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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOF(A, LETRAS Y CIENCIAS DE LA EDUCACIÓN
SISTEMA DE EDUCACIÓN SUPERIOR PRESENCIAL
CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL
PROYECTO EDUCATIVO PREVIO A LA OBTENCIÓN DEL TITULO DE LICENCIADA EN CIENCIAS DE
LA EDUCACIÓN MENCIÓN: Lenguas· Lingüística
TEMA: INFLUENCE OF MOTIVATION IN THE DEVELOPMENT OF
VOCABULARY
PROPUESTA: DESIGN A DIDACTIC GUIDE WITH LUDIC ACTIVITIES FOR THE
DEVELOPMENT OF VOCABULARY
AUTORES: UVIDIA REINOSO YESENIA ABIGAIL AND LEÓN
COELLO CINTHYAPAMELA
CONSULTOR: MSC. LUCILA SÁNCHEZ
GUAYAQUIL-2017
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
SISTEMA DE EDUCACIÓN SUPERIOR PRESENCIAL
CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL
PROYECTO EDUCATIVO
PREVIO A LA OBTENCIÓN DEL TÍTULO DE
LICENCIADO EN CIENCIAS DE LA EDUCACIÓN
MENCIÓN: Lenguas- Lingüística
TEMA: Influence of motivation in the development of vocabulary
PROPUESTA: Design a didactic guide with ludic activities for the
development of vocabulary
AUTORES: Uvidia Reinoso Yesenia Abigail y
León Coello Cinthya Pamela
CONSULTOR: P. Msc. Lucila Sánchez
GUAYAQUIL, 2017
UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS Y
CIENCIAS DE LA EDUCACIÓN SISTEMA DE EDUCACIÓN SEMIPRESENCIAL
CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL
Msc. Silvia Moy-Sang Castro Msc. Wilson Romero
DECANA SUBDECANO
_____________________________ _____________________________
Msc. Alfonso Sánchez Ávila Ab. Sebastián Cadena Alvarado
SECRETARIO GENERAL
MSC
SILVIA MOY-SANG CASTRO,
ARQ. DECANA DE LA FACULTAD DE FILOSOFÍA LETRAS
Y CIENCIAS DE LA EDUCACIÓN
CIUDAD.
De mis consideraciones:
En virtud que las autoridades de la Facultad de Filosofía, Letras y Ciencias de la
Educación me designaron Consultor Académico de Proyectos Educativos de
Licenciatura en Ciencias de la Educación, Mención: Lenguas y Lingüística, el día
26 de Octubre de 2016.
Tengo a bien informar lo siguiente:
Que los integrantes Uvidia Reinoso Yesenia Abigail con C.I. 1722220017 y León
Coello Cinthya Pamela con C.I 0924537897, diseñaron el proyecto educativo con
el Tema: Influence of motivation in the development of vocabulary Propuesta:
Design a didactic guide with ludic activities.
El mismo que ha cumplido con las directrices y recomendaciones dadas por el
suscrito.
Los participantes satisfactoriamente han ejecutado las diferentes etapas
constitutivas del proyecto, por lo que procedo a la APROBACIÓN del proyecto, y
pongo a vuestra consideración el informe de rigor para los efectos legales
correspondiente.
Atentamente
Consultor Académico
Guayaquil, 19 de Junio de 2017
.
MSc.
SILVIA MOY- SANG CASTRO
ARQ. DECANA DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA
EDUCACIÓN
CIUDAD
Para los fines legales pertinentes comunico a usted que los derechos intelectuales del
proyecto educativo con el tema:
INFLUENCE OF MOTIVATION IN THE DEVELOPMENT OF VOCABULARY
DESIGN A DIDACTIC GUIDE WITH LUDIC ACTIVITIES.
Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.
Atentamente,
Yesenia Uvidia Reinoso
172220017
Cinthya León Coello
0924537897
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
SISTEMA DE EDUCACIÓN SEMIPRESENCIAL
CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL
PROYECTO
TEMA: Influence of motivation in the development of vocabulary
Design a didactic guide with ludic activities.
APROBADO
………………………………
Tribunal No 1
……………………… ……………………… Tribunal No 2 Tribunal No 3
Yesenia Abigail Uvidia Reinoso Cinthya Pamela León Coello
1722220017 0924537897
EL TRIBUNAL EXAMINADOR OTORGA
AL PRESENTE TRABAJO
LA CALIFICACIÓN DE:
EQUIVALENTE A:
TRIBUNAL
ACKNOWLEDGMENT
I would like to express my gratitude to my God for keeping me with the same
enthusiasm when I began my career and the strength of my desires that
have not finished. To my advisor Msc. Lucila Sánchez who with her
continuous support encourage me to finished my project, thanks to you for
her patience, her love and her incommensurable knowledge, I would like to
be grateful with my husband Dr. Angel Yagual, who gives me his
economical an spiritual support. First and foremost I would like to show my
happiness to my parents Manuel Uvidia and Liliana Reinoso and my family
Albita Reinoso and Kevin Uvidia for always guiding me for the truthful
pathway.
Yesenia Abigail Uvidia Reinoso
AGRADECIMIENTO
Desearía expresar mi gratitud a Dios por mantenerme con el mismo
entusiasmo cuando comencé la carrera y por la fortaleza de mis deseos de
progresar que aún no han terminado. A mi Tutora de Tesis P. Msc. Lucila
Sánchez quién con su continuo apoyo me alentó a finalizar mi proyecto,
gracias a usted por su paciencia, su amor y su inconmensurable
conocimiento. Agradezco también a mi esposo Angel Yagual quien me
brindó su apoyo espiritual y económico y antes que nada me gustaría
demostrar mi felicidad a mis padres Manuel Uvidia y Liliana Reinoso, a mi
familia Kevin Uvidia y Albita Reinoso, por guiarme por la senda correcta.
Yesenia Abigail Uvidia Reinoso
ACKNOWLEDGEMENT
I would like to thank first God for this Project, them my family for their
support, but specially my mom that helped me throughout of these years of
study in order to obtain this professional degree.
Also thank to my partner Abigail, teachers, and the tutor Msc. Lucila
Sánchez that collaborated to the fulfilment of this project.
Cinthya Pamela León Coello
AGRADECIMIENTO
Agradezco primeramente a Dios por este proyecto, a mi familia por su
apoyo incondicional y especialmente a mi mamá quien me ayudó a través
de estos años de estudio para obtener mi título profesional.
Deseo agradecer a mi compañera de tesis Abigail, a mis profesores y a la
Msc. Lucila Sánchez quien colaboró a la culminación de este proyecto.
Cinthya Pamela León Coello
INDEX
FRONT PAGE………………………………………………………………….....i
DIRECTIVES……………………………………………………………………..ii
CERTIFICATION OF ACADEMIC TUTOR ACCEPTANCE………………...iii
INTELLECTUAL RIGHTS OF THE PROJECT……………………...…….....iv
PROJECT……………………………………………………………………..….v
EXAMINER TRIBUNAL………………………………………………………...vi
ACKNOWNLEDGMENT………………………………………………….…vii-x
INDEX……………………………………………………………………...…xi-xv
INDEX OF TABLES AND GRAPHICS…………………………………..…..xiv
ABSTARCT……………………………………………………………............xvi
REGISTRATION FORM OF THESIS………………………………...xvii
INTRODUCTION ....................................................................................... 1
CHAPTER I ............................................................................................... 3
1.1 RESEARCH CONTEXT ....................................................................... 3
1.2 CONFLICT SITUATION ....................................................................... 4
1.3 SCIENTIFIC FACT ............................................................................... 4
1.4 CAUSES .............................................................................................. 4
1.5 PROBLEM FORMULATION ................................................................ 5
1.6 RESEARCH OBJECTIVES .................................................................. 5
1.6.1 GENERAL OBJECTIVE…...……………………………………………..5
1.6.2 SPECIFIC OBJECTIVES………………………………………………...5
1.7 QUESTIONS OF THE INVESTIGATION ............................................. 5
1.8 JUSTIFICATION .................................................................................. 6
CHAPTER II ............................................................................................... 8
2.1 HISTORICAL BACKGROUND…………………………………………….8
2.2 THEORETICAL FOUNDATION ......................................................... 10
2.2.1 LINGUISTICS FOUNDATION ......................................................... 10
2.2.1.1 SEMANTICS ................................................................................ 10
2.2.1.2 LEXICOLOGY .............................................................................. 10
2.2.1.3 VOCABULARY DEFINITIONS ..................................................... 10
2.2.1.1 PARTS OF THE SPEECH ........................................................... 12
2.2.1.2 TYPES OF VOCABULARY .......................................................... 12
2.2.2 PSICOLOGICAL FOUNDATIONS .................................................. 13
2.2.2.1 MODEL OF MOTIVATION ........................................................... 14
2.2.2.2 THEORY OF MASLOW ............................................................... 14
2.2.2.3 TYPES OF MOTIVATIONS .......................................................... 16
2.2.2.4 MOTIVATION OF THE STUDENT IN THE CLASSROOM .......... 19
2.2.3 PHILOSOPHICAL FOUNDATION .................................................. 19
2.2.4 PEDAGOGIC /DIDACTIC FOUNDATION ....................................... 21
2.2.4.1 VOCABULARY STRATEGIES ..................................................... 21
2.2.4.2 DEFINITION OF A DIDACTIC GUIDE ......................................... 22
2.2.4.3 CHARACTERISTICS OF A DIDACTIC GUIDE: ........................... 22
2.2.5 SOCIOLOGICAL FOUNDATION .................................................... 23
2.2.5.1 COMMUNICATIVE APPROACH ................................................. 23
2.2.5.2 BRUNER ´S PERSPECTIVE ....................................................... 24
2.2.5.3 VYGOTSKY PERSPECTIVE ....................................................... 24
2.2.6 LEGAL FOUNDATION .................................................................... 25
CHAPTER III ............................................................................................ 27
3.1 METHODOLOGICAL DESIGN .......................................................... 27
3.2 TYPES OF INVESTIGATION ............................................................. 27
3.2.1 DESCRIPTIVE ................................................................................ 27
3.2.2 EXPLICATIVE ................................................................................. 28
3.2.3 PROACTIVE ................................................................................... 28
3.3 POPULATION AND SAMPLE ............................................................ 28
3.4. VARIABLES OPERATIONALIZATION CHART ................................ 30
3.5 INVESTIGATION METHODS ............................................................ 31
3.5.1 ANALYSIS-SYNTHESIS METHOD ................................................ 31
3.5.2 HISTORIC-LOGIC METHOD .......................................................... 31
3.5.3 INDUCTIVE-DEDUCTIVE METHOD .............................................. 32
3.5.4 SYSTEMIC-STRUCTURAL FUNCTIONAL METHOD .................... 32
3.6 TECHNIQUES AND TOOLS OF INVESTIGATION ........................... 32
3.7 ANALYSIS OF THE DATA ................................................................. 32
3.6.2 INTERVIEW .................................................................................... 48
3.6.3 CLASSROOM OBSERVATION ...................................................... 48
3.6.7 CHI SQUARE AND VARIENCE TEST………………………………..48
3.8 CONCLUSIONS & RECOMMENDATIONS ....................................... 50
CHAPTER IV ........................................................................................... 52
4.DIDACTIC GUIDE WITH LUDIC ACTIVITIES FOR THE DEVELOPMENT
OF VOCABULARY……………………………………………………...……..52
4.1 JUSTIFICATION ................................................................................ 52
4.2 OBJECTIVES ..................................................................................... 52
4.2.1 GENERAL OBJECTIVE .................................................................. 52
4.2.2 SPECIFIC OBJECTIVES ................................................................ 53
4.3 THEORETICAL ASPECTS ................................................................ 53
4.4 FEASIBILITY OF APPLICATION .................................................. …..54
4.5 DESCRIPTION ................................................................................. .54
INDEX OF TABLES AND GRAPHS
TABLE N° 1 and Graphic N°4………………………………………………....33
TABLE N° 2 and Graphic N°5………………………………………………....34
TABLE N° 3 and Graphic N° 6………………………………………………...35
TABLE N° 4 and Graphic N°7………………………………………………....36
TABLE N° 5 and Graphic N°8………………………………………………....37
TABLE N° 6 and Graphic N°9 ……………………………………………..….38
TABLE N° 7 and Graphic N°10……………………………………………..…39
TABLE N° 8 and Graphic N°11…………………………………………….....40
TABLE N° 9 and Graphic N°12………………………………………………..41
TABLE N° 10 and Graphic N°13……………………………………………...42
TABLE N °11 and Graphic N°14………………………………………….…..43
TABLE N° 12 and Graphic N°15……………………………………………...44
TABLE N° 13 and Graphic N°16……………………………………………...45
TABLE N° 14 and Graphic N°17……………………………………………...46
TABLE N° 15 and Graphic N°18…………………………………………..….47
ANNEXES 1…………………………………………………………………….56
ANNEXES 2…………………………………………………………………….60
ANNEXES 3………………………………………………………………….…63
ANNEXES 4…………………………………………………………………….67
BIBLIOGRAPHY……………………………………………………………72-74
DIDACTIC GUIDE…………………………………………………….….75-206
UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA,
LETRAS Y CIENCIAS DE LA EDUCACIÓN
SISTEMA DE EDUCACIÓN: Presencial
ESPECIALIZACIÓN: Lenguas y Lingüística
THEME: “Influence of motivation in the development of vocabulary”.
