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COVER PAGE
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
PROYECTO EDUCATIVO
PREVIO A LA OBTENCIÓN DEL TÍTULO DE
LICENCIADO EN CIENCIAS DE LA EDUCACIÓN
MENCIÓN: INGLES
TEMA
THE INFLUENCE OF THE AUDITION TECHNIQUES IN THE
PERFORMANCE OF LISTENING COMPREHENSION IN THE ENGLISH
LANGUAGE
PROPUESTA
ELABORATION OF AN INTERACTIVE CD WITH FLASHCARDS TO
DEVELOP PERFORMANCE OF THE LISTENING COMPREHENSION
RESEARCHER
BECERRA ANGULO NADYA MARIBEL
COUNSELOR
DOCTOR EDUARDO TORRES VIVAR
GUAYAQUIL – ECUADOR
2016
ii
UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
SISTEMA DE EDUCACIÓN PRESENCIAL
CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL
__________________________
Msc. Silvia Moy-Sang Castro
DECANA
__________________________
Msc. José Zambrano García
SUBDECANO
FIRMA DE AUTORIDADES
__________________________
Msc. Jacinto Calderón Vallejo
DIRECTOR DE CARRERA
__________________________
Msc. Alfonso Sanchez Avila
SUB-DIRECTOR DE LA CARRERA
____________________________
Ab. Sebastián Cadena Alvarado
SECRETARIO GENERAL
iii
Y
iv
Y
v
CERTIFICADO DE AUTORIA
Guayaquil, 27 de Junio del 2016
Msc.
SILVIA MOY-SANG CASTRO,
DECANA 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: THE INFLUENCE OF
THE AUDITION TECHNIQUES IN THE PERFORMANCE OF LISTENING
COMPREHENSION IN THE ENGLISH LANGUAGE, pertenecen a la
Facultad de Filosofía, Letras y Ciencias de la Educación.
Atentamente,
__________________________
Nadya Becerra Angulo
C.I. 0802369074
vi
DEDICATION
This project is devoted to my mother who was always by my side giving
me assistance hand always giving me every a word of encouragement to
finish my career, also for being an example to follow. To my sisters ,
becoming mainstays for my training, to my grandparents with all my
honor.
Nadya Becerra
ACKNOWLEDGEMENT
I thank God for always protecting me, giving me the strength to overcome
difficulties and obstacles in my life.
To my mother, who taught me not to give up and always perseveres.
To Dr. Eduardo Torres my consultor as a fundamental pillar with
perseverance, commitment, patience and very fond of his duty.
To all the people who helped in any way in the realization of this project.
Nadya Becerra
vii
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: La influencia de la técnica de audición en la ejecución de la comprensión auditiva.
AUTOR/ES: NADYA MARIBEL BECERRA ANGULO
TUTOR: Dr. Torres Vivar Eduardo
REVISORES: Dr. Torres Vivar Eduardo
INSTITUCIÓN: Universidad de Guayaquil
FACULTAD: Filosofía
CARRERA: Lenguas y Lingüística
FECHA DE PUBLICACIÓN: 2016
No. DE PÁGS: 100
TÍTULO OBTENIDO: Licenciatura en Lenguas y Lingüísticas con mención en Inglés
ÁREAS TEMÁTICAS:
PALABRAS CLAVE: Técnicas de audición, comprensión auditiva, audición natural, fonética.
Desde hace años se han mostrado deficiencias en la educación a nivel general en Ecuador, sin embargo, el estado con el objetivo de mejorar ha logrado dar una ligera transformación, creando mejoras en las instituciones existentes y capacitando a los maestros; tal como se indica en el plan de estudios actual de Educación Básica General que apoya varios conceptos metodológicos y concepciones cognitivistas y constructivistas que colocan al estudiante como el protagonista del aprendizaje. Esta investigación contiene varias citas, obras teatrales, descripciones y tiempo de los diferentes escritores a los que se les ha exigido que den una mayor firmeza en el proyecto de investigación sobre la influencia de la técnica de audición en el desempeño de la comprensión auditiva en idioma inglés en los estudiantes de octavo grado de General Basic "DR. Escuela pública de Jorge Luis Aúz Landázuri. La importancia de escuchar durante todas las etapas del proceso de enseñanza y aprendizaje tiene un papel clave, ya que permite al oyente ampliar y difundir los otros elementos de comunicación, como el vocabulario, la gramática y la entonación correcta de las palabras y es muy útil para aprender un idioma extranjero. Enseñar a escuchar en una clase de inglés, debe convertirse en una preocupación central para los maestros y las autoridades de las instituciones públicas. Por otro lado, la audición natural tiene que ver con situaciones en las que están involucradas partes del entorno, en ella, todo a medida que pasa el tiempo, se convierte en una rutina en la que el cerebro, como ejercicio, se acostumbra a diferentes sonidos que pueden ser reconocidos en cualquier momento. Momento o parte de la vida. Este tipo de ejercicio natural que tiene que ver exactamente con la vida se puede usar para hacer nuevos sonidos en este caso, la fonética del idioma inglés que para un estudiante es primordial para una mejor comprensión y proceso de aprendizaje.
No. DE REGISTRO (en base de datos): No. DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO PDF: x SI NO
CONTACTO CON AUTOR/ES
Teléfono:
E-mail: mstef
CONTACTO EN LA INSTITUCIÓN: Nombre: Sr. Fabricio Conforme
Teléfono: (03)2848487 Ext. 123
E-mail: [email protected]
viii
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: The influence of audition technique in the performance of listening comprehension
AUTOR/ES: NADYA MARIBEL BECERRA ANGULO
TUTOR: Dr. Torres Vivar Eduardo
REVISORES: Dr. Torres Vivar Eduardo
INSTITUCIÓN: Universidad de Guayaquil
FACULTAD: Filosofía
CARRERA: Lenguas y Lingüística
FECHA DE PUBLICACIÓN: 2016
No. DE PÁGS: 100
TÍTULO OBTENIDO: Licenciatura en Lenguas y Lingüísticas con mención en Inglés
ÁREAS TEMÁTICAS:
PALABRAS CLAVE: Audition techniques, Listen comprehension, natural audition, phonics, .
From years ago has shown shortcomings in Education at a general level in Ecuador, however, the state with the aim of improving has managed to give a slight transformation, creating improvements in existing institutions and training teachers; so as it stated in the Current curriculum of General Basic Education that supports several methodological concepts and conceptions cognitivist and constructivist ways that places the student as the protagonist of learning. This research contains various quotations, plays, descriptions and time of the different writers who have been required to give greater firmness in investigative project influence of the audition technique in the performance of listening comprehension in the English language in the students of Eighth Grade of General Basic “DR. Jorge Luis Aúz Landázuri” public school. The importance of listening during all stages of the process of teaching and learning has a key role because it allows the listener to enlarge and spread the other elements of communication such as vocabulary, grammar and correct intonation of the words and is very useful in learning a foreign language. Teaching listening in an English language class, should become a central concern for teachers and authorities in public institutions. On the other hand, natural audition has to do with situations where parts of the environment are involved, in it, everything as time goes by, becomes a routine where the brain as an exercise, gets used to different sounds that can be recognized at any moment or part of the life. This kind of natural exercise that has to do exactly with life can be used for exercising new sounds in this case the phonics of the English language that for a learner is prime for a better understanding and learning process.
No. DE REGISTRO (en base de datos):
No. DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO PDF: x SI NO
CONTACTO CON AUTOR/ES
Teléfono:
E-mail:
CONTACTO EN LA INSTITUCIÓN: Nombre: Sr. Fabricio Conforme
Teléfono: (03)2848487 Ext. 123
E-mail: [email protected]
ix
ABSTRACT
For years, deficiencies in education have been demonstrated at a general
level in Ecuador, however. The state with the aim of improving has
undergone a slight transformation, creating improvements in existing
institutions and training teachers; as indicated in the current curriculum of
basic general education that supports several concepts and
methodological cognitivist concepts and constructivist ways that places the
student as a protagonist of learning. This research contains several
citations, descriptions and from different writers that have been necessary
to give greater firmness in the influence of the project of investigation of
the technique of the hearing in the exercise of oral comprehension in the
English language in the students of eighth grade of General Basic "Dr.
Jorge Luis Auz Landázuri" public school. The importance of listening
during all stages of the teaching and learning process has an essential
role, since it allows the listener to expand and disseminate the other
elements of communication, such as the vocabulary, grammar and correct
intonation of words which is very useful in learning a foreign language.
The teaching of listening in an English language class should become a
central concern for teachers and authorities of public institutions. On the
other hand, natural hearing has to do with situations in which the parts of
the environment intervene, in it, everything that passes time, becomes a
routine in the brain as an exercise, gets used to different sounds that can
be recognized at any time or part of life. This type of natural exercise that
has to do exactly with life, can be used for the exercise of new sounds, in
this case the phonemes of the English language that for a student is
essential for a better understanding and learning process.
x
RESUMEN
Desde hace años se ha demostrado deficiencias en la educación a nivel
general en el Ecuador, sin embargo. El estado con el objetivo de mejorar
ha dado una ligera transformación, creando mejoras en las instituciones
existentes y capacitando a los maestros; así como indicó en el plan de
estudios actual de la educación general básica que soporta varios
conceptos y concepciones cognitivistas metodológicas y formas
constructivistas que sitúa al estudiante como protagonista de aprendizaje.
Esta investigación contiene varias citas, descripciones y de diferentes
escritores que han sido necesarios para dar mayor firmeza en la influencia
del proyecto de investigación de la técnica de la audición en el ejercicio de
comprensión oral en el idioma Inglés en los estudiantes de octavo grado
de General Básica "DR. Jorge Luis Auz Landázuri "escuela pública. La
importancia de escuchar durante todas las etapas del proceso de
enseñanza y aprendizaje tiene un papel esencial, ya que permite al
oyente para ampliar y difundir los demás elementos de la comunicación,
tales como el vocabulario, la gramática y la entonación correcta de las
palabras cosa que es muy útil en el aprendizaje de una idioma extranjero.
La enseñanza de la escucha en una clase de idioma Inglés, debe
convertirse en una preocupación central para los maestros y autoridades
de las instituciones públicas. Por otra parte, la audición natural tiene que
ver con situaciones en las que intervienen las partes del medio ambiente,
en ella, todo lo que va pasando el tiempo, se convierte en una rutina en el
cerebro como un ejercicio, se acostumbra a diferentes sonidos que
pueden ser reconocidos en cualquier momento o parte de la vida. Este
tipo de ejercicio natural que tiene que ver exactamente con la vida, puede
ser utilizado para el ejercicio de nuevos sonidos, en este caso los
fonemas del idioma Inglés que para un alumno es primordial para una
mejor comprensión y proceso de aprendizaje.
xi
INDEX
COVER PAGE ............................................................................................ i
FIRMA DE AUTORIDADES ........................................................................ ii
APROBACIÓN DEL CONSULTOR ACADÉMICO ...... ¡Error! Marcador no
definido.
CERTIFICADO DE REVISIÓN DE LA ORTOGRAFÍA ............................... iii
CERTIFICADO DE AUTORIA .................................................................... iv
DEDICATION ............................................................................................. vi
ACKNOWLEDGEMENT.............................. ¡Error! Marcador no definido.
