university of guayaquil faculty of philosophy,letters …
TRANSCRIPT
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UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY,LETTERS AND EDUCATIONAL SCIENCES
CLASSROOM EDUCATION SYSTEM
PRIOR TO OBTAINING THE BACHELOR DEGREE IN SCIENCE OF EDUCATION
SPECIALIZATION: LANGUAGE AND LINGUISTICS
TOPIC:
THE INFLUENCE OF THE BASIC EXPRESSIONS TO DEVELOP THE
SPEAKING SKILL.
PROPOSAL: DESIGN OF A DIDACTIC HANDBOOK WITH DAILY BASIC
EXPRESSIONS TO IMPROVE SPEAKING SKILL.
AUTHORS: ROMERO CASTRO MILDRED ALEXANDRA
MURILLO MORAN RUTH ELIZABETH
CONSULTANT: MSC. ISRAEL BRAVO BRAVO
GUAYAQUIL – ECUADOR
2017
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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
SISTEMA DE EDUCACIÓN PRESENCIAL
Arq. Silvia Moy-Sang Castro. MSc Msc. Wilson Romero. DECANA SUBDECANO
MSc. Alfonso Sánchez AB. Sebastián Cadena A. DIRECTOR DE CARRERA SECRETARIO GENERAL
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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESPECIALIZACIÓN LENGUA INGLESA Y LINGUISTICA
MSc.
Silvia Moy-Sang Castro
DECANA DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE
LA EDUCACIÓN
Ciudad. -
De nuestras consideraciones;
Para los fines legales pertinentes comunico a usted que los derechos intelectuales del Proyecto Educativo: Tema: The Influence of the Basic expressions to develop the speaking skill. Proposal: Design of didactic handbook with daily basic expressions to improve speaking skill.
Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.
Atentamente;
___________________________
Mildred Alexandra Romero Castro
CI # 0920033917
________________________
Ruth Elizabeth Murillo Moran
CI # 0907386791
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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESPECIALIZACIÓN LENGUA INGLESA Y LINGUISTICA
EDUCATIVE PROJECT
TOPIC: INFLUENCE OF THE BASIC EXPRESSIONS TO DEVELOP THE SPEAKING SKILL. PROPOSAL: DESIGN OF A DIDACTIC HANDBOOK WITH DAILY BASIC EXPRESSIONS TO IMPROVE SPEAKING SKILL.
APROBADO
…………………………… Tribunal No 1
……………………… ……………………… Tribunal No 2 Tribunal No 3
___________________________
Mildred Alexandra Romero Castro
CI # 0920033917
________________________
Ruth Elizabeth Murillo Moran
CI # 0907386791
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EL TRIBUNAL EXAMINADOR OTORGA AL
PRESENTE TRABAJO
LA CALIFICACIÓN DE: ________________
EQUIVALENTE A: ________________
TRIBUNAL
__________________________
_______________ _______________
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DEDICATION
This Project is dedicated primarily to God and the virgin Mary, for allowing
me to reach these important events of my life.
My father which is in the sky, my mother and my sister because were very
patient all this years during my studious, they are the people who gave me
the inspiration needed to move on to became the pillars of all my life.
Mildred Alexandra Romero Castro
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DEDICATION
I want to dedicate this project specially to God and to my sons, they are the
people that form part of my life because every one of them represent my
inspiration and God is the spirit which give me strength in my life.
Ruth Elizabeth Murillo Moran
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ACKNOWLEDGEMENT
I thank God, the virgin Mary who has given me enough strength,
perseverance and health but overall patience to reach these important
moments of my life.
I also thank my mother and my sister who have helped me with their
unconditional support and understanding, has learned to understand all the
sacrifice and love which they led me.
Finally, I am grateful for the benediction of my father from the sky,
although he is with God.
Mildred Alexandra Romero Castro
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ACKNOWLEDGEMENT
I would like to thank first to one responsible for my existence, God, he is the
first which really deserve to be thank, thanks for give me the company of my
family because they were always my unconditional support to continue with
the studious in the university. Too, I would like to thank to the teachers of the
school of languages for their teaching during years.
Ruth Elizabeth Murillo Moran
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GENERAL INDEX
CONTENT PÁG.
PRINCIPAL PAGE.………………………………………………………. i
DIRECTOR PAGE …………………………………….……………….…ii
TUTOR SUPPORT ………………………………………….…………...iii
PROJECT THEME.………………………………………….……………iv
TRIBUNAL FIRMS …………………………………………….…………v
QUALIFICATION PAGE ……………………………………….………. vi
DEDICATION ………………………………………………….………. vii
ACKNOWLEDGEMENT…………………………………….……........ ix
GENERAL INDEX………………………………………………………. xi
CHART INDEX…………………………………………………………...xiv
GRAPHIC INDEX ………………………………………………………. xvii
ENGLISH REPOSITORY ……………………………………………… xx
SPANISH REPOSITORY ……………………………………………… xxi
ABSTRACT ……………………………………………………………… xxii
RESUMEN ………………………………………………………………. xxiii
INTRODUCTION ……………………………………………………….. 1
CHAPTER I THE PROBLEM ……………………………….………… 2
Context of investigation ………………………………………………... 2
Conflict Situation………………………………………………………… 3
Scientific fact……………………………………………………………...5
Causes …………………………………………………………………....5
Problem Formulation……………………………………………………. 5
General Objective……………………………………………………. ….5
Specific Objectives ..……………………………………………………..6
Questions of investigation……………………………………………….6
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Justification………………………………………………………………. 8
CHAPTER II THEORETICAL FRAMEWORK………………………...10
Epistemological Foundation………………………………………………...11
Importance of Basic Expressions Through English Language………….12
Characteristic of Basic Expressions Through the Speaking Skill……….13
Teacher´s Role in the Teaching of Basic Expressions
Through the Speaking Skill…………………………………………………16
Objective of the Teaching Speaking Through Basic Expressions……...17
Teaching Strategies Through the Speaking Skill using
Basic Expressions to Apply in the Classroom…………………………….18
Objectives of Learning Speaking using Basic Expressions……………...21
Importance of the Speaking Skill in the Learning Process………………27
Levels of English Language to Develop Speaking Skill………………….28
Learning Strategies Related to Speaking Skill……………………………29
Competences Correlated to Develop the Speaking Skill………………...31
Types of Knowledge to Develop Speaking Skill.…………………….…...33
Philosophical Foundation……………………………………………………35
Pedagogical Foundation…………………………………………………….36
Psychological Foundation…………………………………………………...37
Sociological Foundation …………………………………………………….39
Legal Foundation …………………………………………………………….40
CHAPTER III METHODOLOGY, ANALYSIS AND INTERPRETATION.42
Methodological Design………………………………………………………42
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Types of the Investigation …………………………………………………..42
Population and sample ……………………………………………………. 44
Distribution of population and sample ……………………………………. 45
Operationalization of variables ……………………………………………. 46
Theoretical Methods …………………………………………………………47
Empirical Methods ……………………………………………………………48
Teacher Observation Guide …………………………………………………50
Analysis and interpretation of results ……………………………………….51
Interview to the English Teacher …………………………………………… 52
Analysis and interpretation of results ……………………………………… 53
Survey to the students ………………………………………………………. 54
Analysis and Interpretation …………………………………………….55 - 69
Chi square …………………………………………………………….....70 - 71
Conclusions …………………………………………………………………... 72
Recommendations …………………………………………………………… 73
CHAPTER IV THE PROPOSAL ……………………………………………. 74
Justification …………………………………………………………………….74
Objectives …………………………………………………………………….. 75
Feasibility of its application …………………………………………………. 75
Financial feasibility …………………………………………………………... 76
Technique feasibility ………………………………………………………… 76
Human feasibility ……………………………………………………………. 76
Legal feasibility ……………………………………………………………….77
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Theoretical aspects …………………………………………………………. 77
Didactic aspect …………………………………………………………….... 77
Sociological aspect ………………………………………………………… 78
Description of the Proposal ……………………………………………….. 78
Conclusion …………………………………………………………………... 81
References …………………………………………………………………. 82
Bibliography ……………………………………………………………......... 88
Appendix I ……………………………………………………………………. 90
Appendix II …………………………………………………………………… 94
Appendix III ………………………………………………………………….. 96
Appendix IV …………………………………………………………………. 99
Chart Index
Chart 1 ……………………………………………………………………….45
Population and Sample
Chart 2 ………………………………….. …………………………….…….46
Operationalization of Variable
Chart 3 ………………………………….……………………………………50
Teacher Observation Guide
Chart 4 ……………………………………………………………………….52
Interview to the English Teacher
Chart 5 ……………………. ……………………………………………….54
Survey to students
Chart 6 ……… ……………………………………………………………. 55
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Survey to students
Item 1 the application of basic expressions is part of your Educative process
Chart 7 ……………………………. ……………………………………....56
Survey to students
Item 2 Basic expressions will be useful in the professional life.
Chart 8… ………………… …………………………………………………57
Survey to students
Item 3 the basic expressions can improve the foreign language.
Chart 9 ………………………………………………………………………58
Survey to student
Item 4 You can describe daily activities using basic expressions.
Chart 10 …………………………………………………………………….59
Survey to students
Item 5 Your English Teacher uses creative dynamic ways to focus on
English Basic Expressions.
Chart 11. …………………………………………………………………. 60
Survey to students
Item 6 The Basic Expressions are necessary to the learning.
Chart 12. …………………………………………………………………. 61
Survey to students
Item 7 Speaking Skill is an important ability.
Chart 13. …………………………………………………………………. 62
Survey to students
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Item 8 You actively participe in your English Class.
Chart 14. ………………………………………………………………… 63
Survey to students
Item 9 The ability to speak in public is feasible for you.
Chart 15. ………………………………………………………………… 64
Survey to students
Item 10 Is it important to understand the teacher’s instructions in your
English class.
Chart 16 ………………………………………………………………… 65
Survey to students
Item 11 The develop of speaking skill is necessary during the English
Class.
Chart 17. ………………………………………………………………… 66
Survey to students
Item 12 You can express your ideas with the Speaking Skill.
Chart 18. ………………………………………………………………… 67
Survey to students
Item 13 The English Teacher uses didactic resources to explain
The class.
Chart 19: ………………………………………………………………… 68
Survey to students
Item 14 A didactic handbook with basic expressions is important
To develop foreign language in class.
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Chart 20: ………………………………………………………………… .69
Survey to students
Item 15 It is necessary to use a handbook with basic expressions
In the English Class.
Chart 21: …………………………………………………………......... 70
Chi Square
Graphics Index
Graphic 1 ………………………………………………………………… 55
Survey to Students
Item 1 The application of basic expressions is part of your Educative
Process.
Graphic 2 ………………………………………………………………... 56
Survey to Students
Item 2 Basic expressions will be useful in the professional life.
Graphic 3 ………………………………………………………………… 57
Survey to Students
Item 3 The Basic expressions can improve the foreign language.
Graphic 4 ……………………………………………………………….... 58
Survey to Students
Item 4 You can describe daily activities using basic expressions.
Graphic 5 …………………………………………………………………. 59
Survey to Students
Item 5 Your English Teacher uses creative dynamic ways to focus
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on English Basic Expressions.
Graphic 6 …………………………………………………………………. 60
Survey to Students
Item 6 The Basic Expressions are necessary to the learning.
Graphic 7 …………………………………………………………………. 61
Survey to Students
Item 7 Speaking Skill is an important ability.
Graphic 8 …………………………………………………………………. 62
Survey to Students
Item 8 You actively participe in your English Class.
Graphic 9 …………………………………………………………………. 63
Survey to Students
Item 9 The ability to speak in public is feasible for you.
Graphic 10 ………………………………………………………………... 64
Survey to Students
Item 10 Is it important to understand the teacher’s instructions in
Your English Class.
Graphic 11 ………………………………………………………………… 65
Survey to Students
Item 11 The develop of speaking skill is necessary during the English
Class.
Graphic 12 ………………………………………………………………… 66
Survey to Students
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Item 12 You can express your ideas with the Speaking Skill.
Graphic 13 ………………………………………………………………… 67
Survey to Students
Item 13 The English Teacher uses didactic resources to explain the
Class.
Graphic 14 ………………………………………………………………… 68
Survey to Students
Item 14 A didactic handbook with basic expressions is important to
Develop foreign language in class.
Graphic 15 ………………………………………………………………… 69
Survey to Students
Item 15 It is necessary to use a handbook with basic expressions
In the English class.
Graphic 16 ………………………………………………………………… 71
Chic Square
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NATIONAL REPOSITORY OF SCIENCE AND TECHNOLOGY
FICHA DE REGISTRO DE TESIS
TITLE AND SUBTITLE: The Influence of the basic expressions to develop the speaking skill.
Design of a didactic handbook with daily basic expressions to improve speaking skill.
AUTHOR/ES: Romero Castro Mildred
Murillo Moran Ruth
TUTOR: Msc. Israel Bravo Bravo
REVIWERS:
INSTITUTION:
UNIVERSITY OF GUAYAQUIL
FACULTY:
Faculty of Philosophy, Letters and Educational Sciences
CARER:
LANGUAGES AND LINGUISTICS
PUBLICATION DATE: NUMBER OF PAGES: 154
OBTAINED TITLE: Bachelor Degree in Science of Education of Mention Language and Linguistic
TEMATICS AREAS:
Lengua Inglesa
KEYBOARDS: Learning, Strategies, Educational, Speaking Skill
RESUMEN:
The students and English teachers for many years and especially now the XXI century require knowledge consolidate
its scaffolding preparing for the challenges that offer our world rapidly changing that guarantees a successful workplace
for really competent individuals. That’s why we have as a dependent variable the basic expressions and as independent
variable speaking skill. The educational standards of our country suggest that educational institutions should be subject
capable of solving present and future problems of their daily lives, therefore the present research project establishes
an importance relevant to the active participation of the students as a generator person of their own learning. The
difficulties in the pedagogic process at Dr. Francisco Huerta Rendon high school is evidence that the low performance
in the foreign language is caused by the deficiency of methodology strategy which are a part of motivation of the learners
to this matter, the insufficiency of strategies and techniques has been caused by different aspects of their environment
educative, the before mentioned problem gave the start to this investigation with the help of different methods and
assessment tools have been able to determine the cause and consequences of this problem existing. In addition, the
foreign language as is English is one of the more the theoretical, practical subjects is present as a central focus in every
situation that occurs in our environment, although the importance of solving the deficiency of techniques and fear public
speaking to students of eighth grade of high school for the successful of their academic activities. As part of the solution
have been modified based on a didactic handbook focuses on basic expressions to develop the speaking skill in the
students, to ensure the leading role of our young people in and outside the classroom, the motivated students show an
interest towards new knowledge and this facilitates the scope for building a meaningful learning.