PROPOSAL: Design a didactic guide with ludic activities.
ABSTRACT
Nowadays there is a lack of motivation of the students in the teaching-
learning process due to the inadequate methodologies which are been
applying. For that reason, the purpose of this investigation is to analyze the
influence of motivation in the development of vocabulary. The lack of
motivation in the class has as consequence the little use of vocabulary and
problems in the learning process. Also, this study is aimed to change the
vision of teachers in their teaching-learning methodology using a variety of
ludic activities to improve the teaching practice. Consequently, It will be
design of a didactic guide to assist students to relate the content of the text
with their reality, so they will be able to use the learned vocabulary, also this
didactic guide presents practical instructions to the teachers to know how to
guide the learning of the student, and achieve the goals of assimilation of
contents, Through the use of videos, games, photos slides and worksheets.
Key words: Vocabulary, motivation, didactic guide, teaching English as a
foreigner language
UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA,
LETRAS Y CIENCIAS DE LA EDUCACIÓN
SISTEMA DE EDUCACIÓN: Presencial
ESPECIALIZACIÓN: Lenguas y Lingüística
TEMA: “Influencia de la motivación en el desarrollo del vocabulario”.
PROPUESTA: Diseñar una guía didáctica con actividades lúdicas
RESUMEN
En la actualidad existe una falta de motivación en los estudiantes en
el proceso de enseñanza - aprendizaje, debido a las inadecuadas
metodologías que han sido aplicadas, por esta razón, el propósito de esta
investigación es analizar la influencia de la motivación en el desarrollo del
vocabulario, la falta de motivación en clases da como resultado problemas
en su proceso de aprendizaje.
Esta investigación también tiene como objetivo cambiar la visión de
la metodología de los educadores en el proceso de enseñanza-
aprendizaje, utilizando una variedad de actividades lúdicas para mejorar la
práctica de la enseñanza. Consecuentemente se diseñará una guía
didáctica que ayude a los estudiantes a relacionar el contenido del texto
con su realidad, de este modo los estudiantes estarán aptos para usar el
vocabulario aprendido, Esta guía didáctica incluye instrucciones prácticas
para que el educador pueda guiar a sus estudiantes, En la guía didáctica
puede encontrar: fotos, diapositivas, videos, juegos y hojas de trabajo de
las actividades. Esta guía didáctica no demanda de muchos recursos, los
autores de este proyecto se encargaran de suplirlos.
Palabras Claves: Vocabulario, motivación, guía didáctica, enseñanza de
inglés como idioma extranjero.
REPOSITORY NATIONAL SCIENCE AND TECHNOLOGY
REGISTRATION FORM OF THESIS
TITLE AND SUBTITLE: Influence of motivation in the development of vocabulary. Design a didactic guide with ludic activities
AUTHORS: Uvidia Reinoso Yesenia Abigail León Coello Cinthya Pamela.
REVISORES: P. Msc. Sánchez Pérez Lucila Margarita
INSTITUTION: University of Guayaquil FACULTY: Philosophy, Letters and Science of Education
CAREER: Lenguas y Lingüística
DATE OF PUBLISHING:
NUMBERS OF PAGES: 208
THEMATIC AREA:
KEY WORDS: Motivation, Didactic Guide, Vocabulary, Teaching English as a foreigner language
ABSRACT: Nowadays there is a lack of motivation of the students in the teaching-learning process due to the inadequate methodologies which are been applying. For that reason, the purpose of this investigation is to analyze the influence of motivation in the development of vocabulary. The lack of motivation in the classrooms which results in the little use of vocabulary and problems in the learning process. Also, this study is aimed to change the vision of teachers in their teaching-learning methodology using a variety of activities to improve the teaching practice. Consequently, It will be designed a didactic guide to assist students to relate the content of the text with their reality, so that through the activities developed they will be able to use the learned vocabulary to communicate, also this didactic guide presents practical instructions to the teachers to know how to guide the learning of the student, and achieve the goals of assimilation of contents. Throughout the use of videos, games, photos slides and worksheets.
NUMBER OF REGISTER (en base de datos):
NUMBER OF CLASIFICATION:
URL ADDRES: (tesis en la web):
PDF ATTACHED: YES x NO
CONTACT WITH AUTHOS: TELEPHONE: 0991188803 (1)7862863879
E-MAIL: abiguichu@outlook.es cinthyaleon@outlook.com
CONTACT INTHE INSTITUTION:
NAME: Universidad de Guayaquil
TELEPHONE: 04294888 Ext 123
E-MAIL: lenguas.linguistica.filo@gmail.com
REPOSITORIO NACIONAL EN CIENCIAS Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: Influencia de la motivación en el desarrollo del vocabulario. Diseño de una guía didáctica con actividades lúdicas.
AUTOR/ES: Uvidia Reinoso Yesenia Abigail León Coello Cinthya Pamela.
REVISORES: P. Msc. Sánchez Pérez Lucila Margarita
INSTITUCIÓN: Universidad de Guayaquil FACULTAD: Filosofía, Letras y Ciencias de la Educación
CARRERA: Lenguas y Lingüística
FECHA DE PUBLICACIÓN :
NÚMERO DE PÁGINAS: 208
ÁREAS TEMÁTICAS:
PALABRAS CLAVES: Motivación, guía didáctica, vocabulario, enseñanza del inglés como idioma extranjero.
RESUMEN: En la actualidad existe una falta de motivación en los estudiantes en el proceso de enseñanza - aprendizaje, debido a las inadecuadas metodologías que han sido aplicadas, por esta razón, el propósito de esta investigación es analizar la influencia de la motivación en el desarrollo del vocabulario, la falta de motivación en clases da como resultado problemas en su proceso de aprendizaje. Esta investigación también tiene como objetivo cambiar la visión de la metodología de los educadores en el proceso de enseñanza- aprendizaje, utilizando una variedad de actividades lúdicas para mejorar la práctica de la enseñanza. Consecuentemente se diseñará una guía didáctica que ayude a los estudiantes a relacionar el contenido del texto con su realidad, de este modo los estudiantes estarán aptos para usar el vocabulario aprendido, Esta guía didáctica incluye instrucciones prácticas para que el educador pueda guiar a sus estudiantes, En la guía didáctica puede encontrar: fotos, diapositivas, videos, juegos y hojas de trabajo de las actividades. Esta guía didáctica no demanda de muchos recursos, los autores de este proyecto se encargaran de suplirlos.
N° DE REGISTRO (en base de datos):
N° DE CLASIFICACIÓN:
DIRECCIÓN URL: (tesis en la web):
ADJUNTO PDF : SI x NO
CONTACTO CON AUTOR/ES:
TELEFONOS: 0991188803 (1)7862863879
E-MAIL: abiguichu@outlook.es cinthyaleon@outlook.com
CONTACTO EN LA INSTITUCIÓN:
NOMBRE: Universidad de Guayaquil
TELÉFONO: 04294888 Ext 123
E-MAIL: lenguas.linguistica.filo@gmail.com
INTRODUCTION
The topic of this research is important according to the Good Living
National Plan 2013-2017, objective 4:“to strengthen the skills and
potentialities of the citizenship, the evaluation and assurance of the quality
are indispensable requirements of all formative process.” These principles
guarantee the pertinence of the educative offer in all the levels. The purpose
of this investigation is to analyze the influence of motivation in the
development of vocabulary, because of this, a diagnosed was issue to
measure the motivation in the classrooms. The results showed little use of
vocabulary and problems in the learning process itself.
The motivation is the reason why things are done, in this case why it
is studied; and it is related with the academic achievement in the learning
field (González, I. 2008).
This research used a bibliographic, field and statistical methodology
that allows to obtain the necessary information to present the proposal. The
current methods are inadequate for teaching-learning, resulting on a
slowing down in the acquisition of knowledge. The aim of this project is to
change the vision of teachers in their methodology of teaching-learning
using a guide of ludic activities to improve the work of the educator.
This Project contains four chapters:
Chapter I, Problem: Research context, Research problem, Conflict
situation and Scientific Fact, Causes, Problem Formulation, Research
Objectives, General Objectives, Specific Objectives, Questions of the
Investigation and Justification.
Chapter II, Theoretical Frame: Study background, Theoretical
Foundations (Didactic, Linguistic, Psychological, Pedagogical, Legal
Foundation, and Glossary).
Chapter III, Methodology: Methodological Design, Types of
Investigation, Population and Sample, Chart of Variables
Operationalization, Investigation Methods, Techniques and tools of
Research, Analysis and Interpretation of Results, Conclusions and
Recommendations.
Chapter IV, the Proposal, Title, Justification, Objectives, Feasibility of
Application, Description, Validation of Proposal, Social Impact,
Beneficiaries, Bibliography and Annexes.
CHAPTER I
THE PROBLEM
1.1 RESEARCH CONTEXT
The Pedro J. Montero High School is located in the north of
Guayaquil, in the Francisco de Orellana Avenue. It was founded in 1997, in
an industrial zone, close to the highway to Daule.
On January of 1997, a committee made from teachers and people
from the area wanted to improve their community. To accomplish this, they
impulse the creation of the first public High School in the area due to the
need that the community had. To start functioning, the school requested the
collaboration of the “UNIÓN NACIONAL DE EDUCADORES” (UNE).
The school started its activities on May 1997, in the public school
“Rosa Paredes Jumbo”, with a building with walls made of cane and
teachers graduated from the Faculty of Philosophy of the University of
Guayaquil. The teachers were: Ricardo Holguín, Manuela Ladines, Alexa
Áreas, Martha Camino, Samuel Villalva, and José León. The desire from
the parents, students and community produced its results, and in January
2009 the government of the president Rafael Correa started the
construction of this institution. This institution came to be the “5 de Febrero”
High School.
The changes that the government brought and the implementation of
a new Organic Law of Intercultural Education and its regulation produced a
transformation in the education system. On April eleventh, 2013, it was
resolved to dispose the reorganization of the educative institutions “5 de
FEBRERO” and “SANTIAGO DE ROLDOS”. They remained with their
respective itineraries, levels and sublevels, but through a fusion process
they became one educative institution named
“Pedro J. Montero” Public Educative Unit. The principal in charge was
the teacher Pedro Ricardo Holguin, under the administrative resolution
number 061-2013 Educative district address pascuales-1,” Los Vergeles”.
1.2 CONFLICT SITUATION
It has been observed that there is a lack of interest of the students in the
learning of the English language, besides students need more motivation to
increase their school development. Specifically, the origin of the problem is
the little use of vocabulary, which prevents them to carry out any activity in
the English language.
Motivation helps to improve the learning of a foreign language and
leads to an effective communication. Following that perspective the use of
didactic materials, the methods employed and the techniques could be
improved in order to solve actual problem.
1.2 SCIENTIFIC FACT
Students of ninth grade do not participate in class activities, due to
the little knowledge of vocabulary words which do not allow students to
express themselves. Also, students show lack of motivation when it comes
to learn the English language, only the use of the textbook does not help
the students to learn more vocabulary, because it makes the learning
boring, therefore students require ludic activities to motivate them to learn.
1.3 CAUSES
Among the causes it is pointed out:
The teacher makes little use of ludic activities,
The teacher has insufficiency of didactic refreshing courses
for the development of vocabulary,
The teacher focuses more in the grammatical aspect of the
language and does not pay attention in the acquisition of
vocabulary words.
1.4 PROBLEM FORMULATION
How does the motivation influence in the development of vocabulary
in the students of ninth grade of GBE at “Pedro J. Montero” High School in
Guayaquil city, school year 2016-2017?
1.5 RESEARCH OBJECTIVES
1.6.1 GENERAL OBJECTIVES
Analyze the influence of motivation in the development of vocabulary,
by means of a bibliographic, field and statistical research to design a
didactic guide with ludic activities for the development of vocabulary.
1.6.2 SPECIFIC OBJECTIVES
Know the type of motivation that students need to learn
English through a bibliographic, field and statistical research.
Identify the level of the vocabulary development in students
through a bibliographic, field and statistical research.
Design of a didactic guide with ludic activities for the
development of vocabulary through the interpretation of the
main data obtained.
1.6 QUESTIONS OF THE INVESTIGATION
1) Which are the causes that influence in the development of
vocabulary in EFL students?
2) Which are the theoretical bases that support the influence of
motivation in the development of vocabulary of the students?
