universidad de guayaquil facultad de filosofia, letras...

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UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGÜÍSTICA


FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA

EDUCACIÓN

CARRRERA: LENGUAS Y LINGÜISTICA

PROYECTO EDUCATIVO

PREVIO A LA OBTENCIÓN DEL TÍTULO DE LICENCIADO EN

CIENCIAS DE LA EDUCACIÓN

MENCIÓN LENGUA Y LINGÜISTICA INGLESA

TOPIC

STRENGTHENING THE SPEAKING SKILL THROUGH

INTERACTIVE DIALOGUES

PROPOSAL

DESIGN A BROCHURE WITH INTERACTIVE DIALOGUES IN

ORDER TO STRENGTHENING THE SPEAKING SKILL

AUTHORS: ROLDÁN MORA MÓNICA ELIZABETH

VIEJÓ ZAMBRANO JOHANNA MARIBEL

ADVISOR: MSC. LARRY TORRES VIVAR

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GUAYAQUIL, 2019 UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

PRESENCIAL HIGHER EDUCATION SYSTEM UNIVERSITY CENTER: MATRIX GUAYAQUIL

AUTHORITIES

MSc. Santiago Galindo Mosquera MSc. Pedro Rizzo Bajaña DECANO SUBDECANO

MSc. Carlos Valle Cevallos Ab. Sebastián Cadena Alvarado DIRECTOR SECRETARIO GENERAL

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Guayaquil, septiembre 2019

MSc.

SANTIAGO GALINDO MOSQUERA, MSc.

DECANO DE LA FACULTAD DE FILOSOFÍA

LETRAS Y CIENCIAS DE LA EDUCACIÓN

CIUDAD.-

De mis consideraciones:

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

Educación me designaron Consultor Académico de Proyectos Educativos de

Licenciatura en Ciencias de la Educación, Mención: Inglés, en septiembre del 2019.

Tengo a bien informar lo siguiente:

Que las integrantes Mónica Roldán Mora con C. I: 0928639335, Johanna Viejó

Zambrano con C. I: 0929111458 diseñaron el proyecto educativo con el Tema:

Strengthening the speaking skill through interactive dialogues. Propuesta: Design a

brochure with interactive dialogues in order to strengthening the speaking skill.

El mismo que han cumplido con las directrices y recomendaciones dadas por el

suscrito.

Los participantes satisfactoriamente han ejecutado las diferentes etapas

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

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

correspondiente.

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Guayaquil, septiembre 2019

MSc. SANTIAGO GALINDO MOSQUERA, MSc. DECANO DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN Ciudad.- Para los fines legales pertinentes comunico a usted que los derechos intelectuales

del proyecto educativo con el tema: Strengthening the speaking skill through

interactive dialogues.

Propuesta: Design a brochure with interactive dialogues in order to strengthening

the speaking skill.

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

Atentamente,

___________________________ _________________________

MÓNICA ROLDÁN MORA JOHANNA VIEJÓ ZAMBRANO

C.I: 0928639335 C.I: 0929111458

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

EDUCACIÓN PRESENCIAL HIGHER EDUCATION SYSTEM UNIVERSITY CENTER: MATRIX GUAYAQUIL

PROJECT

TOPIC: STRENGTHENING THE SPEAKING SKILL THROUGH

INTERACTIVE DIALOGUES. PROPOSAL: DESIGNING A

BROCHURE WITH INTERACTIVE DIALOGUES IN ORDER TO

STRENGTHENING THE SPEAKING SKILL

APROBADO

……………………………… Tribunal No 1

……………………… ……………………… Tribunal No 2 Tribunal No 3 _________________________ _____________________________

MÓNICA ROLDÁN MORA JOHANNA VIEJÓ ZAMBRANO

C.I: 0928639335 C.I: 0929111458

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EL TRIBUNAL EXAMINADOR OTORGA

AL PRESENTE TRABAJO

LA CALIFICACIÓN DE: ______________

EQUIVALENTE A: ______________

TRIBUNAL

______________ ______________

______________

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DEDICATION

To God and my parents: Maribel Zambrano Garcia and Joe Viejó Romero

For their constant help and force, support and motivation every day for can continue with the end of this Project.

To my brothers:

Steven Viejó Zambrano

Joel Viejó Zambrano

Abel Viejó Zambrano

To my sister:

Génesis Viejó Zambrano

To my son:

Ian Vidal Viejó, who was the motivation and reason for finish my goal.

Johanna Viejó Zambrano

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DEDICATION

To God and my dear family: Aura Mora Otero and Amable Roldán Valle

For their constant help and force, support and motivation for the end of this Project.

To my brother:

Daniel Plúas Mora

To my nephews:

Doménica Plúas Cerdan

Sofia Plúas Cerdan

Daniel Plúas Soriano

To my cousin:

Joselin Macias Mora

To my boyfriend: Alexander Dos Santos

Mónica Roldán Mora

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ACKNOWLEDGEMENTS

I appreciate to all the people who have collaborate in the realization in this

educational project that is the end of the academic preparation and at the same time

the beginning of a career in the professional field. My thanks go for all of them.

My gratefull to God for his guide; to my parents Aura and Amable for their support

and their constant encouragement to pursue my goals; to my brother Daniel who has

always been supportive of me too; to my boyfriend Alexander Dos Santos for his

comprehension; to my advisor MSc. Larry Torres for his unconditional support, this

project would not been accomplished; to my friends Ruddy Plaza for her advices and

Gabriel Cedeño and his wife Vanessa Escudero de Cedeño for their suggestions;

and my classmate Johanna for the force and effort of all those years and the

dedication in this project.

Mónica Roldán Mora

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ACKNOWLEDGEMENTS

I appreciate to all the people who have collaborate in the realization in this

educational project that is the end of the academic preparation and at the same time

the beginning of a career in the professional field. My thanks go for all of them.

My gratefull to God for his guide; to my parents Maribel and Joel for their support

and their constant encouragement to pursue my goals; to my brothers Steven, Joel

and Abel who has always been supportive of me too; to my sister Génesis for his

comprehension and support too; to my advisor Msc. Larry Torres for his

unconditional support, this project would not have been accomplished; to my friends

Ruddy Plaza for her advices and Gabriel Cedeño and his wife Vanessa Escudero

de Cedeño for their suggestions; and my classmate Mónica for the force and effort

of all those years and the dedication in this project.

Johanna Viejó Zambrano

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO: Fortalecimiento de la expresión oral a través de un folleto de diálogos interactivos

AUTOR/ES: Mónica Elizabeth Roldán Mora & Johanna Maribel Viejó Zambrano

TUTOR: MSc. Larry Torres Vivar

REVISOR: MSc. Rodrigo Guerrero

INSTITUCIÓN: UNIVERSIDAD DE GUAYAQUIL

FACULTAD: Facultad de Filosofía, Letras y Ciencias de la Educación

CARRERA: Lenguas y Lingüística

FECHA DE PUBLICACIÓN: No. DE PÁGS: 145

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

ÁREAS TEMÁTICAS: Lengua Inglesa

PALABRAS CLAVE: Diálogos interactivos, técnicas comunicativas, habilidades para hablar.

RESUMEN: Este proyecto de investigación está basado en la creación de un sistema de actividades con diálogos interactivos para desarrollar a nivel básico, las habilidades para hablar de los estudiantes de octavo año de Educación General Básica, sección “B” de la Unidad Educativa “Vicente Rocafuerte” quienes mostraron deficiencia de ciertas técnicas comunicativas al momento de desarrollar un diálogo corto en la expresión oral. El marco teórico contiene información acerca de las variables estudiadas en la investigación educativa los cuales fueron usados también para justificar la propuesta. El diseño metodológico de esta investigación es de carácter mixto, se puede decir que esto tiene métodos cuantitativos y cualitativos. Esto también fue una investigación descriptiva, explicativa y propositiva. La entrevista, la guía de observación, la prueba e diagnóstico y la encuesta fueron instrumentos aplicados al docente y a los estudiantes para recoger y corroborar información acerca de la deficiencia en el desarrollo de un diálogo corto en la expresión oral. Los datos fueron recogidos con una muestra de cuarenta y tres estudiantes y un docente. Esta investigación es importante porque la aplicación de un sistema de actividades basadas en diálogos cortos desarrollará las habilidades para hablar de los estudiantes del establecimiento educativo mencionado anteriormente a nivel básico y esto fortalecerá los conocimientos de los estudiantes previamente adquiridos en clase.

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 Mónica Roldán Mora Johanna Viejó Zambrano

Teléfono: 0998448542 / 2-144316 0984892379 / 450- 48576

E-mail: [email protected] [email protected]

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

Teléfono: (04)2294888 Ext. 123

E-mail: [email protected]

X

REPOSITORY NATIONAL IN SCIENCE AND TECHNOLOGY

THESIS REGISTRATION FORM

TITLE Y SUBTITLE: Strengthening the speaking skill through interactive dialogues. Designing a brochure with interactive dialogues in order to strengthening the speaking skill

AUTHOR/S: Mónica Elizabeth Roldán Mora & Johanna Maribel Viejó Zambrano

ADVISOR: MSc. Larry Torres Vivar

REVIEWERS: MSc. Rodrigo Guerrero

INSTITUTION: UNIVERSITY OF GUAYAQUIL

FACULTY: Faculty of Philosophy, and Sciences of Education

CAREER: Languages and Linguistics

DATE OF PUBLISHING: NUMBER OF PAGES: 145

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

THEMED AREAS: English Languages

KEYWORDS: Interactive dialogues, communicate techniques, speaking skills.

ABSTRACT: This research project is based on the creation of a system of activities with short dialogues to develop, at basic level, the speaking skill of the students of eighth grade of General Basic Education, section “B” of the Unidad Educativa “Vicente Rocafuerte” who showed deficiency of certain communicate techniques at the time of developing a short dialogue in the oral expression. The theoretical frame contains information about the variables studied of the educational research which were used also to justify the proposal. The methodological approach of this investigation is of mixed character, it can be said that it has a quantitative and qualitative approach. This is also descriptive, explanatory and purposeful research. The interview, the observation guide, the test and the survey were the instruments of investigation applied to the teacher and students to collect and corroborate information about the deficiency in the development of a short dialogue in oral expression. Data was collected with a sample of forty - three students and one teacher. This research is important because the application of a system of activities based on short dialogues will develop speaking skills of the students of the educational establishment before mentioned at a basic level and it will strengthen the knowledge of the students previously acquired in class.

