gabriela: Sure…here you…oh sorry, I lent my pen someone else and I forgot ask it. Louis: No problem! If you want, we can go!...One more thing

Are you married? Gabriela: Yes, I am, my husband is my father’s partner. Louis: Really?...well that’s not what I expected!

Activity # 1 Choose a partner and create a situation where your partner visit you in your country and you are going to receive him/her; you can ask him/her about his/her likes, what he/she know about your city, etc. You must use into your conversation questions with rising intonation. Dramatize the situation that you have prepared in front of your classmates; you have to use the rising intonation learned in this unit. Good luck!


statements and questions.

Statements

My name is Louis Silva.

Nice to meet you.

I am going to the park.

I will be back in twenty minutes.

Have an excellent day.

Questions

What is your last name?

Where does she go?

Why did you go out very late?

Who is that man over there?

How can I use this?

2.2 Listen the following questions and mark with the Falling

Intonations as the last examples.

a. Where do you put my tennis?

b. Let me review in my notes.

c. You must take the bus to get the mall.

falling Intonation

Failing intonation is when the speaker lowers the voice at the end of a

phrase, sentence or statement. It is usually used in questions and

statements which contain wh – questions such as what, where, why, how,

who, which, Etc.

Notice how you must fall your voice like indicate the arrow in the final of the statement and the questions.

d. Why aren’t you in the school?

e. I’m going to do yoga first.

f. How is the use of this machine?

g. You must eat legumes for health.

h. Put the cd from the book!

i. What is your name?

2.3 Listen the dialogue between Andrew and Elise, in the dialogue,

you should highlight the part where they are using the Falling Intonation.

Elise: Hello Andrew, How are you? Andrew: I’m fine, I little sad because I didn’t get my tickets to the Bruno Mars’ concert. Elise: Well, you won’t lose much; in change I’m saving money for Taylor Swift. She’s a really good singer. Andrew: What are you talking about? Bruno is the best. Elise: No kidding…Who won 7 Grammy’s award in the same night? Andrew: Ok…but, Bruno is the singer who has more sales in Spotify, up to 1 million. Elise: Well; I didn’t know that about Taylor but I imagine she has the same quantity. Andrew: Whatever…I need to get somebody to sell me tickets for the concert… Elise: I don’t want to disappoint you, but I heard that those tickets are overs completely. Did you try on line? Andrew: Yes, but nothing…I’m looking for someone who bought the tickets but don’t want them now. Elise: I think that possibility is a little difficult…but, where do you go now? Andrew: I’m going to the cafeteria. Why? Elise: I need some help with a homework. Andrew: Sure, no problem! Let’s go. Elise: It’s about math, but I think that I didn’t bring my notes… Andres: I brought mine. I have a free hour. Elise: Andy, eeh…look at that girl!... Andrew: Who? The girl standing next to the bar? Elise: Yes…She’s the secretary of the principal…what is her name? Andrew: She’s Romina; if you want I introduce you. Elise: Maybe another day…Can we start to studying?...

Activity # 2 Choose a partner and in 10 pieces of papers you must write statements or questions with rising and falling intonation (Review the rules when you must use rising or falling intonation), one for each piece of paper; after, against other pair of classmates interchange the papers and count till 3 and start to order by intonation. Who finish first and have ordered correctly, will win the game. Good luck!


statements.

Unfinished thoughts

a. She bought the magazine, but she didn’t read it.

b. When I finished high school, I got a job.

Introductory Phrases

a. In my opinion

b. If you don’t mind

Series of Words

a. I love practicing volleyball, basketball, tennis and football.

b. At college I’m taking psychology, French, History, and Linguistics.

Expressing Choices

a. Do you want to stay home or go to the movies?

b. Do you speak Spanish or Portuguese?

Non-Final Intonation

In non - final intonation sentences, the pitch rises and falls within the

sentence. This type of intonation is used with unfinished thoughts,

introductory phrases, and series of words and also when we express

choices.