N. DE REGISTRO (en base de datos): N. DE CLASIFICACIÓN:
URL ADRESS (tesis en la web):
ADJUNTO URL (tesis en la web):
ADJUNTO PDF: SI NO
AUTHOR/S ADRESS: Teléfono:
0991894012 Romero Mildred
0987270852 Murillo Ruth
E-mail:
CONTACTO EN LA INSTITUCION: Nombre: Secretaria de la Escuela de Lenguas y Lingüísticas
Teléfono: (04) 2294888 ext.123
E-mail: [email protected]
xxi
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS
TITULO Y SUBTITULO: La influencia de las expresiones básicas para desarrollar la destreza oral. Diseño
de un libro manual didáctico con expresiones básicas diarias para mejorar destreza oral.
AUTOR/ES: Romero Castro Mildred
Murillo Moran Ruth TUTOR: Msc. Israel Bravo Bravo
REVISORES: INSTITUCIÓN:
UNIVERSIDAD DE GUAYAQUIL FACULTAD:
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA
EDUCACION CARRERA: LENGUAS Y LINGUISTICAS
FECHA DE PUBLICACIÓN: N. DE PAGS: 154
ÁREAS TEMÁTICAS:
LENGUA INGLESA
PALABRAS CLAVE: Aprendizaje, Estrategias, Educativo, Destreza Oral
RESUMEN:
Los estudiantes y profesores de inglés por algunos años y especialmente ahora en el siglo XXI requieren consolidar
el conocimiento, esto los está preparando para los cambios que ofrece nuestro mundo rápidamente, cambiando la
efectividad de encontrar un lugar de trabajo para realmente competir individualmente, esto es por qué nosotros
dependemos de una variable dependiente como son las expresiones básicas y con una variable independiente la
sobre la destreza oral. Pr eso los estándares educativos de nuestro país sugieren que las instituciones educativas
deberían ser capaces de solventar los problemas del presente y futuro de su vida diaria, por lo tanto, el presente
proyecto de investigación establece una importancia relevante para la participación activa de los estudiantes como
una persona generadora de su propio aprendizaje. Las dificultades en el proceso pedagógico en el colegio Dr.
Francisco Huerta Rendón es la evidencia del bajo nivel en el desarrollo del lenguaje extranjero está causada por la
deficiencia de estrategia metodológica el cual es una parte de la motivación de los aprendices para mejorar, la
insuficiencia de estrategias y técnicas el cual causan diferentes aspectos de su ambiente educativo, el antes
mencionado problema da el inicio a la investigación con la ayuda de diferentes metodos y herramientas el cual
determinan la causa y consecuencia de este problema existente. Además, el lenguaje extranjero como es el inglés
es una de las materias teóricas, prácticas en este presente enfoque en cada situación que ocurre en nuestro
ambiente. Aunque la importancia de resolver la deficiencia de técnicas y fuerza oral publica para estudiante de octavo
grado de colegios depende de las actividades académicas. Como parte de la solución se ha modificado basándose
en un libro manual didáctico enfocado en expresiones básicas para desarrollar la destreza oral en los estudiantes
para asegurar el nivel de nuestros jóvenes dentro y fuera del salón de clases, con motivación a los estudiantes y
llamar la atención de nuevos conocimientos y esto facilita la calificación para la construcción de un aprendizaje
significativo.
N. DE REGISTRO (en base de datos): N. DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO URL (tesis en la web):
ADJUNTO PDF: SI NO
CONTACTO CON AUTORES/ES: Teléfono:
0991894012 Romero
Mildred
0987270852 Murillo Ruth
E-mail:
CONTACTO EN LA INSTITUCION: Nombre: Secretaria de la Escuela de Lenguas y
Lingüísticas
Teléfono: (04) 2294888 ext.123
E-mail: [email protected]
xxii
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
SISTEMA DE EDUCACIÓN: PRESENCIAL
ESPECIALIZACIÓN LENGUA INGLESA Y LINGUISTICA
ABSTRACT
The students and English teachers for many years and especially now the XXI
century require knowledge consolidate its scaffolding preparing for the
challenges that offer our world rapidly changing that guarantees a successful
workplace for really competent individuals. That’s why we have as a
dependent variable the basic expressions and as independent variable
speaking skill. The educational standards of our country suggest that
educational institutions should be subject capable of solving present and future
problems of their daily lives, therefore the present research project establishes
an importance relevant to the active participation of the students as a generator
person of their own learning. The difficulties in the pedagogic process are
varied but at Dr. Francisco Huerta Rendon high school is evidence that the low
performance in the foreign language is caused by the deficiency of
methodology strategy which are a part of motivation of the learners to this
matter, the insufficiency of strategies and techniques has been caused by
different aspects of their environment educative, the before mentioned
problem gave the start to this investigation with the help of different methods
and assessment tools have been able to determine the cause and
consequences of this problem existing. In addition, the foreign language as is
English is one of the more the theoretical, practical subjects is present as a
central focus in every situation that occurs in our environment, although the
importance of solving the deficiency of techniques and fear public speaking to
students of eighth grade of high school for the successful of their academic
activities. As part of the solution have been modified based on a didactic
handbook focuses on basic expressions to develop the speaking skill in the
students, to ensure the leading role of our young people in and outside the
classroom, the motivated students show an interest towards new knowledge
and this facilitates the scope for building a meaningful learning.
Keywords: Learning, Expressions, Strategies, Educational, Speaking Skill
xxiii
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
SISTEMA DE EDUCACIÓN: PRESENCIAL
ESPECIALIZACIÓN LENGUA INGLESA Y LINGUISTICA
RESUMEN
Los estudiantes y profesores de inglés por algunos años y especialmente
ahora en el siglo XXI requieren consolidar el conocimiento, esto los está
preparando para los cambios que ofrece nuestro mundo rápidamente,
cambiando la efectividad de encontrar un lugar de trabajo para realmente
competir individualmente, esto es por qué nosotros dependemos de una
variable dependiente como son las expresiones básicas y con una variable
independiente la sobre la destreza oral. Por eso los estándares educativos de
nuestro país sugieren que las instituciones educativas deberían ser capaces
de solventar los problemas del presente y futuro de su vida diaria, por lo tanto,
el presente proyecto de investigación establece una importancia relevante
para la participación activa de los estudiantes como una persona generadora
de su propio aprendizaje. Las dificultades en el proceso pedagógico en el
colegio Dr. Francisco Huerta Rendón es la evidencia del bajo nivel en el
desarrollo del lenguaje extranjero está causada por la deficiencia de
estrategia metodológica el cual es una parte de la motivación de los
aprendices para mejorar, la insuficiencia de estrategias y técnicas el cual
causan diferentes aspectos de su ambiente educativo, el antes mencionado
problema da el inicio a la investigación con la ayuda de diferentes metodos y
herramientas el cual determinan la causa y consecuencia de este problema
existente. Además, el lenguaje extranjero como es el inglés es una de las
materias teóricas, prácticas en este presente enfoque en cada situación que
ocurre en nuestro ambiente. Aunque la importancia de resolver la deficiencia
de técnicas y fuerza oral publica para estudiante de octavo grado de colegios
depende de las actividades académicas. Como parte de la solución se ha
modificado basándose en un libro manual didáctico enfocado en expresiones
básicas para desarrollar la destreza oral en los estudiantes para asegurar el
nivel de nuestros jóvenes dentro y fuera del salón de clases, con motivación
a los estudiantes y llamar la atención de nuevos conocimientos y esto facilita
la calificación para la construcción de un aprendizaje significativo.
Keywords: Aprendizaje, Expresiones, Estrategias, Educativo, Destreza Oral
1
INTRODUCTION
All students have a need to communicate and demonstrate their
opinions or emotions in a general process, although the need and ability to
communicate is what has brought humans to seek, investigate different
forms, techniques, skills and methods of communication. Therefore, the
speaking skill and language system has evolved according to didactic
advances that the world imposes on us, so could develop in totally
globalized, competitive and materialistic world which further promotes trade
and sources and wealthy generations.
One of the main communicative skill used by students is speaking skill
or oral expression, which this is considered an important skill or ability to
interact with others and make some kind of dialogues and conversations.
In addition, the importance of learning English is essential and
fundamental for the interaction and communication, therefore, in a general
studied these educative projects present a fundamental proposal of design
a didactic handbook with daily basic expressions to improve the speaking
skill in the students of 8th grade at Dr. Francisco Huerta Rendon high school.
CHAPTER I: THE PROBLEM
Context of investigation, conflict situation, scientific facts, causes of the
conflict situation, problem of the investigation, variables of the investigation,
dependent – independent, objectives, general objectives, specific
objectives, questions of investigations and justification.
CHAPTER II: THEORETICAL FRAMEWORK
Background of the investigation, Epistemological foundation,
Philosophical foundation, Pedagogical foundation, Psychological
foundation, Sociological foundation, Legal foundation, Relevant terms.
2
CHAPTER III: METHODOLOGY
Methodology design, types of the investigation, Population and
sample, Operationalization of variables, Theoretical methods, Empirical
methods, Analysis and interpretation of results, Surveys, Conclusions and
recommendations.
CHAPTER IV: THE PROPOSAL
Title, Justification, Objectives of the proposal, general objective,
specific objectives, Feasibility of its Application, Financial feasibility,
Technique feasibility, Human feasibility and Legal Feasibility, Theorical
Aspects, Description of the proposal, Conclusion, Bibliography and
References.
3
CHAPTER I
THE PROBLEM
CONTEXT OF INVESTIGATION
English language is considered as universal language, because a
high number of people use it as first or second language. English has
become in an essential foundation for the communication all around the
world including in our country which there are other type of languages.
For this reason, it is important that the teachers who teach this foreign
language improve their pedagogical training toward the students because
they will be who acquire this knowledge and this will make them apply what
they cohesion and coherence in a meaningful way during their daily life.
Ecuador is set as a country with a low level of development in English
with a ranking of 51,67% according to an evaluation done by Education First
(EF) in December 2015, which was analyzed the abilities of each student
because is undeniable that teaching of English language goes on being the
main problem for the educational institutions, where teachers and
authorities debate about the problem in learning of this language.
In Guayaquil city, the teaching of English as a foreign language in
public schools have been affected because of several factors as
inappropriate strategies, methodologies that teacher employ during
teaching-learning process. All this causes that students get a deficient
academic development at elementary school or basic year.
It has been evidence that within Dr. Francisco Huerta Rendon public
high school there are several problems about the teaching-learning process
of English language which step to step is analyzed for teachers in is
institution that present advances with educative formation.
4
This institution was created on May 1971, and there are
approximately 1990 students. The principal is Miss Francia Villacis de
Molina, the vice-principal is Miss Azucena Rivera de Espinel.
After such a long time without any principal within the institution, it
was easy to evidence that this institution had the necessity of new academic
and administrative changes, on October 2014, Msc. Jose Alban was named
as the principal at Dr. Francisco Huerta Rendon public high school. All these
different problems led authorities seek a trained person who was able to
manage this function correctly.
Assuming as principal in this new period 2016 – 2017, Msc. Jaqueline
Calero de Mora takes part at Francisco Huerta Rendon High School as a
new principal who organized and improved the institution with ideas in
teaching- learning to continue with the future of the students.
Nowadays this institution has 3 laboratories of computer science but
any for English. It works with one shift: in the morning where there are six
English teachers for basic and some teachers in the different subjects which
are important to the frequent development in attitudes.
The English hours are five per week and teachers are provided with
different resources for teaching English such as worksheets, teacher’s
guide, student’s books and flashcards by the authorities.
CONFLICT SITUATION
At Dr. Francisco Huerta Rendon, High School, students of 8th grade
have shown some deficiencies which they have in the speaking skill,
because they do not use basic expressions of English language. This
situation happens because students do not have enough vocabulary and
5
they do not know how to ask for objects, greeting, thank, say goodbye and
so on, that allow them to communicate each other.
All these situations have caused an uncomfortable environment for
teaching-learning process, because students do not feel motivated about
the subject, due to the fact that they do not understand what teacher says.
Therefore, they show low predisposition in activities they have to do
and as a result, students get a deficient academic development, such as
grades or their participation in class.
It is important to emphasize they role that teachers play during
teaching process because they do not employ appropriate didactic
resources to catch the attention of students, such as flashcards, pictures,
and so forth. Taking into account the relation picture-word is an assimilation
process in which students use their cognitive structure to learn a new
language.
Moreover, the infrastructure of this institution is not appropriate to
teach, due to the large number of students in class, some of them do not
have a desk where they can sit or even they have it but in bad conditions,
which influence in their attention to the English class. Besides, the bad
conditions make students distract about the class and a constant
conversation between them about situations not related to the class or the
content taught.
In addition, it was evidenced that audiovisual resources are not used
frequently during teaching process, because not all teachers in the
institution are able to employ them correctly, this causes that linguistic
abilities and skills are not learned correctly and as a result students do not
achieve an excellent academic development in this subject.
6
SCIENTIFIC FACT
Insufficiency of the Speaking Skill in the students of 8th year Basic
Education of “Dr. Francisco Huerta Rendon” High School, Zone 8, District
6, Province Guayas, City Guayaquil, Parroquia Tarqui, School Year 2016 –
2017.
CAUSES
Absence of didactic resources in classes.
Insufficiency in the methodological strategies.
Deficiency in the use of the techniques for speaking skills.
PROBLEM FORMULATION
How do basic expressions Influence in the development of the
speaking skill of the Students of 8th year Basic Education at “Dr. Francisco
Huerta Rendon” High School, Zone 8, District 6, Guayas Province,
Guayaquil City, Parroquia Tarqui, school year 2016 – 2017?
OBJECTIVES OF INVESTIGATION
GENERAL OBJECTIVE
To determine the Influence of the Basic Expressions through a
bibliographical, field and statistical analysis, to interview to the English
Teacher and Surveys to Students to Design a Didactic Handbook with Basic
Expressions to improve the Speaking Skill.
SPECIFIC OBJECTIVES
7
To identify the influence of the basic expressions through statistical
and field analysis.
To describe the development of speaking skill through
bibliographical and statistical analysis, survey to the students and an
interview to the English teacher.
To design a Didactic Handbook with Basic Expressions to improve
Speaking Skill through the gathered and selected information.
QUESTIONS OF INVESTIGATION
1. Which are the basic expressions used more frequently in
communication of English language?
2. What is the importance that basic expressions have in English
language?
3. What relation exist between the use of basic expressions and an
appropriate development of speaking skill in English language?
4. What aspects determine the development of speaking skill in
students?
5. What role do teachers play in the development of speaking skill in
students of 8th grade?
6. How will the speaking skill be developed by the use of a handbook
with basic expressions?
7. How will teachers implement a handbook with basic expressions in
teaching- learning process?
8
JUSTIFICATION
The educational project is convenient because it seeks to increase
the communication in students in order to create and establish emotional
support through an appropriate use of daily simple basic expressions, which
are considered an opportunity to speak and develop the English language
in conversation.
According to (Plan Nacional del Buen Vivir, 2013).
In the knowledge and education field, one of the immediate
challenges is to consolidate efficient mechanisms of translation of
the knowledge to the generation of new products and means of
production, to stimulate the social innovation by means of the dialog
of knowledge. (p.67)
Translated by Mildred Romero and Ruth Murillo.
To carry out an investigation about speaking current problems, as a
development of knowledge, present high feasibility because this allows
assessing what factors avoid progressing in the communication among
people in a society.