REGISTRATION NUMBER (in database): CLASSIFICATION NUMBER:

DIRECTION URL (thesis on the web):

ATTACHED PDF: x YES

NOT

CONTACTING WITH AUTHOR/S Mónica Roldán Mora Johanna Viejó Zambrano

Telephone: 0998448542 / 2-144316 0984892379 / 450- 48576

E-mail: [email protected] [email protected]

CONTACTING IN THE INSTITUTION: Name: Secretariat of the School of Languages and Linguistics

Telephone: (04)2294888 Ext. 123

E-mail: [email protected]

X

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TABLE OF CONTEXT

PRELIMINARES

FRONT PAGE .......................................................................................... i

DIRECTIVES ........................................................................................... ii

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

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

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

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

DEDICATION ......................................................................................... vii

ACKNOWLEDGEMENTS ....................................................................... ix

TABLE OF THE CONTEXT ................................................................... xiii

LIST OF TABLES .................................................................................. xvi

LIST OF FIGURES .............................................................................. xviii

ABSTRACT ............................................................................... xx

INTRODUCTION ........................................................................ 2

CHAPTER I ................................................................................. 3

THE PROBLEM .......................................................................... 3

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

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

SCIENTIFIC FACT .................................................................................. 3

CAUSES .................................................................................................. 4

FORMULATION OF THE PROBLEM ..................................................... 4

OBJECTIVES .......................................................................................... 5

SPECIFIC OBJECTIVES ......................................................................... 5

QUESTIONS OF THE INVESTIGATION ................................................. 5

JUSTIFICATION ...................................................................................... 5

CHAPTERII ................................................................................. 7

THEORETICAL FRAMEWORK .................................................. 7

BACKGROUND ....................................................................................... 7

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THEORICAL FOUNDATIONS ................................................................. 8

ORAL EXPRESSION .............................................................................. 8

WAYS OF ORAL EXPRESSION ............................................................. 9

IMPORTANCE OF ORAL EXPRESSION .............................................. 10

ASPECTS OF SPEAKING .................................................................... 11

CHAPTER III ............................................................................. 34

METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF

THE RESULTS ......................................................................... 34

METHODOLOGICAL DESIGN .............................................................. 34

TYPES OF RESEARCH ........................................................................ 34

POPULATION AND SAMPLE ............................................................... 35

OPERATIONALIZATION OF THE VARIABLES CHART....................... 36

THEORICAL METHODS ....................................................................... 37

TECHNIQUES OF THE INVESTIGATION ............................................ 38

INSTRUMENTS OF THE INVESTIGATION .......................................... 38

ANALYSIS AND INTERPRETATION OF RESULTS ............................. 37

TRIANGULATION OF RESULTS OF INSTRUMENTS OF INVESTIGATION

................................................................................................................. 37

CHI SQUARE TEST .............................................................................. 37

CORRELATION OF VARIABLES TEST ................................................ 37

CONCLUSSIONS AND RECOMMENDATIONS ................................... 37

CHAPTER IV............................................................................. 34

THE PROPOSAL ...................................................................... 34

TITLE..................................................................................................... 37

JUSTIFICATION .................................................................................... 37

OBJECTIVES ........................................................................................ 37

GENERAL OBJECTIVES ...................................................................... 37

SPECIFIC OBJECTIVES ....................................................................... 37

THEORETICAL ASPECTS .................................................................... 37

xv

FEASIBILITY OF ITS APPLICATION .................................................... 37

DESCRIPTION ...................................................................................... 37

CONCLUSSION .................................................................................... 37

BIBLIOGRAPHIC REFERENCES ............................................ 34

ANNEX I

LETTER OF APPROVAL OF THE ACADEMIC CONSULTANT

LETTER OF ACCEPTATION OF THE EDUCATIONAL ESTABLISHMENT

ANNEX II

SCREEN CAPTURE OF URKUND

ANNEX III

PHOTOGRAPIC EVIDENCES

ANNEX IV

INSTRUMENTS OF INVESTIGATION

ANNEX V

TITULATION WORK EVALUATION RUBRIC

ANNEX VI

CERTIFICATE OF PERCENTAGE OF SIMILITARY

ANNEX VII

FINAL REVIEW CERTIFICATE OF THE EDUCATIONAL PROJECT

ANNEX VIII

WRITTEN EDUCATIONAL PROJECT EVALUATION RUBRIC

ANNEX XI

CERTIFICATE OF THE REVIEWING TUTOR

xvi

LIST OF TABLES

CHART 1

Causes and consequences of the conflict situation CHART 2 Distributive of the population and sample

CHART 3 Table of operationalization of variables

CHART 4

It is important to develop short dialogues in class

CHART 5

Short dialogues help to develop speaking skills

CHART 6 Distinguish the main idea in a short dialogue CHART 7

Identify the secondary ideas in a short dialogue CHART 8 Apply skimming and scanning techniques in the development of a short dialogue CHART 9

Apply exploratory reading in the development of a short reading CHART 10 Apply inquisitive reading in the development of a short reading CHART 11

Identify the genre that is found in a short reading CHART 12 Apply underlining technique in the development of a short reading CHART 13

Apply highlighting technique in the development of a short reading

xvii

CHART 14 Make concept maps to strengthen their knowledge at the end of a short reading CHART 15

Use synoptic tables to summarize the ideas of a short reading. CHART 16 Develop the stages of reading comprehension in its entirety when analyze a short reading CHART 17 Understand and answer questions asked according to the level of reading comprehension that contains the short reading CHART 18 Your level of reading comprehension is not fully developed yet CHART 19

The realization of various activities with short stories helps to the development of reading comprehension CHART 20

Items to do the test Chi Cuadrado CHART 21 Results of the test Chi Cuadrado

xviii

LIST OF FIGURES

FIGURE 1

It is important to develop short readings in class FIGURE 2 Short readings help to develop reading comprehension FIGURE 3

Distinguish the main idea in a short reading FIGURE 4 Identify the secondary ideas in a short reading FIGURE 5

Apply skimming and scanning techniques in the development of a short reading FIGURE 6 Apply exploratory reading in the development of a short reading FIGURE 7

Apply inquisitive reading in the development of a short reading FIGURE 8 Identify the genre that is found in a short reading FIGURE 9

Apply underlining technique in the development of a short reading FIGURE 10 Apply highlighting technique in the development of a short reading FIGURE 11

Make concept maps to strengthen their knowledge at the end of a short reading FIGURE 12 Use synoptic tables to summarize the ideas of a short reading FIGURE 13

Develop the stages of reading comprehension in its entirety when analyze a short reading

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FIGURE 14 Understand and answer questions asked according to the level of reading comprehension that contains the short reading FIGURE 15 Your level of reading comprehension is not fully developed yet FIGURE 16

The realization of various activities with short stories helps to the development of reading comprehension FIGURE 17

Results of the test Chi Cuadrado

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FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACIÓN


TOPIC: Strengthening the speaking skill through interactive dialogues.

PROPOSAL: Design a brochure with interactive dialogues in order to

strengthening the speaking skill.

AUTHORS: Mónica Roldán y Johanna Viejó

ADVISOR: MSc. Larry Torres Vivar

ABSTRACT

This research explores the use of interactive dialogues in the

strengthening of speaking skills in students of eighth grade of General Basic

Education, section “B” of the Unidad Educativa “Vicente Rocafuerte”, Zone 8,

District 09, Province of Guayas, Canton Guayaquil, Parish Ximena, school year

2018 – 2019. That show deficiencies in the linguistic competences, typical of the

English language. The theoretical framework gathers information about the

variables, based on the importance of speaking skills in the development of

acquiring a second language, not only for English, but for any new language that

students expect to learn. The theoretical framework also collects accurate

information about different activities to promote oral expression in order to

communicate and express students’ opinions.

The information was obtained through field observation where 43 students

participated with a survey carried out to know how students perceive

conversations in English classes, and what they need to improve the levels of

communication during classes. The present project is a purposeful, descriptive

and explanatory investigation that intends to discover an appropriate technique

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to improve oral expression by using interactive dialogues. The data was collected

during the period 2018-2019 with a population of 801 people inside the institution;

and a sample of 43 students. The interview was used to gather information from

the principal and the teacher; this research is important because it will help the

students of the students of eighth grade of General Basic Education, section “B”

of the Unidad Educativa “Vicente Rocafuerte, school year 2018 – 2019. Since it

proposes the practice of different communicative techniques to strengthen

speaking skills. Then, the use of a brochure based on interactive dialogues which

become in an innovative tool for students who need to practice exercises that turn

them into high level speakers.

Keywords: Interactive dialogues, communicate techniques, speaking skills.

xxii





FACULTAD DE FILOSOFÌA, LETRAS Y CIENCIAS DE LA

EDUCACIÒN


TEMA: Strengthening the speaking skill through interactive dialogues.

PROPUESTA: Design a brochure with interactive dialogues in order to

strengthening the speaking skill.

AUTORES: Mónica Roldán y Johanna Viejó

TUROR: MSc. Larry Torres Vivar

RESUMEN

Este proyecto de investigación está basado en la creación de un sistema

de actividades con diálogos interactivos para desarrollar a nivel básico, las

habilidades para hablar de los estudiantes de octavo año de Educación General

Básica, sección “B” de la Unidad Educativa “Vicente Rocafuerte” quienes

mostraron deficiencia de ciertas técnicas comunicativas al momento de

desarrollar un diálogo corto en la expresión oral. El marco teórico contiene

información acerca de las variables estudiadas en la investigación educativa los

cuales fueron usados también para justificar la propuesta. El diseño

metodológico de esta investigación es de carácter mixto, se puede decir que esto

tiene métodos cuantitativos y cualitativos. Esto también fue una investigación

descriptiva, explicativa y propositiva. La entrevista, la guía de observación, la

prueba e diagnóstico y la encuesta fueron instrumentos aplicados al docente y a

los estudiantes para recoger y corroborar información acerca de la deficiencia en

el desarrollo de un diálogo corto en la expresión oral.

xxiii

Los datos fueron recogidos con una muestra de cuarenta y tres

estudiantes y un docente. Esta investigación es importante porque la aplicación

de un sistema de actividades basadas en diálogos cortos desarrollará las

habilidades para hablar de los estudiantes del establecimiento educativo

mencionado anteriormente a nivel básico y esto fortalecerá los conocimientos de

los estudiantes previamente adquiridos en clase.

Palabras claves: Diálogos interactivos, técnicas comunicativas, habilidades

para hablar.

1

INTRODUCTION

The present research project is focused on strengthening the speaking

skills by using interactive dialogues. This focus group is located in students of

eighth grade of General Basic Education, section “B” of the Unidad Educativa

“Vicente Rocafuerte”, Zone 8, District 09, Province of Guayas, Canton Guayaquil,

Parish Ximena, school year 2018 – 2019.

Oral expression is a fundamental tool for communication and it is exactly

the group of students already mentioned in the previous paragraph who show a

deficit of speaking interaction. This is the main reason to consider interactive

dialogues to overcome this deficiency.

Some authors define speaking as the tool to start a communication by

expressing ideas and it is necessary to create different activities day by day such

as role plays and dialogues. Speaking can be carried out orally, but whatever the

form, the important thing is to understand the text and the words in context; in

such a way that there is reasoning and reflection on what is say.

Also, is important to declare that sample dialogues are an efficient tool to

start the creation of a new conversation, and establish the patterns to improve

the way that students express ideas.

Finally, it is important to communicate readers the importance of this

research as well as the use of field investigation, surveys, and interviews which

has been composed by four chapters that are summarized below:

2

CHAPTER ONE

This was developed by using the location of the problem, assessment,

definition of the problem, field research, its causes and consequences, and

general and specific objectives in this work.