3) How does the proposal of a didactic guide with ludic activities
allow to improve the development of vocabulary?
1.8 JUSTIFICATION
Nowadays, the inadequate methods of teaching-learning influence
the acquisition of knowledge in the classroom, however they are still in use.
It is necessary a fundamental factor in the academic context to implement
new methods or techniques to develop the environment in the classroom,
especially when it comes to motivation.
This investigation is convenient because it can be used to improve
the development of vocabulary, so that students can be motivated through
ludic activities.
The motivation in English as a foreign language (EFL) is significant
for the educational process, because it constitutes a relevant part of the
student`s learning. (The National Curriculum Guidelines, 2014). If students
participate in a more active way in the process of teaching- learning, this will
help to promote the motivation for language learning.
The direct beneficiaries of this project will be students and teachers,
of Pedro J. Montero High school, in Guayaquil city, of Ninth grade of Basic
General Education. The indirect beneficiaries will be parents and society.
The proposal to be designed is supported by the Ley Orgánica de
Educación Intercultural, so that the implementation of a didactic guide,
intends to be a solution to the necessities that students have in the
development of vocabulary (LOEI, 2011).
According to the Nation Curriculum Guidelines the suggested level of
proficiency is A1.2 that refers” students should have by the end of this level,
a basic vocabulary repertoire of words and phrases related to their social
background and link words or groups of words with very basic linear
connectors like but or then”(p.20). For students to achieve these learning
levels, the proposal of didactic guide with ludic activities will help them so
that the learning would be more meaningful. Besides this project is
supported by the “Plan Nacional del Buen Vivir” (2013) objective 4, that
states “to strengthen the skills and potentialities of the citizenship, the
evaluation and assurance of the quality are indispensable requirements of
all formative processes”. These principles guarantee the pertinence of this
project (p. 6).6)
In the Ecuadorian National Constitution, Title number seventh
“Regime of well living”, chapter first “Inclusion and equity”, section first
“Education”, holds that the educative system should be dynamic to the
abilities of the people can be developed, for that reason, the proposal will
be designed applying ludic activities which are expected to achieve, to
obtain a better level in the development of vocabulary. (Republic of Ecuador,
2011).
The purpose of this investigation is to analyze the influence of
motivation in the development of vocabulary. The lack of motivation in the
classrooms which results in the little use of vocabulary and problems in the
learning process. Also, this study is aimed to change the vision of teachers
in their teaching-learning methodology using a variety of activities to
improve the teaching practice.
CHAPTER II
THEORETICAL FRAMEWORK
2.1 HISTORICAL BACKGROUND
There are several studies that refer about the motivation of the
students in classrooms. For that reason, diagnostics have been made
throughout the years. Among these diagnostics, the project of Pila (2012),
singles out that the motivational strategies allow to rouse the interest of the
students in the learning of the English as a second language. The
importance that motivating learners has, can be appreciated, so that not
only it is required to teach general knowledge to adapt the young people
and keep the interest in their different ages, but also to share the teaching
according to the real necessities of each student.
According to Tapia (1992), Fernandez (2009) and Zuñiga (2012), it
is considered that motivation is an essential component for the learning of
the English language, because if you do not want to learn the language
there will be no desire to participate in the process of acquiring knowledge.
Therefore the teacher is an essential element in the learning process
so that it the teacher feels enthusiastic about teaching the subject and uses
techniques which better suited according to the age and needs of students
as well as presenting contents that encourage student interest for learning,
the learning will be more meaningful and enjoyable.
In this way, according to (Gonzalez, 2013) it is valued that the lack of
motivation is an issue that currently is taking place in educational
institutions, what leads to have little interest or apathy about learning the
language.
Likewise adds that the vocabulary can be acquired in different ways
and, if it is done in a more collaborative and dynamic way, students will
improve their level of vocabulary, resulting in encouraged students
that do not see the language as something unnecessary but as useful
communicating tool. This is why the authors of this study consider ludic
activities will help to the teacher providing with techniques and activities to
use in class and encourage development in the use of vocabulary in a fun
way to reinforce the level of vocabulary that is required for the domain of the
language.
Within Common European Framework of References for language
teaching, learning, assessment (2013), it has been analyzed the four
objectives:
To promote, encourage and support the efforts of teachers and
learners at all levels to apply in their own situation the principles of
the construction of language-learning systems
By basing language teaching and learning on the needs, motivations,
characteristics and resources of learners; by developing appropriate
methods and materials;
To promote methods of modern language teaching which will
strengthen independence of thought, judgment and action,
combined with social skills and responsibility. (p.4)
Nowadays there is a lack of motivation of the students in the
teaching-learning process due to the inadequate methodologies which are
been applying. For that reason, in view of the information researched, it is
concluded that the motivation is a determinant factor which influences in the
development of vocabulary, and in the academic performance of students.
2.2 THEORETICAL FOUNDATION
2.2.1 LINGUISTICS FOUNDATION
2.2.1.1 SEMANTICS
For Jackson and Zé Amvela (2007), Semantics is defined: “as the
study of meaning. Its aim is therefore to explain and describe meaning in
natural language.” (p. 5)
To understand how vocabulary is developed, first is necessary to
take into account the contribution that semantics has in the process of
vocabulary teaching-learning, because its function is to give meanings to
the words, which helps to increase the amount of lexicon in the students.
2.2.1.2 LEXICOLOGY
The study of lexicon allows the students to develop the four abilities
of the language. “Lexicology may be defined as the study of Lexis,
understood as the stock of words in a given language, i.e. its vocabulary or
lexicon” (Jackson and Zé Amvela, 2007, p. 2), also, lexicology does not only
work with simple words but also complex and compound words.
This investigation will use lexicology and semantics in the proposal
because it is very necessary to improve the understanding and learning of
vocabulary in order to reach the communicative competence established by
the National Curriculum Guidelines for the level A1.2 (2014).
2.2.1.3 VOCABULARY DEFINITIONS
The term vocabulary has a range of meanings (Antonacci and
O‘Callaghan, 2012) which are:
1. Sight-word: when the students can observe and recognize the
words which are written in a text.
2. Listening vocabulary: when students can comprehend what they
listen e.g. intensive or extensive listening.
3. Academic vocabulary: when students can understand commands or
phrases which are used in class.
Tylor (1990) (cited by Mukoroli, 2011) defines “vocabulary as the
entire stock of words belonging to a branch of knowledge or known by an
individual.” (p. 6) It is determined that vocabulary is not only an ensemble,
nor the meaning of the words but also, how it functions within a context and
the relation that it has with other words. This is why this contribution is
considered pertinent for the fulfillment of this project of students.
Miller (1999) (cited by Mukoroli, 2011) states that vocabulary is a set
of words that are the basic building blocks used in the generation and
understanding of sentences. He considered that “vocabulary is the base of
which can be developed the comprehension abilities of the sentences.” (p.
6).
In this project of investigation, it is considered that sigh-word is more
relevant in the development of the vocabulary of students but, there is a
concept established by Antonacci and O´Callaghan (2012) which states that
vocabulary is the “students understanding of oral and print words.” (p. 83)
This concept can be used as a scientific base to support the
development of this thesis. Furthermore, this author also explains that a
dictionary definition of vocabulary does not apply to a vocabulary that
includes conceptual knowledge of words. Instead “Students vocabulary
knowledge is a building process that occurs over time as they make
connections to other words, learn examples and non-examples of the word
and related words, and use the word accurately within the context of the
sentence.” (p. 83)
2.2.1.1 PARTS OF THE SPEECH
According to Stockwell & Minkova (2001) the main parts of
vocabulary are:
Conjunctions,
preposition,
modal verbs,
verbs,
and words related to the academic context.
2.2.1.2 TYPES OF VOCABULARY
In words of Corson (1995), there are two types of vocabulary, the
active vocabulary and the passive vocabulary.
Active Vocabulary: are the words which are used frequently, in a
daily communication.
Passive Vocabulary: are the words which people have little
knowledge about, and consequently these are not used.
To Montgomery (2007), there are others types of vocabulary:
1.-Listening Vocabulary: are the words which students can
comprehend when listen.
2.-Speaking Vocabulary: are the words that students use to
communicate.
3.-Reading Vocabulary: are the words that students can observe and
recognize in a text.
4.-Writing Vocabulary: are the words students can understand when
these are written in a text.
It should be taken into account the different types of vocabulary to
develop it in the students. This will allow them to apply the vocabulary in
each skill of the language, since the student should learn to recognize and
identify the meaning of words. For that reason, if the student applies these
types of vocabulary in their school tasks, they will be more involved in the
learning process then it will result easier for them to communicate.
The use of active vocabulary will be used in this project, because
students should become familiar with basic terms, which belong to their
academic level.
According to Mukoroli (2011) the vocabulary is the base for the
students to strengthen the four skills of the languages.
“Without some knowledge of vocabulary, neither language
production nor language comprehension would be possible. Thus the
growth of vocabulary knowledge is one of the essential pre-requisites for
language acquisition and this growth can only be possible when teachers
employ effective vocabulary teaching and learning strategies.” (Mukoroli,
2011, p. 8)
As the author mentions it, to have a repertoire of vocabulary is
important to be able to communicate, if the students do not possess
vocabulary knowledge, it will be more difficult for them to perform in the
activities that will be assigned, and therefore the production of the
communication will be scarcely.
2.2.2 PSICOLOGICAL FOUNDATIONS
Motivation can be considered as:
A state of cognitive and emotional arousal, which leads to a
conscious decision to act, and which gives rise to a period of sustained
intellectual and physical effort, in order to attain a previously set goals.
According to William & Burden (2010) Motivation is a stimulus to
carry out a task with the aim to accomplish the proposed goals. He mentions
that exist a model of motivation which helps to understand better the way
people achieve their necessities.
2.2.2.1 MODEL OF MOTIVATION
In the words of Williams & Burden (2010), it will be presented a model
of motivation with the aim to clarify the meaning of thereof.
1 .Reasons for undertaking a particular activity
2. Involved in deciding to do something
3. Sustain the effort required to complete the activity to their own
satisfaction. (Williams & Burden, 2010, p.121).
Graphic 1:
Source: Williams & Burden, 2010, p. 121 Authors: Uvidia & León (2016)
2.2.2.2 THEORY OF MASLOW
Maslow (1943) (cited by Kejzers 2010) “states in his need-hierarchy
that there are at least five sets of goals, which are called the basic needs,
namely: physiological, safety, love, esteem and self-actualization.” (p. 8)
According to Maslow (1943) when the first, physiological, need is satisfied
the next “higher-order need” has to be satisfied.
“Maslow distinguishes between lower- and higher-order needs; the
lower-order needs are physiological, safety and love and the higher-order
needs are the last two. Lower-order needs have to be satisfied in order to
pursue higher-level motivators along the lines of self- fulfilment” Maslow
Reason
for doing
something
Deciding to
do
something
Sustaining
the effort, or
persisting
(Kejzers, 2010, p. 8). However, the five needs differ in type of motivation,
e.g. self-actualization is intrinsic growth of what is already in the organism,
or more accurately of what is the organism itself (Maslow, 1970). Maslow
(1943) argues that self-actualization is absolutely not something extrinsic
that an organism needs for health, such as e.g. “a tree needs water”.
Hereby, Maslow (1943) refers to the lower order needs as being more
extrinsic and the higher order needs more intrinsic. Below, a chart of
Maslow’s hierarchy of needs is presented.
Graphic 2:
Source: Keijzers, 2010, p. 9 Authors: Uvidia & León (2016)
The authors of this project consider necessary to take into account,
the second level of higher order needs of Maslow, because it is main
purpose is to fulfill the need of achievement that students have in the
development of vocabulary. This project will take into consideration the two
Self-Actualization
Creativity-Fullfilment
Self-Esteem
Achievement- Recognition
Belonging-Love
Friends- Family-Love
Safety
Securuty- Freedom
Physiological
Food- Water- Sex- Sleep-Health
kinds of motivation which are: extrinsic and intrinsic that will be useful for
explaining the influence of motivation in the development of vocabulary.
Since the natural´s desire is to satisfy his most basic needs to satisfy
to accomplish his higher needs, teachers, family, society and the state.
Become the pillars for the achievement of this objective.
2.2.2.3 TYPES OF MOTIVATIONS
Amabile (1993), explains this as follows:
Individuals are intrinsically motivated when they seek
enjoyment, interest, satisfaction of curiosity, self-expression,
or personal challenge in the work.
Individuals are extrinsically motivated when they engage in
the work in order to obtain some goal that is apart from the
work itself.
Effects of the Cultural and Educational Contexts on Motivation in
Second Language Learning
Graphic 3:
Source: Porta Linguarium, 2007, p.14 Authors: Porta Linguarium
“The educational context refers generally to the educational system
in which the student is registered, and specifically to the immediate
classroom situation. When considering the educational context, we
focus on the expectations of the System, the quality of the program,
the interest, enthusiasm and skills of the teacher, the adequacy of
the materials, the curriculum, the class atmosphere, etc.” (Gardner,
2007, p. 14).