FICHA DE REGISTRO DE TESIS ........................................................... viii
RESUMEN ................................................................................................. ix
INDEX ........................................................................................................ xi
TABLE INDEX .......................................................................................... xvi
INDEX OF GRAPHIC .............................................................................. xvii
INTRODUCTION ....................................................................................... 1
CHAPTER I ................................................................................................ 3
THE PROBLEM ......................................................................................... 3
Context of the investigation .................................................................... 3
INVESTIGATION OF THE PROBLEM ................................................... 5
Conflict Situation ..................................................................................... 5
Scientific Fact ......................................................................................... 7
CAUSES ................................................................................................. 8
FORMULATION OF THE PROBLEM ..................................................... 8
VARIABLES ............................................................................................ 8
Independent ............................................................................................ 8
Dependent .............................................................................................. 8
OBJECTIVES OF INVESTIGATION ....................................................... 8
General objectives .................................................................................. 8
xii
Specific objectives .................................................................................. 9
INQUIRIES OF THE INVESTIGATION ................................................... 9
RATIONALE ........................................................................................... 9
CHAPTER II ............................................................................................. 12
THE THEORETICAL FRAMEWORK ....................................................... 12
Background of the study ....................................................................... 12
THE THEORETICAL FOUNDATION .................................................... 13
Listening Comprehension ..................................................................... 13
IMPORTANCE OF LISTENING ............................................................ 14
Understand the native conversation ..................................................... 16
Helps the language learner to acquire comprehension of messages ... 17
CHARACTERISTICS OF LISTENING .................................................. 18
Cognitive characteristics of effective listening ...................................... 18
Affective characteristics of effective listening ........................................ 18
Behavioral characteristics of effective listening .................................... 19
INDEPENDENT VARIABLE ................................................................. 19
Auditory Techniques ............................................................................. 19
IMPORTANCE OF AUDITORY TECHNIQUES .................................... 21
Natural Means Auditive ......................................................................... 22
Predicting codes for natural sounds...................................................... 22
Discussion ............................................................................................ 23
Technical Means................................................................................... 24
Audio .................................................................................................... 25
Video .................................................................................................... 26
Webcast ................................................................................................ 27
STRATEGIES FOR EFFECTIVE TEACHING OF LISTENING............. 28
xiii
Top-Down ............................................................................................. 28
Bottom-Up ............................................................................................ 29
Metacognitive........................................................................................ 30
CHAPTER III ............................................................................................ 33
THE METHODOLOGY............................................................................. 33
DESIGN OF THE RESEARCH ............................................................. 33
TYPES OF RESEARCH ....................................................................... 34
Descriptive Research ............................................................................ 34
Bibliographical Research ...................................................................... 34
Quantitative Research .......................................................................... 34
RESEARCH METHODS ....................................................................... 34
Deductive method ................................................................................. 35
RESEARCH TECHNIQUES ................................................................. 36
Interview ............................................................................................ 36
Data ...................................................................................................... 37
Evaluation .......................................................................................... 37
POPULATION AND SAMPLE............................................................... 38
Population ............................................................................................. 38
SAMPLE ............................................................................................... 38
ANALYSIS OF RESULTS ........................................................................ 40
Assessment listening comprehension ................................................... 50
CHI CUADRADA .................................................................................. 51
VARIABLE OPERATIONALIZATION MATRIX ..................................... 54
Conclusions .......................................................................................... 55
Recommendations ................................................................................ 55
CHAPTER IV ........................................................................................... 57
THE PROPOSAL ..................................................................................... 57
xiv
Background .......................................................................................... 57
Rationale .............................................................................................. 57
Summarizing the diagnosis ................................................................... 58
OBJECTIVES OF THE PROPOSAL ..................................................... 58
General ................................................................................................. 58
Specifics ............................................................................................... 58
Importance ............................................................................................ 59
Feasibility .............................................................................................. 59
Description of the proposal ................................................................... 59
Where? ................................................................................................. 59
Who? .................................................................................................... 60
How? .................................................................................................... 60
What resources will be used? ............................................................... 60
What is being planned? ........................................................................ 60
What activities will be performed? ........................................................ 60
Who will collaborate with us? ................................................................ 61
Human and economic resources .......................................................... 61
Location ................................................................................................ 61
Legal aspect ......................................................................................... 61
Art. 3. Fines de la educación ................................................................ 62
Art. 7.- Derechos................................................................................. 62
Art. 8.- Obligaciones ............................................................................. 62
Sociological aspect ............................................................................... 62
Pedagogical aspect .............................................................................. 62
Psychological aspect ............................................................................ 63
REFERENCE ........................................................................................... 64
xv
ANNEXE ONE ......................................................................................... 67
ANNEXE TWO ......................................................................................... 71
APPLICATION OF THE INSTRUMENTS OF INVESTIGATION .............. 74
SURVEY TO THE STUDENTS ................................................................ 74
INTERVIEWS ....................................................................................... 75
INTERVIEW TO THE PRINCIPAL OF THE EDUCATIONAL
INSTITUTION ....................................................................................... 75
INTERVIEW TO THE ENGLISH TEACHER ......................................... 76
ANNEXE THREE ..................................................................................... 77
ANNEXE FOUR .......................................... ¡Error! Marcador no definido.
xvi
TABLE INDEX
Table 1. Distributive population ................................................................ 38
Table 2. Extra activities ............................................................................ 40
Table 3. Listening activities ...................................................................... 41
Table 4. Comprehension of the words ..................................................... 42
Table 5. Interest of the students ............................................................... 43
Table 6. Activities and techniques ............................................................ 44
Table 7. Motivation ................................................................................... 45
Table 8. Understand the class ................................................................. 46
Table 9. Audio visual room....................................................................... 47
Table 10. CD ............................................................................................ 48
Table 11. Understand the class ............................................................... 49
Table 12. Assessment listening comprehension ...................................... 50
xvii
INDEX OF GRAPHIC
Graphic 1. Extra activities ........................................................................ 40
Graphic 2. Listening activities .................................................................. 41
Graphic 3. Comprehension of the words .................................................. 42
Graphic 4. Interest of the students ........................................................... 43
Graphic 5. Activities and techniques ........................................................ 44
Graphic 6. Motivation ............................................................................... 45
Graphic 7. Understand the class .............................................................. 46
Graphic 8. Audio visual room ................................................................... 47
Graphic 9. CD .......................................................................................... 48
Graphic 10. Different activities ................................................................. 49
Graphic 11. Escalas de comprensión auditiva ......................................... 50
.
1
INTRODUCTION
At present, the teaching of the English language has obtained the
acceptance of people throughout the globe, enabling the creation of
institutions that have set the English learning in the first place of
languages taught as a universal one.
In Latin American countries, where international business is the
thread for surviving and affect deeply in the development of economy, the
utilization of this language has created a necessity for a better
understanding of the business that are done with foreign countries for both
particular and public trades.
There is not only a communicative reason to deal with English but
the strategies that the teacher has to handle for the success of a class.
The reason for what techniques in the bettering of the improvement of the
English language is that in order to cover the whole four skills, a learner
does not only need to follow instructions for getting through the English
language but also be influenced by specific techniques that enable them
elevate their level of the learning English competence. This work in fact, is
aimed in highlighting the usage of audition techniques that permit the
correct performance of listening comprehension in the English language
of the eighth graders at Luis Aúz Landázuri” public school.
An English teacher has the duty to teach but with correct
techniques in order to booster the students´ self-esteem to have the
students learn happily for their lives. Within this research, many different
methodologies will be sustained and applied, some of which have been
carelessly reflected upon; others are considered appropriate and it is
expected to cause interest and can improve the deficiency of this ability by
giving the students facilities to increase their English level.
2
Consequently, teachers are obliged to encourage the student's
interest of learning the English language through the listening of activities
in a didactic way.
Herewith, the annexed section includes material such as
documents, interviews, photos, to check the veracity of this project so it
can serve for other researchers that have the same involve of the topic
here.
This project is organized in four chapters that are detailed as follows:
CHAPTER I – THE PROBLEM Outline of the problem – problem situation
- causes and consequences - delimitation of the problem – formulation of
the problem – variables - evaluation of the problem - objectives of the
investigation – questions of the investigation - justification and importance.
CHAPTER II – THE THEORETICAL FRAME Antecedents – theoretical
foundation- the Dependent Listening comprehension and the independent
the audiovisual techniques– sociological foundation - pedagogical
foundation - legal frame -.
CHAPTER III – METHODOLOGY Ways of the investigation - types of
investigation - levels of the investigation - procedures of the investigation -
instruments of the investigation-Chi square- application of the investigation
instruments –interviews - to the principal - survey to the students.
ANALYSIS OF RESULTS- Survey to the students - Conclusions and
recommendations – chronogram of the activities.
CHAPTER IV – THE PROPOSAL- Design of a booklet with audiovisual
techniques, background - justification - diagnostic synthesis - the
fundamental problems - objectives – importance - feasibility - description
of the proposal – the proposal of the project - human -materials and
economic resources- Sectorial and physical location – legal, pedagogical,
psychological aspects - vision – mission - policies - beneficiaries - social
impact - glossary – bibliography – websites - annexes.
3
CHAPTER I
THE PROBLEM
Context of the investigation
The Ecuadorian education system evidences a crisis; it has kept a
delay with respect to technology for several years in reference to other
countries. However, the most worrying problem is the disinterest that
exists in English students, causing a setback in the teaching-learning
language process which is considered the second language of
communication worldwide.
Therefore, efforts have been made in improving education
redesigning quality standards of education to prepare competent students
to achieve has been necessary to establish the challenges that will make
students to be ready to join and be part of the teaching-learning process,
because students should have a comprehensive education as they are
more participatory, responsible, respectful and autonomous.
Moreover, teachers are responsible for motivating students to
improve their performance in the classroom, through innovative
approaches, which is why we have sought mechanisms to improve student
learning strategies based on to assist the transformation of students as
practical, active and capable that they might be play with the efficiency of
English language use people.
In order to help strengthen education and solve the problem that
has to do with the listening skill, it was performed a field investigation at
"Jorge Luis Aúz Landázuri" public school. This institution started its
educational work in 1992, with only three teachers and with the help of the
4
community. Years later they obtained permission from the authorities to
gradually establish it as a school. For 23 years, the institution has shared
its services on 19 between F and G Street. It has two shifts in the morning
the elementary school and junior high in the afternoon, it has a population
of 310 students, it is ruled by the principal of the institution and teachers
who collaborate in both shifts. For its good infrastructure and basic
services, it has reached a high educational prestige over the years in the
service of the community.
The institutional mission is to achieve a modern school and that
students are to participate in scientific events, social and sporting events,
through a service-oriented management of the educational community
based on social welfare and good living for promote inter-process
achieving a quality learning solidarity and motivated students to be self-
sufficient society.
In addition, institutional vision is to spread students applying
constructivist model, they also consist with a formation of human values
and to be able to function in a multicultural environment and contribute to
the socio-economic development in the community and the country within
a culture of peace.
Hence it in the biggest case there deficient in learning English by a
lack of educational resources for students to develop all the skills the
students making more participatory classes. It is because of this that this
institution as well as in many others there is poor performance in listening
comprehension and lack of auditory techniques which determines which
students are unable to understand what they hear, due to the lack of
techniques that serve to develop listening skills by teachers.
As a consequence the teaching of English should be continuously
updated to improve teaching strategies, and its priority improve listening
5
comprehension using resources and techniques in the teaching-learning
process, the same that will increase the understanding and development
of student's abilities intellectually will bring its expertise in community and
society. Because of this, great effort to improve the quality of teaching has
been studied audition techniques that will allow the classroom and make a
site where possible to understand the audition for expressing ideas,
feelings and emotions to develop their skills.
For this reason, it has been determined that the learning of students
Eighth Grade of General Basic “DR. Jorge Luis Aúz Landázuri” public
school, Zone 8 ,District 4, Province of Guayas Guayaquil, Parroquia
Febres Cordero, scholastic year 2015 -2016, those without have
with resources for learning listening skills so they are not able to develop
a listening activity.