It is important to emphasize an essential aspect from technological
perspective, with telematics tools, but also with means of communication,
this feasibility exists to know success, culture and languages of each
continent, and it has encouraged the communicative skills in different
languages.
This has favored that within under-developed countries, several
academies to teach languages settle down commonly, each one of them
with diversity of promotions, such as economic or in learning, pointing out
the necessity to promote these skills in the current society. Consequently,
9
Educational Organisms of Latin America have demonstrated their
concerning about learning’s levels in English language.
Whereupon the government has come up with new education policy
to encourage learning of this new language on secondary, principally
establishing a Schedule for this subject, because last years this language
was not considered as relevant as now, which caused a low academic
development and academic performance of English language.
According to the Ministry of Education (2012), the teaching English
language is considered optional before 8th grade in public schools which the
goals for English proficiency from 8th grade is mandated by the National
English Curriculum Guidelines and are based on Common European
Framework Reference (CEFR) levels in the Ecuadorian educational system
stablishing from 2012 in the level A1.1 (beginner) in 8th grade. Although it is
important to emphasize that the resources or material for public schools is
in the same category mentioned by this organization but it is necessary to
put emphasis on the strategies, exercises, techniques implemented
because they are not developing correctly. Consequently, students and
teachers are not able to develop basic expressions.
According to Good Living Plan (2015): “Objective 4. To reinforce the
capacities and skills of citizens: To generate pedagogical and
methodological mechanisms in order to improve an appropriate teaching
through the different levels of education.”
Translated by Mildred Romero and Ruth Murillo.
In this citation supports the proposal, which is considered feasible
because it will guarantee an appropriate teaching-learning process and
development of speaking skills in students, besides it will encourage
students to learn how to read and make the reading time more attractive
and meaningful for them.
10
CHAPTER II
THEORETICAL FRAMEWORK
BACKGROUND OF THE INVESTIGATION
The present research has as objective to explain the variables in this
educative project by means of thesis, books, conceptual investigations of
different authors in theoretical form or contextual, which reinforce the
research relating information that it allows to understand, the influence of
the basic expressions with the end of improve the learning in the speaking
skill of the students of eighth grade.
In reference to Villalba and Taberoa (2012), they mention in a project
of thesis which the topic is about “Teaching of basic expressions in English
as a foreign language.” (p.1). It is based in a specific development of simple
expressions to the students during the general process of learning in class.
In addition, this investigation gives beginning to the development of
this study putting as emphasis relevant points on the teaching-learning
process and the development on the expressions as introduction in the
language.
According to Villalba and Taberoa (2012), the basic expressions are
important illustrations in form of sentences which could be an essential part
to improve the educative process in the English language of the students of
eighth grade, generally based on the practice study on combination of words
or short phrases to the comphrension or understanding of the speaking skill.
Consequently, the study of this investigation is related because
focuses directly in the teaching of basic expressions as an educative
process to basic and secondary level with a relevant characteristic which is
11
demonstrate the development of performance in each student using the
speaking skill with the guide of the teacher in the classroom.
In reference to Fernandez (2014), he refers that the “Developing the
communicative skill in native language of pre-primary and primary level is
based on short expressions to transmit a dialogue by means of the speaking
skill in a consecutive form.” (p.1)
For Fernandez (2014), the expressions are important information to
the communication, based on the develop of the speaking skill during the
daily practice, because has direct relation with the communicative
dimensions and the learning processes, by means of the study of the
development of the levels of education which need the students of eighth
grade.
Therefore, it is relevant to indicate that the basic expressions focus
specially on the development of the communicative skills in students at
primary level as their native language, through the teaching of a foreign
language to develop speaking skill in the students of each level.
EPISTEMOLOGICAL FOUNDATION
BASIC EXPRESSIONS THROUGH ENGLISH LANGUAGE
According to Longman Dictionary of Contemporary English (2009), it
indicates that: “an expression can be a specific group of words which has
an essential meaning and appropriate to express opinions” (p.870).
In relation with Longman Dictionary of Contemporary English (2009),
it indicates that an expression helps people to express their opinions or
feelings to other by its use. It is important to emphasize that in this
investigation will be employed the basic expressions, due to the fact that the
students at Dr. Francisco Huerta Rendon have not developed their skills
12
completely, for which, these expressions will offer them a new opportunity
to communicate with foreign people through the application of English
language.
According to Fisher and Frey (2013), they indicate that: “A continuous
improvement is a basic process which serve to develop the efforts and
attitudes during the teaching- learning by means of basic expressions.” (p.2)
Therefore, the expressions are an elemental part to develop the
speaking skill in the students, which is considered for the teachers as an
educational strategy, because the dialogues and conversations serve to
develop the communication in a general environment. In this case the
classroom is the specific place to extend the knowledge.
IMPORTANCE OF BASIC EXPRESSIONS THROUGH ENGLISH
LANGUAGE
According to Cornbleet (2001), he assorts that “The expressions
based on foreign language is considered a learning process which is spoken
in different countries with the objective to extend the communication in
progressive form.” (p. 2)
For Cornbleet (2001), the dialogues are part of English language
based on expressions which has been adopted in some countries, because
is not considered as native language, although a foreign language is being
developing of a globalized language, which people is using in order to
communicate each other. Therefore, the new advances of the humanity
demand the communication, to comprehend and learn with new words and
expressions during the educative process.
Therefore, it is necessary the domain of the foreign language
practicing dialogues or phrases in the public schools or in others institutions
because form part of an important process in the learning of each student.
13
Carter (2001), remarks that “The domain of basic expressions based
on English language, which it is established as a second language in some
countries worldwide is consider an essential process to communication.”
(p.2)
In addition, the basic expressions are recognized in the world for the
importance or feasible in the communication between people, specifically
because contributes to improve and develop the knowledge through the
grammatical skills which it is characterized.
For Akbari (2015), she indicates that the teaching of English
language is based on daily experiences, through the dialogues between
students and teachers during the general process of a communicative
practice, which it is essential to increase the new opportunities in the
development of the educational learning. (p.399)
In addition, the English as foreign language is considered an
important factor to develop cognitive capacities, which it is part of the daily
practice in the students to improve the speaking skill using expressions
through a vocabulary during a specific process of learning.
CHARACTERISTICS OF BASIC EXPRESSIONS THROUGH THE
SPEAKING SKILL
According to Brown (2013), he refers that:
The Basic expressions transmitted through the speaking skill are
recognized as a tool of global communication and a way of access to
better knowledge, to a wide range of information and a current
technology that allow facing the demands of the environment and
society, with an essential characteristic to develop and understand the
learning process. (p.56).
14
Consequently, for Brown (2013) the characteristics of motivation
using basic expressions plays an important role within the society, because
it contributes to the acquisition of new knowledge on dialogues and the
development of the communication among people, as a new reality in a
foreign language, besides it makes appreciate the native language with
better importance.
However, it is necessary to emphasize that not all people acquire the
same level of development in the foreign language, largely the constraints
of the social space for which the students develop themselves. It determines
the progress of each one of the particular abilities of English using
expressions. In addition, it is evident that people with more resources will
be able to access to an appropriate cognitive development in the English
language, through the daily practice of dialogues.
According to Brown (2013), he assorts that:
Within the Latin American context, the basic expressions are a
grammatical structure studied through English language which is
defined as a foreign language, because it is not used as a
communicative language among people and the students do not
have access to its use outside the classrooms. (p.40)
Consequently, for Brown (2013) the basic expressions through
foreign language represents an opportunity to the continuous progress of
the communicative skill in the English language, for the studied of the
grammatical structure, which serve specifically to develop abilities
linguistics in the students of different levels of education. Therefore, it is
important remarks that the low frequency of practice in the language affects
the learning in the daily life of each student.
According to Hilliard (2014), she makes emphasis in her article of
magazine, which explains the grammatical form of the expressions “spoken
15
grammar and its role in the English language classroom” that the
characteristics about the learning English such as: descriptions through
expressions or dialogues, contributes to improve the comphrension. In
addition, this characteristic could contribute to the appreciation of the foreign
language in the students of basic education, exclusively to develop the
communicative skill in an appropriate form. (p.2)
For Hilliard (2014), the formal communication is a characteristic to
develop in the students the conversations, which it is considered an
important technique and descriptive to improve the teaching-learning
process of the foreign language in the classrooms, because it is a form to
access to a new knowledge and prepare students to the daily life.
Therefore, the students need to reinforce constantly the English
language in the classrooms with exercises based in speaking skill or
communicative practices to develop and to improve the communication
between English teachers and students.
According to Boyle (2014), he mentions that “to develop the
communication each language level can be characterized in observable
ways of basic expressions.” (p.1)
For Boyle (2014), the characteristics of the English language are an
acquisition of knowledge, through of a learning process, for which the
students will develop the speaking skill into classroom, using occasionally
basic words with an essential vocabulary.
In addition, the students could develop the knowledge, through
phrases and expressions using the participation in class, with help of the
motivation and dynamics, as a representation for the real comphrension and
performance of the abilities.
16
TEACHER’S ROLE IN THE TEACHING OF BASIC EXPRESSIONS
THROUGH THE SPEAKING SKILL
According to Richards (2012), he refers that:
The teaching - learning process of the English language is based
on phrases, dialogues, conversations, oral activities and short
expressions which leads to the development of speaking skill,
through meaningful tasks that help students to obtain the self-
confidence to face to the global contemporary world.
For Richards (2012), the development of the basic expressions
through the speaking skill is a process, which determines that the teaching
context have two actors that are, the students who are in charge of
assimilate the contents and develop the skills to the academic and
professional future, and the teacher who is in charge to teach and to employ
didactic-methodological tools, in order that each student can reinforce the
individual abilities.
Therefore, Richards (2012) makes emphasis that all educative
process has fundamental actors, which are essentials to continue with the
development of each ability. In this case the assimilation of the speaking
skill through the teaching of dialogues, conversations and expressions could
improve the oral ability in each student, including meaningful tasks with
different activities to improve the teaching – learning process.
According to Talley (2014), he mentions that “the teacher is who
teaches and give knowledge to each student through the instruction in the
classroom using communicative abilities as greets, orders, which is based
on basic expressions to a better feasibility during the learning.” (p.39)
For Talley (2014), the teaching of English language in the classroom
is based on instructions, methods, strategies and techniques based on
17
common expressions for part of the teacher because is the person, which
transmit new knowledge to the students in intuitive form and specific.
For this reason, the teacher is a facilitator, educator, implementer of
knowledge and who gives to the students the motivation necessary in the
classroom to continue, with the learning based on rules, illustrations or
guides of expressions. In addition, this could help to develop the speaking
skill in clear form using their own learning techniques and to create
opportunities in the teaching process, because the teacher´s roles is the
most significant for the students.
OBJECTIVE OF THE TEACHING SPEAKING THROUGH BASIC
EXPRESSIONS
According to Wisconsin High School (2016), the teaching speaking
has as objective provides multiple opportunities, for students to practice and
develop their skills and abilities, based on meaningful and effective
expressions through logical ideas with specific conclusions. (p.1)
Nevertheless, for Wisconsin High School (2016), the objectives are
a base to develop the oral language, as well as voice and body expression
which will help to improve the speaking skill of each student during the
teaching – learning process.
In this case, the objective of the teaching speaking is to develop the
intellect in the students, because they will learn to organize and express
specific ideas, through experiences as well as emotion or aesthetic values.
Therefore, it is important to mention that the objective of the teaching
speaking is to improve the English foreign language in the students, through
oral activities, dynamics with group participation, based on the practice of
expressions which will motivate the students to continue with the learning.
18
According to University Central of Arkansas (2016), the overall
objective is to develop the speaking skill in the students by means of a
variety of communicative activities, from informal dialogues to formal
presentations using phrases and expressions in each exercise. (p.2)
For this reason, the objective of teaching is part of the oral
communication between teachers and students, which the teachers are
principal actors in this educative process, because they give clear ideas to
the students during the learning, as well as the analyses of dialogues by
means of the organization and presentation of ideas.
According to Himmel (2015), she mentions that the objective of the
teaching speaking is to improve in the students’ quality of intonation and
pronunciation of the English language, by means of expressions or practice
conversations during the teaching process. (p.2)
Similarly, Himmel (2015) indicates that the common language
objectives during the teaching process are: describe and explain through
dialogues their ideas, which are considered as help to develop the oral
communication.
In addition, it is important to mention that the quizes and tasks are
part of an objective of teaching, because it helps to reinforce, develop and
complement the oral practice of the students during an ongoing process.
TEACHING STRATEGIES THROUGH THE SPEAKING SKILL USING
BASIC EXPRESSIONS TO APPLY IN THE CLASSROOM
According to Riyota (2012), he mentions that the strategies in
teaching speaking, can be used to develop the knowledge and to express
information, by means of the practice with meaningful activities, as well as:
19
spelling bee and showmanship, which are important activities that the
students need to improve the speaking skill. (p.4)
Riyota (2012), remarks that the first strategy most feasible to develop
the oral ability in the students is the showmanship, because it is an artistic
activity in the that students demonstrate their ideas though gestures, facial
expressions, oral expressions based on vocabulary.
In reference to Merlot Pedagogy (2016), there are more strategies to
develop the speaking skill in the classroom such as: games, simulations,
mental activities, conversations or diverse activities based on the real-life.
These activities will improve rapidly the oral expression in the students of
eighth grade at “Dr. Francisco Huerta Rendon” high school.
Therefore, it is essential to indicate that the teaching strategies in the
classroom are based on expressions, with the proposal to help the students
to develop the linguistic on the speaking skill, through the practice of the
abilities using communicative participation and different methods.
Haynes (2010), refers that: “the teaching speaking in class need
strategies, based on different techniques to develop basic expressions.”
(p.4)
For this reason, the strategies are important aspect on the teaching
in the classroom using different learning techniques, which will help to the
students of the public schools in their classes of English, because the
speaking skill could be more inclusive between the members of the
institution in this case teachers and students have fundamental inspiration
to the practice of the dialogues.
In addition, the teaching-learning process present some strategies to
the students, because is necessary to extend the education that could help
to develop the basic expressions in their future as professional:
20
Comphrension
According to Haynes (2010), he makes emphasis that the strategy
of Comphrension can be applicated in a receptive form practically direct
because the student is who receive the message for after to say or express
the idea which can be with gestures or body language.
In addition, it is a strategy which need important application by part
of the teacher because the student is who will give opinions by means of
the speaking skill.
Lesson visual and Vocabulary
For Haynes (2010), the strategy more feasible for the learning –
teaching of the students of 8th grade can be too the visual strategy, because
it can use different techniques representatives such as: pictures, handbook,
charts, big book, graphics, maps to demonstrate places or expressions.
Consequently, it strategy could be a motivation to improve the
vocabulary of the students, specifically with the help of the visual
representations before mentioned, which it can introduce new expressions
in the daily vocabulary.
Conceptual
For Haynes (2010), it is a strategy that determine an important
objective which could be essential for the learning of the students of 8th
grade, because each concept is based on rules which will serve as support
to the end of each lesson.