The educative environment should offer students the tools and
resources needed which carries to the adequate apprehension of
Classroom Persistence Cultural Language
Behaviour Contact retention
Cultural
Context
Educational
Context
Integrativeness Attitudes toward the learning
situation
MOTIVATION
knowledge, through the use of effective systems, techniques,
simultaneously with the collaboration of the teacher to facilitate the learning.
According to Gardner (2007) “The motivated individual is goal
directed, expend efforts, is persistent, is attentive, has desires (wants),
exhibits positive affect, is aroused, has expectancies, demonstrates self-
confidence (self-efficacy) and has reasons (motives)” (p.15)
Motivated learners show interest in the learning, they are animated
to reach their personal and academic goals, nevertheless it is considered
important that they maintain the same level of compromise for the topic of
study. Gardner (2007)
Gardner (1985) “emphasized the importance of the language
context. Accordingly, the learning of a second language was included not
only in linguistic codes but also in cultural definitions.” (p. 2)
The environment constitutes the drive which impulses the
development of the language and namely in classrooms, the teacher should
create good class conditions making them be more interested for the culture
of the language. Chiu & Hsien (2012).
“Motivation not only required the appropriate initial psychological
approach towards studying a languages, but also extended persistence
regarding the effort, desire and enjoyment of language learning.” (Chiu &
Hsien, 2012, p. 38)
The learning experiences of a language should be positive so that
the student involves itself in the activities, thus the ludic activities promote
the arousal for learning the language. Chiu & Hsien (2012)
“Attribution Theory in language motivation was initiated from a
notable nature of Second Language (L2) language learning. Mastering a
second language usually requires a long time and many people face
countless failures on the way. How people process these failures and
successful past experiences can impact on how they respond in their future
learning.” (Chiu & Hsien, 2012, p. 45)
Chiu & Hsien (2012), mentions that in the process of learning a
language, when students commit failures, they tend to abandon or decrease
their attention in the subject, for that teachers should be ready to take
actions which turn learners back for the purpose of learning.
2.2.2.4 MOTIVATION OF THE STUDENT IN THE CLASSROOM
Nakanishi (2012) (cited by Pila, 2012) "Motivation determines the
degree of effort that it put in learning a foreign language or a second
language. The motivation leads to successful learning." (p. 28), besides
motivation is the base of all learning because it inspires to achieve success
in academic performance.
2.2.3 PHILOSOPHICAL FOUNDATION
“Generally values influence in the attitudes and behavior.”
(Hernández & Judith, 2016, p. 83)
According to the work of Hernandez & Judith (2016), the educational
systems have the task of educate in values as today we are experiencing a
crisis of values that directly affect learning, therefore it is necessary to
strengthen the use of the same, inside and outside the classroom.
The values guide the behavior and these form the basis upon which it
is being constructing the identity as individuals, therefore it is necessary to
encourage the use of moral standards in the classroom, as part of the
integral education of the student.
Due that this research project investigates the incidence of motivation
in vocabulary development, it is considered to be essential to show the need
to strengthen the formation of values of responsibility, solidarity and
multiculturalism, to influence the development of attitudes which promote
academic success from the enhancement of interest and intentionality for a
more dynamic, collaborative and reflective learning.
Responsibility for Jonás (2007), cited by (Hernández & Judith, 2016)
is a value that is in the consciousness of the person, which allows to reflect
(...) and assess the consequences of their actions.”(p. 88)
According to this definition, responsibility (as a value) makes people
aware of the consequences of acts, bringing this to the educational area,
students are responsible for their own school performance, and depending
on the degree of motivation they have towards learning, this will enhance
the a more responsible training, which will determine their academic
success.
Hernandez & Judith (2016), states that responsibility is a virtue that
allows the individual to act freely, moving this idea to the school context, it
could argued that students are free to act in the assigned activities, and
according to the patterns of behavior and attitudes observed by the teacher,
this can tell if students are motivated to perform the aforementioned task.
Solidarity is to give help to those who need it. In the classroom this
value is performed when peer support each other, when a student did not
understand the class and another colleague explains, then it is established
an interrelation that motivates the student whom did not understand feels
part of the group participating more in the school activities.
According to the assessment Ramos (2001) (cited by Hernandez &
Judith, 2016, p. 90) “Solidarity is the generous or well-intentioned action.”
This suggests the idea that if students are motivated, they will have
willingness not only to learn but also to share and help their teammates
when necessary.
According to the Ministry of Education, the formation of values is
related to the cross axis which are defined as “major integration issues that
must be developed through all subjects; which allow the analysis of
attitudes, the practice of values and in general give to the education a
formative and inclusive nature. Promote the concept of “Well Living” as
personal and community effort that seeks harmonious coexistence with
nature and with like-minded.”(Ministerio de Educación, 2014, p. 5)
This definition supports the degree of importance that values have in
education, in the educative area, as moral standards that characterize
motivated students, in order to achieve the learning goals through activities
that will encourage them to know how to relate among classmates.
Within these cross axis multiculturalism, it has been indicated "the
recognition of the diversity of ethnic-cultural events at local, regional,
national and global spheres, from a vision of respect and
appreciation”(Ministerio de Educación, 2010, p. 16) because in the teaching
process English language it should be encouraged the respect to others'
culture, promoting an environment of respect, of tolerance towards people
and cultures, as a fundamental part of the education that not only focus on
academic training but also human.
In conclusion these values contribute to the development of this
project because if we have good teaching resources, with values that help
foster good interpersonal relations, it will be encouraging to have motivated
students, with the intention of learning the language, promoting an
appropriate classroom environment that encourages to achieve the
academic goals.
2.2.4 PEDAGOGIC /DIDACTIC FOUNDATION
2.2.4.1 VOCABULARY STRATEGIES
To develop vocabulary in students is necessary to know the better
strategies that help them to motivate them, among these are: Semantic
Mapping, this strategy allows to better clarify the concepts around
vocabulary. Cognitive strategies allow vocabulary to be presented directly
and meaningful to the learners Note taking/ word list, this strategy allows
to recall the meaning of the word. Key word Method, this method allows
students to relate a new word that sounds similar to, a new known word.
According to Pila (2012) cognitive strategies help students to be
motivated in making activities that are difficult to achieve in the process of
learning.
In view of the already mentioned strategies, this project will work with
the cognitive strategies, because they are considered most suitable to
achieve an effective learning. The guide will contain: visual aids, games and
videos.
2.2.4.2 DEFINITION OF A DIDACTIC GUIDE
“It is an instrument that the teacher needs to help the students in the
class; it could be possible to teach something about the contents of the
student´s book.” Martinez (1998) (cited by Puco &Tapia 2012, p. 6), besides
students can understand better the activities which are difficult to achieve,
with the help of a didactic guide the learning is direct and entertaining.
A didactic guide is an educational material that the teacher uses to
help students, is destined to introduce a new topic or develop the same,
throughout information, exercises and other activities for student
achievements. Among the features it is determined that the teacher helps
develop skills and encourage to improve the student performance.
2.2.4.3 CHARACTERISTICS OF A DIDACTIC GUIDE:
Offers information about contents and its relation to the study
program of the subject for which it was elaborated.
It presents orientations in relation to the methodology and focus of
the subject.
It give instructions concerning how to build and develop knowledge,
abilities, attitudes, values and aptitudes of the students.
It defines specific objectives and activities of study independently for:
guiding preparation of the lesson and reporting to the pupil about
what he has to achieve.
The didactic guide helps students to relate the content of the text with
their reality, so that through the activities developed they will be able to use
the learned vocabulary to communicate, also this didactic guide also gives
practical instructions to the teachers to know how to guide the learning of
the student, and achieve the goals of assimilation of contents.
2.2.5 SOCIOLOGICAL FOUNDATION
The culture involves a combination of what students learn, that
defines and characterize them within the society, so that this learning will
be assimilated and interpreted for respectively be applied in the society.
(Castillo 2012)
2.2.5.1 COMMUNICATIVE APPROACH
According to the thesis of Pila (2012): “In the Communicative
Approach not only grammatical structures and vocabulary are important, but
also the style and functions given to language in social context, since there
are different levels of communication.” (p. 159), besides communicative
approach helps to have a real communication, which allows students feel
security to interact with their teacher and classmates, this approach
transfers the attention the focus from what language to what is done with
the language, thus determining the content to be taught, the role of learners
and teachers, the type of materials, methods and techniques that are used.
According to Canale & Swain (2002) states that there are some
principles for the communicative approach, but in this investigation will be
named three of them, the first one is, the communicative competence, within
of this principle includes the grammatical, sociolinguistic and
communication strategies, the same if they are combined in a balanced way
it will produce a good, strategic communication, the second one is that the
in the communicative approach helps to fulfillment the necessities in the
learning of students, for that reason the proposal of a didactic guide would
help to develop their vocabulary and strengthen their class participation.
The third one is that students should be exposed to have real situations of
language with the interaction of a competitive speaker.
In words of Beltran (2012) states that “this particular approach
emphasizes the idea that learners should communicate efficiently in
different domains. In order to reach to that end, it is necessary to increase
learners´ competences in the four languages skills (i.e. listening, speaking,
reading and writing”, p, 37). For that reason this approach is important in
class, because promote the development of the abilities of the language,
which are necessary to have a proficiency in the language.
2.2.5.2 BRUNER ´S PERSPECTIVE
According to Bruner (1989) mentions that the interaction among
people produce knowledge, the people learn about their experiences, this
indicates that the acquisition of knowledge is a social process, because by
means of the interaction done between the student and the teacher based
on the different actions done in class such as critical thinking, the exchange
of ideas, the resolution of doubts, and clarification of the topic, all of that is
contributing to the development of learning.
2.2.5.3 VYGOTSKY PERSPECTIVE
According to Vygotsky (1934) mentions that people to learn, need to
follow a structure, steps that help them to achieve their objectives. It can be
argued that the social interaction helps to the development of cognoscitive
abilities, both: the social interaction and the cognoscitive abilities take part
in the activity of learning, this related to the development of vocabulary will
shape to an student more capable and motivated to understand and
communicate better which is the purpose of a language.
2.2.6 LEGAL FOUNDATION
According to Constitution of The Republic of Ecuador (2008) article
twenty six and twenty eight, education will not only focus in imparting
knowledge but also imparts values which form more competent and
sensible citizens of their actions, therefore part of the culture of a citizen
conforms the learning of a language allowing them to haves both academic
and occupational opportunities in the future.
Based on to the National Plan of Well Living (2013), objective four:
will be designed a didactic guide to improve the level of vocabulary of
students, using ludic activities, which aligns to the National Plan of Well
Living to ensure that the development of vocabulary would be strengthened.
According to English National Curriculum (2014), students should
achieve the vocabulary required to complete their student´s exit profile to
develop their next academic level.
In the Curriculum Specifications for English 9th and 10th GBE & 1st
year Bachillerarto (2012), educational objectives, sociolinguistically,
students practice formal and polite phrases that will be applied in a context
according of the didactic guide to foment the social interaction among
students.
Based on the Ley Orgánica De Educación Intercultural (2011), title
first of general principles only chapter, the implementation of a didactic
guide, intends to be a solution to the necessities that students have in the
development of vocabulary, students have an important role in the
construction of their learning.
This research project will use semantics and lexicology because
students should be able to identify and know the meaning of words related
to their academic context, it is considered that motivation is an important
factor to acquire and develop vocabulary because students need that
teacher helps them to fulfill their expectations with adequate didactic
material, moreover responsibility and solidarity are important values in the
academic performance, so that them allow to have a better relation among
students and teacher inside of class, the application of communicative
approach will be used to foster the interaction of students in class, to acquire
security in the learning of a language. Thus the perspective of Vygotsky
helps students learn through a social interaction, because students can
increase their confidence in themselves, finally the legal bases of this
project will give support to the design of a didactic with ludic activities for
development of vocabulary.
CHAPTER III
METHODOLOGY, PROCESS, ANALYSIS AND RESULTS DISCUSSION
3.1 METHODOLOGICAL DESIGN
This investigation has a mixed nature since there is no dichotomy
between the qualitative and quantitative information. The methodological
design is of mixed nature which underwent a series of investigations, in
which the approaches combine themselves and create a new quantitative
and qualitative style.
The qualitative information was combined with empirical methods like
the classroom observation, interview and survey.
The quantitative information is also used in this research since the
information gathered was also analyzed and synthetized. Therefore,
throughout this research, both types of information were used.
3.2 TYPES OF INVESTIGATION
The types of research used in this project are: descriptive,
explicative, and proactive.