Notice how you must raise your voice in the first part of the statement and falling your voice in the final of the statement.

3.2 Listen the following statements and mark with the

Non-final Intonation as the last examples.

a. I’m going outside, for some fresh air.

b. I’m concerned

c. Actually, the movie was marvelous.

d. If you don’t mind, I’m going to sleep.

e. If you don’t mind

f. I need rice, beans, lettuce, and sugar.

g. Would you like a coke or some juice?

h. As a matter of fact, she doesn’t know where he goes.

i. He left work, came home, took a shower, and went to bed.

j. Is your name Mary or Mandy?

3.3 Listen the dialogue between Zack and Karol, in the dialogue, you

should highlight the part where they are using the Non-final Intonation.

At the classroom: Teacher: Please, work in pair and talk about your likes and dislikes… … Zack: Can we work together Karol? Karol: Sure, no problem. Zack: Tell me about your hobbies… Karol: I love listening to music, reading books, and surfing on internet. Zack: Really? What kind of sport do you practice? Karol: I practice Volleyball, Basket and I do yoga; and you? Zack: I play soccer, tennis and Badminton; about the book, what kind of reading do you prefer? Karol: I prefer the science fiction, but read drama and romantic novels too. Zack: I dislike the science fiction, thought I love “The Lord of the ring” Karol: Really? It’s my favorite science fiction book…but did you prefer to watch the movie or to read the book? Zack: Obviously…the book! After class, can I invite you something? Karol: Sure, but I don’t drink nothing with calories. Zack: No problem, you choose what you want. … Teacher: Ok students…time is over! I need volunteers in front of the class…

Activity # 3 Form two groups of students with 5 integrants each one; the teacher will say statements, questions, phrases, etc. The students that conform the groups must identify if it is Rising, Falling or Non-final intonation, the team that answers correctly will gain 10 points. The team that obtains more points, will be the winner group. Good luck!

4.1 Listen and try to repeat exactly how you hear the statements.

a. She did? (Curious)

b. She did? (Surprised)

c. She did? (Angry)

d. She did. (Agree)

a. Thanks a lot. (Normal)

b. Thanks a lot. (Happy)

c. Thanks a lot. (Sarcastic)

a. Okay. (Normal)

b. Okay. (Hesitant)

c. Okay! (Very excited)

d. Okay! (Frustrated)

a. No! (Angry)

b. No? (Surprised)

c. No… (Hesitant)

d. No. (Sarcastic)

4.2 Listen the following statements and choose an emotion as answer

according you hear. Repeat them and correct your answer with your

teacher.

a. What

( ) Surprise ( ) Angry

b. You see?

( ) Doubt ( ) Happy

Wavering Intonation

Wavering intonation is about expressing specific attitudes or emotions

without mention any word. In this attitudes, it can show hesitation, sarcasm,

fear, anger, surprise amazement, curiosity, disappointment, etc.

Notice the variation of the voice with the same statements.

c. Oh my God! ( ) Excited ( ) Normal

d. You did it! ( ) Happy ( ) Anxious

e. She lost my clock! ( ) Angry ( ) Disconcerted

f. I won an award! ( ) Very excited ( ) Normal

g. Time is over ( ) Angry ( ) Worried

h. I have to go ( ) Sad ( ) Determined

Column A Column B

1. - What 1. - Sad

2. - No 2. - Very excited

3. - You did it 3. - Doubt

4. - Really 4. - Angry

5. - Excuse me 5. - Happy

6. - Doesn’t matter 6. - Surprised

Activity # 4 The teacher will get 2 dice to this play. This game will be played for column of students, the student that participate, will throw the first dice to indicate the statement (Column A); after he will throw the second dice to indicate the emotion (Column B). The student should say the statement with the emotion indicated by the dices; and the teacher, as the judge of the game, will decide if the student said the expression with the correct intonation. Will win the game the column that have more correct pronunciation. Good luck!

university of guayaquil faculty of philosophy and …

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