CHAPTER TWO

This chapter includes the theoretical framework in which the problem is

analyzed based on references and other important works. All of them established

on the background, theoretical foundation contextual framework, and legal

framework.

CHAPTER THREE

This contains the methodology of the investigation, types and level of

research, procedures and instruments of research, methods, techniques, survey,

interview, population and sample, and the application of research instruments.

There is also a description of the results from the survey applied to students, the

conclusions and recommendations according to those results.

CHAPTER FOUR

It includes the proposal, the digital handbook about visual stories with its

background, rationale, summary diagnosis, fundamental problem, objectives,

importance, feasibility, description of the proposal and appendixes section.

3

CHAPTER I

THE PROBLEM

PROBLEM OF THE INVESTIGATION

CONFLICT SITUATION

Students that shows some interest in the class, they cannot communicate

with the teacher using the second language due to they considered that is very

complicate and some in cases they feel rare when they try to express. Moreover,

the students do not pay attention to the activity cause of they do not understand

the language and such as consequence they do not practice.

All those observations were appreciated with the different deficiencies in

the language in students from eighth grade section “B” at Unidad Educativa

“Vicente Rocafuerte”, during the school year 2018 – 2019.

In that place, the students show some difficult in the process of speaking

skill. Some students try to do the activity but they think that they do bad or their

speech is not good such others. Some in cases, in class does not do emphasis

on intonation or pronunciation. The learners perform dialogues and during the

process, they are not monitored, so they do not know if they are correct.

Therefore, the problem increase with the didactic material due to the fact

that they are focused on other skills and they do not contain activities to

strengthen the intonation or pronunciation in a dialogue or speech, and

consequently learners practice very little or nothing.

SCIENTIFIC FACT

Deficiency in speaking in students of eighth grade of General Basic

Education, section “B” of the Unidad Educativa “Vicente Rocafuerte”, Zone 8,

District 09, Province of Guayas, Canton Guayaquil, school year 2018 – 2019.

4

CAUSES

Some causes were observed during the time of teaching practice which

have influenced in the learning of students and in the development of the oral

activities. These causes, at the same time, generate some consequences in the

learners.

Deficiency in the didactic treatment of dialogues. It means that students

only put in practice the tasks which the text contains. Sometimes, text´s

activities do not have sufficient tasks based on dialogues and learners

practice their pronunciation and intonation less than other skills. It

provokes that students do not practice their speech and with the time they

feel nervous to speak in front of class since that they will consider their

high deficiency.

The level of difficult during the speaking. It can be said that learners do not

have the level adequate to perform activities in the grade where they are.

It causes that they have problems to express their ideas or feelings. In

some cases, they have difficult to do the tasks into the class and in the

future, they will pass to a next course with more deficiencies what they

have.

Insufficient didactic resources to work with dialogues. It can be inferred

that students only do activities related by the text and they do not have

extra material with another exercises to strengthen the skill, so it produces

that students practice less this ability.

FORMULATION OF THE PROBLEM

How do dialogues influence in the development of speaking skill in

students of eighth grade of General Basic Education, section “B” of the Unidad

Educativa “Vicente Rocafuerte”, Zone 8, District 09, Province of Guayas, Canton

Guayaquil, Parish Ximena, school year 2018 – 2019?

5

OBJECTIVES

GENERAL OBJECTIVE

To analyze the influence of dialogue in the development of speaking skill

through a bibliographic study, statistical analysis and field research, to design a

brochure based on interactive dialogues to strengthen speaking skill.

SPECIFIC OBJECTIVES

To value the influence of dialogue through a bibliographic study, statistical

analysis and field research.

To describe the speaking kill through a bibliographic study, statistical

analysis and field research.

To design a brochure with interactive dialogues for strengthening speaking

skill.

QUESTIONS OF THE INVESTIGATION

How important are dialogues in speaking skill?

Which are the theoretical bases on oral expression in relation to

dialogues?

How does the lack of activities based on interactive dialogues affect in the

development of oral expression in students of eighth grade of General

Basic Education, section “B” of the Unidad Educativa “Vicente

Rocafuerte”?

What is the importance of the design of a brochure based on interactive

dialogues on the development of oral expression?

JUSTIFICATION

This investigation was presented as a result of a diagnosis, which students

of eighth grade of General Basic Education, section “B” of the Unidad Educativa

“Vicente Rocafuerte” show deficiencies in speaking skill. Their study is

6

convenient due to that it increases and strengthen the cognitive development of

the learners.

In addition to this, it is considered relevant because a speaker uses a

range of skills and strategies which they contribute in the learning of a second

language due to the use of it, students can increase their vocabulary, improve

their pronunciation and express clearly.

This project contributes to the science due to the fact that allows the

solution of an educational problem, in this case, the creation of a brochure based

on interactives dialogues for the development and strengthening of oral

expression.

Moreover, this investigation is considered an important resource to the

society and community since that it is supported by the National Plan for Good

Living (2013), in the objective 4.8, item D which states “to impulse in all levels

and modalities a bilingual intercultural education of quality for children,

adolescents, youth and adults, belonging to several communities, people and

nationalities” (p.172).

It is also pertinent since that fulfill with the LOEI objectives (March, 2001)

in the second chapter of the state obligations about right to the education, chapter

seven, subsection x, which it guarantees that “plans and initial education

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

promote the development of skills and capacity to create knowledge and promote

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

Finally, the direct beneficiaries of this research project are the students of

eighth grade of General Basic Education, section “B” and the teacher of the

Unidad Educativa “Vicente Rocafuerte”, and the parents with the community are

the indirect beneficiaries.

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CHAPTER II

THEORETICAL FRAMEWORK

BACKGROUND

In the different educational establishments in the country and overall in

Guayaquil, the deficiencies are more notables each day. The objective of this

research project is to give a solution to an educational problem which it was

evident the difficult that students shows in the process of learning in oral

expression in the Unidad Educativa “Vicente Rocafuerte”.

The majorities of the students have problems and some inconvenient at

the moment to perform dialogues due to the fact that they do not understand to

the partner or to the indications of the teacher. These difficulties do that students

lose the interest in the activity and do not do.

In addition, according to O’Malley (2015), emphasizes that oral expression

is a skill which human beings use to transmit ideas, feelings, emotions, by means

of an adequate phonological, semantic and pragmatic structure. Besides, it is

necessary its application since that the oral expression is fundamental part in the

development of literacy.

It can be mention that oral expression is essential in the process of

learning of a child owing to the fact that they can interact with others and can

answer questions, participate in group and overall, learner can be able to help

others who shows some inconvenient.

Moreover, Kayi (2006), in the research project about Teaching Speaking:

Activities to Promote Speaking in a Second Language mentions that oral

expression is very important in the learning of the students since that the use

adequate of it, allow the students acquire a second language because they can

communicate expressing their opinions.

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Besides, Cardona and Celis (2011), on their investigation focused on

Strategies to Improve Oral Expression remarks that is very important the use of

different strategies in the development of the process of learning in a second

language due to the fact that its application allows to the teenagers to improve

and expand their lexicon which is fundamental in their social interaction.

In addition to this, in the project of Crandall and Shin (2014), for that

reason, this investigation is important the performing of analysis quantitative and

qualitative of the different aspects related to the variables, in this case focus on

the influence of dialogues in the development of oral expression in the students

of eighth grade of General Basic Education, section “B” of the “Vicente

Rocafuerte” High School.

To conclude, it can remark that in the high school where is performed the

research project do not found some files in its libraries which identify some

reference bibliographic about dialogues and its influence. For that reason, this

research project is necessary since that give a solution to an educational problem

which in this case is proposed the design of a system of activities based on

dialogues to improve oral expression.

THEORETICAL FOUNDATIONS

In the following paragraphs are developed the logic part of the variables

which are focused to solve an educational problem due to the fact that give a

solution to an educational problem.

ORAL EXPRESSION

Oral expression is the skill that human beings develop during the first year

of life where they are mentioned some words or their first words and during the

time they will talk more words, sentences and so on. For this reason, oral

expression is the main base of the communication of the people.

It is remarkable in the investigation of Kayi (2006), based on Teaching

Speaking: Activities to promote Speaking which mentions that oral expression is

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important in the process of learning of the learners since that they interact with

other from scholar life until when they have a professional life.

It is important to remember that oral expression is the way to communicate

with other faster than others. It is faster communicating our ideas, thoughts,

feelings or opinions that doing it in a written way due to the fact that to write is a

process longer.

Besides, it is also based on Mubarokah (2014), who states that oral

expression is the skill and capacity which have human beings to transmit

information through the verbal communication. It is the base of communication

among people owing to the fact that speaker is clear and specific when they share

an idea or give a message to receptor.

According to Burk (2008) in their research about teaching oral

communication in grades K-8, they establish that speaking is “the process of

building and sharing meaning through the use of verbal and non – verbal

symbols, in a variety of contexts”.(p.13).

It can infer that teaching oral expression to the learners is to teach them

to speak such their mother tongue, due to the fact that they have the skill to

express their feeling and give ideas or opinions in a clear way and overall in their

daily routine.

Besides, the teaching of speaking is very important in the process of

student since that during many year teacher have taught a second language just

a repetition and memorization of vocabulary and conversations or dialogues.

However, the educational world has changes and actually, the education is more

exigent and it require dedication to that students improve and fulfill the levels

specific according to the grade scholar.

WAYS OR FORMS OF ORAL EXPRESSION

The forms of speaking are considered the way in which the learners

express their ideas.

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Cardona and Celis, (2011), in this investigation focus on strategies to

improve oral expression commented that exists two ways to express orally which

are reflective and spontaneous oral expression.

REFLECTIVE ORAL EXPRESSION

Cardona and Celis, (2011), mention that reflective oral expression is the

main function to persuade and converse with the listener due to the fact that the

syntactic construction of the text and the structure are previously elaborated. It is

larger, selected, cultured and chosen. This is applied in academic discourses, in

media programs, conferences, and so on.

SPONTANEOUS ORAL EXPRESSION

As its name indicates it is to speak spontaneously, Cardona and Celis,

(2011), comment that students have the ability to express orally of a spontaneous

way in a conversation or any situation in their daily routine. It is also used to give

ideas, opinions or different point of view on the different subjects.

According to Spilkova and Van Dommelen, (2013), mention that “one of

the most important factors in reduction of word forms is speaking style. Usually,

investigations compare more formal presentations often read speech with less

formal speech often called spontaneous speech.” (p. 91)

IMPORTANCE OF ORAL EXPRESSION

Heather Evans (2015), comments that the objective in the learning of a

second language is to have the ability to communicate with other people since

that is essential the development of this skill because it allows the development

of the thinking and the language.

It can mention that oral expression not only is the way to exchange

information, but also it helps to people understand theories; solve and organize

situations or problems presented in the daily routine; give opinions or express

feelings, emotions and thoughts. Oral expression is important like listening skill

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because they are user than other skills because they are the skills quicker for

interact in the job, in the school, and at home.

Dale Edgar, (2007), was an educationist who designed a model named

“The Cone of Experience” that includes several theories based on the process of

learning and teaching. He theorized that learners retain and acquire information

through they do instead of listen, read or see.