INVESTIGATION OF THE PROBLEM
Conflict Situation
From years ago has shown shortcomings in Education at a general
level in Ecuador, however, the state with the aim of improving has
managed to give a slight transformation, creating improvements in existing
institutions and training teachers; so as it stated in the Current curriculum
of General Basic Education that supports several methodological concepts
and conceptions cognitivist and constructivist ways that places the student
as the protagonist of learning. But even failures that should improve as the
low use of appropriate techniques to develop listening comprehension in
the classroom, where the pedagogical intervention needs to significantly
improve the teaching based on curriculum flexibility.
For such effect it has conducted several studies to determine the
level of students regarding school performance according to the results of
6
the assessment conducted by Education First (2014) international
company that specializes in teaching language one of the reasons for this
result is the lack of interest by not investing Ecuadorians to acquire
language and English, the newspaper "telegraph" (2015), where he has
been able to identify the problems and importance in the lack of quality in
the achievements of students in listening and applying techniques of
hearing to develop activities so that students do not achieve the desired
level according to standards that are studying.
For these reasons, the institutions and the English teachers should
encourage students instilling the importance of learning English, create a
pleasant atmosphere in the classroom for students to achieve is needed
teaching resources, learning techniques and methods. Also, an important
part in the process of student learning is his family, institutions must
encourage parents to create commitment to them to be aware of their
children while learning and society must understand that teaching students
not only it is the responsibility of educational institutions, but each
individual must contribute to the teaching - learning process to achieve the
objectives.
Therefore, the evidences corroborate to the students of Eighth
Grade of General Basic “DR. Jorge Luis Aúz Landázuri” public school,
Zone 8,District 4, Province of Guayas Guayaquil, Parroquia Febres
Cordero, scholastic year 2015 -2016, through which it has been found that
students have low listening comprehension in English also was evident to
identify possible reasons why students show difficulties in listening, such
as in the pedagogical level reflects problems with attention, concentration
and lack of interest of students in the class, on the other hand is the
external level probably comes from personal and emotional problems that
cause discouragement and indisposition to actively participate in classes.
7
In conclusion, it detected the low performance in listening
comprehension in the English language to conduct a survey and a
diagnostic test to students, it was observed that students do not
understand when they hear the English language because his answers
were not correct, that is why it is considered that they need to develop
listening comprehension with audition techniques; these are Important
elements for the students to learn when they have to a foreign language.
Scientific Fact
This investigation is well delimited since it will be held at “DR. Jorge
Luis Aúz Landázuri" public school, Zone 8, District 4, Province of Guayas
Guayaquil, Parroquia Febres Cordero, also has a temporal delimitation as
it was developed in the scholastic year 2015-2016.
The National System of Evaluation and Social Accountability of
Ecuador is in charge of evaluating teachers, students and the national
curriculum through quality management education defining the same
policies for improving the teaching-learning process. In 2008, the Ministery
of Education conducted tests SER (System of Assessment and
Accountability in Education) at all levels where it resulted in poor
performance of student learning in the English language, so the
percentage demonstrate more I got under the Coast Region.
As a result of this census was detected improve the quality of the
education system of Ecuador in teaching English as a second language at
higher levels of basic education, experts have considered to be given
more training and educational institutions to give them the necessary to
provide an excellent education using techniques to increase knowledge
and its potential for evaluating material, however, even that is not reflected
in schools because the state is in the process of educational restructuring.
8
CAUSES
• Insuficient audition techniques for listening comprehension
• Poor performance in listening comprehension in the English
language
• Insuficient teaching resources for listening
FORMULATION OF THE PROBLEM
How does the audition technique influence in the performance of
listening comprehension in the English language in the students of Eighth
Grade of General Basic “DR. Jorge Luis Aúz Landázuri” public school,
Zone 8,District 4, Province of Guayas Guayaquil, Parroquia Febres
Cordero, school year 2015 -2016.?
VARIABLES
Independent
• Audition techniques
Dependent
• Listening comprehension
OBJECTIVES OF INVESTIGATION
General objectives
To determine the influence of auditory techniques to increase the
performance of listening comprehension in the English language learning
students, through the development of an audio CD with flashcards.
9
Specific objectives
1. To evaluate the performance of the students in listening
comprehension through a diagnostic by a survey.
2. To select auditory techniques according to the students´ needs
through a literature review necessary for the contrasting of our
concern.
3. To determine why the interactive CD is applicable for the listening
comprehension in order to improve learning of the students by
using auditory techniques from data obtained from books and
statistical methods.
INQUIRIES OF THE INVESTIGATION
1. In what way will the design of the auditory techniques influence in
the students of Eighth to improve the listening comprehension?
2. What is the effect of not having the right installations for the
listening comprehension when the students develop the exercises?
3. To whom will the project be implemented and how will it arouse the
listening skill?
4. What are the causes of the low student achievement in listening
comprehension in the English language?
RATIONALE
This project is convenient because it determines the use of a
learning resource for teachers to strengthen the teaching of the English
language enabling, and help provide the information needed to positively
establish alternatives to future work to improve the educational process of
students of Eighth Grade of General Basic. Also it demonstrates the
importance of developing skills to improve listening comprehension
10
through audio listening techniques in order to learn to listen well for good
pronunciation and understanding of listening skills, to develop other skills
such as reading and writing, significantly improving the quality of learning
in the way English language.
Therefore, improvements have been found, analyzing the aspects
that involve the teaching and learning of English, contributing to auditory
techniques for improving listening comprehension through flashcards in
which not only involves the auditory but visual to reach to achieve
understanding for so have even more communicative expression.
Hence, what it is intended is to block everything that hinders the
development of quality listening comprehension with auditory techniques
that will keep the student to make the deduction-induction, abstraction-
concretization, analysis-synthesis and comparison, so this investigation
seeks to be better living the teaching and the students of Eighth Grade of
General Basic “DR. Jorge Luis Aúz Landázuri” public school, they can
improve their performance in the English language for consistently
achieving a higher level, for this as a contribution to education will be
designed an Audio CD, which will strengthen the development of listening
skills improve cognitive, perceptual, attitudinal and sociological factors.
Although Ecuador has implemented within the System Plan for
Good Living, objectives argues that to improve the quality of life of the
population is necessary the education; thus, as results the auditory
techniques in the English language help students to develop a better
comprehension for harmonizing the educational process with regard to
abilities profiles, skills, competencies and learning achievement, for the
effective promotion of students from different educational levels, in order to
improve interaction between education for expanding the educational level
offering top.
11
In conclusion, education constitutes a priority for the Ecuadorian
State to guarantee equality and social inclusion, this being the prerequisite
for the good life; also as direct beneficiaries and the students of Eighth
Grade of General Basic “DR. Jorge Luis Aúz Landázuri” public school, and
parents, teachers and the community in general as indirect beneficiaries,
as also part of the teaching process learning.
12
CHAPTER II
THE THEORETICAL FRAMEWORK
The theoretical framework is the armor which can support different
theories when research is done because in this part are explained in
definite problems for which the exploration of the topic is done.
Nieswiadomy (1998) "the word theory comes from Greek words that
mean contemplation or speculation, so the theory are deductions that are
used to delineate, reveal and demonstrate the phenomena studied but not
tested." (p.55)
Similarly, Labaree (2013) states that theories have been created to
testify, predict and understand the different moments or existing
phenomena but also to expand the knowledge is bounded. (p.87)
Nieswiadomy & Labaree Indicate that the theoretical framework
uses it to gather the necessary information to allow the researcher to
understand the problem studied and simultaneously serves as a means of
transport that feeds the expertise of the person generating experience in
the subject investigated.
Background of the study
This research contains various quotations, plays, descriptions and
time of the different writers who have been required to give greater
firmness in investigative project influence of the audition technique in the
performance of listening comprehension in the English language in the
students of Eighth Grade of General Basic “DR. Jorge Luis Aúz Landázuri”
public school.
13
Besides this, it is also important to mention that in the library of the
School of Languages there is no same or similar work or in connection
with this educational project and that similarly the educational institution
“DR. Jorge Luis Aúz Landázuri” public school has not been selected to
perform or conduct any educational research so we can affirm the
originality of the pedagogical purpose.
THE THEORETICAL FOUNDATION
Listening Comprehension
To learn English, people need to develop four important skills, that
may sustain their competence in a foreign language, one of them is the
listening skill, which according to Segura (2011), demonstrate that
Listening is the skill of understanding spoken language, that is an
essential skill, present in most of the activities we carry out throughout our
lives. (p.85)
Segura (2011) indicates that listening is the most practical skill in
life, when people want to communicate or know something opt to listen; it
is considered that listening is the best and very important way to
communicate and learn other languages as Fagan (2012) mentions, but it
is a skill that requires complex process, he insists.
“Listening is an important communication competence that includes
complex cognitive processes like understanding and interpreting
messages, affective processes like being motivated to pay attention, and
behavioral processes like responding with both verbal and nonverbal
feedback.” Fagan (2012)
Fagan (2012) pointed out that listening is the most difficult skill
especially when it is in another language, it is important to understand the
14
message to be able to communicate. If a message is not well understood,
it can be frustrating for people that are learning a second language, for
that reason listening should be considered as a principal skill to learn
English and it need to be developed whit many techniques and more
practice in every English class.
Benavides (2012) considers that:
Of all language skills, listening is the first to develop. The child
begins to listen from home with their parents, but in fact the first approach
to the teaching of a second language is the stage where preschool
children develop the basic vocabulary and from there are forging their
basis for meaningful learning, through the years it becomes more complex.
So if the child develops his ability to listen, easily refine their competence
to learn a second language. (p.115)
By assuming Benavides, listening is the first skill in the life of the
human being, it is comparatively when a baby is learning to speak, first
they need to listen and after the words that they have received the he can
produce the sounds that they have heard and assimilated with the reality.
In the same way, it is when people want to learn a second
language, the thing that they should do more is to listen and the other
skills will go to develop with more facilities, when learners are dealing
with the English language, need to practice listening and it is much better
to learn the language being a child since they learn more easily in those
ages, also and consequently, the institution needs to pay more attention to
the listening skill if they want to see better results from their students.
IMPORTANCE OF LISTENING
The importance of listening during all stages of the process of
teaching and learning has a key role because it allows the listener to
15
enlarge and spread the other elements of communication such as
vocabulary, grammar and correct intonation of the words and is very useful
in learning a foreign language. Teaching listening in an English language
class, should become a central concern for teachers and authorities in
public institutions, nevertheless listening has been poorly in practice as it
should be, with more intensity. According to Gonzales (2010)
The importance of listening comprehension in a foreign language
instruction emerged during the 1960s from that time; the teaching of
listening in class language became a central concern for teachers and
students languages as a second language or foreign language. However,
listening continues to receive less attention in almost all foreign language
programs. (p.178)
Gonzalez (2010) indicates that all the teachers should have very
clear that listening should be given the importance and attention to help
the students, because it is responsibility of the teachers to provide with
resources so that the students can develop the skill in the learning of the
second language with different situations and with this form, the students
can tune their ears to what they are listening.
Krashen & Terrell (1983) stated that all foreign language acquisition
takes place through receiving comprehensible input that is slightly above
the learners’ present level that is, through reading and listening to the
foreign language.
The position of (Krashen & Terrell) refer that knowledge of a
foreign language must be purchased with understandable information on
different topics, no matter that students do not have the need to
understand or listen to a reading level. This mechanism will bring the
student discomfort in the foreign language to get used first, but then, the
16
level will decline and will progress to the next levels, coming to have a
good command of the foreign language.
Understand the native conversation
For students to achieve and understand a native English language
conversation, they need to be exposed to texts that have tasks designed
specifically to develop the ability to learn and listen.