3.2.1 DESCRIPTIVE
This investigation is descriptive because it reveals the current
deficiencies in the development of vocabulary in the students of ninth course
of GBE, in Pedro J. Montero High School, since they have problems
following only the content of the textbook. Because the content for them is
sometimes difficult to understand, they need other activities to reinforce the
lesson.
Besides in class, there is lack of didactic resources to facilitate the
learning. Because of that students get distracted, bored, and lose attention.
As a consequence they do not have good grades or good academic
performance in class, so the aim of learning a language is not accomplished
and the development of the four skills which are necessary for a
language proficiency is not stimulated.
3.2.2 EXPLICATIVE
This investigation is explicative because it contains the components
which trigger the conflict situation, which are due to the little use of ludic
activities, insufficiency of didactic refreshing courses for the development of
vocabulary, and improvised or unprepared classes.
3.2.3 PROACTIVE
This project proposes the design of a didactic guide with ludic
activities for the development of vocabulary in the English Language, since
it will help to improve the knowledge, understanding, use and application of
vocabulary in specific contexts.
3.3 POPULATION AND SAMPLE
The population are all members which are the object of the
investigation, in this case, the students and the teacher of Pedro J. Montero
High School of ninth course of GBE.
POPULATION CHART
CHART N°1: Distribution of the population
Nº Detail People
1 Teacher 1
2 Course 1 37
3 Course 2 37
4 Course 3 33
Total 108
Source: “Pedro J. Montero” High School, 2016-2017
Authors: Uvidia, León (2016)
To get the sample, this research project used the following formula:
n=N
%2(N−1)+1 n = sample, N = population, %2 = percent error
n = 108/ (0.05)2*(108-1) + 1
n = 108/ (0.0025 x 107) + 1
n = 108 / 0.2675 + 1
n = 108 / 1.2675
n = 85.2071
SAMPLE CHART
Since there are two different groups in this population, this project
use the following formula to establish the fraction:
F = n / N F = 199.50 / 397 F = 0.7889
CHART N°2: Distribution of the sample
Nº Detail People
1 Teacher 1
2 Course 1 29
3 Course 2 29
4 Course 3 26
Total 85
Source: “Pedro J. Montero” High School, 2016-2017
Authors: León, Uvidia (2016)
3.4. VARIABLES OPERATIONALIZATION CHART
CHART N°3: Variables operationalization
Variables Dimensions Indicators
Independent Variable
Motivation is a state of
cognitive and emotional
arousal, which leads to a
conscious decision to
act, and which gives rise
to a period of sustained
intellectual and physical
effort in order to attain a
previously set goals.
Model of Motivation Clarify the meaning
Needs-hierarchy Theory Lower Level needs
Higher-level needs
Attribution Theory Learning for
experiences
Types of Motivation Intrinsic
Extrinsic.
Dependent Variable
Vocabulary is the
students understanding
of oral and print words.
Vocabulary Morphology
Syntax.
Lexicology
Semantics
Parts of the Speech Conjunctions,
preposition,
modal verbs,
Verbs, and words
related to the
academic context.
Types of vocabulary Passive Receptive
Active Productive
Strategies for teaching
vocabulary
Semantic Mapping
Cognitive strategies
Rehearsal
Mechanical
Note-Taking/ Word
lists
Metacognitive
Strategies
Authors: León, Uvidia (2016)
3.5 INVESTIGATION METHODS
This research project will use the following theoretical methods:
analysis-synthesis,
historic-logic
inductive-deductive
systemic-structural functional
3.5.1 ANALYSIS-SYNTHESIS METHOD
This project used the analysis-synthesis method because the
bibliographic information obtained was analyzed to be later synthesized and
added to the theoretical framework.
3.5.2 HISTORIC-LOGIC METHOD
The present project employs the historic-logic method since it has
consulted previous works of investigation, to know about the topic of all the
components which are related to the historic evolution of motivation in the
development of vocabulary.
3.5.3 INDUCTIVE-DEDUCTIVE METHOD
This project uses the inductive-deductive method which proceeds
from a particular to a general theory. The origin from these investigations
lies in a problem found in the Pedro J. Montero High School and later a
general theory was reached and made the design of a doable proposal.
3.5.4 SYSTEMIC-STRUCTURAL FUNCTIONAL METHOD
This allowed the design of a didactic guide with ludic activities for the
development of vocabulary.
3.6 TECHNIQUES AND TOOLS OF INVESTIGATION
This research project will use the empirical techniques: survey,
interview and classroom observation.
SURVEY.- It is a formal or official examination of the particulars of
something, made in order to ascertain condition, and character, this
empirical technique will be applied to students of ninth course of GBE, of
Pedro J. Montero High School to know the problems related to the influence
of motivation in the development of vocabulary.
INTERVIEW. - This empirical technique is directed towards teachers
of ninth course of GBE, of Pedro J. Montero High School, to obtain valid
information that allows to give a solution to the problem of the influence of
motivation in the development of vocabulary.
CLASSROOM OBSERVATION. - The classroom observation is a
technique which will allow to value the methodology of teaching-learning
applied by the teacher along the classroom, to assess the level of motivation
in the development of vocabulary in the English language.
3.7 ANALYSIS OF THE DATA
Once the information was compiled by the authors through the
application of the survey, interview and classroom observation, the results
48%
39%
7% 2% 4%
Strongly agree
Agree
Undecided
Disagree
Strongly disagree
obtained were classified, synthesized and analyzed. All this process was
developed in order to provide of specific recommendations and conclusions
to solve the educational issue found on the institution object of this study.
INFORMATION ANALYSIS
SURVEY TO THE STUDENTS
TABLE Nº 1
Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researchers: Uvidia Yesenia & León Cinthya
Graphic Nº4
Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researchers: Uvidia Yesenia & León Cinthya
Analysis. - According to the surveyors the 48%, says that students
are strongly agree with a more motivated class, so that students need
didactic resources that allow them to learn English in a practical way.
Necesito una clase más motivada para aprender inglés
Item Variable Frequency Percentage
Strongly agree 45 48%
1 Agree 36 39%
Undecided 6 7%
Disagree 2 2%
Strongly disagree
4 4%
Total 93 100%
54%
26%
12%
5% 3%
Strongly agree
Agree
Undecided
Disagree
Strongly disagree
TABLE Nº 2
Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Graphic Nº5
Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Analysis. - According to the surveyors the 54%of students say that
are strongly agree that the use of images would help to understand the
meaning of words in English, for that reason the didactic guide provides
visual aids to get the new vocabulary in an effective way.
Necesito imágenes para comprender el significado de las palabras
en inglés
Item Variable Frequency Percentage
Strongly agree 50 54%
2 Agree 24 26%
Undecided 11 12%
Disagree 6 5%
Strongly disagree
3 3%
Total 94 100%
40%
17%
26%
10%
7%
Strongly Agree
Agree
Undecided
Disagree
Strongly disagry
TABLE Nº 3
Item Variable Frequency Percentage
Strongly agree 37 40%
3 Agree 16 17%
Undecided 24 26%
Disagree 9 10%
Strongly disagree
7 7%
Total 93 100% Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Graphic Nº 6
Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Analysis.- According to the surveyors the 40%of students say that
are strongly agree that they learn better with songs or videos, the learning
of vocabulary with videos is a great strategy to acquire and develop
vocabulary.
Aprendo mejor con canciones y videos
TABLE Nº 4
Item Variable Frequency Percentage
Strongly agree 32 35%
4 Agree 31 34%
Undecided 16 17%
Disagree 8 9%
Strongly disagree
5 5%
Total 92 100% Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Graphic Nº 7
Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Analysis.- According to the surveyors the 35%of students say that
are strongly agree that they like to make previous activities before the
introduction of a new vocabulary in English, for that reason the use of ludic
activities will help to get familiar with the vocabulary that they will learn in
each unit.
35%
34%
17%
9%5%
Strongly Agree
Agree
Undecided
Disagree
Strongly disagree
Me agrada realizar actividades previas antes de la introducción de un nuevo vocabulario en inglés
76%
13%
5% 3% 3%
Strongly agree
Agree
Undecided
Disagree
Strongly disagree
TABLE Nº 5
Item Variable Frequency Percentage
Strongly agree 56 76%
5 Agree 10 13%
Undecided 4 5%
Disagree 2 3%
Strongly disagree
2 3%
Total 74 100% Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Graphic Nº 8
Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Analysis. - According to the surveyors the 76 %of students say that
are strongly agree that motivation help them in the learning of vocabulary,
because, if a student is motivated then will participate in classes and will
improve their learning level.
La Motivación me ayuda en el aprendizaje del vocabulario
17%
33%27%
12%
11%
Strongly agree
Agree
Undecided
Disagree
Strongly disagree
TABLE Nº 6
Me siento suficientemente motivado para aprender inglés
Item Variable Frequency Percentage
Strongly agree 16 17%
6 Agree 31 33%
Undecided 25 27%
Disagree 11 12%
Strongly disagree
10 11%
Total 93 100% Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Graphic Nº 9
Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Analysis. - According to the surveyors the 33%of students say that
they agree because they feel motivated enough to learn English, because
students are excited to know other language that will allow them to have a
better future.
TABLE Nº 7
Entiendo cuando escucho audios en clase de inglés
Item Variable Frequency Percentage
Strongly agree 6 6%
7 Agree 20 21%
Undecided 22 24%
Disagree 20 22%
Strongly disagree
25 27%
Total 93 100% Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Graphic Nº 10
Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Analysis. - According to the surveyors the 24%of students say that
they are undecided to understand when they listen audios in the English
class, for that reason students should develop continuously listening skills
to understand what they listen to.
6%
21%
24%22%
27%
Strongly Agree
Agree
Undecided
Disagree
Strongly disagree
25%
24%27%
12%
12%
Strongly Agree
Agree
Undecided
Disagree
Strongly disagree
TABLE Nº 8
Necesito realizar trabajos grupales para desarrollar el vocabulario del idioma.
Item Variable Frequency Percentage
Strongly agree 23 25%
8 Agree 22 24%
Undecided 24 27%
Disagree 11 12%
Strongly disagree
11 12%
Total 91 100% Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Graphic Nº 11
Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Analysis. - According to the surveyors the 27%of students say that
they are undecided about the necessity of doing work of groups for the
development of vocabulary of the English language, therefore the teacher
should implement this strategy to facilitate that students can get on without
embarrassment in class.
6%10%
24%
27%
33%
Strongly agree
Agree
Undecided
Disagree
Strongly disagree
TABLE Nº 9
Item Variable Frequency Percentage
Strongly agree 6 6%
9 Agree 9 10%
Undecided 22 24%
Disagree 25 27%
Strongly disagree
30 33%
Total 92 100% Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Graphic Nº 12
Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Analysis.- According to the surveyors the 27%of students say that
they are disagree because they do not understand words in a reading text
in English, for that reason it is considered important to make more
vocabulary activities to increase the knowledge of it.
Comprendo las palabras en un texto de lectura en inglés
13%
17%
26%
22%
22%
Strongly agree
Agree
Undecided
Disagree
Strongly disagree
TABLE Nº 10
Utilizo palabras nuevas para comunicarme
Item Variable Frequency Percentage
Strongly agree 12 13%
10 Agree 16 17%
Undecided 24 26%
Disagree 21 22%
Strongly disagree
21 22%
Total 94 100% Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Graphic Nº 13
Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Analysis. - According to the surveyors the 26%of students say that
they are undecided about using new words to communicate, so that
students have not reinforced their vocabulary knowledge and this produce
insecurity when they need to use it.
14%
23%
15%
22%
26%
Strongly agree
Agree
Undecided
Disagree
Strongly disagree
TABLE Nº 11
Escribo oraciones utilizando vocabulario que aprendo en clases de inglés
Item Variable Frequency Percentage
Strongly agree 13 14%
11 Agree 21 23%
Undecided 14 15%
Disagree 20 22%
Strongly disagree
24 26%
Total 92 100% Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Graphic Nº 14
Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Analysis.- According to the surveyors the 26%of students say that
they are strongly disagree about writing sentences using vocabulary learnt
in English class, and this happens because students do not have sufficient
time English class to practice vocabulary, for that reason the didactic guide
will focus in giving practical activities to develop vocabulary optimizing time.
37%
23%
23%
5%
12%
Strongly agree
Agree
Undecided
Disagree
Strongly disagree
TABLE Nº 12
Me permite el vocabulario tener una buena comunicación en clase de inglés
Item Variable Frequency Percentage
Strongly agree 34 37%
12 Agree 21 23%
Undecided 21 23%
Disagree 4 5%
Strongly disagree
11 12%
Total 91 100% Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Graphic Nº 15
Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Analysis. - According to the surveyors the 37%of students say that
they are strongly agree related that vocabulary allows them to have a good
communication in the English language, for that reason is necessary that
students develop vocabulary to improve all the abilities of the language.