In addition to this, Lucanus Anton (2017), comment that people learns

basic concepts at home because in the school, they only increase their

knowledge and the environment is other factor that influences in the process of

the communication. It will define their professional communication in the future

since that they will have a good communication with other people.

A good communication helps to students to share and to socialize with

other people, found new friends, and in general, dominating this skill, students

will be able to express ideas, ask and answer questions, and overall to discuss.

ASPECTS OF SPEAKING

The different aspect of oral expression is the process in which the students

or human beings communicates. The following aspects are very important in the

process of learning of the students which will allow that the communication is

easier later to manage them. They are:

INTONATION

It is an important aspect when it comes to speak a second language.

According to Chapman (2010), comments that “many instructors and students

feel it is an important aspect of the language to incorporate into a curriculum.” (p.

3). Teaching intonation can be difficult to a foreign but it is important can

communicate and be understood.

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VOCABULARY

According to Mehring (2015), mentions that “vocabulary, like other aspects

of language learning, can be facilitated when done through cooperative learning”

(p. 4). In this case with the help of other students or didactic activities the speaking

vocabulary can be acquired.

COHERENCE

Chapman (2010), mentioned that it is about that students can express their

ideas in a specific way. It means to understand and produce accurate thoughts.

DICTION

It is referred to the articulation and the enunciation of the words at the

moment to speak according to Chapman (2010).

FLUENCY

Oher crucial factor is the fluency in the oral expression because the

students will have the ability to communicate quicker and express their ideas

clearly mentioned by Chapman (2010).

Jong and Perfetti, (2011), states in their article based on Fluency Training

in the ESL Classroom: An Experimental Study of Fluency Development and

Proceduralization that the ultimate goal of many second language, learners is to

be fluent in the target language. That is, to be able to express their thoughts

easily, with more attention to meaning than form, in any given situation.

Communication should eventually be smooth, with some processes of production

relatively fast and automatic. (p. 533).

The authors also mention that fluency is linked to the range of the learner’s

linguistics understanding, how quickly they are able to acquire that knowledge to

reproduce it.

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CLARITY

According to Chapman (2010), mentioned that clarity can also be a part of

fluency due to the fact that if you are communicating fluently, it means

understanding and producing accurate thoughts. Also, once the learner is fluent,

he or she will be able to communicate with coherence, which means the idea the

student is reproducing will be correspondent to the topic or subject matter.

STRUCTURE OF THE MESSAGE

Posner Michael, (2013), declares in his book about “Foundations of

Cognitive Science” refers that there are several points about discourse structure.

He mentions some kinds of speech, for example: conversations, dialogues

monologues, arguments, discourses, and so on. He explains about the different

structures that have each type of speech.

VOLUME

The volume is very important at the moment to speak. According to Rorke

Cree Zoe (2015), in her book “Improve your Diction and Voice Production”,

mentions the importance of certain organs like the tongue or the larynx to be able

to articulate correctly.

STRATEGIES TO IMPROVE ORAL EXPRESSION

Moreover, in the investigation based on Strategies to Improve Oral

Expression of Celis and Cardona (2011), remarks that oral expression have the

necessity of using some strategies in the process of learning in a second

language due to the fact that allows the development and improvement of this

skill.

In the following lines, some activities for instance debates, dialogues,

interviews, role plays or expositions can be used by teachers and students in a

speaking class to improve the skill and fulfill the learning of the learners.

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DEBATES

According to Chapman (2010), mentioned that a debate is an argument

which is structured. It is also the skill to speak and express in a clary way any

problem. It is employed at the moment that two people speak alternately each

other about a topic in specific. Some examples to apply in the beginning:

In an opinion, it can say:

In my opinion…

The way we observe it…

If you need my honest opinion…

According to me…

According to the other side…

My position is the following…

In a sequence, it can comment:

First, secondly…

My first point is that…

The first reason is…

To begin, I think that…

The first point…

The main point…

It can point out that I am listening to the other side:

I observed your point…

All this is interesting, but the problem is that…

When learner disagree, it can note:

I disagree with you…

I would like to take issue about…

I would like to focus on …

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There is one issue our opponents have failed to dispute…

I point out that …

My opponent has claimed that …

EXPOSITIONS

Posner Michael, (2013), said that exposition is considered a way in which

people or learners convey or explain any information what is complicated to

understand. At the end of this, students usually answer questions about the topic

explained.

INTERVIEWS

According to Posner Michael, (2013), interview can define as a formal

meeting among two people where the interviewer makes questions to the

interviewee with the purpose to obtain specific information. In some cases, the

interview can be more two people and it depends the situation or the interviewer.

The person who asks questions is called interviewer and the person who answers

the questions is named interviewee.

It can say that interview is a good activity to be performed in the classroom

since that students can exchange information with other classmate. This task

allows the learners to improve their pronunciation and the intonation too.

In addition to this, this activity allows them to interact with other, be more

sociable and know likes or dislikes of the rest of the class. A good

recommendation to perform this task is that teacher uses a rubric or qualification

scale to give a note to the students.

ROLE PLAY

Another activity that learners can do into the classroom is the role play.

This activity is a technique in which students simulate a situation mentioned by

Posner Michael, (2013). This activity can be related such a game because

students assume roles of different characters and create stories. The participants

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choose the actions for their characterization according to the rules or guidelines

given.

This activity has a main purpose that students develop the imagination and

appreciate the different situations according the thematic. Gimenez (2013),

mentions in her research about role plays that “role play is a ludic activity in which

players take a role in a story whose ending unknown. The game allows teachers

to increase the motivation of their students and on the other hand, introducing

concepts, values and procedures.” (p. 67)

GROUP DIALOGUE

Dialogue is a technique used to promote the development of oral

expression between two people. When the dialogue is performed among three or

more people is considered a group dialogue. This is more used in the classroom

and the teacher is the person who monitors it.

It can say that students are divided in some groups which can be small or

large. Then, the teacher defined the situation or topic with the purpose that

learners share their ideas and opinions and they improve their speaking and

pronunciation.

Moreover, O’Malley (2015), suggests other strategies to promote oral

expression and it will be applied for student without any difficulty.

STRATEGIES TO FOSTER ORAL EXPRESSION

O’Malley (2015), mention that some strategies are allowing ample opportunities

to practice without penalty (e.g., brainstorming, conferencing, sharing). Provide

questions/topics in advance to allow time for preparation. Provide a safe

opportunity for children to develop skills. For example, do not grade

presentations; consider them an exercise in skill development.

Besides, it is important to O’Malley (2015), to increase the 'wait time' for

expecting a response. For instance, count silently to 10. Incorporate oral

recitation activities such as poetry readings, parts in plays, etc. to help children

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build expressive fluency. Let children speak regularly through combinations of the

following: a) answering questions and participating in discussions, b) taking

positions and arguing those positions in class, c) debating other children, d)

making formal and informal presentations, and e) engaging in or analyzing oral

expression processes.

In addition to this, he also mentions that is necessary to provide a wide

range of situations such as telling stories and anecdotes; describing and

comparing places, people and habits; expressing opinions; showing agreement

and disagreement; reacting to an event; expressing judgment, wishes and

feelings; expressing probability and degrees of certainty; elaborating on, retelling

and summarizing what has been said; expressing permission; giving instructions;

expressing plans and intentions.

Other suggestions that mention O’Malley (2015), is to allow children extra

time to respond to questions. To have children arrange oral and written sentences

or paragraphs in logical, sequential order. To have children practice identifying

the parts of a story in terms of the beginning, middle or ending. To have children

explain the steps of a procedure orally and in writing. To teach children how to

make a flow chart that breaks down a procedure into its component parts. Giving

children opportunities to apply new vocabulary in classroom discussions. Having

children make up stories using wordless picture books. Having a child speak into

a tape recorder and play it back. To provide props and encourage children to

make up a play. Creating new verses to songs. To allow children to use puppets

to communicate thoughts or stories. Providing opportunities to be in

conversations that use extended discourse. To encourage children to speak in

complete sentences.

To conclude, O’Malley (2015), said that nobody should not interrupt or

finish a sentence for a child; to play a game in which a child describes a simple

design to a peer, and have the peer follow the directions to draw it without looking

at it. To Incorporate multisensory activities into lessons to allow chance to use

descriptive language.

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MESSAGE STRUCTURE OF ORAL EXPRESSION

O’Malley (2015), assured that in order to assess oral expression of a

person we may focus on his degree of:

Understanding: It is a psychological process that intervenes in the

process of development during the acquisition of new knowledge.

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

increase or to build their knowledge

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

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

Rhythm: It can be defined as the harmonious combination of sounds,

voices or words in which include pauses and silences necessary.

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

understood assertively.

Coherence: It is the cohesion or logical relationship between two things

or between two elements.

Emotivism: Ability that a person has to experiment feelings or emotions.

DIALOGUES

The dialogue has some similitudes to the conversation, but the different is

that dialogues are used in an interaction more important and formal to refer

important topics and with a formal language. Literary Devices (2018), says that

dialogue is a literary technique that writers use in their stories two or more

characters to have a conversation among them. In the literature, it can be a

conversation or written exchange conversation in group or between two or more

people towards to a specific topic.

The use of dialogues can be seen back in classical literature, especially in

Plato’s Republic. Several other philosophers also used this technique for

rhetorical and argumentative purposes. Generally, it makes a literary work

enjoyable and lively.

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FUNCTION OF DIALOGUE

According to Literary Devices (2018), the dialogue fulfills some functions,

since that its use not only is in fiction, it is also used in poetry, films, non - fiction,

and drama. This has some purposes, for instance, it advances the plot of a

narrative, and can reveal the characters who cannot be understood otherwise.

Moreover, dialogues show a presentation of the background of the past

events, and help to create the tone of a narrative. Its usage is visible in modern

literary works, which colors the personality of the characters, moves the storyline,

creates a conflict, and highlights the vernacular.

The dialogues make a literary piece became alive and interesting, in

addition, it is an enjoyable experience to the readers.

TYPES OF DIALOGUE

There are two types of dialogue in literature according to Literary Devices

(2018):

Inner Dialogue

Outer Dialogue

INNER DIALOGUE

Inner dialogue is about a conversation which takes place in their minds,

the characters speak to themselves and in some cases they reveal their

personalities. In literature, the writers use several techniques such as dramatic

monologue or stream of consciousness to put on practice the inner dialogue

mentioned by Literary Devices (2018). Some writers like a William Faulkner and

James Joyce use this type of dialogue.

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OUTER DIALOGUE

Literary Devices (2018), said that outer dialogue is about a normal

conversation among two or more characters. It is used in the majorities of fictional

works.

HOW TO WRITE DIALOGUE

Dialogue is very important and essential part in a story and the literary

writers make an effort to make sure that in the dialogues written in movies, books,

stories, and theater plays looks so authentic and natural such as they were in real

life.

The most of writers use dialogues to give some information to readers for

that become more emotionally attractive and interesting. When a dialogue is

written, the characters must be understood, and it must be read in simple and

honest way with a loud voice.