For this reason, the concepts are a fundamental part to develop the
communication between students and English teachers, because will
improve the speaking skill during the educative process.
21
Participation
For Haynes (2010), he indicates that a basic strategy is based on the
participation linguistic of the students into classroom, which it is essential to
the development cognitive and communicative.
Currently, the participation of the students is based on the motivation
that give each teacher especially the form of to express ideas, concepts,
words, expressions which are a basic objective to develop the foreign
language in the students of 8th grade.
Homework
According to Haynes (2010), he remarks that the students need a
cognitive reinforce to improve and develop the speaking skill based on
different alternatives to express the dialogues or common expressions, such
as, tasks, exercises, including, oral lessons which will help monitor the new
learning acquired.
Furthermore, the students acquire better knowledge with the oral
practice or communicative, developing the basic expressions in the
teaching- learning process in the classroom, which is considered as an
exercise most feasible to the activities between teacher and student
practicing the speaking skill.
OBJECTIVES OF LEARNING SPEAKING USING BASIC EXPRESSIONS
In refence to Burns (2012), she mentions that “the learning speaking
with the help of the expressions and dialogues are a vital part to develop
the communication in the students”. (p.165)
For Burns (2012), the objective of learning is a simultaneous process,
through skills, strategies and techniques based on important activities,
22
which will develop the expressions and dialogues in the classroom, because
the activities are necessaries to improve the communication.
In addition, Burns (2012) indicates that the variety of activities,
dynamics and didactic resources could be considered as important part of
the development of the learning speaking, which it will apply the knowledge
and oral ability in the students of eighth grade.
In reference to Oxford (2012), he indicates that the objectives of
learning speaking are need to develop an interactive environment in the
classroom, which it will emphasize the comphrension and use language
task to improve the speaking skill. (p.32)
In addition, Oxford (2012) mentions that the expressions could apply
in the moment of the learning speaking using basic objectives such as:
Emphasis in the comprehension of expressions
Oxford (2012), indicates that:
the learning speaking is important because will develop the
vocabulary, short expressions and the use of the material that
support the meaningful comprehension, besides it is necessary
that the information presented to the students has interesting
topics and situations, because in this way a motivational
environment is developed and students will feel motivated. (p.48)
According to Oxford (2012), the comprehension of expressions is
considered within the teaching process as an aspect in which the teachers
have to focus, because many times the extra contents, the lack of dynamics
and even the increasing of the terms to the instruction will cause that the
learning is not meaningful to the students, whereupon the skills will not
develop correctly and students will not apply them in their daily life.
23
Therefore, the objective is to get an integral development in the
students based on basic expressions to develop the speaking skill in the
English language, for which the previous planning made by the teachers,
has to include new strategies to motivate and encourage them to be willing
to develop a meaningful learning.
Interactive Environment to develop expressions
Oxford (2012), indicates that:
To promote the cooperative learning of language, the students
develop the communicative competence when they are part of
different interactive situations, for which the speaking skill is based
on the communication and it is considers as the main objective to
improve the learning of the expressions. (p.10)
For Oxford (2012), the communication depends of the cooperative
works to develop appropriately the necessary skills in a foreign language,
due to the fact that focus in posing communicative and experiential
situations, that provide characteristics to overcome behavioral difficulties
which are harmful to the learning, whereupon the motivation for learning
reaches high levels.
Therefore, the learning must be carried out within an attractive
context, because this will guarantee the active participation of the students,
whereupon it required that all activities that are going to be put forward in
the teaching have a constraint of correlation between the students and the
teacher, setting apart the ancient paradigm where the teacher is the
principal actor in the teaching- learning of dialogues.
Language tasks to develop simple expressions
Oxford (2012), assorts that the tasks are essentials to:
24
This approach bases on the use of meaningful tasks to the
students as a basic unit to the teaching of the simple expressions.
The communicative tasks represent the work carried out in the
class, that involves the students within the comprehension of
dialogues, interaction or production of the language. (p.79)
According to Oxford (2012), the objective of learning speaking is of
participative character based on expressions in reciprocal communicative
situations among the agents of the learning, emphasizing that an instruction
that only focuses grammatical structures, does not help to the real progress
of the students, therefore, the learning context must be full of meaningful
experiences.
Social-cultural contexts to develop speaking skill through basic
expressions
According to Nunan (2014), he remarks that:
“The students are involved in an active way with the read and
listened texts and with the worked topics, expressing opinions and
establishing links with their experiences and interests.” (p.49)
For Nunan (2014), the communicative interaction and social-cultural
topics is one of the most complex aspects to reach in the teaching-learning
process, because it is one of the most attractive for the students and it must
be employed in a meaningful way by the teacher at the moment of design
the contents, considering the instructions with short expressions.
For this reason, he indicates that the historical aspects of the
civilization tend to be the most attractive to the learning speaking, especially
if it deals with a foreign language, because an objective that are in the
students at basic level are the develops curiosities and express opinion,
25
therefore this aspect can be a facilitating dimension to the meaningful
learning.
The individual capacities to develop the speaking skill based on basic
expressions
Nunan (2014), refers that:
The capacities are necessaries to promote the confidence in one-
self, because the fact of express ideas based on the speaking skill
implies effort of overcoming to the problems that could generate
the use of a different language from the own. (p.39)
For this reason, Nunan (2014), he indicates that the communicative
situations that are developed in a foreign language, it tends to negative
experiences, therefore, the teacher must reinforce each particular objective
that helps him to develop appropriately within the speaking learning context
of the students in the classroom.
In addition, the confidence is one objective that strengthen the self-
confidence in the human beings, because it causes that the motivation in
the people comes up and this makes them be willing to experiment
situations in which it will develop an important activity to produce the own
ideas through the speaking learning based on new experiences.
Constancy in the learning of speaking skill
Nunan (2014), mentions that:
In order to reach the different learning established in the
development of this language, it is necessary to encourage by
mean of the work associated to the vocabulary learning,
pronunciation and the writing process. (p. 37)
26
According to Nunan (2014), the process of learning speaking in a
foreign language based on the different skills are a constant fighting,
because it is a procedure persistent that include several teaching
environments, for which the teachers must consider designing activities that
encourage, the motivation and the predisposition of facing the difficulties as
a previous step to reach professional competences and academic.
In addition, the processes of academic formation occur during the
whole life, because this delimits to the instruction in the institutions in a
formal way or during situations that generate empiric learning.
Indeed, the learning speaking is a continuous process that does not
have an end, because if it is delimited, this could cause that the society does
not progress, therefore the constancy plays a substantial role in the social
development establishing different situations in the teaching of expressions.
SPEAKING SKILL
According to Koneru (2008), he refers that speaking skill is the
productive comphrension or oral skill which consists of systematic verbal
specifically to convey meaning although sometimes the teaching of the
speaking skill is considered a simple process in a general level, because it
is totally natural and simple when has basic information to transmit during
the process of teaching-learning in a basic level. (p.357)
Consequently, this skill is an important process to learn or teach a
productive language, by means of basic expressions practicing between
classmates in a form totally natural. Therefore, it is based on information
with short conversations or dialogues, which are an important process to
the learning of each students specially to basic level.
27
For Madrid and McLaren (2006), the speaking skill is known as a
difficult skill, which many times teachers cannot develop in their students. In
addition is important to emphasize that in the current age not all students
are able to express, because some years before, it was used the traditional
methodology which not provide to the students a meaningful learning.
Therefore, they just tended to repeat and memorize brief lessons
that is developing currently, it learning that they will be able to use in the
daily life.
In addition, there are some factors that avoid reaching this purpose
such as, the time that English teachers have only hour classes because in
some institutions, they are just given four or less hours per course and the
methodology used as memorization, repetition, etc.
Therefore, this investigation is being carried out in order to establish
the problems that the teaching and developing of speaking skill has within
the education and the application of a didactic resource with basic
expressions, that will give to the teachers and students a new opportunity
to overcome these difficulties.
IMPORTANCE OF THE SPEAKING SKILL IN THE LEARNING PROCESS
According to Ministerio de Educación (2016), indicates that: “The
English foreign language (EFL) curriculum recognizes the importance of
listening and speaking as essential skills in the communicative competence
of English language learning….” (p.30)
For this reason, the ministry of education will continue with the
teaching- learning process based in the speaking skill and others skills in
the public institutions as a fundamental part, for the educative progress of
the students of different levels. Specially, the speaking skill is to develop the
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communicative competence, which it is consider a primordial element to the
communication through dialogues or short conversations.
LEVELS OF ENGLISH LANGUAGE TO DEVELOP SPEAKING SKILL
According to Serra and Col (2000), they mention that the levels of
language are importants to develop the different abilities, essentially when
is the speaking skill, which explains, the coordination, intonation, during the
learning process. Therefore, the levels are individual components to
coordinate the improvement of the communication through expressions or
vocabulary including grammar, in each level that mention such as:
1. The functional
2. The structural
The functional level
According to Meurers (2004), he indicates that the functional level is
based on situations “Pragmatics which is the study of how language is used
or how language is integrated in context through of the components of the
basic language.” (p.25)
For Meurers (2004), the pragmatic is the study of the relation
between the context and the communicative uses of the language. This
discipline requires the coherence of the narrative discourse, and the
inference processes of the messages or expressions in a context.
Therefore, it depends of the linking of the context and language to create a
new meaning of what the person wants to express orally.
The structural level
According to Kreidler (2000), he indicates that the structural level is
based on the “Linguistic semantics which is the study of how languages
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organize and express meanings through of the development of new
vocabulary.” (p.8)
In reference with Kreidler (2000), he makes emphasis that the
semantic helps to study the content of language and how people are able
to represent the events and relations through a code, needing the cognitive
requirements. It is based on the word meaning and the combination of
words and how the human mind can establish more complex meanings.
Furthermore, Kreidler (2000) mentions that the structural level is a
process which it is necessary to consider the existence of content words
and function words. The first one has meanings referred to names, verbs,
adjectives, pronouns, nouns and so on, and the function words determine
the relation between the content words and the sentences, setting relations
of coordination and subordination.
LEARNING STRATEGIES RELATED TO SPEAKING SKILL
According to Chamot and O´Malley (2011), they refer that “The
learning strategies of the speaking skills are related directly as special
thoughts or behaviors that help the individuals to comprehend, learn or keep
new information”. (p.68)
For Chamot and O´Malley (2011), they indicate that the development
of the language is considered as an intrinsic process of the individuals,
because in relation with the mental and behavioral capacities, the individual
will be able to develop his speaking skills that ease the process of the
communicative situation, therefore, his oral competences comes up from
three different indicators.
Meta-cognitive
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According to Chamot and O´Malley (2011), they say that the
competences are the abilities of performing, which this implies thinking
about the learning process, the planning to the speaking learning, the
monitoring of the comprehension or the production when it is going to be
finished. (p. 94)
For this reason, Chamot and O´Malley (2011), they express that the
learning of speaking skill focusses in the role that the teacher plays to the
development of the oral communicative competences, before which it is
necessary to emphasize that the progress of these skills is correlated with
the work of the teacher during the teaching-learning process.
Cognitive
Chamot and O´Malley (2011), remark that:
The new information could stimulate the speaking learning, for
which they are closer related with the learning individual tasks that
imply a direct manipulation or transformation of the learning
materials. (p.67)
For Chamot and O´Malley (2011), they mention that the particular
development of the person within the learning field, could emphasize that
the people react in different ways before the presence of stimulus,
especially if they develop skills in a daily process in the classroom. It will
increase the level of learning that are presented at the English class
practicing expressions.
Therefore, the manipulation of objects or materials will cause a
positive impact in the assimilation of knowledge for which must have a
meaningful importance during the learning.
Social-Affective
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According to Chamot and O´Malley (2011), they say that:
The learning strategies are an extensive group because imply an
interaction with another person. They are strategies of cooperative learning,
that show an interaction with the speaker to reach a learning objective
and asking several questions to get explanations. (p. 69)
For Chamot and O´Malley (2011), they assort that this level is one of
the most complex to define, because the social constraints are changing in
relation with the context, where they are or even some new come up of the
correlation with individuals during the communicative act.
In addition, these events are developed as an affective indicator that
are product of the relations among people which could develop the skill in
each student.
COMPETENCES CORRELATED TO DEVELOP THE SPEAKING SKILL
Linguistics
Bachman (2013) refers that:
The knowledge of the formal resources of the language as system
and the capacity of using them in the development of well-built and
meaningful messages. Including the knowledge of the lexical
skills, phonology, syntactic or spelling and so on. (p. 29)
For Bachman (2013), he indicates that the development of these
abilities is linked to the contextualization of expressions, according to the
environment where the communicative situation is developing, due to the
fact that the vocabulary, the grammatical rules change continuously,
producing a permutation of messages.
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In relation to, Bachman (2013), he mentions that the participants
which interact in the historical environment or social-cultural within which
they are, form an important role in this learning.
Pragmatic
According to Bachman (2013), he refers that:
It relates with the functional use of the linguistic resources and
comprehending, firstly, a discursive competence that refers to the
capacity to organize sequences to produce textual fragments.
Secondly, implies a functional competence to know, the linguistics
forms and their functions, as the way how they are related with the
real communicative situations. (p. 58)
For Bachman (2013), he makes emphasis in the communicative
competence, which are developed in a linguistic environment, where give a
proper value to the meaning of the structures of the foreign language, that
employ the agents that are part of this event. In this case, the action of
communicating employs different criteria, which assess in a practical way
the necessities that each participant possesses to use and produce the
language in different situations.
Social-linguistics
According to Bachman (2013), he proposes that the next definition
refers to the knowledge of the social constraints and cultural that are implicit
in the language. Besides it is managed when it is employed expressions of
the popular wisdom or with the difference of dialect or accent. (p. 28)
Bachman (2013), defines that the communicative process is strongly
conditioned to the social-cultural variables produced, because within each
community is employed autochthonous expressions, besides of the
particular related to the criteria of the speaker, before which it is emphasized
the inconvenient in the comprehension of the communicative situations.
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TYPES OF KNOWLEDGE TO DEVELOP SPEAKING SKILL
Declarative Knowledge
Cameron (2012) defines that:
They are derived by a part of the experience and in the other hand
by a formal learning, it is related with the academic knowledge. It
is added the world knowledge that involved the values and the
believes shared with social groups of other countries. (p. 28)
For Cameron (2012), he manifests that the cognitive structures or
declarative condition is based on the knowledge which largely the
dimensions can be addressed in communicative situations. Therefore, the
basic expressions that are employed to develop the speaking skill; they are
linked in the mental abilities because these determine even the quality of
what is manifested in the social actors.
In addition to Cameron (2012), the knowledge can be obtained by
empirical processes, as well as through the traditional academic processes,
because the mutual interaction among these modalities of assimilation
causes that people can experiment different things and they use their
experiences in the communicative process in English language.
Personal Knowledge
The human being possesses behavioral characteristics that differ
considerably according to the occurred events, these determine the attitude
to learn and the way how is developed him in a behavioral environment,
before which some intrinsic variables are considered as constant correlation
in order to develop the cognitive capacities of people involved the teaching
– learning process.