15%
17%
17%23%
28%
Strongly agree
Agree
Undecided
Disagree
Strongly disagree
TABLE Nº 13
Recuerdo vocabulario del año pasado
Item Variable Frequency Percentage
Strongly agree 14 15%
13 Agree 16 17%
Undecided 16 17%
Disagree 21 23%
Strongly disagree
26 28%
Total 93 100% Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Graphic Nº 16
Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Analysis.-According to the surveyors the 28%of students say that
they are strongly disagree about recalling vocabulary of last year, in such a
way that the experience of learning a language should be more positive, in
order that they keep in mind the vocabulary acquired.
75%
18%
4%2% 1%
Strongly agree
Agree
Undecided
Disagree
Strongly disagree
TABLE Nº 14
Considero que mi nivel de desarrollo de vocabulario en el inglés debe ser mejorado
Item Variable Frequency Percentage
Strongly agree 71 75%
14 Agree 17 18%
Undecided 4 4%
Disagree 2 2%
Strongly disagree
1 1%
Total 95 100% Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Graphic Nº 17
Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Analysis. - According to the surveyors the 75%of students say that
they are strongly agree considering that their level of vocabulary
development in English should be improved, this will be improve providing
a variety of resources and ludic activities to achieve a good vocabulary level.
32%
38%
28%
1%1%
Strongly agree
Agree
Undecided
Disagree
Strongly disagree
TABLE Nº 15
Necesito actividades lúdicas para fortalecer el vocabulario
Item Variable Frequency Percentage
Strongly agree 28 32%
15 Agree 34 38%
Undecided 25 28%
Disagree 1 1%
Strongly disagree
1 1%
Total 89 100% Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Graphic Nº 18
Source: Students from ninth grade of GBE of Pedro J. Montero High School.
Researcher: Uvidia Yesenia & León Cinthya
Analysis. - According to the surveyors the 38%of students say that
they are agree about of necessity of ludic activities to strengthen
vocabulary, thus the didactic guide will be a contribution to the vocabulary
learning will be enjoyable.
3.6.2 INTERVIEW
The authors of this Project carried out the interview at Pedro J.
Montero High School, the teacher of B course was interviewed, and she
pointed out that teachers need more didactic refreshing courses in the
learning of vocabulary of the English language to improve the level of
vocabulary development of students.
3.6.3 CLASSROOM OBSERVATION
It has been observed that there is a lack of attention of students to
what the teacher explains, also the teacher just talks and students are not
able to express themselves because the time in class is not enough.
3.7 CHI SQUARE AND VARIANCE TEST
In base of both variables, which are: dependent variable vocabulary
and independent variable motivation, it has been analyzed and the results
shows that it should develop more ludic activities to motivate students in the
development of vocabulary, as a consequence exist a correlation among of
variables.
ANALYSIS AND INTERPRETATION OF RESULTS
3.8 CONCLUSIONS & RECOMMENDATIONS
The results demonstrated that:
Students consider that they need to develop their level of
vocabulary knowledge.
Students affirmed feeling more motivated to learn a foreign
language when they participate in team activities
Learners need a more motivated class by means of ludic
activities.
Vocabulary learning could be easier and meaningful for
students if videos, songs, movies, and other diverse
motivating activities were applied in class by the teacher.
Students would be more engage in learning if they received a
reward for the job done.
The teacher considers vocabulary learning as a fundamental
part for the development of all linguistic competences.
Activities applied by the teacher in class are lightly supporting
the students´ vocabulary learning.
The teacher is willing to incorporate more motivating activities
for assisting students´ vocabulary learning.
In order to overcome the issues related to this topic and based on the
conclusions displayed, the authors suggest the following recommendations:
The educator should emphasize the importance of
vocabulary acquisition in learning a foreign language, and to
encourage students to pursuit this objective.
More motivating and diverse activities to encourage
vocabulary acquisition should be applied by the teacher in
class.
Group activities, visual aids, songs, videos and games
should be used to foster students’ active participation in the
learning process.
The design of a didactic guide that includes ludic activities to
be applied by the teacher in order to have a more dynamic
and meaningful learning.
For that reason the authors´ proposal will be addressed to assist in
the vocabulary enrichment and development of students by providing to the
teacher with diverse and motivating activities to be applied along the
learning process.
CHAPTER IV
THE PROPOSAL
4. DIDACTIC GUIDE WITH LUDIC ACTIVITIES FOR THE
DEVELOPMENT OF VOCABULARY
4.1 JUSTIFICATION
This proposal is justified by the limitations founded in the
development of vocabulary and the inefficient use of itself, which prevents
students to understand and carry out any activity in the English language,
which emerged as a result of the diagnostic applied in the institution.
This research project employed some investigation techniques,
which were: the survey, the interview to the teacher and classroom
observation. These investigation tools, helped to identify and confirm that
there is a lack of motivation because of the unsuitable methodologies which
lead to lose the interest for the study and learning vocabulary in the English
language of students, besides decrease their school performance.
The proposal based on a didactic guide with ludic activities intends
to be applied in the students to motivate them for learning English language,
so they can interact among them to improve their vocabulary.
4.2 OBJECTIVES
4.2.1 GENERAL OBJECTIVE
To develop students´ vocabulary knowledge with ludic
activities to obtain a fluency of lexicon.
4.2.2 SPECIFIC OBJECTIVES
Motivate students through the use of ludic activities,
improving vocabulary proficiency.
Use ludic activities to apply communicative approach
effectively.
Assist the teacher through this didactic guide with ludic
activities so that students feel motivated to learn and develop
vocabulary according to the units.
Encourage students to achieve a better academic
performance in class.
4.3 THEORETICAL ASPECTS
From the linguistic point of view, this guide will use lexicology and
semantics because the students should be able to identify and know the
meaning of the words to carry out the learning activities. Jackson & Zé
Amvela (2007).
From the pedagogical point of view, this proposal is based on the
communicative approach because it helps the students to interact among
them with the aim to develop and strengthen their vocabulary. Pila J. (2012).
From the psychological point of view, this guide is based on the
theory of Maslow because the students need that the teacher fulfill their
necessities like a self -steem, achievement, belonging, creativity. Keijzers
(2010).
From the philosophical point of view, this proposal will focus to
strengthen the formation of values such as: responsibility and solidarity
which will contribute to a better learning environment. Hernández & Judith
(2016).
From the sociological point of view, this proposal will use the
perspective of Vygotsky because the construction of the knowledge is done
by the social interaction with the teacher and classmates, and as a result a
more dynamic class. Puscama (2014).
From the legal point of view, this proposal is guided by the Plan
Nacional del Buen Vivir, because it is expected to strengthen the abilities of
the students, through ludic activities which motivate the learning of the
language and to reach the academic level established.
4.4 FEASIBILITY OF APPLICATION
Financial feasibility, this proposal does not demand excessive
economic resources. The economic demands of this research will be
supplied by the authors of this project. In the legal aspect, this proposal is
supported by the Constitution of the Republic of Ecuador, which states that
everyone has the right to participate in formative learning processes, and
the Código de la Niñez y Adolescencia (Code of Childhood and
Adolescence), which establishes that people should enjoy their rights
including and have all the didactic resources for learning. For the technical
feasibility, this proposal will use as technical resources, the computer,
projector and speakers. Related to human feasibility, the main human
resources for the implementation of this proposal are the authors of the
proposal, finally this proposal is politically feasible because it is supported
by the Plan Nacional del Buen Vivir, since it should be strengthen
potentialities and skills of people. This proposal also counts with the support
of the teachers inside the institution.
4.5 DESCRIPTION
This didactic guide has the objective to motivate the development of
vocabulary, in ninth grade students, according to the level that assigns the
Common European Framework of Reference which is A1.2, for students of
ninth course of GBE. This level of learning is expected to be achieved
throughout the use of ludic activities that stimulate the development of
vocabulary.
The aim of this didactic guide is to motivate students to interest for
learning and development of the English language, the didactic guide will
be used by the teacher for the introduction of the topic of each unit on the
Syllabus, making ludic activities which help to the comprehension of
vocabulary include on the topics of each unit.
The didactic guide intends to be a dynamic alternative to the teacher,
for the introduction of a topic. This didactic guide contains videos, songs,
games and visual aids on a Cd. It allows the interaction among students
to apply a better communicative approach. In the didactic guide will find six
units, within of this units will find three different ludic activities. Each
activity has a general objective which are expect to be achieved for the
students. In each activity educator will find instructions and resources that
will be needed to develop the activity, besides the teacher will find in the
didactic guide: worksheet, flashcards. Also will be attached to the didactic
guide a Cd which contains videos, songs, flashcards, the teacher can do
photocopying and use when the teacher needs.
ANNEXES 1
ANNEXES 2
ANNEXES 3
THESIS TUTORIAL
Source: University of Guayaquil
Authors: Cinthya León Coello and Yesenia Uvidia Reinoso
Our Advisor Msc. Lucila Sánchez checking chapters of the thesis, and
Cinthya León signing the attendance control sheet.
Source: University of Guayaquil
Authors: Cinthya León Coello and Yesenia Uvidia Reinoso
Msc. Lucila Sánchez asks me to check a paragraph of chapter number
four about design our didactic guide
Pedro Montero High School
Source: Pedro J. Montero High School
Authors: Cinthya León Coello and Yesenia Uvidia Reinoso
Source: Pedro J. Montero High School
Authors: Cinthya León Coello and Yesenia Uvidia Reinoso
Msc. Shirley Durán who is the director of Pedro J. Montero High school
Source: Pedro J. Montero High School
Authors: Cinthya León Coello and Yesenia Uvidia Reinoso
In front of the mural of Pedro J. Montero High school
ANNEXES 4
ENCUESTA A ESTUDIANTES
Estimado estudiante:
OBJETIVO: Esta encuesta es parte de un proyecto de investigación que
estudia la incidencia de la motivación en el desarrollo del vocabulario, por
lo que le agradecemos su colaboración.
INSTRUCCIÓN: Marque con una “X” el enunciado de acuerdo a la
información que considere adecuada
1.-Totalmente desacuerdo
2.-En Desacuerdo
3.-Ni de Acuerdo, Ni Desacuerdo
4.-De Acuerdo
5.-Totalmente de Acuerdo
Enunciados
1
2
3
4
5
1.- Necesito una clase más motivada para aprender inglés.
2.-Necesito imágenes para comprender el significado de las palabras en inglés
3.- Aprendo mejor con canciones o videos
4.- Me agrada realizar actividades previas antes de la introducción de un nuevo vocabulario en inglés
5.-La Motivación me ayuda en el aprendizaje del vocabulario
6.-Me siento suficientemente motivado para a aprender inglés
7.-Entiendo cuando escucho audios en clase de inglés
8.-Necesito realizar trabajos grupales para desarrollar el vocabulario del idioma inglés
9.-Comprendo las palabras en un texto de lectura en inglés
10.-Utilizo palabras nuevas para comunicarme
11.-Escribo oraciones utilizando vocabulario que aprendo en clases de inglés
12.-Me permite el vocabulario tener una buena comunicación en clase de inglés
13.-Recuerdo vocabulario del año pasado
14.-Considero que mi nivel de desarrollo del vocabulario en el inglés debe ser mejorado
15.-Necesito actividades lúdicas para fortalecer el vocabulario
INTERVIEW FOR THE TEACHER
This interview is part of an investigation project which studies the incidence
of motivation in the development of vocabulary for that we appreciate your
collaboration.
1.-Do you motivate students to the learning of the English language through
ludic activities? Why?
2.-Do you consider that ludic activities will strength the development of
vocabulary? Why?
3.-Do you apply audiovisual aids for the teaching of vocabulary? Why?
4.-Do you think the use of songs help the acquisition of vocabulary? Why?
5.-Do you assign tasks that allow the development of vocabulary? Why?
6.-Do you consider that there is a lack of techniques or methodologies for
the teaching of vocabulary? Why?
7.-Do you think that students learn vocabulary by means of flashcards?
Why?
8.-Do you consider that students present insufficiency in the development
of vocabulary? Why?
9.-Have you attended to methodological refreshing courses for the didactic
treatment of vocabulary of your students? Why?
10.-Do you think that a didactic guide will help to improve the motivation in
the development of vocabulary? Why?
Classroom Observation Questionnaire
The purpose of this classroom observation is to gather information to
understand accurately to improve the academic performance.
Highest Satisfactory Low Lowest Not Applicable/ N.A
5 4 3 2 1
_____ 1. Uses instructional methods according to the age of the
students
_____ 2. Pays attention to students in the educational needs.
_____ 3. Encourages relevant student´s participation in the learning
process.
_____ 4. Involves to the whole class in sharing/ planning and
evaluating.
_____ 5. Connects student interest with the new content.
_____ 6. Varies student groupings: individual; pairs; small groups.
_____ 7. Uses ludic activities in class.
_____ 8. Provides didactic materials to the students in class.
_____ 9. Responds appropriately to student questions and comments.
_____ 10. Uses games or visual aids to develop a new content.
SOURCE: Adapted from Faculty and Stuff Resources (2016)
BIBLIOGRAPHY
Agzam, A. V., & G., K. E. (2015). Axiological Approach to the Development of Student´s
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Antonacci, P., & O´Callaghan, C. (2012). Promoting Literacy Development:50 Research-
Based Strategies for K-8 Learners. United States of America: Sage.