THE GOVERNING PRINCIPLES OF DIALOGUE

According to Budapest Centre (2014), in their research about Dialogue as

a tool for addressing mass atrocities mentioned some governing principles of

dialogue such as:

1. Inclusiveness

2. Joint Ownership

3. Learning

4. Humanity

5. A Long – Term Perspective

INCLUSIVENESS

Budapest Centre (2014), mentioned that dialogue processes that promote

democracy must be inclusive, as all social expression must be heard, including

political, economic, social and military expressions, as well as the expression of

those who have been repeatedly excluded in the past. If inclusiveness is not

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comprehensive, that circumstance can compromise the sustainability of any

understandings that emerge.

JOINT OWNERSHIP

This criterion requires, at the very least, that the dialogue process not be

an instrument of only one actor, for example, the government—to buy time or to

accomplish only a government agenda. Rather, dialogue is an ‘exchange’, even

when convened by powerful institutions. It embodies the democratic notion that

everyone is involved and engaged equally. It is a two-way street where no one

side is dictating the other according to Budapest Centre (2014).

Through this dialogue you basically assure ownership of the process.

Without ownership, reform and change remain a superficial exercise. But when

that ownership is assured, people really take issues forward, and that produces

remarkable results compared to other experiences.

LEARNING

Budapest Centre (2014), mentioned that dialogue creates an opportunity

for learning through self-reflection. People begin to realize that each only has a

little bit of truth. On a larger scale, this can lead to the development of ‘public

knowledge’ that can make positive change more sustainable.

Dialogue is not about the physical act of talking, it is about minds unfolding.

On one level, this principle addresses the quality of interaction in a dialogue

process. It distinguishes a legitimate dialogue from a “fake” dialogue, wherein the

communication is all one-way, and from a debate or negotiation, wherein

participants focus only on winning as much as possible for their own side.

Key skills that create this kind of interaction are as follows:

Listening without resistance or imposition;

Respecting awareness of the integrity of another’s position and the

impossibility of fully understanding it;

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Suspending suspension of assumptions, judgement, and certainty.

HUMANITY

This characteristic has a lot to do with how people behave towards each

other when they engage fully in dialogue. It requires empathy—the ability to put

oneself in another’s shoes. When people start to make an effort to understand

the other, the seed of dialogue is planted.

A LONG-TERM PERSPECTIVE

Dialogue is about using time in a different way, in the sense of realizing

there are no quick fixes. One-off interventions are hopeless and useless.

Significant change in relationships takes time and commitment from those

involved.

CODE OF CONDUCT IN A DIALOGUE

According to Budapest Centre (2014), is necessary some code of conduct

in a dialogue such as to show empathy that is, truly understanding the position of

the other person instead of reacting to it; exhibit openness to expressing one’s

point of view with respect for the rules of the dialogue; maintain a respectful tone,

even in the most extreme conditions; to have conversations about what truly

matters—the real thing; to assume responsibility, individually and collectively, for

both the problem and the solution; unblocking emotionally: listening to the

reasons of the heart that Reason often ignores; to have the courage to recognize

differences and, even more, to recognize common ground and to demonstrate

the capacity to change.

PHILOSOPHICAL FOUNDATION

From the philosophical point of view. It is focused on the axiology, it wants

to say that people in general, can be children or adults always have to be in

contact with the values. The children must be always put in practice several

values when they are doing activities or learning in the school.

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It is very essential that learners during the process of the learning, they put

in practice values, overall the respect, the responsibility and the honesty because

they conduct them to keep a good relationship with the other.

According to Tomar (2014), in her research based on Axiology in teacher

education: Implementation and Challenges mentions that

Value based on education is a key to a dimension of building peace, social

conduct, justice, tolerance and intercultural understanding. For real

preogress of a country, it is important to develop values in all citizens and

to achieve this objective, teacher plays an important role. Teachers are the

key to know or understand a nation. To do the significant development in

a nation or society, people have to look towards teachers. (p. 52)

In addition to this, Gadamer (2001) mentions in his investigation focused

on Truth and Method that “language is the essence of human beings and as such

it is the means through which is possible that understanding occurs in humans,

in fact, everything that can be understood.” (p. 477).

It can say that a person which contains values, is considered an important

tool in their development in the society since that allows them to keep a good

communication a personal relation with others and further with a good oral

expression, it can transmit opinions, feelings, ideas, thoughts, give information,

ask and answer questions and so on.

In addition to that, a good communication and the acquisition and learning

of a second language, it is inevitable the learning of a new culture, and its

traditions.

The philosophy of learn a new language is originated from the need of

people to communicate with each other through a spoken language. Therefore,

H.G Gadamer (2001), in his research Truth and Method establishes that

language is “the essence of human beings and as such it is the means through

which is possible that understanding occurs in humans, in fact, everything that

can be understood is language” (p. 477)

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It is necessary to emphasize the importance of the oral expression in the

human beings since that is the way to communicate more efficient and quick. It

is important to make emphasis since that by means of oral expression people can

exchange several information, knowledge, feelings, and so on. It is also unique

because only humans beings can develop and learning to speak in a natural way.

Furthermore, Allright (2011), shows ideas to emphasize that students must

be evaluated not only in the knowledge, it is essential to qualify them by the desire

of learning and overall improving their skills. It can evidence in the classroom, at

the moment that students put in practice their participation and creativity to

perform activities either in group, in pairs or alone.

It is necessary to remember that the students must not lose the interest

and they have the disposition to do any activity based on the oral expression skill,

giving them the motivation necessary and positive comments with the objective

to motivate them and that they continue their learning with good evolutions, big

changes and overall the improvement their level in the second language.

Tomar (2014), emphasize that a learning or education focused on values,

it gives to learners several opportunities. During the time of their escolar life, the

children mold postures, attitudes and in special their personality and all these

values on the whole help human beings to be politer.

PSYCHOLOGICAL FOUNDATION

To fulfill a good communication and that leaners improve his skill during

the time of development of learning, it is important the environment and in special

the conditions that surrounded them.

It is necessary to remember that learners have different ways to learn, they

acquire with different techniques or strategies the information or commands.

From the point of view of the psychologist Howard (2009), in his research project

about multiple intelligences notifies that people are able to develop several

intellectual abilities.

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There are eight multiple intelligences created by Gardner with the

objective to develop the intellectual ability of the humans to help them to give

solutions to the different problems presented on their life diary since that every

person is able to develop these kind of intelligences and they are good in some

of them.

Gadamer, (2001) and Armstrong (2015) in their projects say that the use

of language has several advantages which include the mnemonic is used to

remind information, the disclosure that is the use of the language to inform, the

meta language is the use of language to describe the language itself, and the

rhetoric that is the usage of this to persuade other people to take a course of

action in particular.

To summarize it can say that two authors considered very essential the

learning of oral expression since that help to people to communicate orally when

they want and to express their ideas, feeling, knowledge, and so on.

It is important to emphasize in this research project that learners who are

learning a second language, they develop the verbal intelligence or linguistic. It

is the ability to use the word, by means of sounds, phonetics and articulation too.

Mubarokah (2014), establishes that oral expression is the base to

communicate between people, and considers it very important in the

development of learning of a second language since that allows to people or

learners be able to communicate and transmit by themselves information or

performing situations or roles of play into the class.

This intelligence helps to students to distinguish, to transmit and express

all they feel, think, or want to say. To conclude, it can mention that is very

essential the motivation of the teacher since that in this way the students feel

confident and give a better participation during the performance of the activities.

It will be notable in the advance of each one due to the fact that each learner

improves their pronunciation and intonation during a speech.

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Furthermore, Ramjah and Aiel (2016), states that work in group or making

role plays give self-confident to the learners and it helps to them to that improve

their capacity to perform several activities into the class and can improve and

increase their speaking skill.

The fear is the main factor of the students which they prefer do not perform

the task and avoid their participation since that they prefer a bad grade to do

mistakes in front of the class or among classmates. The role of the teacher in this

area is very important since that is the person indicate and prepared to encourage

and give motivation to these students.

SOCIOLOGICAL FOUNDATION

The sociological foundation is based on the sociology which is the science

that studies the development of people into the society and their interaction with

others in a social environment. It can say that sociology has an important role in

the process of learning of the students in their scholar life because it involves not

only students, it involves teachers, authorities, parents and the educational

community too.

According to Byrne, cited by Rodriguez (2010), mentions that “social

foundations make reference to the individuals inside the groups and communities

that they are involved in, by exerting specific roles of behavior that give a positive

and negative meaning to the personal achievement” (p. 19).

It can deduce that the science of the sociology fulfills an essential role in

the process of development of the people. It is about the interaction of them into

of the society since that people are capable of development in different ways by

means of oral expression.

In addition, Fingermann (2010), refers that sociology is a good factor and

helps in the educative process of human beings owing to the fact that gives the

capacity to the people to find out solutions to solve the different problems which

are presented every day.

27

Moreover, Lindsay and Knight (2016), state that

People speak for many reasons to be sociable because they want

something, because they want other people do something, or to do

something for someone else, to respond to someone else, to express our

feelings or opinion about something, to exchange information, to refer to

an action or events in past, present or future the possibility of something

happening. (p. 58).

Human beings do not only use oral expression to say something or

express feeling to other. People use in different situations such as to narrate

experiences between friends, to ask information to someone or to obtain some

data for themselves.

In addition to this, Segura, (2012) in her research about the importance of

teaching and speaking skills also mentions that:

Comprehending and understanding a language is necessary when

students are learning a new language due to the fact that people always

need to communicate and interact with others, not only to develop their

ability by using it to communicate successfully inside and outside the

classroom, but also in different moments or situations in their life. (p. 10).

It indicates that when people are learning a new language is necessary

that they understand and comprehend due to human beings need to

communicate and interact with other people without necessity of following some

instruction or specific vocabulary since that the purpose of learning a second

language is the facility of communicating successfully not only into the classroom,

but also outside the classroom because the situations of the life are different in

all moment.

To conclude, it is necessary to remember the importance of oral

expression in the society since that have a role essential not only out of house

but also into school. People are always communicating with others and when they

28

learn a second language not only learn a new language but also learn new

traditions, cultures and overall people.

PEDAGOGICAL FOUNDATION

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

language curriculum approach which gave rise to the traditional teaching as a

pedagogical theory is the communicative approach. It means that the content

taught is expressed in terms of the different elements of phonology, grammar and

vocabulary, which make up the particular language. These are staggered so

simple to complex regarded estimated and then woven into a graded series of

texts created or chosen for exemplify them.

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

a productive skill which student should develop. This is oral production which it

allows to learners interact with other people orally with the purpose of transmitting

a message or their ideas and feelings, since that one of the most important skill

in the learning of a second language and difficult skill to develop is oral

expression, because in some educational establishments, teachers have often

used to the traditional way to teach learners which is based on repetition

consequently of the same word and the memorization of dialogues which in some

cases learning an incorrect intonation and they sound like a robot.

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

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

practice it to then the students can perform other content with the structure which

they have learned. It can be said that if the student puts in practice a conversation,

he is going to memorize the intonation of some words until the structure of a

phrase.