Cameron (2012), remarks that:
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The individual characteristics are known as the features and
attitudes that are part of the personality and influence in the image
that they construct about the society. Furthermore, it refers to the
willingness to establish relations with other people, therefore, are
included motivations, attitudes, values, believes, factors of the
personality. (p. 45)
For Cameron (2012), the communicative situations originate the
formation of new knowledge, because this interaction with the social agents
causes that the reception of information which becomes meaningful for the
students, due to the fact that many times it just happens incidentally,
therefore, this condition makes the learning be free, avoiding the formal
obligations and this will derive in communicative aspects.
Academic Knowledge
For Cameron (2012), people possess diverse capacities that is
impossible to consider all of the same skill, therefore, several processes
become more complex according to the competences that they have, before
which this points out an important direction in the communicative situations,
because people involved can work in different ways according to the
particular conditions to receive the information.
It is perceived as the willingness or the ability to discover what is
different, even about other language or culture, other people o new
fields of knowledge. Furthermore, the conscience about how the
language and the communication work, the study abilities and the
holistic strategies. (Cameron, 2012, p. 20)
For this reasons, each person develops the competences strongly
related to the social-cultural positions, before which it is important to
emphasize the habits, strategies and the study factors which influence
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notably in the progress of speaking skills and at the same time the capacity
of the same one involving appropriately in communicative situations.
PHILOSOPHICAL FOUNDATION
Teachers and students could enjoy learning and becoming as wiser
as ever, but that is no happening normally, only a few people realize that,
embrace wisdom, some of them use it for his own good in a selfish way,
have success and laugh at the others. Bovitch (as cited to Jones and Perun,
2011) indicates that students have a feasible curiosity during the teaching-
learning process and that they are eager to discover the educational
environment which it is the teachers’ role to optimize the motivation during
the specific development in each student.
Consequently, for Bovitch (2011), he mentions that the search of
wisdom great things has come up, new techniques, indicators, resources,
studies or methodologies, because if we tried to make students friends of
wisdom in our homes since they are babies things could be different.
In addition, for Massas (2013), he mentions that parents’ involvement
in students could develop a high performance during the process. If we
could see what they really like or hate in their early life, we would know or
look for a way on how to present subjects to them. That is why teachers
have to observe what is happening in their lessons. If they loved wisdom
since they are kids, they would have no limits in their learning. It is still
possible, at homes and classrooms to find some wisdom motivational. It is
still possible to correct our mistakes, to learn again. Harmer (2012),
indicates that excellent professionals in teaching field can absorb the
unexpected events and change it to a successful lesson or activity.
Therefore, Harmer (2012) mentions that to apply the understanding
of the beauty and harmonious side of the speaking, the following aspects of
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how students feel, speak and produce can be part of such term. The
aesthetic part of this is to show how such skill can specific or demonstrate
its use into students and their abilities, keeping things in coherence and with
as much harmony as possible.
The ethics part of it is to show how right can speaking be to a student
and the advantages the students will have involving knowledge and abilities
among others. Students should be able to understand the expressions,
dialogues, that involve axiology and its philosophical study of value. It will
also allow students to show the value of meaning learning, the good part of
knowing another language.
In addition, the harmonious side of the people that have a language
in common and also the disadvantages of the ones that do not understand
the language at hand and others do. The bright side of education will always
be shown and prevail first. It is the important essence of existence in which
human values can also between them.
PEDAGOGICAL FOUNDATION
An author to start this important foundation is Morozova (2013), she
mentions that the speaking skill is one of the four macro-skills more
important to develop an excellent communication, and to improve or
increase the communicative competence between students.
Consequently, she explains that some effective lessons begin with
the pre-(speaking, listening, writing or reading) dependly the topic or
educative level, which this each student, although Wilson (2008), he
indicates that the teachers could be actives and to motivate the students to
continue with the process in class, using some activities introductory based
on real life putting in practice a modern method as are the motivation,
dynamic class and interactive description.
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Therefore, for Morozova (2013) the speaking skill could be a
cognitive organization, for which the teacher helps to the students to
develop their abilities, specifically to be creative and use modern teaching
methods during the educative process such as: oral book report, role play,
debates, jazz chants, creating riddles, radio drama, picture descriptions,
oral diary, oral weekly report, dramatic monologues, group presentations on
a completed project, storytelling, chained storytelling, reading aloud, in this
list of methods too include others important methods to the improvement of
speaking as: tasks, essential materials, syllabus, tales, techniques of
speaking, principles of teaching, role of interaction and speaking
assessment.
In addition, for Ministry of Education (2012) the teaching - learning
process is based on all standards that the science of the pedagogy points
out, because the art of teaching is a systematic process, focused and
developed clearly, therefore, the instruction is carried out basing on the
rules that allow the correct development of the society, due to this is the
main are of study.
Moreover, the variable that refers clearly to the expressions
developed in a communicative situation, which it is important to emphasize
that the pedagogical position will cause a deep analysis in the discursive
that all participants use in the linguistic action, whereby it has to be
considered that the teaching of a foreign language has to focus in the
student as object of learning.
PSYCHOLOGICAL FOUNDATION
The implementation of the psychological perspectives is fundamental
in all investigative processes and with more relevance in the education, due
to the fact that within it students are involved, who present a changing
behavioral development, so that this science is necessary to comprehend
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several processes that affect directly or indirectly the present problem,
detailing below a definition of it.
For Araujo (2013), makes emphasis that the importance of
implementing this science in the analysis of the problem is undoubtedly
necessary, because this will provide meaningful patterns of the cognitive
structures of each student involved in the problem of study, besides the
necessary dimensions to get real and efficient results. Furthermore, it
implies that the investigation is analyzing to the human being in the
development of communicative situations.
In addition, it is necessary to mention students ‘aspects before
thinking of any implementation on the structures in the language. Educators
are considered to observe their students as individuals and groups to set
general activities. Therefore, Metters (2015) have considered three aspects
in a student during the learning process in the classroom. What teacher
could motivate the teaching, too Students could influence with opinions to
the teacher and Teachers and students could practice in better learning
environment, considering that this author mentions that the students will
need some strategies or aspects to develop their attitudes, especially at the
beginning of each class such as: The zoo, this aspect refers to some
students which work in group with a relation of cooperation to develop the
speaking skill, with dialogues and short expressions using greets or
conversations in a comfortable attitude to improve the English language.
The know-it-all, this aspect mentions that the students could be very
intelligent in the participation, although in this aspect the teachers teaches
to the students to work in competitive form. The naughty, this aspect
indicates that the students could consider the time as a difficulty to develop
the speaking skill because the teachers cannot motivate sometimes to the
students during the teaching.
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For Pulverness (2012), he makes emphasis that the students could
practice the speaking as a complex skill, because teachers could help
students with different activities introducing expressions, ideas, vocabulary
to improve the speaking skill or to try that each student speak freely during
the class. In addition, teachers should take notes on difficult grammar and
expression restrictions because the students need a positive learning,
considering that each student start speaking in controlled, semi-controlled
or free practice. Therefore, the psychological purpose is that a good
teaching technique to the students is the motivation to produce the speaking
skill as a normal language with a justice level and participation with each
student.
SOCIOLOGICAL FOUNDATION
The analysis of the sociology is necessary in the development of the
investigative process, because the investigation deals with communicative
aspects that are developed with the students, it is convenient to apply the
criteria of this science, whereby it is mentioned a definition of this adopted
science in the study of the problem.
Chávez (2014), affirms that:
It is a process of social formation, through which people are
informed about the environment where they live and the history, as
well as they are trained to apply the information in their reality with
the purpose of influencing on it and in this way to progress towards
the ideals of peace, harmony and social justice. (p.64)
From the perspective of Chávez (2014), remarks that the situation of
all people that interact directly and the way how they use the environment
to learn, survive and live together. It is important to emphasize that this
science came up from the beginning of the human civilization and the
meticulous - systematic monitoring of its evolution. Without setting apart that
the future generations will use it as a guide to all processes that appear.
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LEGAL FOUNDATION
According to Official Program of the Ministry of Education of Ecuador
(2013), the main objective to improve the teaching speaking in public
schools is to strengthen knowledge with activities, by means of techniques
and methodologies, which will ensure that students accomplish an adequate
English level with the guide of the teacher. (p.1)
Therefore, the objective of the teaching is to develop in each student,
oral or communicative abilities, based on the practice of expressions, using
the motivation that the teacher gives during the learning process.
In addition, the teaching of the English Language is recognized for
the teachers and students as an ability, based on different strategies to
develop the knowledge practicing the language in a daily form.
According to the constitution of Ecuador (2015), Chapter II, for the
Good way of Living system in the first section of Education mention in the
following articles the development of the general learning.
Article 343. 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 with the proposal of develop the
abilities in the students of the different institutions of our country.
In addition, the system shall have as its core focus the learning
subject and shall function flexibly and dynamically, with an inclusive,
efficient and effective approach.
Meanwhile, the national education system shall incorporate an
intercultural vision in line with the country’s geographical, cultural, and
41
linguistic diversity and respect for the rights of the communities, peoples
and nations.
Article 344. The national education system shall be comprised of the
institutions, programs, policies, resources and players of the education
process, as well as actions at the initial, basic, and secondary levels of
education and shall be articulated with the higher education system.
The State shall exercise leadership of the system through the
national education authority, which shall draw up the national policy for
education, it shall also regulate and monitor activities involving education,
as well as the functioning of the system’s entities.
Article 345. Education as a public service shall be provided by means
of public, mixed public and religious, and private school institutions.
In the schools, social services and psychological support shall be
provided free of charge, in the framework of the system of inclusion and
social equity.
Therefore, the Education is an activity to provide changes during the
teaching- learning process to each student or English Teacher, of different
institutions privates, publics or religious in our country with the objective for
better the education based on strategies or methodologies, using the
inclusion as an essential base to the function and equity into the system.
In addition, the Educative System is the study the functions,
techniques, methodologies, tools and activities, to develop in the classroom
with the students and English Teachers, which it will be monitor during the
teaching process based on new activities to the students.
Specifically, the case of the children or teens of eighth grade at Dr.
Francisco Huerta Rendon high school. Therefore, it is considered a public
institution with a weak fluency in the English Language as too in the
learning.
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CHAPTER III
METHODOLOGY, ANALYSIS AND INTERPRETATION OF THE
RESULTS
METHODOLOGICAL DESIGN
The following methodological design has one specific character,
because it is integrated in quantitative and qualitative terms with the
objective of analyses in each strategical step. For this reason, it is based on
the type of investigation, which could be considered in the aspects of the
population or the members of the institution at “Dr. Francisco Huerta
Rendon” High School such as, students and English teachers.
Specifically, this project searches the study of methods and
techniques, to develop and improve the speaking skill, based on the practice
of the basic expressions through interpretation and analyses of the results.
Therefore, the study that realizes the qualitative research is part of a
direct analysis, which develop different aspects of exploration such as the
observation and interview to the English teacher of the institution at “Dr.
Francisco Huerta Rendon” high school, because it can interpret, analyzes
and details the problematic during the methodological process.
In addition, the quantitative research is a design that help to quantify
the population, through specific data based on statistical resources, which
the results obtained from a sample helps to measure or determine, the
influence of the basic expressions, through surveys to the students of eighth
grade.
TYPES OF THE INVESTIGATION
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This Project looks for the results that is based on the study of each
type of investigation, which are: Descriptive, Exploratory, Correlational and
Proposal investigation.
DESCRIPTIVE INVESTIGATION
This investigation determines the reality of difficulty that have the
students of the eighth grade at “Dr. Francisco Huerta Rendon” High School,
to develop the speaking skill, by means of the result statistical applicated
with surveys to obtain a clear description of the problematic.
EXPLORATORY INVESTIGATION
This type of investigation describes the problem searching the
causes, which are part of the influence that have the basic expressions to
develop the speaking skill in the students of eighth grade at “Dr. Francisco
Huerta Rendon” high school.
Therefore, the principal causes that were determined through this
investigation are fundamental part to continue with the investigation realized
such as the followings aspects:
Absence of didactic resources in classes.
Insufficiency in the methodological strategies.
Deficiency in the use of the techniques for speaking skills.
CORRELATIONAL INVESTIGATION
This investigation studies the relation and combination between
independent variable that are the basic expressions that practice the
students in the classroom and dependent variable that is the speaking skill,
which they need to develop during the learning process.
For this reasons, the correlation between the variables search
analyses, identify and determine the problematic of this research, by means
of a study statistically educational that examines or measures, the
44
development of knowledge, ability, creativity and capacity that have the
students of eighth grade on the speaking skill.
In addition, it is important mention that the chi square is the tool that
analyses the correlation of the variables into of this research, with the
specific purpose to obtain result details of the relation.
PROPOSAL INVESTIGATION
This research has as purpose to investigate and determine, the
need of develop the speaking skill in the students of eighth grade at “Dr.
Francisco Huerta Rendon” high school, because they could obtain new
pedagogical ideas with help of a didactic resource appropriate to the
educational and cognitive level.
For this reason, it will help the development of the speaking skill,
based on creative and practice ideas, to motivate the teaching- learning
process in the classroom.
In addition, this investigation analyses the strategical idea of design
a didactic handbook, which it is based on basic expressions to improve
speaking skill, only to students of eighth grade, because they need to
know, manage, and speak the English as a foreign language into
classroom with methodological motivation and practice techniques.
POPULATION AND SAMPLE
POPULATION
The population is detailed in the chart of study, which is considering
all the elements of interpretation with origin characteristic to the
investigation. Therefore, it consists in the common aspects of a data
processing or distribution of the general population in a detail form.
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For this reason, it is considered the total of the students of 8th grade
and an English teacher, corresponding at “Dr. Francisco Huerta Rendon”
High school, District 6, Zone 8, Circuit 09, Province Guayas, City Guayaquil,
Parroquia Tarqui, period 2016, with the purpose of solution the problematic
into the pedagogical aspect.
SAMPLE
Specifically, it is a technique that is used to represent part of the
population of the school, including in the distribution 1 English teacher that
is the guide during the teaching process and 30 students that is in 8th
grade at “Dr. Francisco Huerta Rendon” High school, which they will need
a learning process with emphasis.
Chart#1 Distribution of sample and population
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
School Staff Population Sample
Dr. Francisco Huerta
Rendón
Authority 0 0
English teacher 1 1
Students 30 30
TOTAL 31 31
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Chart#2. OPERACIONALIZATION OF VARIABLES
Source: “Dr. Francisco Huerta Rendón” High school Developed by: Mildred Romero and Ruth Murillo
VARIABLES DIMENSIONS INDICATORS
Basic
expressions
Definitions Concept – Importance
Characteristics
Teacher’s role in the teaching of Basic expressions
Objectives
Introduction
Comphrension in class
Teaching strategies through the speaking skill using basic expressions
Lesson visual/ vocabulary
Conceptual
Participation
Homework
Emphasis in comprehension of expressions
Objectives of learning speaking using basic expressions
Interactive environment to develop expressions
Language tasks to develop simple expressions
social-cultural contexts to develop speaking skill using expressions
the individual capacities to develop the speaking learning based on basic expressions
Constancy in the speaking learning
Definition Concept
Importance of the speaking skill in the learning process
Levels of English Language to develop speaking skill
The functional level
The structural level
Speaking skill
Learning strategies to develop speaking skill
Meta-cognitive
Cognitive
Social-affective
Correlated competences to develop the speaking skill
Linguistics
Pragmatic
Social-linguistics
Declarative knowledge
Types of knowledge to develop speaking skill
Personal knowledge
Academic knowledge
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THEORETICAL METHODS
The scientific methods most relevant to this Educational project are:
Inductive – deductive
This method is a part that allows to know the general problematic in
the process of teaching-learning, about of the basic expressions and
speaking skill, which has as general knowledge to develop the problem
investigated.