Another point of importance in the listening according to Bingol,
Celik, Yildiz and Mart (2014), is the aim of listening comprehension is
understand the native conversation at normal rate in a spontaneous
condition… Without listening skill, learners never learn to communicate
effectively. Students spend 50% of the time operational in a foreign
language is dedicated to listening communication time than other forms of
oral communication... In some cases it is more important than reading,
speaking and writing. (Bingol et. al, 2014, p.132)
Bingol et., al (2014) indicate that learners are learning the English
language if they were able to listen and understand the second language,
that it would be a great achievement for what, it is necessary that great
part of the time the student spend the time listening and learning English
in the entire context with different medium or situation like listening to the
radio, television, theaters, at the airport, etcetera, so that the students can
have a significant learning and have an excellent listening comprehension
because it is known that is so different when the students listen to English
in class and listen English in a real life, the students need to listen
different kind of speakers to adapt the ear to different situation and be a
good listener.
Krashen & Terrell (1983) believe in the value of mere exposure to
spoken language during which learners unconsciously develop their
listening skills and acquire other elements of the foreign language. (p.206)
17
The authors indicate that the simple fact of being exposed to a
foreign language listening, makes involuntarily students develop skills to
hear and acquire components that will be beneficial in learning a foreign
language. Moreover, the tasks entrusted create in students the purpose
and the necessary expectations they need to motivate and help them
understand the characteristics of the native language in conversation.
Helps the language learner to acquire comprehension of messages
The last point of view about the importance of listening is according
to Renakedevi (2014) coins that
Listening plays a vital role, as it helps the language learner to
acquire pronunciation, word stress, vocabulary, and syntax and the
comprehension of messages conveyed can be based solely on tone of
voice, pitch and accent; and it is only possible when we listen. Without
understanding input appropriately, learning simply cannot get any
improvement. In addition, without listening skill, no communication can be
achieved. (p.57)
Referring to Renakedevi (2014), practice listening is so important
to understand a message, if the students do not listen, they will never be
able to recognize the different pronunciation of the words since in the
English language there are many confusion in the sound of the words;
many of them are similar to other words for this reason, it is necessary to
practice and practice more listening because a simple stress, accent or
tone of the voice can change all the messages and be bad interpreted,
therefore, if the students do not practice listening, when learning the
English language, it will be very difficult and slow, and above all, the
communication will not be efficient.
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CHARACTERISTICS OF LISTENING
The characteristics of the listening involves various postures that a
person must use to get and optimize effective yields on behavior and
relationships with others creating a positive environment, safety, courtesy,
affection and respect.
Cognitive characteristics of effective listening
Fagan (2012) lists three characteristics listening comprehension:
cognitive, affective frames behavior.
According to Fagan (2012), asking questions to follow up or for
clarification, paraphrasing the individual communications, and
summarizing the conversation are all activities that show the listener’s
cognitive engagement in the conversation, indicating his or her attempts to
fully understand and correctly interpret the messages being relayed. (p.39)
Fagan (2012) indicates that the various activities of the individual in
a particular way to understand and interpret secure and fully the messages
conveyed in conversation, make the cognitive part of the listener plays an
important role in communication because they indicate the actual intention
of the individual to the subject being treated.
Affective characteristics of effective listening
According to Fagan (2012), the effective listener can also signal his
or her affective engagement in the conversation by making it the sole
focus of attention, and by receiving communications with acceptance and
empathy. Receiving communications with empathy requires that the
listener try to avoid projecting his or her own opinions, feelings or
prejudices onto the speaker, and that the listener accept the speaker’s
communications without simultaneously trying to craft a response. (p.85)
19
Fagan (2012) points out that the listener can be the focus of a
particular conversation, but must show due respect and consideration to
the comments made showing the emotional commitment that have earned
attention.
Following the previous words, accept comments delicately give the
listener the empathy necessary to avoid making comments, feelings and
concerns aloud hinting that accepts the statement of the speaker and does
not try to develop a response at the same time.
Behavioral characteristics of effective listening
According to Fagan (2012), action is also part of effective listening.
The listener should communicate his or her attention through non-verbal
means like eye contact, erect posture, nodding, and other positive body
language. The listener can also demonstrate engagement by broadening
the range of the conversation, such as by inquiring about or suggesting
alternatives to the topic or conclusions at hand. (p.197)
Fagan (2012) quotes that one of the pluses of affective hearing is
the body language that the listener should use, which demonstrates and
conveys the attention it has on the subject. In addition, the listener can
show interest in the conversation performing certain questions of subject
or turn by making recommendations or alternatives that lead to improving
the conclusions of the subject being treated.
INDEPENDENT VARIABLE
Auditory Techniques
Auditory techniques are those that use sound as a tool to encode
information. These techniques can be located in the environment in which
20
the listener develops education as a fundamental task of the institutions
and community to monitor the appropriate techniques to meet fully the
objectives proposed in the teaching-learning process that are being used.
Khadeja Abd Al-Rahman Abo Skhela (2010) “strategy can be
defined as a technique or activity that directly contributes to the
comprehension and recall the entry of listening.
Referring to Khadeja et. al (2010), auditive strategies are important
in the development of the process of understanding speech part because
they are the channel through which enters the information and taken to the
brain for respective processing and make it knowledge.
McBride (2007), listening is a strategic behavior in which listeners
use strategies to compensate the impoverished linguistic information of
listening, and regulate their own mental processes in order to better focus
attention and maximize learning opportunities. (P.31-32)
Assuming the proposed indications by McBride, strategic listening
helps listeners to make better use of strategies that improve the linguistic
side of the listening by giving the mental processes of the person a better
approach and in turn expands learning opportunities individuals.
Mitchell & Indiana (2010), quotes that the teaching auditive
techniques referred herein as cognitive, metacognitive and socio used to
offset gaps in knowledge can be beneficial for the less qualified students.
(p.92)
Mitchell & Indiana (2010) mentioned that auditive techniques are
essential elements that are used to level the academic cracks with
students and to improve the quality of education students who have
intellectual coefficient low and are considered as students less skilled.
21
On the other hand, Wenden (1991), defines strategies as “mental
steps or operations that learners use to learn a new language and to
regulate their efforts to do so” (p.18).
Wenden (1991) remarked that auditory strategies have a special
place in the development of learning a new language because they help
organize properly procedures and efforts students at the time to
understand the conversations that are conducted as activities within the
classroom.
IMPORTANCE OF AUDITORY TECHNIQUES
The creation of educational elements aimed at hearing and not
relies solely on reading to convey meaning or knowledge is the basis of
the techniques of hearing, which can be found on an audio, video or any
instrument genre sound.
Calderon (2013), the speech, language and hearing are important
in the educational life of the individual part. Speech is described as the
ability to make sounds, while the language goes beyond this and refers to
the ability to understand and use these sounds. The hearing is necessary
for the proper development of both speech and language. (P.132)
Calderon (2013) Indicates That auditory stimulation is important
because through her speech and language in a comprehensive manner
favoring develop language learning allowing students to exchange ideas
and emotions.
The development of hearing is essential to develop oral language
and this progress usually begins with the recognition and analysis of
natural sounds which should lead to student interest and appreciation of
the different sound qualities.
22
Natural Means Auditive
As far as this research takes shape and assuming our position,
natural auditive has to do with situations where parts of the environment
are involved, in it, everything as time goes by, becomes a routine where
the brain as an exercise, gets used to different sounds that can be
recognized at any moment or part of the life. This kind of natural exercise
that has to do exactly with life can be used for exercising new sounds in
this case the phonics of the English language that for a learner is prime for
a better understanding and learning process.
Natural means auditive are those that are directly related to the
experience and interaction with the environment and use sound to encode
information and create languages. (Nature sounds for learning auditive).
Predicting codes for natural sounds
The idea of an effective code should not be removed from the group
of signals being encrypted. So to make predictions that relate to sensory
codes, you need to develop assumptions about what kind of evolution
have had sensory stimuli as they may be altered or modified according to
the natural environment in which they develop.
Although many of the auditory systems have duly specialized
transformations, most aims to make predictions of sensory stimuli that
have no further evolution of the auditory system so it is necessary to
classify the different sounds found in the environment.
Lewicki (2002) “We therefore chose to analyze three classes of
sounds as representatives of a natural auditory environment -
environmental sounds, animal vocalizations and human speech with each
23
class containing a broad array of different sounds, animals or speakers.”
(P.2-3)
Lewicki (2002) indicates that sounds can be divided into three
groups each having different characteristics. Thus, the ambient sounds are
generally broadband are not harmonious and have a short duration so that
demand to be detected and located quickly.
On the other hand, Lewicki pointed out animal vocalizations are
most developments have been in the ear of the individual because they
have the need to stand out from the background sounds found in the
environment and usually last longer than the ambient sounds.
In contrast, Lewicki (2002) as the third Mentioned That speech is
sound; which is the most important because the human auditory system to
realize it involved properties vocalizations both ambient sounds and
animals resulting in an efficient auditory code can harmonize harmonics
and non-harmonic sounds.
Discussion
In this part of the sound, the discussion is conducted according to
how it is encoded and distributed specifically concerning with sound within
the population. For this reason, sound filters are located at certain times of
frequency and it becomes necessary to generalize locate the various
existing sounds.
Lewicki (2002) indicates that efficient coding of natural images by
demonstrating that efficient coding of natural sounds can explain many of
the sensory coding properties of the auditory system. Efficient coding of
natural scenes results in a population of localized (p.6)
24
Lewicki (2002) pointed out that sound different filters that are used
to encode information organization should first capture the noise and then
balance the natural sounds that arise. The result will help the individual to
differentiate through similar sounds biological system and to represent
noise changes quickly adapting information according to where you are.
In addition, the auditory system is conditioned to treat different
kinds of sounds in the environment that makes the characteristics and
acoustic properties of speech to join the audio sensors having people to
make the combination of sounds and oral expression a quick way
effectively combining sound system with vocal articulation.
Consequently, the coding of natural sounds must go through
several steps that will help to correct organization of noise and vocalization
will in its final part.
Technical Means
Currently, the use of technology in education is intended utilization
of resources, tools and different technological equipment to facilitate the
teaching-learning process. Therefore, the teacher can capture the
attention of students with the help of these resources, reducing the time to
develop learning and facilitating information difficult to watch and listen
through other means.
Cabero (2002), the reasons have been offered for the introduction
and use of information technologies in teaching are varied, ranging from
the power that is supposed to attract attention, which is explained in terms
of their technological potential, so it is argued that the more sophisticated
the better are your chances to capture the recipients; to the possibilities
that are offered to reduce the time to invest in learning by students; not
forgetting that they facilitate the presentation of information difficult to
25
observe by students by other means, or the fact that the teacher is
redeemed function to present or repeat information. (P.5-6)
With this, the integration of different techniques at the education
develop according to the changes that have teaching methods but also to
the way of how learning and academic training occurs. For this reason, the
technological means become solid support education because they allow
the development of teaching individually and interactively.
Audio
The progressive availability of audio materials that are in digital
format and use of players in classrooms has allowed the use of recordings
increase teaching and improve student learning. For this reason, the audio
is used as a teaching method to reinforce the activities undertaken in
class. Thus we have the radio has-been around for a long time and has-
been used in educational classrooms.
In this way, Blanco (2007) states that this tool has unique qualities
for curriculum work: allow group work; promotes student motivation
(especially in the adolescent stage); the fostering of school activities from
a global perspective; It is a good tool for the treatment of cross-cutting
issues, and can serve as support for working critical reading of the
messages. (P.37)
Assuming indications White (2007), the use of audio media (in this
case the radio) in the teaching process supports the obligation of the
teacher to help students in conducting a critical and creative reading but
also through the use of radio should make known the reality of the
environment in which the institution operates.