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

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

purpose of fulfilling goals and objectives of the learners.

29

According to Scrivener (2015), indicates that learners have the capacity to

acquire knowledge in a big percentage, but to do it, teacher have to apply

techniques to present a new class or vocabulary. Besides, teacher have to give

some space to learners to put in practice the new knowledge and the technique

more used is working in group which can be small or big but it depends the

situation and the activity.

Moreover, another important point to consider is the number of words that

learners have to domain and to apply in their speaking. Thornbury (2012),

explains that an independent user has the capacity to acquire 3000 high -

frequency word or word families, but students only have 1000 or 1500 high –

frequency words which become their vocabulary on daily routine. Besides, he

mentions that learners need half of this number for speaking.

It is important that teachers plan their activities and introduce the

vocabulary necessary to students can express their opinions in a structured way

either into or out the classroom.

Furthermore, Navarro and Piñero (2012), indicates that group activities is

a didactic strategy in which help to students in the process of teaching – learning

to strengthen their social skills by means of cooperation. The objective principal

of didactic strategies is give a structure to the process to that students do not

memorize the information and they be able to develop their own knowledge and

can doing the activity in harmony, being respectful each other.

LINGUISTIC FOUNDATION

In the linguistic foundation, it can mention to Morozova (2012), who

remarks that oral expression is the most important skill that students have to

develop during their life due to the fact that speaking help them to express.

For that reason, it is important that in the process of learning in a second

language, students should practice most of the days with the purpose that they

lose the fair and improve their intonation and feel confident.

30

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

to different situations of communication, such as objectives, role relationship and

productive activities, and all this goes with concrete situations.

Besides, Papalia (2017) emphasizes that is important to train the sense of

the ear, by means of the auditory practice and specially the recognition of some

sounds and to practice the intonation with the objective to avoid errors.

Moreover, Boyer (2007), mentions in the investigation about Oral

Expression Across the Curriculum that

Students need language to express and grasp effectively their ideas and

feelings. To succeed in high school, leaners should be able to write and

speak with clarity, and read and listen with totally comprehension.

Language and thought are connected and as undergraduates develop

their linguistics skills, they become socially and intellectually empowered.

(p.1)

Besides, it is important to give activities to put in practice vocabulary since

that is the base to construct phrases, and sentences. In this way, the human

being can express with others. Harmer (1998), comments that “when speaking,

we construct words and phrases with individual sounds, and also use pitch

change, intonation, and stress to convey different meanings”. (p. 29).

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

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

behavioral psychology and structural linguistics respectively. It occurs in

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

in the learning and teaching of the communication as a creative act, which is

conscious that occurs among two or more active agents and the information goes

together.

A good recommendation to motive students in speaking class is create a

classroom environment where students feel that they are in real situations with

31

authentic activities that promote a conversation or develop of ideas. It will help

them to improve their speech, their confidence, and can interact with others.

LEGAL FOUNDATION

It is based on LOEI, Ley Orgánica de la Educación Inercultural (Organic

Law Intercultural Education), (2013) in its article 7 dealing with rights and duties,

the students should receive free social, psychological services and integral

attention in health in all the educative circuits, as well as receive pedagogical

support and academic tutorial according to their necessities. Therefore, the

students are the first and most important characters of this research as they are

sponsored by the current regime of education of this country.

According to Constitution of Ecuador (2008), indicates in the section five

focused on education in the article twenty - six that

Education is a right of persons throughout their lives and an unavoidable

and mandatory duty of the State. It constitutes a priority area for public

policymaking and state investment, the guarantee of equality and social

inclusion and the indispensable condition for the good way of living.

Persons, families and society have the right and responsibility to

participate in education. (P. 27).

Besides, in the article 343 remarks that

The national education system shall be aimed at developing the

population’s individual and collective capabilities and potential, enabling

learning and the generation and use of knowledge, techniques, wisdom,

arts and culture. The system shall have as its core focus the learning

subject and shall function flexibly and dynamically, with an inclusive,

efficient and effective approach. The national education system shall

incorporate an intercultural vision in line with the country’s geographical,

cultural, and linguistic diversity and respect for the rights of the

communities, peoples and nations. (P. 160).

32

Moreover, the British Council (2015), in Ecuador dedicated sometime in

the investigation of the EFL teaching, and deciphered that the English language

teaching should fulfill some patterns that include targets for functional

competence aligned with the Common European Framework of Reference for

Languages (CEFR); new evaluation parameters for newly qualified English

teachers; continuous professional development for existing English teachers;

travel-study options for English teachers; scholarships for students to study at

universities abroad that teach in English, (p. 23).

To conclude, it is also based on terms of El Plan Nacional del Buen Vivir

(The National Good Living Plan), (2013 - 2017), the state is in charge of the

matters and the involvement of the students in a participatory society. It points

out in its article 26 that:

Education is people’s lifelong right and an unavoidable, inexcusable duty

of the State. It is a priority area for public policy and for public investment, to

guarantee equality and social inclusion, as a prerequisite for Good Living. People,

families and society have the right and the responsibility to participate in the

educational process, (p. 61)

CONTEXT OF THE INVESTIGATION

In the educational institute around Ecuador, the education´s level in

English shows more difficult into the learners. It depends about strategies,

methodologies that teacher applies with them and the students do not have

interest or mention that the language is difficult and impossible to learn.

In addition to this, in different high schools have problems in the

development of an English class in the different skills. As well as, they do not

have a laboratory, or a complete equipment to work activities related to the

language. It makes more complicate the situation in the process of learning in a

language.

33

In the case, in the Unidad Educativa “Vicente Rocafuerte”, there is an area

to perform and practice the second language but the students show certain

difficult in some skills, but the most notable was in the speaking skill since that

learners have nervous to express in from others or into the class. Sometimes,

they do not do the activity because they do not understand the activity or their

pronunciation is not good.

34

CHAPTER III

METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF

THE RESULTS

METHODOLOGICAL DESIGN

The methodological design applied in this research project about

deficiency of dialogues on oral expression was of mixed character due to the fact

that there is not dichotomy in the quantitative and qualitative side of the

investigation.

It is noticeable that the qualitative side is showed in the logic development

of the bibliographical sources in the theoretical framework, as well as in the

analysis of each variable studied.

On the other hand, the quantitative side is presented in the analysis,

tabulation, and description of the data obtained in the application of the different

instruments of investigation to the students and the teacher of the Unidad

Educativa “Vicente Rocafuerte”.

TYPES OF RESEARCH

DESCRIPTIVE

This research project is descriptive according to is gnoseologic objective

since that shows the principals causes of the problem presented in the

educational unit. In this case presents the deficiencies which have the students

in oral expression.

EXPLANATORY

In addition to that, it is an explanatory research because it showed the

main causes and analyze the consequences of the educational problem

established in the students from eighth grade section “B” at Unidad Educativa

35

“Vicente Rocafuerte”, such as the deficiency in the didactic treatment of

dialogues, the level of difficult during the speaking and the insufficient didactic

resources to work with dialogues.

PURPOSEFUL

Besides, this research project is considered purposeful due to the fact that

the investigation allows the designing and creation of a proposal, which in this

occasion is the design of a brochure with interactive dialogues that will help to

students from eighth grade section “B” at Unidad Educativa “Vicente Rocafuerte”

for strengthening their speaking skill, owing to that their function is giving a

solution to an educational problem which presents conflicts in a sector of the

population.

POPULATION AND SAMPLE

Moreover, in this research project, it was necessary the use of any formula

to deduce the sample of the population since that the universe of the population

is more than one hundred. The sample for this research project was forty – two

students and one teacher.

CHART N° 1. Causes and consequences of the conflict situation

PEOPLE POPULATION SAMPLE

STUDENTS 800 42

TEACHER 1 1

TOTAL 801 43

Source: Unidad Educativa “Vicente Rocafuerte” Authors: Roldán Mónica and Viejó Johanna

36

OPERATIONALIZATION OF VARIABLES CHART

CHART N° 2. Distributive of the population and sample

Variables Dimensions Indicators

Dialogues

Types Inner

Outer

Governing principles

Inclusiveness

Joint Ownership

Learning

Humanity

A Long Term Perspective

Code of conduct

Empathy

Respectful tone

Unblock emotionally

Exhibit openness

Oral Expression

Strategies

Quiet learners

Organize ideas

Promote

Activities

Expositions

Interviews

Role play

Group dialogue

Debates

Components

Coherence

Volume

Vocabulary

Rhythm

Clarity


37

THEORETICAL METHODS

In this investigation were necessary the application of some methods

which are explained in the following paragraphs.

INDUCTIVE – DEDUCTIVE METHOD

In this research project was used the inductive and deductive method

which the inductive side is reflected in all conclusions made in a particular way

about the problem established in the students of eighth grade of General Basic

Education, section “B” of the Unidad Educativa “Vicente Rocafuerte” who have

deficiencies in the treatment of dialogues to a general way which is the oral

expression through deductive method.

ANALYSIS – SYNTHESIS METHOD

This research method was applied to determine the educative problem

which is evidenced in the students of eighth grade of General Basic Education,

section “B” of the Unidad Educativa “Vicente Rocafuerte” and then, to be studied

in detail its variables since that allow looking at from individual way to collective.

HISTORICAL – LOGICAL METHOD

The other method which was put in an application for the study of the

educational problem is the historical – logical method. This method allowed the

analysis and study of background of the investigation that is in the theoretical

framework with the main objective of comprehend the process which had the

problem observed in the Unidad Educativa “Vicente Rocafuerte”.

STRUCTURAL – SYSTEMIC – FUNCTIONAL METHOD

Structural – systemic - functional method was applied to create and

modeling the proposal for give a solution to the educational problem presented in

the Unidad Educativa “Vicente Rocafuerte”. This is also structural because it is

constituted in different units. In addition to that, it is systemic owing to the fact

that is formed in a system of activities which will allow to students of eighth grade

38

of General Basic Education, section “B” improve their level in oral expression. To

finish, this is functional since that the different units which constitute this brochure

have a performance for strengthen the speaking.

TECHNIQUES OF THE INVESTIGATION

In the following paragraphs was detailed the different techniques of the

investigation used in this research project.

OBSERVATION

This technique was applied to analyze visually and determine the factors

of the educational problem and how it affect to the population, in this situation is

in the students of eighth grade of General Basic Education, section “B” of the

Unidad Educativa “Vicente Rocafuerte”.

SURVEY

Another technique was employed in this investigation is the survey. This

was useful to consider in a quantitative way the deficiencies that students of

eighth grade of General Basic Education, section “B” of the Unidad Educativa

“Vicente Rocafuerte” have in the treatment of dialogues.

INTERVIEW

The interview was used to collect some data focused on speaking. It was

only applied to the teacher of the students of eighth grade of General Basic

Education, section “B” of the Unidad Educativa “Vicente Rocafuerte”.

INSTRUMENTS OF THE INVESTIGATION

Some instruments of the investigation were applied in this research project

to deduce and obtained data qualitative and quantitative about the deficiencies

that students of eighth grade of General Basic Education, section “B” of the

Unidad Educativa “Vicente Rocafuerte” have in the use of dialogues.