Analyses – Synthesis
This method consists in divide the object of study in two parts to a
better application, which it is based on the analyses of the investigation of
this Educational project and the synthesis of the results. Therefore, it could
develop new ideas or solutions during the teaching-learning process. In
addition, it is important to mention that the first object is based on help to
the investigator to know, the reality and to seek the essence of interpretation
in the bibliographical material and of field.
For this reason, the second object indicates that the organization of
all the methodological strategies, is based on a teaching process, to develop
the speaking skill in the students of eighth grade.
Historical - Logical
This method is of major importance because it focuses in the
theorical aspect and methodological of the investigation.
In this case, the study on the problematic that the students have at
“Dr. Francisco Huerta Rendon” High school about of the development of
speaking skill through the basic expressions.
Systematic- Structural-Functional
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It is the method that allows to study the teaching – learning process
of the speaking skill, specially it function will improve the methodology of the
English teacher. In addition, it could develop the ability communicative and
capacity of comphrension in the students of eight grade.
EMPIRICAL METHODS
In this case the methods to develop the study in this educational
project will need of the followings instruments to obtain information, about
of the development of the speaking skill such as, Direct observation,
Surveys to students and Interview to the English teacher. In addition, these
instruments are necessary to obtain information of the problematic at “Dr.
Francisco Huerta Rendon” High school.
DIRECT OBSERVATION
It is an essential method which this form part the English Teacher
and the students because are important characters during the development
of the speaking skill based on the Influence on the basic expressions in
class of the students of 8th grade at “Dr. Francisco Huerta Rendon” High
school.
SURVEYS
This method will permit to obtain some information details and
opinions of the students about of the development the speaking skill, by
means of statements to have specific idea of the learning in the English as
a foreign language.
For this reason, it was selected a group of students from eighth grade
at “Dr. Francisco Huerta Rendon” High School, where was applied the
surveys, which was designed with the Likert scale to evaluate of general
form to each student, selecting the statements with five options such as:
49
Strongly disagree (totalmente en desacuerdo)
Disagree (en desacuerdo)
Neutral (neutral)
Agree (de acuerdo)
Strongly agree (totalmente de acuerdo)
According to the Likert scale, the students will have that mark with an
“x “each personal answer dependly their decision.
Specifically, the purpose of the surveys was taken by 30 students to get
real results of the problematic and to obtain a general idea about the
Influence developed in the students´ knowledge in the speaking skill of
English.
In addition, the information that the students provided was analyzed
clearly to obtain information, through tables and graphics using Microsoft
Excel with the purpose of detail each statement with the answer to analyze
and to determine the level of speaking skill in them.
INTERVIEW
This method permits to obtain information about of a specific and
pedagogical situation, based on questions which it is directly to the English
teacher, in this case at “Dr. Francisco Huerta Rendon” High school.
Therefore, the purpose of the interview is to know the situation about
of the Influence of basic expressions, to develop the speaking skills between
the relation of English teacher with the students of 8th grade, to find a
possible proposal and improve the situation or problematic in the classroom.
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UNIVERSITY OF GUAYAQUIL FACULTY OF LETTER AND SCIENCES OF EDUCATION GENERAL
CORDINATION OF RESEARCH AND ACADEMIC PROYECT. TEACHER OBSERVATION GUIDE
Determine the influence of basic expressions to develop the speaking skill
in the students of 8th grade at “Dr. Francisco Huerta Rendon” high school.
ENGLISH TEACHER:
SUBJECT:
DATE:
51
ANALYSIS AND INTERPRETATION OF RESULTS
TEACHER OBSERVATION GUIDE
This method is an important part to the English teacher, because it
represents the functions of measure the learning based on the objectives
into the classroom such as, techniques and methodologies to teach to the
students of eighth grade the process of speaking skill as a daily practice.
INDICATORS VALUATION OBSERVATION
Initial Motivation to the students
1 The English teacher presents the lesson plan and explain using objectives, techniques and methodologies.
2 Raises situation pre-issues (dialogues, conversations, short expressions based on the practice of speaking skill).
Motivation during the teaching-learning process
3 Keeps student’s interest using different strategies to sustain attention in the classroom.
4 Explain the purpose of learning, importance, and real application to the students.
Explain and presentation of the contents
5 Relates contents and activities with the interest and knowledge of each student.
6 Easy acquisition of the contents, questions and answers, synthesized, exemplified.
Activities in the classroom as teaching- learning process
7 Proposes different activities (dynamics, quiz, didactic lessons, introduction of exercises using motivations).
8 Proposes individual’s activities (individuals or groups).
Resources and classroom organizations
9 Distributes the time properly (warm up, explain time and the rest for the activities of the students).
10 Uses didactic resources as a handbook with colorful pictures, based on exercises, examples for the students.
Instructions, clarifications, and guidance to the student’s homework
11 Encourages participation of the students at work individual and group.
12
Promotes questions in different situations.
52
Consequently, the guide shows that the motivation is a part of the
process, which need attention and emphasis because it is a technique that
help to the English teacher and students, during the application of strategies
into the class such as the interaction and dynamics to reinforce the
knowledge and communication between students and teachers.
Therefore, the observation shows that the activities as,
presentations, dialogues, or conversations are important methods of
teaching- learning process because it will be strategies exemplified to
develop the knowledge of each student based on easy acquisition of
contents, to improve the interest of the english class.
In addition, the classroom is considered for the students as a special
place of learning which it proposes different activities to motivate to the
students during the class.
Meanwhile, the distribution of the time properly is very important
because the English teacher will use different techniques to apply the
teaching, during a specific time. Therefore, the participation of each student
using didactic resources will demonstrates the good clarification during the
teaching-learning process.
UNIVERSITY OF GUAYAQUIL
FACULTY OF LETTER AND SCIENCES OF EDUCATION GENERAL CORDINATION OF RESEARCH AND ACADEMIC PROYECT.
INTERVIEW TO THE ENGLISH TEACHER
Determine the influence of basic expressions to develop the speaking skill
in the students of 8th grade at “Dr. Francisco Huerta Rendon” high school.
53
ANALYSIS AND INTERPRETATION OF RESULTS
INTERVIEW TO THE ENGLISH TEACHER
1. Do you think that the use of basic expressions is important to develop speaking
skill in students?
2. The students participate in classroom with basic expressions?
3. Do you think that the implementation of this project would help the students of
8th grade?
4. Can Speaking skill be developed through the application of basic expressions?
5. How are students motivated to develop speaking skill?
6. Do you consider that is important to develop speaking skill in the students?
7. What is the speaking skill level that you students have?
8. Do you know any technique to develop the speaking skill in students?
9. Would you like use a didactic handbook to develop speaking skill in your
students? Why?
10. Do you think that is necessary to design a didactic handbook with basic
expressions? Why?
54
The interview is directly to the English teacher with the purpose of
analysis the need of create a didactic resource to improve the use of the
basic expressions and to develop the speaking skill. Therefore, the analysis
was realized through questions, which the results were the followings:
In the first question the English teacher said, that the teaching of the
basic expressions would be very important because the students need to
improve the speaking skill.
In the second question the teacher indicated that, the participation of
the students is very need to the educational progress in the English as a
foreign language.
In addition, in the third question the teacher thinks that is acceptable
the implementation of a didactic handbook, to develop the speaking skill as
ability and strategy during the pedagogical process.
In the following question the teacher considers that could be an
essential motivation to each student the elaboration of a new didactic
resource. Considering the basic level that have the students of 8th grade
using some techniques based on the teaching-learning process.
Finally, the teacher considers relevant the last question because is
important indicates that a didactic resource is an extra material to use as
technique or tool, which will serve to improve the basic expressions in the
classroom and mainly to develop the speaking skill.
UNIVERSITY OF GUAYAQUIL FACULTY OF LETTER AND SCIENCES OF EDUCATION
GENERAL COORDINATION OF RESEARCH AND ACADEMIC PROYECT. ENCUESTA REALIZADA A LOS ESTUDIANTES
Conocer la influencia de expresiones Básicas para desarrollar la destreza oral en los estudiantes de Octavo Grado, del Colegio Dr. Francisco Huerta Rendón.
Marcar con una (X) en el cuadro de acuerdo a su opción.
55
N. STATEMENTS 1 2 3 4 5
1 The application of basic expressions is part of
your Educative process.
2 Basic expressions will be useful in the
professional life.
3 The basic expressions can improve the foreign
language.
4 You can describe daily activities using basic
expressions.
5 Your English Teachers uses creative dynamic
ways to focus on English Basic Expressions.
6 The basic expressions are necessary to the
learning.
7 Speaking skill is an important ability.
8 You actively participe in your English class.
9 The ability to speak in public is feasible for you.
10 Is it important to understand the teacher's
instructions in your English class
11 The develop of speaking skill is necessary
during the English class.
12 You can express your ideas with the speaking
skill.
13 The English Teacher uses didactic resources to
explain the class.
14 A didactic handbook with basic expressions is
important to develop foreign language in class.
15 It is necessary to use a handbook with basic
expressions in the English class.
ANALYSIS AND INTERPRETATION OF RESULTS
SURVEY TO THE STUDENTS
CHART N°1
(1) Strongly disagree (Totalmente en acuerdo)
(2) Disagree (En desacuerdo)
(3) Neutral (Neutral)
(4) Agree (De acuerdo)
(5) Strongly agree (Totalmente en acuerdo)
56
ITEM 1: The application of basic expressions is part of your
Educative process.
N.1
Chart of frequency
Alternatives Frequency Percentage
Strongly disagree 0 0,00%
Disagree 5 16,67%
Neutral 0 0,00%
Agree 10 33,33%
Strongly agree 15 50,00% Total 30 100%
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo1
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
According to the results, this shows that the students are strongly
agree with the application of the basic expressions, during the learning
process, because they consider that the expressions into classroom are
important to continue with the educative learning.
CHART N°2
ITEM 2: Basic expressions will be useful in the professional life.
N.2 Chart of frequency
Disagre17%
Agree33%
Strongly agree50%
GRAPHIC 1
57
Alternatives Frequency Percentage
Strongly disagree 2 6,67%
Disagree 4 13,33%
Neutral 9 30,00%
Agree 14 46,67%
Strongly agree 1 3,33%
Total 30 100%
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
According to the analyses, this shows that the students consider that
the basic expressions will be useful in the professional life to develop the
speaking skill in a positive learning. In addition, they are willing to practice
the expressions because it will improve the communication between them.
CHART N°3
ITEM 3: The basic expressions can improve the foreign language.
N.3 Chart of frequency
Strongly disagre7% Disagre
13%
Neutral30%
Agree47%
Strongly agree3%
GRAPHIC 2
58
Alternatives Frequency Percentage
Strongly disagree 0 0,00%
Disagree 2 6,67%
Neutral 6 20,00%
Agree 18 60,00%
Strongly agree 4 13,33%
Total 30 100%
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
According to the statistical graphic, the students are strongly agree
that the basic expressions will improve the speaking skill in class, because
they are willing to practice and study the foreign language with help of the
English teacher to develop the language.
CHART N°4
ITEM 4: You can describe daily activities using basic expressions.
N.4 Chart of frequency
Disagre7%
Neutral20%
Agree60%
Strongly agree13%
GRAPHIC 3
59
Alternatives Frequency Percentage
Strongly disagree 0 0,00%
Disagree 3 10,00%
Neutral 3 10,00%
Agree 16 53,33%
Strongly agree 8 26,67%
Total 30 100% Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
According to the statistical scheme, the students consider important
to describe the daily activities, through the speaking skill using basic
expressions, which are essentials to develop the foreign language,
therefore they are willing in study the expressions to develop phrases with
the purpose of describe the actions and activities.
CHART N°5
ITEM 5: Your English Teacher uses creative dynamic ways to focus on
English Basic Expressions.
Disagre10%
Neutral10%
Agree53%
Strongly agree27%
GRAPHIC 4
60
N.5
Chart of frequency
Alternatives Frequency Percentage
Strongly disagree 0 0,00%
Disagree 0 0,00%
Neutral 5 16,67%
Agree 3 10,00%
Strongly agree 22 73,33%
Total 30 100%
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
According to the results, the students clearly detailed that the English
teacher uses dynamic ways to focus on basic expressions such as tic-tac-
toe or dialogues, because it could help in the development of the speaking
skill in a creative and practice form essentially using the motivation.
CHART N°6
ITEM 6: The basic expressions are necessary to the learning.
N.6 Chart of frequency
Neutral17%
Agree10%
Strongly agree73%
GRAPHIC 5
61
Alternatives Frequency Percentage
Strongly disagree 0 0,00%
Disagree 0 0,00%
Neutral 4 13,33%
Agree 9 30,00%
Strongly agree 17 56,67%
Total 30 100% Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
According to the analyzes, this shows that the students say that the
basic expressions are very necessaries to the learning process, because it
will develop the communication based on conversations or dialogues into
the classroom.
CHART N°7
ITEM 7: Speaking skill is an important ability.
N.7 Chart of frequency
Alternatives Frequency Percentage
Neutral13%
Agree30%
Strongly agree57%
GRAPHIC 6
62
Strongly disagree 0 0,00%
Disagree 3 10,00%
Neutral 0 0,00%
Agree 25 83,33%
Strongly agree 2 6,67%
Total 30 100% Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
This graphic shows that the students consider the speaking skill as
an important ability to the development of the communication during the
learning process, because it skill will help to improve the greets and
expressions based on the short dialogues.
CHART N°8
ITEM 8: You actively participe in your English class.
N.8 Chart of frequency
Alternatives Frequency Percentage
Disagre10%
Agree83%
Strongly agree7%
GRAPHIC 7
63
Strongly disagree 0 0,00%
Disagree 1 3,33%
Neutral 6 20,00%
Agree 18 60,00%
Strongly agree 5 16,67%
Total 30 100% Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
According to the graphic, the students consider that the active
participation in the English class is important, because it helps to develop
and to improve the foreign language, through of the daily practice into
classroom. In addition, this shows that the motivation helps to the
participation of the students.
CHART N°9
ITEM 9: The ability to speak in public is feasible for you.
N.9 Chart of frequency
Alternatives Frequency Percentage
Disagre3%
Neutral20%
Agree60%
Strongly agree17%
GRAPHIC 8
64
Strongly disagree 4 13,33%
Disagree 6 20,00%
Neutral 15 50,00%
Agree 3 10,00%
Strongly agree 2 6,67%
Total 30 100%
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
According to the results, the students mention that the ability to speak
in public is feasible because it will help to develop the communication with
the teachers and others students, especially in expositions, conversations
or activities as open houses will be a good opportunity to motivate the
learning.