26
Therefore, radio is an excellent way that allows students to develop
the skills of listening. It provides improved flow ability but also serves as a
training exercise for perception. In addition, the lessons are done via radio
using CD, pen drive; cassettes give students the opportunity to hear
different topics that are adapted to the abilities of students.
Video
The video is another educational tool that is frequently used in the
classroom to develop the content and object of study the school setting.
Videos allow teachers to reach students who are visual learners and tend
to learn best by seeing the material rather than hearing or reading about it.
Teachers can access video clips through the internet instead of relying on
DVDs or VHS tapes
Salinas (2011), indicates that the video communicates more
primitive more immediately than the word, raising echoes most emotional
verbal language, involving the recipient deeply and often irrational. In this
regard, in addition to involve students in the video graphic information,
they can develop and flourish attitudes, stimulate imagination, fantasy.
(p.237)
Salinas (2011) pointed out the video is a vehicle in which the
didactic message is transported so that, in addition to shifting external
information that is manipulated by the teacher serves as a way for
students to express ideas and experiences to the academic environment .
Research on the use of video in lessons is preliminary, but early
results show an increased retention and better results when video is used
in a lesson. Creating a systematic video development method holds
promise for creating video models that positively impact student learning.
27
Webcast
The requirement to meet the educational population has led to
various organizations to present alternatives to and improve educational
resources that promote the effective development of education.
Chacon (2010), the creation of new communication environments
and the emergence of new modes of interaction partners will be a rigorous
study of implicit factors as changes in different roles to classical sender
and receiver of information, new codes, new rules of communication ...
from the educational point of view we must consider not only the teaching
of these new codes, rules ... but their proper use, which allows the
communication process is critical and negotiation and exchange with
partners. (P.1)
Within this context, videoconferencing is a medium that allows
interaction between several people or turn working groups and is
connected through interactive lectures to a certain number of students in
order to listen and exchange ideas with each other.
Chacon (2010), this model of education tends to enhance the
student to work independently but collaboratively. Students play an active
and participatory role in the search, location, exchange and interpretation
of information. This makes it necessary that the subject is able to work
interactively and in collaboration with other colleagues, well if they are
located in immediate spatial context or spatial context of cyberspace. (P.9)
Chacon (2010) indicates that the use of videoconferencing in the
implementation of education and specifically as a means listening serves
as a learning mechanism that allows to receive the information directly
without alterations are made, giving the student the imagination to
28
understand the contents of personal or group and interact in a better way
with classmates and teacher.
STRATEGIES FOR EFFECTIVE TEACHING OF LISTENING
Listening strategies are techniques or activities that contribute
directly to the comprehension and recall of listening input. Listening
strategies can be classified by how the listener processes the input.
Top-Down
Top-Down strategies means that the student must use the full
knowledge of the subject to understand the meaning of the message that
is being given.
Morley (2010) “by using their knowledge of context and co-text, they
should either be able to guess the meaning of the unknown word, or
understand the general idea without getting distracted by it.” (p.15)
Morley (2010) indicates that top-down strategies are listener based;
the listener taps into background knowledge of the topic, the situation or
context, the type of text, and the language. This background knowledge
activates a set of expectations that help the listener to interpret what is
heard and anticipate what will come next.
This kind of strategy helps students to predict the content of a
listening activity using images or keywords relating to information on the
subject or situation presented. Thus, this strategy helps students to
process information and encourages students to use prior knowledge they
have about the subject so they can understand the content of the new
knowledge.
29
So, this is a basic skill that should be encouraged and take into
account students because through it the meaning of an unfamiliar word
you can guess or understand the general idea of context without the need
to know the vocabulary used in the subject.
In contrast, Morley include to listening for the main idea, predicting,
drawing inferences, summarizing as top-down strategies. Other examples
of common top-down listening activities include putting a series of pictures
or sequence of events in order, listening to conversations and identifying
where they take place, reading information about a topic then listening to
find whether or not the same points are mentioned, or inferring the
relationships between the people involved.
Bottom-Up
The bottom-up strategies discloses the use of incoming information
as support for the realization of understanding the new text. That is,
understanding begins with the background that are received and are
analyzed by different levels of organization of sound, words and the
resulting understanding of the text through the process of encoding sound
phrases.
Morley (2010) “bottom-up listening activities can help learners to
understand enough linguistic elements of what they hear to then be able to
use their top-down skills to fill in the gaps.” (p.17)
Morley (2010) says that there are good reasons for this given that
learners need to be able to listen effectively even when faced with
unfamiliar vocabulary or structures. However, if the learner understands
very few words from the incoming signal, even knowledge about the
context may not be sufficient for her to understand what is happening, and
she can easily get lost.
30
Thus, low-level learners may simply not have enough vocabulary or
knowledge of the language yet, but most teachers will be familiar with the
situation in which higher-level students fail to recognize known words in
the stream of fast connected speech.
Bottom-up strategies are text based; the listener relies on the
language in the message, that is, the combination of sounds, words, and
grammar that creates meaning. Besides this, Morley include to listening for
specific details, recognizing cognates, recognizing word-order patterns as
bottom-up strategies.
Metacognitive
Metacognitive strategies are specific facts that people formally
made to improve or facilitate the teaching using a sequence of movements
and procedures that enable access, processing and internalization of
knowledge.
Lobos (2012), when we learn develop, naturally and often
unconsciously, actions that allow us to learn. Sometimes, for example, we
classified information, sometimes took notes most importantly, on other
occasions we schemes or try to associate new knowledge with something
we already know that we will not forget. All these processes have
developed more than ever, but we do not always systematically or
intentionally affecting the effectiveness of our learning. (P.5)
Lobos (2012) indicates that metacognitive strategies are resources
that people develop systematically and consciously to contribute to the
various activities which seeks, processed and information is evaluated but
also help to store in memory the individual and use it to solve problems
that arise in learning.
31
Thus, strategic use metacognitive strategies Also listeners to plan,
monitor, and evaluate their listening.
They plan by deciding which listening strategies will serve best in a
particular situation.
They monitor their comprehension and the effectiveness of the
selected strategies.
They evaluate by determining whether they have achieved their
listening comprehension goals and whether the combination of
listening strategies selected was an effective one.
Herrera (2010), cognitive strategies always involve direct
manipulation of the information received. This manipulation can be mental
(relating new information to an existing one), or physical (taking notes,
grouping items into categories that make sense to the subject ...). For his
feature operate directly on the information, apply to each specific task and
mainly reflect the mental processes, organization, repetition, inference,
deduction, image creation, transfer and summary. (P.462)
Herrera (2010) says that people who are mentally active have the
opportunity to learn best, that is, know how to organize the information and
relate consciously to prior knowledge they have, or allowing them to
develop different ways to understand a particular theme.
On the other hand, people who are strategic and in turn put them
into practice instructions made learning more safely than people who do
not have such practices or experiences.
That is, metacognitive strategies can be applied in the different
tasks that the student perform but should be aware that without the
appropriate instruction and training shall not apply and learning will not get
the required result.
32
On the other hand, the author indicates that there are benefits that
provide metacognitive strategies, which are:
Draw attention to key information.
Stimulate coding, linking new information with prior knowledge.
They help build mindsets that organize and explain the information
that is being processed.
Favoring linking information from different areas or disciplines.
Allow to know the conditions and actions that facilitate learning so
that we can repeat those actions or create optimal conditions and
situations to learn under our style.
Consequently, metacognitive strategies are important tools that
allow students to learn, understand and effectively develop the various
jobs that enable the development of new knowledge and put them
together with the known studies in order to reach the solution of problems.
33
CHAPTER III
THE METHODOLOGY
DESIGN OF THE RESEARCH
For the development of the research, it is necessary to obtain all the
necessary information with the purpose of measuring the auditive
comprehension level of the students of 8th year of basic education at Dr.
Jorge Luis Aúz Landázuri public school.
With the first observation, as a means of the methodology that will
be used in the project, we had the facility to do an informal visit to know
the current situation in the English class, what kind of books the teacher
uses for imparting the English lessons, what kind of didactic instruction the
students are dealing with and other valuable information that could lead us
to the partial conclusion that there really exists a non-stable situation and
that it really deserve of all of our attention.
For the correct management of the information to be analyzed and
a sustainable position on behalf of the researchers, it is worthy to mention
that this project will be supported with clear and concise information taken
directly from the field with the students with a survey from who we will get
along their appreciation about the English language and also with what
ability they feel good when learning it. The authorities and parents as well
as teachers will be also requested through interviews that will enable us
contrast one by one with one another for getting different positions and get
to a real conclusion.
34
TYPES OF RESEARCH
For the study of the audible comprehension, it is necessary to utilize
different kinds of research to obtain the necessary data and so determine
the results that will be valuable for our proposal.
Descriptive Research
This research is important because with it we can start getting
information of the place where the problem is taking place. The descriptive
research permits to observe and describe the problem and its
environment, it can also permit to describe the facilities with what we are
counting from the authorities, teachers and students of middle school at
Dr. Jorge Luis Aúz Landázuri public school.
Bibliographical Research
It contains concepts related to the auditive comprehension,
techniques and even the educational performance. From books,
magazines, articles, and public institutional authorities from the Ministery
de Education which is in charge of supporting alignments of the education
in Ecuador.
Quantitative Research
This type of research permits an assessment that measures in
scale the auditive comprehension of the population that is being
researched.
RESEARCH METHODS
In all research it is necessary to consider the methods needed to
support the research work.
35
Deductive method
Once it has all the concepts related to listening and hearing
techniques, deductive method will be used to link all data from the study
population.
Dávila (2006) “deductive reasoning as a process of thought in which
general statements you reach specific statements applying the rules of
logic." (P.184)
Dávila (2006) indicates that, this type of reasoning helps sort the
records or facts that serve to validate the completion of a given situation or
investigation being conducted.
Consequently, the deductive method in the project will serve to
draw conclusions through prior knowledge, ie, inferences that were
already known moving from the general to the specific, but with limitations.
Statistical method
All data will be contrasted with a professional method by which tools
such as Excel to tabulate the data obtained will be used.
Ruiz (2004) "The statistical method is helping to gather quantitative
information concerning individuals, groups, series of events, etc. and
deduce from this by analyzing these data precise meanings or a forecast
for the future. "(p.3)
Ruiz (2004) pointed out that through the statistical method the
information has been collected it can be to organize, present, analyze and
interpret by numerical data to help you make a conclusion or more
accurate decision about the work that is being investigated.
36
Thus, the statistical method will help in the educational project to
transfer and analyze numerical data gathered in the investigation process
in order to obtain a clear view of the different percentages that are part of
the problem and how to improve the situation these proportions.
RESEARCH TECHNIQUES
In order to obtain the information needed to prove the cause of low
student listening it is necessary to take into account the appreciation of the
teacher and student when making an assessment of listening
comprehension.
Bernal (2006) “a very important in the process of an investigation aspect
that relates to obtaining the information because it they depend on the
reliability and validity of the study. Get information reliable and valid
requires care and dedication.” (p.1)
Then the research instruments used in this paper is as follows:
Interview, Data and Evaluation.
Interview
Bernal (2006) "is one of the techniques most used information
collection, although increasing credibility lost by the profile of the people
interviewed." (p.5)
Bernal (2006) indicates that the interview was performed to obtain
the necessary information on the subject being treated and should be
based on a flexible bank questions so that the answers are spontaneous
and open allowing the deepening of research.
37
This research tool in the educational project will promote the
collection of specific and general data having to do with the study and is
targeted at school authorities and teachers of English.