39

OBSERVATION GUIDE

The observation guide is one of the instruments of investigation applied in

this research which analyzed the process of development of the different activities

carried through in a class. Besides, it allowed determining the needs and

educational situation that have students of eighth grade of General Basic

Education, section “B” of the Unidad Educativa “Vicente Rocafuerte”.




Fiscal

Section: ___________

Mixed

Time: Start:

1 2 3 4 5

Sustenance:

OBSERVATION SHEET

Institution:

Objective: Observe and analyze the teaching process that employs the teacher and the activities that do the

students in the development of dialogues in oral expression.

Schedule: _____________________

Type:

Subject:

Topic:

Finished:

Attention forms: Presencial (X) Semi-presencial ( )

Date: _______________________

________________________________________________________________________

English___________

Indicators: 1. Totally desagree; 2. Disagree; 3. Neither agree nor disagree; 4. Agree; 5. Totally agree.

TEACHER

• Encourages the students to perform dialogues during the

class.

• Uses correctly the process of learning.

•Stimulates the students to apply some techniques to put in

practice in the development of a dialogues.• Employs a system of activities that support the development of

oral expression.

STUDENTS

• Understand the process of learning of the teacher.

• Perform dialogues during the class.

• Use some extra material based on dialogues to improve oral

expression.

• Put in practice some techniques in the development of a

dialogues.

40

SURVEY QUESTIONNAIRE

This instrument of investigation was applied to corroborate the educational

problem that students of eighth grade of General Basic Education, section “B” of

the Unidad Educativa “Vicente Rocafuerte” presented in the development of

dialogues and their deficiencies in speaking. Moreover, this questionnaire is

constituted by some items related to the variables of the research and a Likert

scale which allowed to obtained quantitative data.

INTERVIEW QUESTIONNAIRE

Another instrument of investigation that was used is the interview

questionnaire. It was useful to have more knowledge about the methods and

techniques that teacher use in the class. This interview questionnaire is based in

some questions related to the educational problem.

ANALYSIS AND INTERPRETATION OF RESULTS

OBSERVATION ANALYSIS

According to the results obtained during the different days in which were

performed the observation class, the deficiencies that students of eighth grade of

General Basic Education, section “B” of the Unidad Educativa “Vicente

Rocafuerte” in the oral expression were evident.

Students have some difficult to listen to the teacher since that there is a

big number of students into the classroom and it is a problem to students who are

interested in the class since that is a little percentage of the students who likes

the language and have the disposition to learn and practice.

In addition to this, the teacher asks students to work in pairs, students

perform by affinity. In this situation, the students do not do the activity and they

only speak other topic but in their mother language.

41

Moreover, teacher only put inn practice the activities which were in the

textbook that is given by the government since that they do not count with extra

material to reinforce their knowledge in the second language.

TEACHER INTERVIEW ANALYSIS

In the following paragraph is detailed the answers and questions that were

performed to the teacher with the purpose of obtaining some data to determine

the deficiencies and strengths that have the students of eighth grade of General

Basic Education, section “B” of the Unidad Educativa “Vicente Rocafuerte”.

INTERVIEW TO THE TEACHER

Objective: To determine the deficiencies and potentials that are presented in the students of eighth grade, section "B" of the Unidad Educativa "Vicente Rocafuerte" during the development of dialogues in oral expression class.

1. What techniques or methods do you put in practice during the

development of speaking class? ¿Why?

I usually ask to students to perform expositions with the purpose of

evaluating their pronunciation individually.

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

according to their grade’s scholar? Why?




42

No, I don´t. I considered that students have different levels because they

came from different educational units.

3. Do you consider important doing dialogues in a speaking class to

your students? Why?

Maybe. I think that students should practice different activities to improve

their speaking.

4. What benefits have to put in practice dialogues in the learning oral

expression?

I consider that dialogues have some benefits, for example, it helps to

students to practice their pronunciation, they feel more security and confident.

5. Would you like to receive a system of activities based on dialogues

to improve the speaking skill in the students? Why?

Yes, I would. Because it will help me to complement my class and

strengthen the knowledge learned of the students.

SURVEY ANALYSIS

The following data were obtained of the application of the survey to the

students of eighth grade of General Basic Education, section “B” of the Unidad

Educativa “Vicente Rocafuerte”.

43




SURVEY TO STUDENTS

Objective: To determine quantitatively the knowledge that have the students of eighth grade,

section “B”, of the Unidad Educativa “Vicente Rocafuerte” about dialogues in the development of

oral expression.

From the following statements mark an X in the alternative according their opinion.

1. I communicate my doubts and opinions in the second language.

Totally agree Agree Neither agree nor disagree

Disagree Totally disagree

2. I think that oral expression is essential to put in practice in class.



3. It is important to practice dialogues in class.



4. Dialogues help to develop oral expression.



5. I have some difficult when I express my ideas in English in front of the class.



6. I have more participation when performing dialogues.



7. Performing dialogues help me to express better and with more fluency.



8. I consider that my level in oral expression is not fully developed yet.


9. Teacher uses some extra material to work in oral expression class.





10. I will support the introducing of a new didactic material.


44

ITEM N° 1.- I communicate my doubts and opinions in the second language.

CHART N° 3

I communicate my doubts and opinions in the second language.

ITEM INDICATORS STUDENTS PERCENTAGES

1

Totally disagree 20 47,6 %

Disagree 8 19,0 %

Neither agree nor disagree 7 16,7 %

Agree 5 11,9 %

Totally agree 2 4,8 %

Total 42 100 %

Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa

“Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna

GRAPHIC N° 1



COMMENT

Forty seven point six percent of the students cannot communicate their

doubts and opinions in the second language, due to the fact that they considered

that its level is low and they unknown the vocabulary to express themselves.

47,6%

19,0%

16,7%

11,9%

4,8%Totally disagree

Disagree

Neither agree nordisagree

Agree

Totally agree

45

ITEM N° 2.- I think that oral expression is essential to put in practice in class.

CHART N° 4

I think that oral expression is essential to put in practice in class.


2


Disagree 1 2,4 %


Agree 16 38,1 %


Total 42 100 % Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa


GRAPHIC N° 2



COMMENT

Fifty percent of the students think that oral expression is essential to put in

practice in class, since that learning a second language will help them to fulfill a

good job in the future.

0,0% 2,4%

9,5%

38,1%

50,0%

Totally disagree

Disagree


Agree

Totally agree

46

ITEM N° 3.- It is important to practice dialogues in class.

CHART N° 5

It is important to practice dialogues in class.


3


Disagree 3 7,1 %


Agree 11 26,2 %




GRAPHIC N° 3



COMMENT

Forty five point two percent of students of eighth grade of General

Education, section “B” consider that is important to practice dialogues in class

because in this way they will improve their speaking and the intonation too.

2,4% 7,1%

19,0%

26,2%

45,2%

Totally disagree

Disagree

Neither agree nordisagreeAgree

Totally agree

47

ITEM N° 4.- Dialogues help to develop oral expression.

CHART N° 6

Dialogues help to develop oral expression.


4


Disagree 1 2,4 %


Agree 15 35,7 %




GRAPHIC N° 4



COMMENT

Forty five point two percent of the students of this educational unit totally

agree about dialogues help to develop oral expression, since that is an activity

easy to put in practice among classmates and they feel confident doing it.

2,4%2,4%

14,3%

35,7%

45,2%

Totally disagree

Disagree


Agree

Totally agree

48

ITEM N° 5.- I have some difficult when I express my ideas in English in front of

the class.

CHART N° 7

I have some difficult when I express my ideas in English in front of the class.


5


Disagree 2 4,8 %


Agree 19 45,2 %




GRAPHIC N° 5



COMMENT

Forty five point two percent of the students agree and affirm that they have

some difficult when they express their ideas in English in front of the class

because they feel afraid to say something bad or cannot pronounce correctly.

2,4% 4,8%9,5%

45,2%

38,1%

Totally disagree

Disagree


Agree

Totally agree

49

ITEM N° 6.- I have more participation when performing dialogues.

CHART N° 8

I have more participation when performing dialogues.


6


Disagree 1 2,4 %


Agree 18 42,9 %




GRAPHIC N° 6



COMMENT

Forty five point two percent of the students totally agree about they have

more participation when performing dialogues since that they perform the activity

among them and not in front of the class and in this position do not feel afraid to

commit some error.

2,4% 2,4%7,1%

42,9%

45,2%

Totally disagree

Disagree


Totally agree

50

ITEM N° 7.- Performing dialogues help me to express better and with more

fluency.

CHART N° 9

Performing dialogues help me to express better and with more fluency.


7


Disagree 1 2,4 %


Agree 16 38,1 %




GRAPHIC N° 7



COMMENT

Forty five point two percent of the students of eighth grade of General

Basic Education, section “B” of the Unidad Educativa“Vicente Rocafuerte” totally

agree; 38,1 % agree about of performing dialogues help them to express better

and with more fluency because they do it in their places speaking at the same

time with their classmates and they help each other when they unknown some

word or they do not how pronounce it.

0,0% 2,4%14,3%

38,1%

45,2%

Totally disagree

Disagree


51

ITEM N° 8.- I consider that my level in oral expression is not fully developed yet.

CHART N° 10

I consider that my level in oral expression is not fully developed yet.


9


Disagree 2 4,8 %


Agree 17 40,5 %




GRAPHIC N° 8



COMMENT

Forty point five percent of the students of eighth grade agree and

considered that their level in oral expression is not fully developed yet since that

they considered that their pronunciation is not good and they have some difficult

when they are performing activities in class.

4,8% 4,8%

19,0%

40,5%

31,0%Totally disagree

Disagree

Neither agreenor disagreeAgree

Totally agree

52

ITEM N° 9.- Teacher uses some extra material to work in oral expression class.

CHART N° 11

Teacher uses some extra material to work in oral expression class.


10


Disagree 13 31,0 %


Agree 5 11,9 %




GRAPHIC N° 9



COMMENT

Thirty eight point one percent of the learners totally disagree about teacher

uses some extra material to work in oral expression class because they only use

the textbook that the government give them.

38,1%

31,0%

14,3%

11,9%

4,8%

Totally disagree

Disagree

Neither agreenor disagreeAgree

Totally agree

53

ITEM N° 10.- I will support the introducing of a new didactic material.

CHART N° 12

I will support the introducing of a new didactic material.


11


Disagree 2 4,8 %


Agree 12 28,6 %




GRAPHIC N° 10



COMMENT

Forty five point two percent of the students totally agree about they will

support the introducing of a new didactic material since that will help them to

improve their level of speaking in a second language.

2,4% 4,8%

19,0%

28,6%

45,2%

Totally disagree

Disagree


Totally agree

54

TRIANGULATION OF RESULT OF INSTRUMENTS OF INVESTIGATION

Through the application of the different instruments of the investigation

such as the observation, interview and survey performed to the students and

teacher of the Unidad Educativa “Vicente Rocafuerte” and later their analysis, it

was evidenced the deficiencies in the treatment of the dialogues in oral

expression.