CHART N°10
ITEM 10: Is it important to understand the teacher's instructions in
your English class
N.10 Chart of frequency
Strongly disagre13%
Disagre20%
Neutral50%
Agree10%
Strongly agree7%
GRAPHIC 9
65
Alternatives Frequency Percentage
Strongly disagree 0 0,00%
Disagree 0 0,00%
Neutral 3 10,00%
Agree 2 6,67%
Strongly agree 25 83,33%
Total 30 100%
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
According to the graphic of the survey, this shows that the students
are strongly agree with the importance to understand the teacher´s
instructions in the English class, because it depends of the instruction and
the result of a good learning process.
CHART N°11
ITEM 11: The develop of speaking skill is necessary during the class.
N.11 Chart of frequency
Alternatives Frequency Percentage
Neutral10%
Agree7%
Strongly agree83%
GRAPHIC 10
66
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
This result shows that the students are strongly agree with the
develop of the speaking skill, because it is necessary into the classroom. In
addition, it will improve the quality of communication using the English as a
foreign language during the teaching-learning process.
CHART N°12
ITEM 12: You can express your ideas with the speaking skill.
Strongly disagree 0 0,00%
Disagree 2 6,67%
Neutral 3 10,00%
Agree 6 20,00%
Strongly agree 19 63,33%
Total 30 100%
N.12
Chart of frequency
Alternatives Frequency Percentage
Strongly disagree 0 0,00%
Disagree 19 63,33%
Neutral 6 20,00%
Agree 3 10,00%
Strongly agree 2 6,67%
Total 30 100%
Disagre7%
Neutral10%
Agree20%
Strongly agree63%
GRAPHIC 11
67
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
This result shows that the students are agree that they could express
the ideas with the daily practice of the speaking skill, making emphasis that
the guide and motivation of the English teacher is important to develop the
skill, through of basic expressions.
CHART N°13
ITEM 13: The English Teacher uses didactic resources to explain the
class.
N.13
Chart of frequency
Alternatives Frequency Percentage
Strongly disagree 8 26,67%
Disagree 7 23,33%
Neutral 12 40,00%
Agree 3 10,00%
Disagre63%
Neutral20%
Agree10%
Strongly agree7%
GRAPHIC 12
68
Strongly agree 0 0,00%
Total 30 100%
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
According to the results, the students answered that the English
teacher use didactic resources to explain the daily class and to develop the
speaking skill, although could be feasible have more didactic resources to
improve and motivate the teaching process.
CHART N°14
ITEM 14: A didactic handbook with basic expressions is important to
develop foreign language in class.
N.14
Chart of frequency
Alternatives Frequency Percentage
Strongly disagree 0 0,00%
Disagree 3 10,00%
Neutral 7 23,33%
Agree 14 46,67%
Strongly disagre27%
Disagre23%
Neutral40%
Agree10%
GRAPHIC 13
69
Strongly agree 6 20,00%
Total 30 100%
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
Most of the students shows that the great benefit that will have a
didactic handbook in class, with basic expressions, exercises, and
examples because it will help to develop the foreign language. In addition,
they are willing to use a handbook to develop the communication.
CHART N°15
ITEM 15: It is necessary to use a handbook with basic expressions in
your English class.
N.15
Chart of frequency
Alternatives Frequency Percentage
Strongly disagree 0 0,00%
Disagree 1 3,33%
Neutral 2 6,67%
Disagre10%
Neutral23%
Agree47%
Strongly agree20%
GRAPHIC 14
70
Agree 10 33,33%
Strongly agree 17 56,67%
Total 30 100%
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
According to the results in this survey, this shows that the students is
strongly agree, that is necessary to use a didactic handbook with basic
expressions in the English class, because it resource will help to develop
and improve the speaking skill, through of the daily practice.
CHI SQUARE
Objective: Statistically demonstrate the correlation between the
independent and dependent variable.
Independent Variable: Basic Expressions
Disagre3%
Neutral7%
Agree33%
Strongly agree57%
GRAPHIC 15
71
Dependent Variable: Speaking Skill
Source investigation: “Dr. Francisco Huerta Rendon” High school Investigators: Mildred Romero and Ruth Murillo
72
Nivel de Significancia: Alfa=0.05 o 5
Estadístico de prueba a utilizar: Chi Cuadrada
Valor P o significance: As the value of P is less than 0.05, chi cuadrada
test indicates that, there is a relationship between the variables, thus basic
expressions encourage the speaking skill.
73
CONCLUSIONS AND RECOMMENDATIONS
CONCLUSIONS
It is important to mention that this Educative project, is based on the
study of different methodological researches, such as theoretical,
bibliographical and of field, which it demonstrates the importance to develop
the speaking skill in the students of basic level, in this case eighth grade,
through the teaching-learning process on the basic expressions.
Therefore, the good learning process will develop in the students,
abilities in the level of the communication, through the practice of the
speaking skill using the basic expressions on greets, dialogues, or
participative activities to improve the English as a foreign language.
For this reason, this project considers positive the implementation
and creation of a didactic handbook with easy information, which it is result
obtained of the surveys to the students of 8th grade at Dr. “Francisco Huerta
Rendon” high school. Therefore, it will be feasible to the students and
English teachers during the teaching-learning process.
In addition, it is important to consider that most of the students need
of the application of basic expressions in the educative process, to improve
the foreign language in their professional life. Making emphasis, that the
students need to develop their speaking skill to feel motivated for talking in
the classroom using daily basic expressions and to improve the
communication.
Therefore, it is necessary that the students enjoy learning the foreign
language, because it is important to mention, the motivation to each student
using different techniques or strategies used for the English teacher.
Nevertheless, the students need to show predisposition and
understand these strategies with the teacher´s guide in the classroom,
specially to improve and to develop the speaking skill in each one of the
students of 8th grade.
74
RECOMMENDATIONS
It is important to consider that to give to the English teacher positive
recommendations to motivate to the students, during the teaching-learning
process and to develop the speaking skill can be, through of the application
of a didactic resource with the intervention of basic strategies or techniques,
with the objective to improve the pronunciation and the communication
between them.
Therefore, it is necessary to indicate that the English teacher could
work in the classroom with a good didactic resource, where the students
practice and develop the pronunciation using basic expressions, with
examples and exercises, which they will develop the speaking skill,
according to the basic level of each student, in this case to 8th grade.
Consequently, it is important to mention that the different activities
based on basic expressions, is according to specific topics, to develop the
speaking skill using the expressions more feasible to the students.
In addition, there is something that English teacher need to know
about of the practice in class using the basic expressions, based on modern
techniques such as, role plays in groups, dialogues, greets between
classmates, practice games or tic, tac, toc, bingo, lottery, didactic handbook
etc., which are need to improve the learning process of the speaking skill.
Therefore, the interactive communication between English teacher
and students should be a daily practice, since it is an effective way as a
technique to start a class to practice the speaking skill.
75
CHAPTER IV
THE PROPOSAL
TITLE
Design of a didactic handbook based on daily basic expressions to
improve speaking skill.
JUSTIFICATION
The results from the previous field research, through the application
of surveys and interviews to the participants of the teaching-learning
process, demonstrate that the foreign language requires didactic resources
to be attractive, specially to students of 8th grade.
The proposal of the educational interventions must be innovative
because the education is in constant changes, therefore, the teaching of
foreign language plays an important role in the progress of the students.
In addition, is necessary to indicate that the development of the
pedagogical resources is to guarantee an effective learning process in the
students.
In this way by developing a didactic handbook the instructions will
have a ludic dimension to the students, due to the routine at times is set
apart. It is emphasizing that will be proposed diverse activities, to the
development of speaking skill and will encourage the participation in
communicative situations.
Furthermore, it was evidenced that the students will be willing to
explore different exercises related to the speaking skill, due to the fact that
76
will have the confidence given by the use of basic expressions, in this way
the results can be observed clearly in the academic development of the
students.
Finally, the education is the basis of whole society, because it is
always in line with the principles that regulate the cognitive development of
each student. In addition, the educational plan obliges people to assume
the foreign language as fundamental, in this way the educative institutions
must adapt and implement the didactic resources in order to guarantee the
quality and productivity of all the students.
OBJECTIVES
GENERAL OBJECTIVE
To develop the basic expressions in the students of eighth grade in
Basic Education at “Dr. Francisco Huerta Rendon” High School, through a
didactic handbook based on daily basic expressions, to improve the
speaking skill.
SPECIFIC OBJECTIVES
To motivate students to be more actives and creatives during the
teaching- learning process with the purpose to develop the basic
expressions and to improve speaking skill.
To improve the communication among students and English teachers
through basic expressions.
To provide a didactic handbook to the English teachers to develop in
students the speaking skill to transmit basic information in class.
FEASIBILITY OF ITS APPLICATION
77
It is important to indicate that to assure the feasibility of this research
was needed the support of the students of 8th grade and English teachers
at Dr. Francisco Huerta Rendon public high school and is demonstrated with
several points such as:
Financial Feasibility
The idea of implement this project is entirely by the authors of this
didactic handbook, with the purpose that the English teacher only use
copies as a guide to apply the teaching-learning process of the daily basic
expressions, although the handbook has some colorful examples as help
for the students into the classroom.
In addition, the English teacher can implement this didactic resource
in the class, because it is economically feasible to the teaching-learning
process, which it will be a practice resource to the students of eighth grade.
Technique Feasibility
During the development of this important study at Dr. Francisco
Huerta Rendon public high school, it was observed clearly the necessity of
providing of innovative didactic resources to the teachers and that all these
focuses on the progress of the basic expressions of English language,
which it is applying the proposal becomes transcendental.
Human Feasibility
This proposal to be feasible is thanks to the participation of students
of 8th grade at Dr. Francisco Huerta Rendon high school, including to
English teacher of this institution which it proposal was considered attractive
and agreeable because it will provide benefit to the educational
development of the students.
78
In addition, the participation and collaboration of the parents, during
the teaching-learning process of the foreign language is an important
support to the adaptation of pedagogical resources that encourage the
development of the speaking skill.
Legal Feasibility
This educative project is based on the guide and analyses of the
good way of living system first section of ministry of education articles 343,
344 and 345, curriculum guidelines, including common European
Framework Reference (CEFR).
In addition, it is important to remark the intervention of the National
Plan for Good Living, because it refers to the development of each skill
which depends of the Political and strategic guidelines to:
2.9. Emphasizes that the comprehensive development depends of the
teaching-learning of early childhood in boys and girls.
e. Monitor and ensure each development cognitive, social, and affective
language specially with children from 8th grade because is an essential
requirement for the students from 8th grade at Dr. Francisco Huerta Rendon
high school.
THEORETICAL ASPECTS
DIDACTIC ASPECT
The didactic handbook contributes to the development of the
speaking skill in the students of 8th grade by means of the learning of basic
expressions which are necessary to the continuous progress of each one of
the abilities and skills in the foreign language.
For this reason, Richards (2012) contributes with different ideas of
proposals to improve effectively the deficiency communicative through of a
79
good didactic resource to help to the students and English teachers during
the teaching-learning process.
Therefore, the didactic process is considered to the students of the
public school as a fundamental aspect to develop the speaking skill which
helps to their future as professional.
SOCIOLOGICAL ASPECT
The educational community will have at its reach an innovative
proposal, because this will deal with the development of basic cognitive
frameworks to the learning of English language. Therefore, this will
influence in the social aspect of each participant who will feel motivated in
order to be involved in communicative contexts frequently, the most
remarkable is that the participants will not be afraid of making mistakes,
because this will improve the framework of this foreign language.
Beneficiaries
It is evidenced clearly that the great beneficiaries will be the students,
due to the fact that this will be a didactic tool to an innovative teaching. From
this perspective, they will plan meticulously the different contents, strategies
and activities that they will propose during the teaching-learning process.
It is important to emphasize that in this way, it will be positive to the
students, the implementation of a didactic handbook in the process within
the classroom. Therefore, the different activities will be developed, but
especially focused in a meaningful learning of the basic expressions, so that
this didactic handbook will improve the quality of the development in the
speaking skill of the students of eighth grade.
DESCRIPTION OF THE PROPOSAL
80
The objective to develop this proposal is to demonstrate that can be
a didactic resource, that will improve the quality of learning in the students
of 8th grade, including practice ideas and clear solutions in the topics.
Consequently, it was structured to develop the speaking skill
designing a didactic handbook based on daily basic expressions, which it is
considered as a didactic resource that present a variety of expressions to
give better emphasis in the learning process.
Each lesson consists in:
Basic information for foreign language learning, which the students will
improve their speaking skill.
The didactic handbook contains: greetings, personal information,
classroom expressions, orders and instructions, including expressions
to give orders in the classroom., to be performed by students to
strengthen their ability and skill oral in some examples with the help of
the teacher.
Short conversations based on daily actions to basic level.
Pictures to motivate the creativity of the students in each lesson.
Remember some grammatical intonation to develop and improve the
pronunciation.
Examples, exercises and activities in each lesson to continue with the
develop and practice of the speaking skill.
Bibliography to help to the student to search others guides.
81
This proposal is specially for that students, understand, practice and
help to improve their foreign language, based on daily basic expressions
because this didactic resource is essentially practice for the students of 8th
grade at Dr. Francisco Huerta Rendon located in the North of Guayaquil
with the intervention of the English teacher, who is the responsible for
getting the student to develop and improve the speaking skill.
There are so many factors or aspects in this proposal which are
important to mention such as:
The first aspect is considered as a way of influence of the students
in a psychological aspect, it is to develop the student´s confidence and
personal safety during the learning- teaching process.
A second aspect to mention is the voice, because in the students is
important a good quality of intonation and the pronunciation, that depend of
the vocalization of the expressions, especially when are greetings or
questions, in this case of the proposal the short dialogues have a context
clear.
A third aspect is the modulation of voice because each expression
depends of the flexibility, intensity, fluency or accuracy of the speaking skill
during the learning process of the students.
The paralinguistic as fourth aspect is considered as an essential
element to develop the ideas through of expressions with help of gestures
or the body expressions which are most common between the students of
basic level.
The spontaneous aspect depends of the motivation to make the
students of 8th grade comfortable feeling in the moment of express ideas in
front of a teacher or classmate and that the student is able to let the
knowledge flow in a natural way which is the best way to do a basic
conversation.
82
CONCLUSION
The present proposal will awake interest in the students to develop the
speaking skill of a pertinent form and practice.
It is important to indicate that the content of the didactic handbook is
clear and specific because it seeks to improve the communication
between students and English teachers with security of establish
emotional and cognitive support through some appropriate practices of
daily basic expressions.
It is essential to consider that the proposal is an opportunity to develop
the foreign language in a basic conversation or situations.
In addition, it is important to emphasize that by means of this didactic
resources the students will progress the development of the speaking
skill with strategies, techniques and exercises.
With this didactic handbook, the students of 8th grade and English
teachers will improve the pedagogical and methodological strategies
reducing the difficulty or confusions during the teaching-learning process.