Data
Bernal (2006) "is a technique aimed at establishing direct contact
with people who are considered a source of information." (p.6)
Bernal (2006) notes that the survey is conducted through a
questionnaire, in order to both receive specific information of what is being
treated. So, the questions should be closed questions to determine the
shortcomings of respondents.
The survey in this research ejects the background that relate to
students and different educational methods used by teachers for teaching
English.
Evaluation
Reategui, Arakaki and Flores (2011) "evaluation can be considered
as a basic valuation process in which information needs and student
achievement is obtained, to form a judgment reasoned qualification that
enables a subsequent decision-making in educational activity.”(p.12)
Reategui et al (2011) cite that evaluation helps collect information
on the different needs and competencies with the teacher giving students
a general idea of the situation in which they find themselves.
The assessment is the use in the educational project to establish
listening comprehension with students but also to diagnose the level that
students have in terms of understanding the English language.
38
POPULATION AND SAMPLE
Population
School of Basic Education "Dr. Jorge Luis Aúz Landázuri "includes
the following:
Table 1. Distributive population
Source: Datos recogidos de la institución
Researchers: Nadya Becerra Angulo
SAMPLE
The selection and sample calculation is done through the technique
of simple random probability sampling, for which we will use the finite
population formula, the formula is applied:
Thus,
n= Tamaño de la muestra
N= Población, total o universo = 47 estudiantes de octavo año
No. Dails People
1 Directora 1
2 Administrative 1
3 Teachers 22
4 Students Total 310
Total 334
39
z= Porcentaje de fiabilidad = 95% = 1,96
p= Probabilidad de ocurrencias = 50%
q= Probabilidad de no ocurrencias = 50%
e= Error de muestreo = 5%
Once you have the data we proceed to perform the calculations
below:
Freund & Simon, (1992) “The calculation of sampling provided the
required information, the number of eighth years which proceed to conduct
the surveys are 33 of which a selection according to a random selection
will be made.” (p.55)
40
ANALYSIS OF RESULTS
SURVEY TO 48 STUDENTS 8TH COURSE
1. The teacher does not consider extra activities for enhancing the
listening comprehension
Table 2. Extra activities
Alternatives Total Percentaje
Totally agree 30 63%
Agree 10 21%
Disagree 1 2%
Totally disagree 3 6%
Indifferent 4 8%
By: Nadya Maribel Becerra Angulo
Graphic 1. Extra activities
Source: Unidad Educativa Dr. Jorge Aúz Landázuri
Researchers: Nadya Maribel Becerra Angulo
The teacher must take into account the additional activities when
performing some task in the classroom because they help improve the
teaching-learning process and in this case through them promote oral
comprehension of students.
41
ANALYSIS OF RESULTS
SURVEY TO 48 STUDENTS 8TH COURSE
2. Listening activities should be promoted with accuracy for a better
training of the ability
Table 3. Listening activities
Alternatives Total Percentaje
Totally agree 23 48%
Agree 20 42%
Disagree 0 0%
Totally disagree 1 2%
Indifferent 4 8%
By: Nadya Maribel Becerra Angulo
Graphic 2. Listening activities
Source: Unidad Educativa Dr.Jorge Aúz Landázuri
Researchers: Nadya Maribel Becerra Angulo
Most students indicate that through listening activities can improve their
own intellectual capabilities, which help to understand and make better
form the assigned tasks but the teacher must take greater care to students
representing the lowest percentage because for them should be promoted
not accurately listening activities.
48% 42%
0%
2% 8%
Listening activities
Totally agree
Agree
Disagree
Totally disagree
Indifferent
42
ANALYSIS OF RESULTS
SURVEY TO 48 STUDENTS 8TH COURSE
3. Songs and other listening activities do not fulfill with the comprehension
of the words presented.
Table 4. Comprehension of the words
Alternatives Total Percentaje
Totally agree 25 52%
Agree 10 21%
Disagree 5 11%
Totally disagree 3 6%
Indifferent 5 10%
By: Nadya Maribel Becerra Angulo
Graphic 3. Comprehension of the words
Source: Unidad Educativa Dr.Jorge Aúz Landázuri
Researchers: Nadya Maribel Becerra Angulo
The use of vocabulary plays an important role in the development of
teaching so it should be according to the theme, song or activity that
appears to prevent students have trouble understanding the text, so
indicate most respondents.
43
ANALYSIS OF RESULTS
SURVEY TO 48 STUDENTS 8TH COURSE
4. Auditive techniques should be mastered with other kind of
strategies in order to spark the interest of the students.
Table 5. Interest of the students
Alternatives Total Percentaje
Totally agree 24 50%
Agree 18 38%
Disagree 3 6%
Totally disagree 0 0%
Indifferent 3 6%
By: Nadya Maribel Becerra Angulo
Graphic 4. Interest of the students
Source: Unidad Educativa Dr. Jorge Aúz Landázuri
Researchers: Nadya Maribel Becerra Angulo
The teacher should merge into the classroom auditory techniques with
different strategies that exist to promote teaching, thus seeking necessary
for the student to be attracted to know and learn English balance.
44
ANALYSIS OF RESULTS
SURVEY TO 48 STUDENTS 8TH COURSE
5. The listening activities should be taken in pair with the audition
techniques for a better understanding of the subject.
Table 6. Activities and techniques
Alternatives Total Percentaje
Totally agree 32 67%
Agree 13 27%
Disagree 1 2%
Totally disagree 0 0%
Indifferent 2 4%
By: Nadya Maribel Becerra Angulo
Graphic 5. Activities and techniques
Source: Unidad Educativa Dr. Jorge Aúz Landázuri
Researchers: Nadya Maribel Becerra Angulo
Most students report that the joint use of hearing techniques and listening
activities when performing a particular task improves understanding of the
subject being treated, having as a consequence a significant learning by
students.
67%
27%
2%
0%
4%
Activities and techniques
Totally agree
Agree
Disagree
Totally disagree
Indifferent
45
ANALYSIS OF RESULTS
SURVEY TO 48 STUDENTS 8TH COURSE
6. The students can propose what they like for activities to be well
accepted as a strategy to boost their motivation.
Table 7. Motivation
Alternatives Total Percentaje
Very appropriate 33 69%
Some appropriate 12 25%
Very inadequate 1 2%
Something inadequate 2 4%
Indifferent 0 0%
By: Nadya Maribel Becerra Angulo
Graphic 6. Motivation
Source: Unidad Educativa Dr. Jorge Aúz Landázuri
Researchers: Nadya Maribel Becerra Angulo
Motivation plays a leading role in the process of teaching students, so the
teacher must take into account all the ideas that are proposed in the
classroom; thereby creating an environment conducive to the development
of environment activities.
46
ANALYSIS OF RESULTS
SURVEY TO 48 STUDENTS 8TH COURSE
7. The students would like to understand what the teacher says in the
classroom
Table 8. Understand the class
Alternatives Total Percentaje
Very appropriate 31 65%
Some appropriate 14 29%
Very inadequate 0 0%
Something inadequate 1 2%
Indifferent 2 4%
By: Nadya Maribel Becerra Angulo
Graphic 7. Understand the class
Source: Unidad Educativa Jorge Aúz Landázuri
Researchers: Nadya Becerra Angulo
It is important for cognitive development of students understand what the
teacher shows in the classroom and to achieve this the teacher should use
all means to get the full attention of students, only in this way you can
achieve the objective proposed.
65%
29%
0%
2% 4%
Understand the class
Very appropriate
Some appropriate
Very inadequate
Somethinginadequate
47
ANALYSIS OF RESULTS
SURVEY TO 48 STUDENTS 8TH COURSE
8. It is important to activate an audio visual room for raising the
interest of listening.
Table 9. Audio visual room
By: Nadya Maribel Becerra Angulo
Graphic 8. Audio visual room
Source: Unidad Educativa Jorge Aúz Landázuri
Researchers: Nadya Maribel Becerra Angulo
Most students believe they have a room audio stimulates interest in
learning English and would give the teacher more interactivity with
students would perform better how activities and would emphasize correct
flaws presented by the students.
Alternatives Total Percentaje
Complety true 36 75%
True 9 19%
Probably not 2 4%
Definitely not 1 2%
Indifferent 0 0%
48
ANALYSIS OF RESULTS
SURVEY TO 48 STUDENTS 8TH COURSE
9. The CD with exercises should be adequate for the necessity of the
students with contemporary activities.
Table 10. CD
By: Nadya Maribel Becerra Angulo
Graphic 9. CD
Source: Unidad Educativa Jorge Aúz Landázuri
Researchers: Nadya Maribel Becerra Angulo
The activities presented in the CD should be related to the content
discussed in the classroom and should have exercises connected with
current issues and allow learning interactively.
Alternatives Total Percentaje
Complety true 32 67%
True 13 27%
Probably not 2 4%
Definitely not 0 0%
Indifferent 1 2%
67%
27%
4%
0%
2%
CD
Complety true
True
Probably not
Definitely not
Indifferent
49
ANALYSIS OF RESULTS
SURVEY TO 48 STUDENTS 8TH COURSE
10. Not only songs are appropriate to tune up the student´s listening, a
CD should not only include songs inside.
Table 11. Understand the class
By: Nadya Maribel Becerra Angulo
Graphic 10. Different activities
Source: Unidad Educativa Jorge Aúz Landázuri
Researchers: Nadya Maribel Becerra Angulo
Activities that present the CD should be in line with reality and according to
the shortcomings presented by the students. The exercises are conducted
through interactive CD should contain the necessary guidelines for the
proper application of both teachers and students.
Alternatives Total Percentaje
Very appropriate 36 75%
Some appropriate 11 23%
Very inadequate 0 0%
Something inadequate 0 0%
Indifferent 1 2%
50
Assessment listening comprehension
In this evaluation, it is allowed to be determined by the following table
listening comprehension of students by scales
Table 12. Assessment listening comprehension
Escalas Comprensión
Auditiva
Tipo de
Comprensión
Auditiva
1 a 4 20% Deficiente
5 a 8 40% Regular
9 a 12 60% Bueno
13 a 16 80% Muy Bueno
17 a 20 100% Sobresaliente
By: Nadya Becerra Angulo
Graphic 11. Escalas de comprensión auditiva
Source: Unidad Educativa Jorge Aúz Landázuri
Researchers: Nadya Maribel Becerra Angulo
Auditive comprehension exercises should be focused toward
students representing the lowest percentage of which are difficult learning
English.
30%
30%
20%
10%
10%
Deficiente Regular Bueno Muy Bueno Sobresaliente
51
CHI CUADRADA
Objective: Statistically demonstrate the correlation between the
independent and dependent variable
Independent Variable: Listening
Dependent Variable: Auditive Techniques
52
Ärea bajo la curva (Listening activities should be promoted with accuracy for a better training of the
ability has at least a tie between the group of positive real state and negative real estate group
Source: Unidad Educativa Jorge Aúz Landázuri
Researchers: Nadya Maribel Becerra Angulo
53
Nivel de significancia: Alfa = 0.05 o 5
Estadístico de prueba a utilizar: Chi cuadrada
Valor P o significancia: As a value P is less than 0.05, chi cuadrada test
indicates that there is a relationship between the variables.
54
VARIABLE OPERATIONALIZATION MATRIX
Variables
Dimensions
Indicators
Independent
Auditive
Techniques
Importance
Teaching of listening in class language
became a central concern for teachers
and students languages as a second
language or foreign language
Understand the native conversation.
Helps the language learner to acquire
comprehension of messages
Characteristics
Cognitive characteristics of effective
listening
Affective characteristics of effective
listening
Behavioral characteristics of effective
listening.
Dependent
Listening
Auditives
means
Natural means
Technical means
Strategies
Top-Down
Bottom-Up
Metacognitive
55
Conclusions
The lack of additional activities to be performed by the teacher as a
measure to improve oral comprehension of students is not done and this
makes students do not have the reinforcement needed to understand last
areas that are made in the course.