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INDEX
UNIT TOPIC VOCABULARY SKILLS
FLASHBACK Flashback Numbers Colors
Alphabet
Listening Writing
1 Can you count? Clock times
Reading
2 I always get up at six- thirty
Daily routines Speaking
3 Miami- a great place to be
Places in a town or city
Leisure activities
Speaking Listening
4 What is Brian doing Rooms and parts of a house
Listening
5 Did he call her again today?
Past time expressions Emoticons
Listening
6 I really had a great time
Some occupation Listening Speaking Reading
Dear Teacher:
In this didactic guide you will find General and Specific objectives,
the general objective is to develop students’ vocabulary knowledge with
ludic activities to obtain a fluency of lexicon, and the specific objective is
to motivate and engage students to learn English by using these activities.
On this manner it will be promoted learners vocabulary proficiency, the
improvement of fluency when they producing the language, and the
betterment of communicative skills.
The use of lexicology and semantics activities presented in this
didactic guide facilitates student to identify and know the meaning of the
words to carry out the learning activities. Vygotsky´s perspective is applied,
and the construction of the knowledge is achieved by social interaction with
the teacher and classmates, resulting in a more dynamic class.
The current didactic guide intends to be a motivating resource for
the teacher to introduce diverse topics. This didactic guide contains
videos, songs games and visual aids on a Cd. All these elements will allow
the students to apply a better communicative approach, as a consequence
learners would be able to achieve the A1.2 level of English Language
proficiency pointed by the Common European of Reference (CEFR) and
established in the Ecuadorian English National Curriculum Guidelines for
ninth grade students.
The aim of this didactic guide is to provide to you with a wide
repertoire of ludic activities that can be applied in class to improve your
student’s vocabulary knowledge throughout the process of a second
language acquisition. On each unit the teacher will find specific objectives
expected to be achieved for all the students. On each activity, teachers will
find instructions and resources to develop the activity, besides the teacher
will be provided of: videos, visual aids and slides on a Cd attached to the
didactic guide.
It is our desire that this didactic guide becomes a useful resource
along your teaching practice inside the classroom.
The Authors:
Yesenia Abigail Uvidia Reinoso and
Cinthya Pamela León Coello.
UNIT 1
ACTIVITY. - The educator has Students to watch a video about telling the
time, then he will choose ten students randomly. Those students will have
to tell the time displayed on the screen. The rest of the class will check which
student tells the time correctly and who does not. If a student gives a wrong
answer the rest of the class will assist him by providing the correct answer.
Every time that a student comes up with a right answer the teacher will prize
him
VIDEO ABOUT TELLING THE TIME
(All Videos, songs and worksheet of this didactic guide will be
attached in a Cd.)
ACTIVITY: N°1
TOPIC: Telling the time
OBJECTIVE. - To Tell the time by applying appropriate vocabulary.
GROUP CONFIGURATION: Whole class
RESOURCES. - Laptop, projector, speakers and a pieces of paper.
ACTIVITY: N°2
ACTIVITY. – Teacher asks students to join in three different groups for
making a human clock (circle), each group chooses two people. One for
telling the time, and the other one for setting the time (he will act as pointer
of a clock), then the teacher gives a piece of paper with the time written for
students telling the time. As soon as students with the written time have to
tell the time aloud to his group and repeat it twice. Then the members of the
group, try to set the right time by making a human clock. Teacher monitors
the activity. And the end, the group with less mistakes will be the winner.
TOPIC: Telling the time
OBJECTIVE. – To set the time in appropriate way.
GROUP CONFIGURATION: Group of three
RESOURCES. - Laptop, projector, speakers and a pieces of paper.
ACTIVITY: N°3
ACTIVITY. - The teacher asks students to form a half moon inside of the
class. The teacher gives flashcards to each student about imperative verbs.
Immediately students have to look at the picture and read the sentence and
try to memorize the picture, the students return flashcards to the teacher.
After that the teacher tells students that they will play a game called “Simons
Says”, then students have to listen carefully the imperative verb, that the
teacher says. As soon as teacher tells to the students the imperative verb,
each student has to make the mimic that represent the verb mentioned.
Student who stands up first and starts to make the mimic will be the winner
(Flashcards about of imperative verbs you can find in annexes or on
in a Cd)
TOPIC: Imperative
OBJECTIVE. - To apply imperative verbs in a game.
GROUP CONFIGURATION: Whole class
RESOURCES. – Flashcards, pencils
UNIT 2
ACTIVITY: N°1
TOPIC: Modal verb “Can”
OBJECTIVES. – To use the modal verb in interview.
GROUPS CONFIGURATION: Whole class
RESOURCES. - Human and Flashcards.
ACTIVITY. - The teacher shows some flashcards about activities in English,
then the teacher explains that they will make an interview about activities or
hobbies that they like to practice.
The teacher chooses a student to be a journalist, other an interviewer and
the last one a cameraman. Before of this the rest of students have to think
in what ability or hobby they can practice? How many hours can practice
this ability or hobby? In which place can practice the ability or hobby? What
days they can practice the activity or hobby? After the teacher tells that they
have to perform like if they were in an interview, meanwhile students have
to remember the activities or hobbies that they can practice. Afterward the
teacher has to prepare to the interviewer for asking the rest of students, the
teacher gives the following guide to start with the program:
(Good Morning, audience, today we have the pleasure to asking to some
students of Pedro. J. Montero, for a new abilities program. Now we are going
to meet each student of second grade, tell us, what is your name? How old
are you? Can you speak two languages? Can you dance for five hours?
Can you act? Can you cook? Can you ride a bike? Can you play the piano?
And the rest of questions previously mentioned), and the cameraman has
to say “action” and starts to record. After that all students have been
interviewed, the teacher will finished the interview asking students if they
the activity like.
(Flashcards about of leisure activities or hobbies you can find in
annexes or on in a Cd)
ACTIVITY: N° 2
ACTIVITY. – Teacher divides to the class in pairs and gives a “What can I
do” worksheet to each student.
In each group in pairs, a student have to place their right hand behind their
back and then attempt to do each task in turn. The first student in turn ask
the questions to his/ her classmate” Can you open your bag?” If the student
is able to do the task with just his/ her left hand, the student has to write
'Yes, I can' next to the task. On the worksheet. If the students is unable to
do the task he /she has to write on the worksheet ' No, I can’t'. When all the
students have finished, they interview classmate from other group and ask
questions about their ability to do the tasks. Students write their classmates’
answers on the worksheet using the third person. The teacher monitors the
activity.
(Worksheet about “What can I do” you can find in annexes or on in a
Cd)
TOPIC: Modal verb “Can”
OBJECTIVES. – To apply the modal verb in a funny activity
GROUPS CONFIGURATION: Whole Class
RESOURCES. - Human and Didactic.
ACTIVITY: N°3
TOPIC: Daily Routines
OBJECTIVE: To learn how to describe their daily routines
GROUP CONFIGURATION: Group of five
RESOURCES: Laptop, speakers, projector ad flashcards
ACTIVITY. - The teacher tells students to watch a video about daily routine
and adverbs of frequency, then the teacher asks students to join in five
group of four people. The teacher draws on the whiteboard a table that
include statements with three different options to choose the right one. For
example:
Her favorite sport is Tennis, she watches her team play every week
a) She often watches Tennis
b) She always watches Tennis
c) She never watches Tennis
Our English teacher give us homework every day
a) The teacher never gives them homework
b) The teacher rarely gives them homework
c) The teacher always gives them homework
Each group has to go to the whiteboard to choose the correct answer. As
soon as the teacher check the answer the next group will be ready to pass
on the whiteboard and choose the correct answer, Finally the group who
has less mistakes will be the winner.
(Video and Flashcards about of daily routines and adverbs of
frequency that you can find in annexes or on in a Cd)
VIDEO ABOUT DAILY ROUTINES WITH ADVERBS OF FREQUENCY
FLASHCARDS ABOUT DAILY ROUTINES
UNIT 3
ACTIVITY N° 1
TOPIC: Prepositions of Location
OBJECTIVE. – To apply prepositions of location to give information about
where a place is.
GROUP CONFIGURATION: Group of four
RESOURCES. - Laptop, speakers, projector and flashcards, markers,
eraser.
ACTIVITY. - The teacher tells students have to work in small groups. The
educator chooses two small objects inside of the class for example: eraser,
marker. Then the teacher asks students that a team have to leave the
classroom for a short time. While the team is outside, the other students
have to hide the two objects in different places somewhere in the room.
When the team returns to the classroom, they have to ask questions to the
students to find out where the objects are hidden. For example: Where is
the Object1? Is the object 1 behind of...? Is the object 2 in front of…?
Each team receive a point every time that they answer correctly, the winner
team will be who has more points.
(Slides of preposition of location you can find in annexes or on in a
Cd)
SLIDES ABOUT PREPOSITION OF LOCATION
ACTIVITY: N°2
TOPIC: Places in a city
OBJECTIVE. – To identify different places in a city or a town.
GROUP CONFIGURATION: Group of three
RESOURCES. – Pictures,
ACTIVITY. - The teacher chooses one student to be the “host of a TV
show”, then he chooses twelve students randomly to be “contestants” and
they have to answer the questions. The questions will be written in the
whiteboard. Each student have to answer correctly. Otherwise he or she
have to walk away the game and give the opportunity to the next contestant
by the way the contestant stay in the game still he or she answer wrongly.
Each questions has different score. When he or she does not know the
answer has only a help (fifty/ fifty).Each contestant has thirty second to
answer a question. Contestant who has more points will be the winner.
(Below of the questions will be pictures about places in a City where the
teacher can guide to make more questions.)
The questions for this game are about places in a City,
(Worksheet and flashcards about “Who want to be millionaire”? and
places in a town or city that you can find in annexes or on in a Cd)
PLACES IN A TOWN OR CITY
BANK MALL
RESTAURANT BOOKSTORE
MOVIE THEATER SUPERMARKET BUS STOP
MUSEUM ZOO DRUGSTORE
POST OFFICE PARK
ACTIVITY: N°3
ACTIVITY.-The teacher asks students to work in pairs, then the teacher
gives two flashcard to each pair about leisure activities, after the teacher
tells students to make a little dramatization of two flashcards, while the
student make the dramatization the other student have to guess what
leisure activity is, if the student does not guess will disqualified and the other
group have to opportunity of act.
(Flashcards about leisure activities you can find in annexes or on in a
Cd)
TOPIC: Leisure activities
OBJECTIVE. – To speak about their leisure activities
GROUPS: In pairs
RESOURCES. – Flash cards
UNIT 4
ACTIVITY: N°1
TOPIC: Rooms and Parts of the House
OBJECTIVE: To describe and set more familiarized with the parts of the
house and colors.
GROUP CONFIGURATION: Group of four
RESOURCES: colorful cardboards, tape, colors, pencils, ruler, scissors
ACTIVITY: The educator explains students that they have to make a puzzle
about part of the house, after they have to cut the different part of the puzzle
for interchanging puzzles between classmates, then the teacher gives
colorful cardboards a student of each group. Then each group will create a
puzzle with colorful cardboards for example, they can draw, a window a door
etc.
Each group have to interchange their puzzles and describe it, the first group
have to assemble the puzzle and describing what part of the house is? And
what color is? Students who described in 1 minute will be the winner All
students should have described the puzzles,
ACTIVITY: N°2
TOPIC: Rooms and Parts of the House
OBJECTIVE: To structure sentences related to the parts of the house and
colors.
GROUP CONFIGURATION: Group of five
RESOURCE: Marker, Sheet
ACTIVITY. - Teacher tells students that they have to organize sentences,
then the teacher gives out copies of the vocabulary words to students.
Students will work in groups of five. Students have to form three sentences
by using the vocabulary sheet.
One sentence by using four words
One sentence by using five words
One sentence by using six words
Students will have several minutes to create sentences. The group who
completes the three sentences correctly, will have a prize.
(Worksheet about organize sentences you can find on a Cd)
LIVING ROOM YELLOW KITCHEN BIG BLUE
SMALL AND GARAGE RED THE I BATHROOM EAT WATCH BEDROOM
BLACK ORANGE IS SLEEP THEY
IN BROWN TABLE TV WATCH WHITE CAR COFFEE DRINK
CLOCK
ACTIVITY: N°3
ACTIVITY. – The teacher shows some flashcards about rooms and parts of
the house, then the teacher asks students to join in groups of four. Then
he/she gives a flashcard to each group. On the flashcard there is a picture
of a part of the house with the object usually found in. The teacher explains
that they have to create a story by including the elements the flashcard. For
instance: Pillows, mirror, lamp, bed, blinds, towel, radio, dishes. Each group
will take turns to come to the front of the class to tell the story. They have a
minute to finish the story. The first student begins telling, then he passes
the flashcard to the next student to continue the story. At the end of the
minute every member of the group should have participated. The rest of the
class will listening the stories, in order to choose the winner
(Flashcards about rooms and parts of the house you can find in
annexes or on in a Cd)
TOPIC: Parts of the House
OBJECTIVE. - To remember objects inside a bedroom.