In conclusion, this proposal will certainly be a positive didactic resource
to the students of 8th grade and English teachers, because will contribute
to the development of the basic expressions, by means of the speaking
skill.
83
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Title: Correction in each chapter of the Educative Project.
Source investigation: “Dr. Francisco Huerta Rendon” High school Authors: Mildred Romero and Ruth Murillo
According to This picture the Tutor Mr. Israel Bravo is making
corrections in each chapter of the Educative Project.
Title: Revision of the chapters
Source investigation: “Dr. Francisco Huerta Rendon” High school Authors: Mildred Romero and Ruth Murillo
In this picture shows that the Tutor and Students is making review
of the chapters with specific details to improve and apply the Project.
99
Title: Student developing the survey.
Source investigation: “Dr. Francisco Huerta Rendon” High school Authors: Mildred Romero and Ruth Murillo
In This picture shows that the student is Reading and answering the
survey of as develop the speaking skill through the use of some didactic
resources.
Title: Students listen the instruction of the survey
Source investigation: “Dr. Francisco Huerta Rendon” High school Authors: Mildred Romero and Ruth Murillo
This picture shows that the Students listen with attention each
statement to answer the survey.
100
101
UNIVERSITY OF GUAYAQUIL FACULTY OF LETTER AND SCIENCES OF EDUCATION GENERAL CORDINATION OF RESEARCH AND ACADEMIC PROYECT.
INTERVIEW TO THE ENGLISH TEACHER
Determine the influence of basic expressions to develop the speaking skill
in the students of 8th grade at “Dr. Francisco Huerta Rendon” high school.
11. Do you think that the use of basic expressions is important to develop speaking
skill in students?
12. The students participate in classroom with basic expressions?
13. Do you think that the implementation of this project would help the students of
8th grade?
14. Can Speaking skill be developed through the application of basic expressions?
15. How are students motivated to develop speaking skill?
16. Do you consider that is important to develop speaking skill in the students?
17. What is the speaking skill level that you students have?
18. Do you know any technique to develop the speaking skill in students?
19. Would you like use a didactic handbook to develop speaking skill in your
students? Why?
20. Do you think that is necessary to design a didactic handbook with basic
expressions? Why?
102
UNIVERSITY OF GUAYAQUIL FACULTY OF LETTER AND SCIENCES OF EDUCATION GENERAL
CORDINATION OF RESEARCH AND ACADEMIC PROYECT. TEACHER OBSERVATION GUIDE
Determine the influence of basic expressions to develop the speaking skill
in the students of 8th grade at “Dr. Francisco Huerta Rendon” high school.
ENGLISH TEACHER:
SUBJECT:
DATE:
103
UNIVERSITY OF GUAYAQUIL FACULTY OF LETTER AND SCIENCES OF EDUCATION
GENERAL COORDINATION OF RESEARCH AND ACADEMIC PROYECT. ENCUESTA REALIZADA A LOS ESTUDIANTES
Conocer la influencia de expresiones Básicas para desarrollar la destreza oral en los estudiantes de Octavo Grado, del Colegio Dr. Francisco Huerta Rendón.
Marcar con una (X) en el cuadro de acuerdo a su opción.
INDICATORS VALUATION OBSERVATION
Initial Motivation to the students
1 The English teacher presents the lesson plan and explain using objectives, techniques and methodologies.
2 Raises situation pre-issues (dialogues, conversations, short expressions based on the practice of speaking skill).
Motivation during the teaching-learning process
3 Keeps student’s interest using different strategies to sustain attention in the classroom.
4 Explain the purpose of learning, importance, and real application to the students.
Explain and presentation of the contents
5 Relates contents and activities with the interest and knowledge of each student.
6 Easy acquisition of the contents, questions and answers, synthesized, exemplified.
Activities in the classroom as teaching- learning process
7 Proposes different activities (dynamics, quiz, didactic lessons, introduction of exercises using motivations).
8 Proposes individual’s activities (individuals or groups).
Resources and classroom organizations
9 Distributes the time properly (warm up, explain time and the rest for the activities of the students).
10 Uses didactic resources as a handbook with colorful pictures, based on exercises, examples for the students.
Instructions, clarifications, and guidance to the student’s homework
11 Encourages participation of the students at work individual and group.
12
Promotes questions in different situations.
(1) Strongly disagree (Totalmente en acuerdo)
(2) Disagree (En desacuerdo)
(3) Neutral (Neutral)
104
N. STATEMENTS 1 2 3 4 5
1 The application of basic expressions is part of
your Educative process.
2 Basic expressions will be useful in the
professional life.
3 The basic expressions can improve the foreign
language.
4 You can describe daily activities using basic
expressions.
5 Your English Teachers uses creative dynamic
ways to focus on English Basic Expressions.
6 The basic expressions are necessary to the
learning.
7 Speaking skill is an important ability.
8 You actively participe in your English class.
9 The ability to speak in public is feasible for you.
10 Is it important to understand the teacher's
instructions in your English class
11 The develop of speaking skill is necessary
during the English class.
12 You can express your ideas with the speaking
skill.
13 The English Teacher uses didactic resources to
explain the class.
14 A didactic handbook with basic expressions is
important to develop foreign language in class.
15 It is necessary to use a handbook with basic
expressions in the English class.
(4) Agree (De acuerdo)
(5) Strongly agree (Totalmente en acuerdo)
105
106
107
DIDACTIC
HANDBOOK
108
GENERAL INDEX
INTRODUCTION………………………………………….3
LESSON ONE:
GREETINGS…………………………………………………….. 4
“SAYING HELLO AND INTRODUCING
YOURSELF…………………...5
Exercise…………………………………………………………………
….7
Tips of
pronunciation……………………………………………………...12
Activity
#1………………………………………………………………….13
Activity #
2…………………………………………………………………14
Activity #
3…………………………………………………………………15
LESSON TWO: ASKING AND GIVING PERSONAL
INFORMATION…….16
“SHORT CONVERSATIONS WITH EXPRESSIONS…………………17
Tips of
learning……………………………………………………………21
Exercise # 1 – 2………………………………………………………22 -
-23
Activity #
1………………………………………………………………...24
Activity #
2………………………………………………………………...25
Activity #
3………………………………………………………………...26
LESSON THREE: CLASSROOM
EXPRESSIONS…………………………….27
“SHORT EXPRESSIONS” ...………………………………28
Tips for
language………………………………………………………….32
Exercises # 1 – 2……………………………………………………...33 -
34
109
Activities # 1
……………………………………………………………...35
Activity #
2………………………………………………………………..36
Activity # 3
……………………………………………………………….37
LESSON FOUR: GIVING INSTRUCTIONS
………………………………….38
“GENERAL IMPERATIVES”
Language focus: tips of
learning………………………………………..39
The imperatives (don’t forget -remember)
...………………………….40
Forms of imperatives ………………………………………………41 -
42
Oral
practice……………………………………………………………..43
Activity # 1
…………………………………………………………….44
Activity # 2
………………………………………………………………45
BIBLIOGRAPHY……………………………………………………….
46
INTRODUCTION This didactic handbook is based on main lessons such as: greetings or
introductions, asking and giving personal information with the learning of
conversations or short dialogues, in addition including some short
expressions based in classroom language. The book includes a partial
110
division according to the subjects by time lessons, it means, the classes
must start according to the student´s needs and the complement must be
realized with an interesting strategy, so we make a general didactic
handbook.
Considering, the motivation which is given in the student´s initial learning,
that make their attention become too smart and self-sufficient boys; the
education which is delivered must be interesting and must include the
composed special information, essential and necessary.
In addition, it didactic handbook is the most advisable for a strategic
education, the illustrations which are shown must be specific and easy,
moreover the exemplification reduces at least, since those are methodical
issues which stay as an opinion of the teacher and resolve at the moment.
Also, it is according to the technical conditions moreover the composition of
the auditory, the quality of people and specialist.
The coordination of the teaching activities is of importance remarkable on
the theory´s education and the methodical of the subjects. The differentiated
correspondences of the teaching field and pedagogics, it depends that the
students put themselves in conditions to conceive the instruction as a
complex process of the instruction and the socialist personalities´ education
and it will be able to master and directing pedagogically this complex
process of instructions, either didactics means or in the educational theory.
LESSON ONE
111
GREETINGS
“SAYING HELLO AND
INTRODUCING
YOURSELF”
HELLO!!!!
PRESENTATION. Practicing speaking skill
112
a) To say hello or hi.
INFORMAL FORMAL
113
a) To say good morning, afternoon, evening or
good night. To develop the speaking skill
10 PM onward
5 AM to 12 PM
or 00:00 to 24:00
12 PM to 6 PM
6 PM to 10 PM
114
EXERCISES
TO RECOGNIZE AND REPEAT THE GREETINGS
USING THE SPEAKING SKILL…
READ THE POEM.
A POEM:
115
b) To say good bye or bye.
c) This phrase is used when you meet somebody.
116
INTRODUCING.
d) For introducing yourself, you have to use next
expressions:
(PRACTICING)….
e) For introducing somebody else, you have to use
next expressions. Recognizing to practice speaking
skill
117
f) To ask for your friends’ names, you have to use:
118
g) TO PRACTICE THE CONVERSATION…..
h) To ask for your friends’ ages, you have to use:
FORMAL
INFORMAL
119
REMEMBER
i) Examples of a short dialogue using HOW ARE
YOU? ….
TIPS TO PRONUNCIATION:
120
ACTIVITY N° 1
COMPLETE THE EXERCISES. Applicating the speaking
skill...
ANSWER THE QUESTIONS.
ACTIVITY N° 2
READ AND TRACE. THEN COMPLETE THE SENTENCES
ACTIVITY N° 3
READ AND MATCH THE QUESTIONS AND ANSWERS
LESSON TWO
ASKING AND GIVING
PERSONAL INFORMATION
“SHORT CONVERSATIONS
WITH EXPRESSIONS”
121
GIVING AND ASKING FOR PERSONAL
INFORMATION
BASIC QUESTIONS AS INTRODUCTION:
a) To ask and give personal information between friends.
b) Chart explicating the different forms to ask for personal information in
general form or basic level.
c) To ask names in a direct form... (to develop the speaking skill with short
conversations)
d) To ask the age in a personal form…
122
e) to ask country and nationality of someone.
Examples:
f) To ask and describe about of your eyes or hair considering direct form as
expression.
123
g) To ask about the favorite program in a general expression…
Example:
A presentation as guide to develop an oral expression.
124
Tips of learning: to develop the speaking skill in class and form a conversation
Languages focus. HOW TO ASK AND GIVE PERSONAL INFORMATION
EXERCISES # 1
To develop the speaking skill in class. (work in pairs):
125
EXERCISES # 2
TO PRACTICE THE DIALOGUE WITH YOUR CLASSMATES OR WITH
THE ENGLISH TEACHER.
126
ACTIVITY # 1
ACTIVITY # 2
COMPLETE THE QUESTIONS USING THE WORDS AS GUIDE.
1. _________________________OLD ARE YOU?
2. __________________________THIS YOUR PENCIL?
3. ___________________________SITS AT YOUR TABLE?
4. __________________________DO YOU LIVE?
5. ___________________________IS YOUR BIRTHDAY?
6. __________________________YOUR FRIEND WANT TO PLAY?
7. _________________________DO YOU WANT TO EAT FOR LUNCH?
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8. ________________________ ARE YOU CRYING?
ACTIVITY # 3
complete the following sentences with your own information. then, match the
answers with the questions. write the number on the line provided.
LESSON THREE
CLASSROOM EXPRESSIONS
“ShORt ExpRESSiOnS”
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CLASSROOM LANGUAGE
Classroom language is the routine language that is used on a regular basis in
classroom like giving instructions of praise, for example “Take out your books” or
“Please sit down”. This is language that teachers are used to using and students are
used to hearing, but when teaching a language, it takes a while to learn this part of
the language.
a) Short expressions to give instructions in the classroom
for part of the English teacher. (to develop activities in
class)
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b) When a student receives the order in a specific and clear
form. (To develop differences between expressions)
c) When a student has some doubt in the classroom. Specifically, are questions in a polite formal…
d) common phrases in the classroom, to receive information. (To
learn the specific form of a expression using short expressions)
e) ASKING FOR PERMISSION. Formal expression
f) To ask for permission to go to the bathroom. (To develop the oral
practice in the classroom)
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to say an expression formal to go to the restroom.
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Tips for language:
Some expressions to use and practice in the classroom with the classmates and
your English teacher. (To develop the speaking skill rapidly).
MORE BASIC EXAMPLES:
IT IS IMPORTANT TO REMEMBER:
Each expression used in the classroom is with the guide of an English teacher
To develop the skills in the students to improve the language.
EXERCISES # 1
READ EACH EXPRESSION, LOOK EACH PICTURE AND MATCH
EXERCISE # 2
WHAT´S THE TEACHER SAYING? WRITE THE COMMAND INTO BALLOONS AND
AFTER REPEAT ORALLY, TO DEVELOP THE SPEAKING SKILL
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ACTIVITY # 1
TO PRACTICE THE SPEAKING SKILL WITH YOUR CLASSMATE
COMPLETE:
ACTIVITY # 2
MATCH THE PICTURES WITH THE CORRECT MEANING AFTER REPEAT ORALLY.
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ACTIVITY # 3
COMPLETE THE SENTENCES WITH THE CORRECT WORD.
LESSON FOUR
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GIVING INSTRUCTIONS
“GENERAL IMPERATIVES”
GIVING INSTRUCTIONS
IN THE CLASSROOM
language focus:
Could you learn!!!!!
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Examples: (to give an order)
Examples: (to give an instruction)
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ORAL PRACTICE
READ AND REPEAT THE INSTRUCTIONS AND ORDERS.
(to work in pairs)
IMPERATIVES AFFIRMATIVES AND NEGATIVES
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ACTIVITY # 1
READ AND COMPLETE THE EXPRESSIONS USING THE IMPERATIVES
FROM THE BOX…
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ACTIVITY # 2
ASSOCIATE AND MATCH THE PICTURES. (to recognize the actions)
BRING YOUR BOOK!
GO OUT!
STOP!
SIT DOWN!
OPEN THE DOOR!
CLEAN THE BOARD!
COME IN!
STAND UP!
OPEN THE WINDOW!
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BIBLIOGRAPHY
GREETINGS:
http://www.americangreetings.com/
http://www.curso-ingles.com/aprender/cursos/vocabulario-viajar/travel-
vocabulary/greetings-and-introductions
ASKING AND GIVING PERSONAL INFORMATION:
https://easyenglishexercises.wordpress.com/2016/01/22/asking- for-and-
giving-personal-information/
http://www.english-at-home.com/giving-personal-information/
CLASSROOM EXPRESSIONS:
https://quizlet.com/3145323/common-classroom-expressions-flash-cards/
http://basicenglishgrammar4u.blogspot.com/2012/09/classroom-useful-
expressions.html
GIVING INSTRUCTIONS:
http://www.english-at-home.com/giving-instructions/
http://www.englishgrammar.org/giving-orders-instructions-english/
http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/giving-
directions
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