Students do not have a basic level of English that enables them to
understand and comprehend the activities of the teacher in the classroom
and this is the reason why they find it difficult to perform assigned tasks.
Students have problems in the skill of listening hindering oral
expression, communication of ideas and socializing with other students
and the educational environment which prevents a favorable academic
performance.
The use of visual room is not utilized to the maximum by the
teacher and students so that learning how monotonous causing discontent
among the student population who see in this space an opportunity to
practice what you learn in the classroom.
The lack of educational habits that students present and receive
little help from parents in the respective households affect the
development of language learning and the socio affective area.
Recommendations
The teacher should not do or exert any pressure on students
looking for the right expression of words, because this can cause
confusion and worsen school performance besides being used by
colleagues as a joke.
56
To perform the various activities should take into account the pace
and the ability to have students understand the English language, as well
as the interaction that must exist between teachers and learners which will
improve the teaching process.
Parents must play a leading role in student development of
students, so you should take steps to get involved; support and
sustenance become the educational growth of young people.
The teacher should model or use the proper technique of
expression and communication to ensure that students lose their fear of
learning the English language, thus preventing the student demotivate.
Officials with the education community should carry out different
activities such as integration, art, music which allowed students to share
the progress they have achieved in the English language.
57
CHAPTER IV
THE PROPOSAL
ELABORATION OF AN INTERACTIVE CD WITH
FLASHCARDS TO DEVELOP PERFORMANCE OF THE
LISTENING COMPREHENSION
Background
The lack of technical resources for teaching English language
together with the poor study habits and parent assistant, were the reasons
why this present educational project is carried out at Jorge Aúz Landázuri
public school.
For this reason, it was observed at the time that the demonstration
activities, confusion, disinterest and lack of motivation on the part of
students towards learning a new language were made but could also be
observed that performing classes with different techniques between
including the use of audiovisual they had a higher participation during the
time the class was held.
Rationale
The use of this research work has its justification in the use of
different options available to the teacher to increase the interest in the
listening activities during class. In addition, teachers are convinced that the
educational aspect students learn better when it is done in a funny way so
that the use of technical materials can improve the students' own skills.
Teachers have the responsibility to encourage students to take the risks
needed to understand the English language, but also to use the
techniques and methods of learning in the right way.
58
Summarizing the diagnosis
According to the results obtained through interviews with the
English teachers and the authorities of the institution along with the
survey that was conducted to students of the middle school at Unidad
Educativa Jorge Aúz Landázuri, it was determined the following problems:
Insufficiency of reading habits
Inadequacy of active participation in class
Poor pronunciation and fluency
Through this information the best strategies will be used for
implementing new teaching resources that will benefit students throughout
the teaching-learning process. Therefore, it identifies the problem by
allowing the development of a diagnostic plan that will enable the
socialization of results.
OBJECTIVES OF THE PROPOSAL
General
To implement new techniques for using the auditions technical
resources to strengthen the listening of the students of middle school at
Jorge Aúz Landázuri public school.
Specifics
To contribute with the Institution providing a guide with innovative
techniques within the application of A/V resources
To keep the students’ interest during all the process of the
utilization of the guide
To increase culture and vocabulary with the use of videos.
59
Importance
The importance of this proposal is that it provides appropriate
techniques that allow students to obtain the best results by fulfilling the
proposed objectives for then be able to continue with this premise with
other projects alike that permit the total solution of the many problems
within the English language teaching. With this benefit the institution in
which they are being educated will increase the prestige of being a good
place where to learn an ESL. In addition, the proposal focuses on the
need to improve the skills of listening but primarily to increase the total
performance of knowing a new language.
Feasibility
The feasibility of this project is made possible because it has the
support of the entire educational community of the institution, who have
been encouraged by the way in which the teaching of English is proposed
and that will help the academic improvement of students.
Description of the proposal
The project is based on the implementation of a guide that has
activities that promote the improvement of the skills of listening through
innovative techniques that seek to raise the interest of the students to
participate in the classroom which will make them gain experience,
improve vocabulary, learn to associate the different images presented and
issue the words correctly.
Where?
The proposal will be directed toward students of middle school who
belong to Jorge Aúz Landázuri public school.
60
Who?
This research work was carried out with the assistance of the
directive, students and teachers of the institution
.
How?
Students take classes in the audiovisual classroom held by the
institution and thereby improve the ability to listen and speak.
What resources will be used?
We will use booklets, dictionaries, flashcards, videos, audio and
realia as the main utilities, apart from the human talent that will be the axis
of this proposal come true.
What is being planned?
To offer by the proposal several alternative solutions to the problem
that is causing a distraction in the development of English language
learning students.
What activities will be performed?
Discuss with the authorities on strategies to choose for classes.
Demonstrate the importance of linking the different sounds that
exist in the environment and its use in communication.
Organize meetings with parents, students and authorities of the
institution in order to raise awareness of the importance of the
project and to indicate the status of it.
61
Who will collaborate with us?
The collaboration of the professional staff, directives, parents and
students will be necessary for the success of this work to endure the
students´ necessities.
Human and economic resources
The human resource to be used in the project is made by the
authorities of the institution, teachers of English material, parents and
students of Jorge Aúz Landázuri who will be the direct beneficiaries.
Economic resource to be used in the proposal does not represent
increased spending for both students and the institution as materials are
used as:
Charts
Wallpapers
Flashcards
Videos
Audio CD
Realia activities.
Location
The proposal will be held at Unidad Educativa Jorge Aúz Landázuri
and is aimed to students of the middle school who do not have a favorable
education due to their economic status.
Legal aspect
The legal aspect of the proposal is based on several articles about
Ley Orgánica de Educación Intercultural which states:
62
Art. 3. Fines de la educación
b. El fortalecimiento y la potenciación de la educación para
contribuir al cuidado y preservación de las identidades con forme a la
diversidad cultural y las particularidades metodológicas de enseñanza,
desde el nivel inicial hasta el nivel superior, bajo criterios de calidad.
Art. 7.- Derechos
f. Recibir apoyo pedagógico y tutorías académicas de acuerdo
con sus necesidades.
Art. 8.- Obligaciones
b. Participar en la evaluación de manera permanente, a través
de procesos internos y externos que validen la calidad de la
educación y el inter aprendizaje
The directives will observe some positives changes in the
educational process and the community will have a group of students with
a better cultural level in the society.
Sociological aspect
The educative community visualizes education as an active element
in the social practice that influences society in different ways
Pedagogical aspect
The proposal looks for the successful of the teaching process in the
interaction and communication of the students in order to achieve
cognitive, ethic, and collective results, and also providing solutions to the
63
real community problems, through the theoretical- practical interaction with
the mediator role of the teacher
Psychological aspect
The learning process is produced when the subject and the
students, interacts with the object of knowledge. For that reason, it is very
important to offer a positive environment for the students.
64
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http://www.sav.us.es/pixelbit/pixelbit/articulos/n36/10.pdf
http://sedll.org/es/admin/uploads/congresos/12/act/50/Herrera_Cubas,_J..
http://psicopedagogabianca.blogspot.com/2008/03/que-es-la-estrategia-
metacognitiva.html
ANNEXE ONE
ANNEXE TWO
ESCUELA DE EDUCACIÓN BÁSICA FISCAL No. 179 “DR. JORGE LUIS AUZ LANDAZURI”
Dirección: Sector Cisne II, Calle “19” y la F
Correo electrónico: [email protected]
Cantón Guayaquil
NÓMINA DE ESTUDIANTES DEL OCTAVO AÑO DE EDUCACIÓN
BÁSICA
N° NOMBRES Y APELLIDOS
1 ALVARADO REMACHE NERY SAMUEL
2 ARMAS CHAVEZ OSCAR EDUARDO
3 ASENCIO JIMENEZ MELANNIE ISABEL
4 ASTUDILLO JUMBO JEAN CARLOS
5 AUREA SEGOVIA MISAEL SAUL
6 BAJAÑA BORBOR CARLOS ALBERTO
7 BAQUERIZO ARROYO ELIU JAVIER
8 BRIONES PLUAS XAVIER
9 CABRERA CAJAMARCA BORIS DANIEL
10 CABRERA CAJAMARCA MELANY YAMIK
11 CARREÑO FRANCO VALENTINA
12 CASTRO SANCHEZ ELIZABETH
13 CASTRO SANCHEZ ISIDRO EDUARDO
14 CHALEN GALARZA SHIRLEY VANESSA
15 COELLO GUILINDRO KARELYS DANIELA
16 CORELLA BAILON JOSE MANUEL
17 CRUZ CRUZ DYLAN JOSUE
18 CRUZ LOOR DANIELA NATALIA
19 DUNCAN ZAMBRANO KAROLAY
20 EGAS PERALTA BRIGGETTE
21 ESPINOZA REALPE BRIGGITTE
22 ESPINOZA REGATO JOSELIN ISABEL
23 GALARZA ESPINOZA MARCO ANTONIO
24 GARCIA MACIAS ISABELA JAMILETH
25 GONZALEZ BORBOR EZEQUIEL
26 GONZALEZ NEIRA MILTON FERNANDO
ESCUELA DE EDUCACIÓN BÁSICA FISCAL No. 179 “DR. JORGE LUIS AUZ LANDAZURI”
Dirección: Sector Cisne II, Calle “19” y la F
Correo electrónico: [email protected]
Cantón Guayaquil
NÓMINA DE ESTUDIANTES DEL OCTAVO AÑO DE EDUCACIÓN
BÁSICA
N° NOMBRES Y APELLIDOS
27 GUEVARA BACILIO ORLANDO ASDRUBAL
28 HARO HEREDERO LUIS LEONARDO
29 HERMENEJILDO TUMBACO NOELY
30 HOLGUIN LITARDO LILIANA
31 JARA LOPEZ VICTOR MANUEL
32 M0RCILLO TAPIA 0RIANA IVANOVA
33 MANTUANO TOMALA GABRIEL
34 MOREIRA NEIRA JEREMY STALYN
35 MUÑIZ JESSENIA MARCELA
36 PINELA HEREDERO MICHAEL JAIR
37 PONCE SAAVEDRA JORDAN JOSE
38 PULCARIN GUILINDRO HEYDY YARITZA
39 RUIZ SANDOVAL ASLHY MABEL
40 SALINAS BORBOR JULEXI YESSENIA
41 SANDOVAL MARQUEZ NAYELY ALBA
42 SISALIMA VILLON MARIO DAVID
43 SOLORZANO ESPINOZA FIORELLA ODA
44 TORRES CHOEZ HECTOR
45 TORRES KENNY MIGUEL
46 VEINTIMILLA KAISER CARLOS ADRIAN
47 VEINTIMILLA SANTOS ANTHONY
48 VELIZ HARO KENNYA LILIBETH
APPLICATION OF THE INSTRUMENTS OF INVESTIGATION
SURVEY TO THE STUDENTS
# QUESTIONS
To
tall
y
Ag
ree
Ag
ree
Ind
iffe
ren
t
Dis
ag
ree
To
tall
y
Dis
ag
ree
1 The teacher does not consider extra activities for
enhancing the listening comprehension
2 Listening activities should be promoted with
accuracy for a better training of the ability.
3 Songs and other listening activities do not fulfill
with the comprehension of the words presented.
4 Auditive techniques should be mastered with
other kind of strategies in order to spark the
interest of the students.
5 The listening activities should be taken in pair with
the auditive techniques for a better understanding
of the subject.
6 The students can propose what they like for
activities to be well accepted as a strategy to
boost their motivation.