GROUP CONFIGURATION: Group of four
RESOURCES. - Speakers, slides, laptop and projector, paper.
UNIT 5
ACTIVITY: N°1
TOPIC: Creating Sentences
OBJECTIVE: To Construct And Organize Sentences Using Past Time
Expressions.
GROUP CONFIGURATION: Group of four
RESOURCES: Flashcards
.
ACTIVITY: Class is divided in groups of four students. Each group is given a set
of cards of past time expressions and verbs. The past time expressions are placed
face down. The set of verbs are given to each student. Each member of the group
has the same amount of verbs. A student takes one card of the time expressions
that is on the pile, the student makes a sentence that is true for him or her, while
the rest of the group provides Feedback.
(Past time expressions you can find on a Cd)
PAST TIME EXPRESSIONS
Yesterday last month last day last night
Last year three years ago when I was six last summer
In 2016 last winter two days ago last Sunday
VERBS
Eat watch go play have
Listen travel sleep write walk
Clean drink take meet swim
ACTIVITY: N°2
TOPIC: Ball Game “Hot Potato”
OBJECTIVE: To structure sentences using past time expressions
GROUP CONFIGURATION: Whole class
RESOURCES: card, ball
ACTIVITY: The teacher will bring a ball, and a card with past questions that
students have to answer. Those questions could be:
QUESTIONS:
What did you do yesterday at night?
What movie did you watch in the cinema?
What cellphone did you buy the last Sunday?
What did you do five minutes ago?
What did you eat a day ago?
The game begins when teacher gives a ball to any student in the class, then
the teacher stays facing the whiteboard and giving the back to the class.
Students passes the ball to each other , meanwhile the teacher
continuously says “ hot, hot, hot “, when the teacher says “potato” students
have to stop passing the ball. The Student who has to answer a question by
applying verb in past tense and past time expression.
ACTIVITY: N°3
ACTIVITY: Teacher divides the class in groups of five. Teacher draws in
the whiteboard a table that contain questions and emoticons, after he /she
gives each group a paper with questions about how they feel during holidays
(Christmas, New Year’s Eve, carnival). A student of each group has to pass
to the whiteboard and fill the table using numbers in the emoticons that
express the feelings´ partners. For example: sadness, happiness, anger,
disappointment, exited, joked, surprised and crying,
Then the same student has to make a report about how many partners feel
QUESTIONS
*How did you feel on Christmas?
*How did you feel on New Year’s Eve?
*How do you feel on carnival?
(Flashcards about emoticons you can find in annexes)
TOPIC: Emoticons
OBJECTIVE: To express feeling during holiday seasons by using
emoticons.
GROUP CONFIGURATION: Group of five
RESOURCES: Human and Questions Cards
How do you
feel
Christmas
New Year
Eve
Carnival
UNIT 6
ACTIVITY: N°1
TOPIC: Occupations
OBJECTIVE: To identify and match the occupations flashcards with their
corresponding names.
GROUP CONFIGURATION: Group of five
RESOURCES: Occupations Flashcards, Strips Of Paper
ACTIVITY: Teacher asks students to join in small groups, then he/ she
choose a girl to be a “fortune teller”, the teacher tells to the fortune teller that
she has to guess what they will become when they grew up. Each small
group has to make a dramatization asking to the fortune teller what will they
become in the future. The fortune teller has to tell and show them pictures
about occupations and she has to improvise a story. Finally the teacher
monitors the activity (Example of a conversation in a role play)
Student: Good Morning, Fortune teller I need to know what will be in my
future, I want to be a Doctor but I want to know with precision what I will
become?
Fortune Teller: Good Morning, dear guess please take a sit, and me let me
ask to the sun about your doubt. The Sun tells me that you will become a
great Dentist and will the best in this country.
Student: Oh my God it is awesome! Thanks. I will come back with my
friends, to see you.
(Flashcards about occupations you can find in annexes or in a Cd)
MECHANIC
PILOT
DRIVER
HAIRDRESSER
DOCTOR
ELECTRICIAN
ACTIVITY: N°2
ACTIVITY.- The teacher tells students that they have to play a game called
“BINGO”, the teacher asks students join in a pairs, then he or she gives
them a table of occupations, to each pair, then the teacher tells students
have to mark a cross in each imagine that will be appropriate with the
occupations. After the teacher takes out of an amphora one picture with their
corresponding names until to reach twenty images. The teacher shows
students the pictures and they have to mark a cross in the correctly picture.
Finally when a pair of students have completed the table will be the winner.
(Table of bingo you can find in annex or in a Cd)
TOPIC: Some occupations
OBJECTIVE. - To learn how to say some occupations in English.
GROUP CONFIGURATION: Whole class
RESOURCES. – Photos, Sheet, Pencils
OCCUPATIONS
MECHANIC PILOT DRIVER
HAIRDRESSER DOCTOR ELECTRICIAN
CARPENTER NURSE WEB DESIGNER DENTIST
ACTIVITY: N°3
ACTIVITY: The teacher asks students to make a circle, then he or she has
to stand in the middle of the circle. Immediately the teacher has to assign
each student an occupation, for instance: “You are a driver”, “You are a
pilot”, “You are a dentist,” “You are an electrician”.
As soon as the teacher tells “driver”, pilot, dentist, etc. Students who are of
this occupation have to change places then if the educator tells “Fruit salad”
everyone has to change places several times, when students are confident
with what they are doing, the teacher has to tells the occupations again, but
this time when student changes places the teacher has to sit down in one
of their place and student has to stand and he or she has to tells the next
occupations and the game can begin again.
(Flashcards of occupations you can find in annex)
TOPIC: Occupations
OBJECTIVE: To reinforce different occupations.
GROUP CONFIGURATIONS: Whole class
RESOURCES: Human and Tools Flashcards.
ANEXES
WORKSHEETS
FLASHCARDS
SURVEY
INTERVIEW
PHOTOS
WORKSHEEET
FLASHBACK
LETTER SOUP OF THE ALPHABET
NAME:
COURSE:
FIND THE WORDS ACCORDING TO EACH THE ALPHABET
A D O O R R M O P J V Y
P F I S R Y U Y A U I O
P G U I T A R B I I O Y
L C A T I K E Y N C L O
E G G L O E A F T E I V
B A L L W H A T Ñ T N C
I N S E C T T R A I N H
M O M N T O U S Y E O C
O R A N G E E F O X S T
S N A K E Q U E E N E A
U M B R E L L A V C T W
Z E B R A F I S H Q Ñ W
R A D I O L E A F K E Y
WHAT CAN I DO?
TASK ME
Open your
bag
Write two
words
Draw a line
Comb your
hair
Send a
message
TABLE OF “BINGO”
MECHANIC PILOT SCHOOL
HAIRDRESSER COMPUTER Lake
BOY NURSE WEB DESIGNER DENTIST
SUN CAR UKULELE
TEETH SCREWDRIVER FOREST DRIVER PLANE
INJECTION DOCTOR HAIR IRON CAR CARPENTER
WHO WANTS TO BE A MILLIONAIRE
Select the correct answer
1. - Where do you withdraw and save money?
a) Bank b) Restaurant c) Park d) House
2. - Where you can read and study?
a) Mall b) Driver c) Library
3. - Where you can buy books?
a) Pak b) School c) Bookstore
4. - Where you can go to play football?
a) Mall b) Movie Theater c) Park
5.-Where you can visit animals?
a) Zoo b) Post Office c) Restaurant
6. - Where you can sent Letters?
a) Bank b) Post Office c) Drugstore
7. - Where you can buy toilet paper, noodles, beans and soap?
a) Zoo b) Supermarket c) Bookstore
Complete the sentences
8. - In a _________ you can buy shoes, clothes and fragrances.
Drugstore Hall Mall Zoo
9 - In a ______________ you can see movies.
Bank Bus stop Movie Theater
10. -In a _______________ you can eat Mexican food
Bookstore Restaurant Park
11.-.You can wait Bus in a _______________
Post Office Supermarket Bust Stop
12. - Where you can buy medicines
Park School Drugstore
13.- In a ______________ you can see desiccate animals for purposes of
study.
Museum Park Bank
FLASHCARDS
YESTERDAY
LAST NIGHT
LAST
WEEK
LAST
MONTH
LAST
YEAR
LAST
MONDAY
A FEW
MINUTES
AGO
THREE
DAYS AGO
PREPOSITION OF LOCATION
A WEEK
AGO
A MONTH
AGO
FLASHCARDS
PREPOSITION OF LOCATION
GO TO THE PARTY
GO SHOPPING
EAT OUT
VISIT YOU
GRANDPARENTS
HANG OUT WITH YOUR
FRIENDS
WATCH A DVD
SING
DANCE
FLASHCARDS
HAIRDRESSER
PILOT
ELECTRICIAN
DOCTOR
CARPENTER
MECHANIC
DRIVER
WEB DESIGNER
NURSE
DENTIST
SURVEY
ENCUESTA A ESTUDIANTES
Estimado estudiante:
OBJETIVO: Esta encuesta es parte de un proyecto de investigación que
estudia la incidencia de la motivación en el desarrollo del vocabulario, por
lo que le agradecemos su colaboración.
INSTRUCCIÓN: Marque con una “X” el enunciado de acuerdo a la
información que considere adecuada
1.-Totalmente desacuerdo
2.-En Desacuerdo
3.-Ni de Acuerdo, Ni Desacuerdo
4.-De Acuerdo
5.-Totalmente de Acuerdo
Enunciados
1
2
3
4
5
1.- Necesito una clase más motivada para aprender inglés.
2.-Necesito imágenes para comprender el significado de las palabras en inglés
3.- Aprendo mejor con canciones o videos
4.- Me agrada realizar actividades previas antes de la introducción de un nuevo vocabulario en inglés
5.-La Motivación me ayuda en el aprendizaje del vocabulario
6.-Me siento suficientemente motivado para a aprender inglés
7.-Entiendo cuando escucho audios en clase de inglés
8.-Necesito realizar trabajos grupales para desarrollar el vocabulario del idioma inglés
9.-Comprendo las palabras en un texto de lectura en inglés
10.-Utilizo palabras nuevas para comunicarme
11.-Escribo oraciones utilizando vocabulario que aprendo en clases de inglés
12.-Me permite el vocabulario tener una buena comunicación en clase de inglés
13.-Recuerdo vocabulario del año pasado
14.-Considero que mi nivel de desarrollo del vocabulario en el inglés debe ser mejorado
15.-Necesito actividades lúdicas para fortalecer el vocabulario
INTERVIEW
INTERVIEW FOR THE TEACHER
This interview is part of an investigation project which studies the incidence
of motivation in the development of vocabulary for that we appreciate your
collaboration.
1.-Do you motivate students to the learning of the English language through
ludic activities? Why?
2.-Do you consider that ludic activities will strength the development of
vocabulary? Why?
3.-Do you apply audiovisual aids for the teaching of vocabulary? Why?
4.-Do you think the use of songs help the acquisition of vocabulary? Why?
5.-Do you assign tasks that allow the development of vocabulary? Why?
6.-Do you consider that there is a lack of techniques or methodologies for
the teaching of vocabulary? Why?
7.-Do you think that students learn vocabulary by means of flashcards?
Why?
8.-Do you consider that students present insufficiency in the development
of vocabulary? Why?
9.-Have you attended to methodological refreshing courses for the didactic
treatment of vocabulary of your students? Why?
10.-Do you think that a didactic guide will help to improve the motivation in
the development of vocabulary? Why?
CLASSROOM
OBSERVATION
Classroom Observation Questionnaire
The purpose of this classroom observation is to gather information to
understand accurately to improve the academic performance.
Highest Satisfactory Low Lowest Not Applicable/ N.A
5 4 3 2 1
_____ 1. Uses instructional methods according to the age of the
students
_____ 2. Pays attention to students in the educational needs.
_____ 3. Encourages relevant student´s participation in the learning
process.
_____ 4. Involves to the whole class in sharing/ planning and
evaluating.
_____ 5. Connects student interest with the new content.
_____ 6. Varies student groupings: individual; pairs; small groups.
_____ 7. Uses ludic activities in class.
_____ 8. Provides didactic materials to the students in class.
_____ 9. Responds appropriately to student questions and comments.
_____ 10. Uses games or visual aids to develop a new content.
SOURCE: Adapted from Faculty and Stuff Resources (2016)
PHOTOS
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