7 The students would like to understand what the
teacher says in the classroom
8 It is important to activate an audio visual room for
raising the interest of listening.
9 The CD with exercises should be adequate for the
necessity of the students with contemporary
activities.
10 Not only songs are appropriate to tune up the
student´s listening, a CD should not only include
songs inside.
INTERVIEWS
INTERVIEW TO THE PRINCIPAL OF THE EDUCATIONAL
INSTITUTION
1. How do you think the students will harness the initiative
of a CD for approaching to the listening skills?
If the CD is an innovative resource the students will feel motivated to learn,
it should be very interactive and dynamic. It would be an excellent idea so,
listening skills is a difficult skill to improve.
2. Why do you consider this project as important for
arousing the interest of the students with the auditive techniques as
a useful tool in education, especially to teach a foreign language?
I consider important this project since, the listening is an important skill to
learn a language and communicate with others effectively. I consider that
to improve this skill is necessary to apply aditive techniques so English is
not our native language, it is necessary to find the better way to
understand a second language.
3. In what way will the authorities support the English
teachers to strengthen the ESL subject?
The authorities support English teachers with the material “teacher book”,
this book is given by the authorities belong to the government. This is the
only way how authorities support teachers. Teachers have to apply their
strategies and ways to teach.
INTERVIEW TO THE ENGLISH TEACHER
1. Why do you consider that with the techniques as an
essential tool will improve the English Learning process?
The techniques are important because you can give instruction to
accomplish the objectives of a lesson, the techniques will improve the
English language process because they are an easy way to
2. Do you think that complementary activities will help to
increase student’s English level? Why?
Yes, because the students need an extra support to understand better
every lesson. It is necessary to use the resource to help students, and it is
always good to have a complementary activity, especially to learn
grammar or difficult vocabulary.
3. What kind of activities will be recommended by you to
put into practice this project in your English class?
I recommend activities to engage students to listen, activities that help
students to improve their pronunciation and to increase their vocabulary.
ANNEXE THREE
INDEX
STUDENT ACTIVITIES
Previous activity # 1 Listen to the CD and repeat the next
words
Activity # 1 Listen to the CD the next sentences and
completes the words missing
Previous activity # 2 Listen to the CD and the next words
about moods
Activity # 2 Listen to the CD the questions and
answer them according to your mood
and the mood of you classmates.
Previous activity # 3 Listen to the CD and repeat the next
words.
Activity # 3 Listen to the information of different
characters and match the corresponding
information below the corresponding
person.
Previous activity # 4 Listen and repeat the next words.
Activity # 4 Listen to the instructions and draw a line
trough the way to the house.
Previous activity # 5 Listen to the teacher about the
information of a secret student exposed
on the board, and try to guess to
complete the missed words in the text
reads
Activity # 5 Listen to the CD about typical students in
a classroom and try to guess what
partner has the same characteristics,
and write the name of your partners
below.
TEACHER GUIDE
Activity One
Activity Two
Activity Three
Activity Four
Activity Five
SCRIPTS
Previous activity # 1 Listen and repeat the next words.
Activity # 1 Listen to the sentences and complete the
words missing.
Previous activity # 2 Listen and repeat the next words about
moods
Activity # 2 Listen and answer the next question
according to your moos and the mood of
your classmates.
Previous activity # 3 Listen and repeat the next words.
Activity # 3 Listen to the information of the different
characters and match the corresponding
information below the corresponding
person
Previous activity # 4 Listen and repeat the next words.
Activity # 4 Help Daniel find his house. Listen to the
instructions and draw a line through the
way to the house.
Previous activity # 5 Listen about typical students in a
classroom and try to guess what partner
has the same characteristics, and write
the name of your partners below.
Activity # 5 Listen to the CD about typical students in
a classroom and try to guess what
partner has the same characteristics,
and write the name of your partners
below.
STUDENT ACTIVITIES
Previous activity # 1
Listen to the CD and repeat the next words
Blue yellow Red
One Two Three Four
Pant shirt skirt
Activity #
Activity # 1
Listen to the CD the next sentences and complete the words missing
1. She is __________two year old.
2. He has __________blue __________.
3. She has four _________shirts.
4. She has two pink___________.
Previous activity # 2
Listen to the CD and repeat the next words about moods
Sad Happy Angry Sick Bored
Surprised Excited Tired Nervous Confused
Activity # 2
Listen to the CD the questions and answer them according to your
mood and the mood of your classmates.
1. What is your mood today?
______________________________________________________
2. Who is nervous in this class?
______________________________________________________
3. Who is angry in this class?
______________________________________________________
4. Who is sad in this class?
______________________________________________________
5. Who is sick in this class?
______________________________________________________
Previous activity # 3
Listen to the CD and repeat the next words
Actress Actor Model Musician
Singer Soccer player
Activity # 3
Listen to the information of the different characters and match the
corresponding information below the corresponding person.
____________ ______________ ____________
Previous activity # 4
Listen and repeat the next words
House Museum Bank
Post office School
Hospital
Library Park Hotel
Activity # 4
Listen to the instructions and draw a line through the way to the
house.
Previous activity # 5
a. Listen to the teacher about the information of a secret student
exposed on the board, and try to guess to complete the missed
words in the text read.
Activity # 5
Listen to the CD about typical students in a classroom and try to
guess what partner has the same characteristics, and write the name
of your partners below.
a. - ______________________________________________
b. - _______________________________________________
c. - _______________________________________________
d. - ________________________________________________
Name: ……………………….
City: Guayaquil
Province: Guayas
Country: Ecuador
Hi. My name´s ………. I´m ….. Years old. I like movies, I´m
wearing a………..I like…… music and sports.
Colors Red Blue Pink
Yellow
Cardinal
Number
One Two TreeFour
TEACHER GUIDE
Activity one
In this activity, we will go over specific vocabulary used to describe
situations. It is up to the teacher what tense He/ she wants to highlight.
Make the students to create short sentences that were prepared in
advance with vocabulary seen before (remember that listening activity
here, should be taken as support of what it was already studied.
The teacher shows the students with the help of flash cards, the
different words found in the CD, in it, there must be what in the handout is
and that will be provided to each student. This will help familiarize
students with the mentioned objects and to motivate them to listen and
repeat.
The teacher will make the students listen to the CD with the
words presented in the flash cards. After that, there will be a small
paragraph read by the promoters to reinforce the words. With the use of
basic grammar, the students will practice the exercises presented in the
handout based on the listening exercise. Repeat as many times as
possible without fear so the students can feel familiar to the pronunciation
and the new words, then make them personalize the listening for a better
understanding.
Clothes Pant Shirt Coat
What is this? Is the pant red?
This is a pant No, the pant is blue
Activity two
Describe the many gestures a person can do when being in a good
mood, ask a student to the front and tell him/her to repeat the same
gestures, and then have the rest of the students to say the word out loud
when looking at the gesture of the student at the front. Do the same with
in the bad mood.
I´m happy We are Friends
The Students will listen to very well characterized situations, where
they can guess the mood.
Activity three
The teacher will ask students to select his/her favorite singer,
actress, and actor, player, presented in the handout.
Bryan and Liza are sad because……
The bag just ripped., my mom is………
Mingle the different information of the different characters, make the
students listen to the CD, ask them read and in the meantime they are
recognizing, ask them match the corresponding information below the
corresponding person.
Robert Downey Justin Bieber Lionel Messi
Strengthen the activity by making questions about the images,
using the information read before. Keep extra questions for later. Repeat
the listening exercise and ask questions that were not mentioned before.
For this kind of questions, it is important to use gestures for remarking
what information is required.
Activity four
In this activity, we will go over specific vocabulary used to recognize
places and give directions. The teacher shows the students with the help
of flash cards, the different words found in the CD and make them to hear
and repeat every. After teacher ask students to listen the instructions
about the labyrinth.
Activity five
To evaluate the lesson, the teacher will have recorded in advance
the profile of a secret student in the class. The whole class will listen and
with information about the secret student exposed on the board, they will
guess and will complete the missed words in the text read.
Review activity (for this, all the students should be aware of
what it has been taught) Use all the new words, and grammatical that
was used to perform the prior exercises.
For this exercise, the teacher should know vast information about
their students. The listening topic is “typical students in a classroom”. This
will involve all the students in a jocose way. They will relate the content of
the listening with the partners in class with the teacher's help by making
questions such as:
And others that the teacher should better prefer.
What student has this characteristic? What are the characters?
Name: ……………….(Gabriel
Benalcazar)
City: Guayaquil
Province: Guayas
Country: Ecuador
Hi. My name´s ………. I´m …..
Where are they?
SCRIPTS
Previous activity # 1
Listen and repeat the next words
1. Red
2. Blue
3. Yellow
4. One
5. Two
6. Three
7. Four
8. Pant
9. Shirt
Activity # 1
Listen to the sentences and complete the words missing
1. She is two year old.
2. He has three blue pants.
3. She has four yellow shirts.
4. She has two pink skirts.
Previous activity # 2
Listen and repeat the next words about moods
1. Sad
2. Happy
3. Angry
4. Sick
5. Bored
6. Surprised
7. Tired
8. Nervous
9. Confused
Activity # 2
Listen and Answer the next question according to your mood and the
mood of your classmates.
1. What is your mood today?
2. Who is in love in this class?
3. Who is nervous in this class?
4. Who is angry in this class?
5. Who is sad in this class?
Previous activity # 3
Listen and repeat the next words
1. Actress
2. Actor
3. Model
4. Musician
5. Singer
6. Soccer player
Activity # 3
Listen to the information of the different characters and match the
corresponding information below the corresponding person.
a. He is Canadian singer who was discovered via you tube. He was
raised by a single mother. His debut album “My world” hit stores in
November 2009. He became famous with videos posted on you tube by
his mother. The most famous songs are “baby”, “what do you mean”
“never say never”.
b. He is an argentine soccer player. He was born on June 24th in
1987. When he was thirteen was moved to play for FC Barcelona´s youth
in Spain. He is considered the best player in modern football. Now he
played for his country Argentina. Currently he declines to play for his
country because he missed a penalty in the world cup 2016.
c. He was born on April 4th in 1965. He is an American actor,
filmmaker and musician. He starred as a Charlie Chaplin in 1992. He
played the title in Guy Ritchie´s Sherlock Holmes in 2011. He also has
starred movies such as the avengers and Iron man 3.
Previous activity # 4
Listen and repeat the next words
1. House
2. Museum
3. bank
4. post office
5. hotel
6. park
7. restaurant
8. library
9. school
Activity # 4
Help Daniel find his house. Listen to the instructions and draw
a line through the way to the house.
To get to Daniel’s house, walk on the left path, walk three blocks
and turn right at the school. Go straight on this road, pass the library and
turn left before getting to the post office. Go straight on this road and turn
right at the park. Go straight until the bank and turn left. Walk one block,
turn left again and go straight to the house.
Activity # 5
Listen about typical students in a classroom and try to guess
what partner has the same characteristics, and write the name of
your partners below.
a. - This student is the most organized and prepared for class.
He/she seldom forgets to complete homework and bring what he/she
needs to class. His/her desk is exceptionally clean and orderly. He/she is
always on time and ready to learn when class begins.
b. - This student is often shy or is quiet as a mouse. He/she only
has a few friends and those friends are also typically quiet. He/she is
never in trouble, but they rarely participate in classroom discussions. He/
she avoid conflict and stay clear of all drama.
c. These student loves the attention. He or she is the class clown.
He or she makes to laugh all students. This often gets these students into
problems, and he / she are carried to principal office often.
d. This student is natural leader is someone whom everyone looks
up too. He/she is typically tremendously enthusiastic, he/she is always
surrounded by people... Natural leaders often lead by example but have
the unique ability to get people to listen to them when they do speak.