Most of the students know that they have some deficiencies in the process

of learning of the second language and their level is not the indicated to the

course in which they are studying. In spite of all deficiencies that they have,

learners are interested in increasing their knowledge and improving their skills,

overall their speaking. They are conscious that feel confident during the

performing of dialogues in pairs.

CHI SQUARE TEST

OBJECTIVE: To note quantitatively the relation between the independent

variable and dependent.

INDEPENDENT VARIABLE: Dialogues

DEPENDENT VARIABLE: Oral Expression

CHART N° 13.- Influence of dialogues on the oral expression.

Casos

Válido Perdidos Total

N Porcentaje N Porcentaje N Porcentaje

It is important to practice

dialogues in class. * A

system of activities based on

dialogues will improve my

speaking skill.

42 100,0% 0 0,0% 42 100,0%

Source: students of eighth grade of General Basic Education, section “B” of the Unidad Educativa “Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna

55

CHART N° 14.- Influence of dialogues on the oral expression.


GRAPHIC N° 11


56

CHART N° 15.- Results of Chi Square Test.

Pruebas de chi-cuadrado

Valor gl

Sig. asintótica (2

caras)

Chi-cuadrado de Pearson 118,704a 16 ,000

Razón de verosimilitud 65,722 16 ,000

Asociación lineal por lineal 26,586 1 ,000

N de casos válidos 42

a. 23 casillas (92,0%) han esperado un recuento menor que 5. El

recuento mínimo esperado es ,02.


After the application of the Chi Square, it can notify that the value of P is

less than 0,05. It can deduce that exists a relation between the independent

variable and dependent variable. It means that dialogues have influence on oral

expression.

CORRELATION OF VARIABLES TEST

Another test which was applied to this research project was the correlation

of variables test which it can verify the relation between both variables. According

to results from Pearson, it can show that the independent variable, in this case

the dialogues have influence in the oral expression which is the dependent

variable.

57

CONCLUSIONS AND RECOMMENDATIONS

CONCLUSIONS

It was noticeable that learners have some deficiencies in the development

of activities based on oral expression since that they do not perform it

consequently.

Another factor which students feel discomfort to participate in front of class

is their bad pronunciation in the second language.

They feel more confident at the moment of performing activities based on

dialogues in pairs.

It was evident that students use the textbook which is given by the

government such as unique material to study the second language.

RECOMMENDATIONS

It is advisable that students develop consequently more activities based

on oral expression for that students develop this skill.

It is recommendable use activities which students feel more confident to

practice their speaking skill.

It is important that activities are liked of the students with updated topic.

The implementation of a brochure based on system of activities with

dialogues will help to increase the level of oral expression of the students.

58

CHAPTER IV

THE PROPOSAL

TITLE

SYSTEM OF ACTIVITIES BASED ON DIALOGUES TO IMPROVE THE

LEVEL THE ORAL EXPRESSION.

JUSTIFICATION

This proposal arose after results obtained after of application of the several

instruments of investigation like a survey to the students, an interview to the

teacher and some observations to the class of the students of eighth grade of

General Basic Education, section “B” of the Unidad Educativa “Vicente

Rocafuerte” focus on oral expression.

Besides, it was verified the low level on speaking that students have in the

process of learning and overall in the development of the class, in special in the

speaking class since that they showed some difficult to express their ideas, and

the lack of an update material to reinforce their knowledge. For that reason, it was

decided the design of a system of activities based on dialogues to improve their

level in the oral expression.

OBJECTIVES

GENERAL OBJECTIVE

To improve the level in oral expression by means of a system of activities

focus on dialogues.

SPECIFIC OBJECTIVES

To use several situations in the daily routine to reinforce their speaking.

59

To improve the oral expression by means of the use of the types of

dialogue.

To motivate the use of the code of conduct in a dialogue

THEORETHICAL ASPECTS

In the theoretical foundation, it was based on Mubarokah (2014), who

states that oral expression is the skill and capacity which have human beings to

transmit information through the verbal communication. It is the base of

communication among people owing to the fact that speaker is clear and specific

when they share an idea or give a message to receptor.

Besides, Heather Evans (2015), comments that the objective in the

learning of a second language is to have the ability to communicate with other

people since that is essential the development of this skill because it allows the

development of the thinking and the language.

Moreover, according to Literary Devices (2018), mentions that a dialogue

is a literary technique that writers use in their stories two or more characters to

have a conversation among them. In the literature, it can be a conversation or

written exchange conversation in group or between two or more people towards

to a specific topic

From the philosophical point of view, it is focused on the axiology, it

wants to say that people in general, can be children or adults always have to be

in contact with the values. The children must be always put in practice several

values when they are doing activities or learning in the school.

It is very essential that learners during the process of the learning, they put

in practice values, overall the respect, the responsibility and the honesty because

they conduct them to keep a good relationship with the other.

Tomar (2014), in her investigation focused on Axiology in teacher

education: Implementation and Challenges indicates that

60

Value based on education is a key to a dimension of building peace, social

conduct, justice, tolerance and intercultural understanding. For real

progress of a country, it is important to develop values in all citizens and

to achieve this objective, teacher plays an important role. Teachers are the

key to know or understand a nation. To do the significant development in

a nation or society, people have to look towards teachers. (p. 52)

It is necessary to emphasize the importance of the oral expression in the

human beings since that is the way to communicate more efficient and quick. It

is important to make emphasis since that by means of oral expression people can

exchange several information, knowledge, feelings, and so on. It is also unique

because only human beings can develop and learning to speak in a natural way.

In psychological foundation, it is important to remark in this research

project that learners who are learning a second language, they develop the verbal

intelligence or linguistic. It is the ability to use the word, by means of sounds,

phonetics and articulation too.

According to Mubarokah (2014), establishes that oral expression is the

base to communicate between people, and considers it very important in the

development of learning of a second language since that allows to people or

learners be able to communicate and transmit by themselves information or

performing situations or roles of play into the class.

The sociological foundation is based on the sociology which is the

science that studies the development of people into the society and their

interaction with others in a social environment. It can say that sociology has an

important role in the process of learning of the students in their scholar life

because it involves not only students, it involves teachers, authorities, parents

and the educational community too.

Byrne cited by Rodriguez (2010), emphasizes that “social foundations

make reference to the individuals inside the groups and communities that they

61

are involved in, by exerting specific roles of behavior that give a positive and

negative meaning to the personal achievement” (p. 19).

It can deduce that the science of the sociology fulfills an essential role in

the process of development of the people. It is about the interaction of them into

of the society since that people are capable of development in different ways by

means of oral expression.

In the pedagogical foundation, it was based on Clark (2011), according

his research the best known in the foreign language curriculum approach which

gave rise to the traditional teaching as a pedagogical theory is the communicative

approach. It means that the content taught is expressed in terms of the different

elements of phonology, grammar and vocabulary, which make up the particular

language. These are staggered so simple to complex regarded estimated and

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

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

a productive skill which student should develop. This is oral production which it

allows to learners interact with other people orally with the purpose of transmitting

a message or their ideas and feelings, since that one of the most important skill

in the learning of a second language and difficult skill to develop is oral

expression, because in some educational establishments, teachers have often

used to the traditional way to teach learners which is based on repetition

consequently of the same word and the memorization of dialogues which in some

cases learning an incorrect intonation and they sound like a robot.

According to linguistic foundation, it can mention to Morozova (2012),

who remarks that oral expression is the most important skill that students have to

develop during their life due to the fact that speaking help them to express.

For that reason, it is important that in the process of learning in a second

language, students should practice most of the days with the purpose that they

lose the fair and improve their intonation and feel confident.

62

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

to different situations of communication, such as objectives, role relationship and

productive activities, and all this goes with concrete situations.

To conclude, in the legal foundation, it was based on LOEI, Ley Orgánica

de la Educación Intercultural (Organic Law Intercultural Education), (2013) in its

article 7 dealing with rights and duties, the students should receive free social,

psychological services and integral attention in health in all the educative circuits,

as well as receive pedagogical support and academic tutorial according to their

necessities. Therefore, the students are the first and most important characters

of this research as they are sponsored by the current regime of education of this

country.

FEASIBILITY OF ITS APPLICATION

This proposal is feasible since that according to the financial resources

are minimal to the elaboration and creation. In addition to this, in the technical

feasibility, it does not need any technological resources. Furthermore, according

to the human feasibility, it is support in the human resources of the

establishment since that the teacher and the students are the beneficiated

because they will receive a system of activities that will help in the process of

teaching and learning in oral expression.

In legal feasibility, such as mentioned in the chapter II, it was based on

Constitution of Ecuador (2008), which indicates in the section five focused on

education in the article twenty - six that

Education is a right of persons throughout their lives and an unavoidable

and mandatory duty of the State. It constitutes a priority area for public

policymaking and state investment, the guarantee of equality and social

inclusion and the indispensable condition for the good way of living.

Persons, families and society have the right and responsibility to

participate in education. (P. 27).

63

To conclude, in the educational policy, it is based on The National Good

Living Plan, (2013 - 2017) which the state is in charge of the matters and the

involvement of the students in a participatory society. It points out in its article 26

that

Education is people’s lifelong right and an unavoidable, inexcusable duty

of the State. It is a priority area for public policy and for public investment,

to guarantee equality and social inclusion, as a prerequisite for Good

Living. People, families and society have the right and the responsibility

to participate in the educational process, (p. 61)

DESCRIPTION OF THE PROPOSAL

This proposal was designed with the goal of improving the level of oral

expression in the students of eighth grade of General Basic Education, section

“B” of the Unidad Educativa “Vicente Rocafuerte” through the creation of a system

of activities based on dialogues which have different activities that will allow the

reinforcement of the knowledge into the class.

Teacher can use and apply the different activities to the beginning or at

the end of each unit or block in the second quimestre. In the application of this

system, learners are going to have many advantages since that they increase

and strengthen their vocabulary, improve their pronunciation, reinforce their

intonation and will have a good social interaction with their classmates.

Furthermore, it contains a brief introduction that is based on aspects of its

structure. Moreover, it contains a methodological recommendation which is very

important because it is going to help to the teacher to how use it in the class.

64

CONCLUSION

The usage of this proposal will help to students of eighth grade of General

Basic Education, section “B” of the Unidad Educativa “Vicente Rocafuerte” to

improve and strengthen their knowledge in the process of learning of a second

language overall in oral expression skill through the application of different

activities focused on dynamic dialogues which are designed to improve the

pronunciation, the intonation and the self – confidence of the students. In addition

to this, it remarks that students will use the vocabulary learned in a previous class

and in the process they are going to learn new words and will expand their

vocabulary.

65

BIBLIOGRAPHIC REFERENCES

All right, R. (2011). Motivation- the teacher's responsibility. Nueva York: ELT

Journal. P. 45.

Boyer. (2007). Oral Expression across the Curriculum cited by Ohio University.

(2015). Athens, Ohio. P.1. Retrieved from

https://www.ohio.edu/gened/help/oe.cfm

British Council. (2015)Teaching English. Intonation. Retrieved from Guzmán.

(2011). Comprensión Auditiva del Idioma extranjero. España: Vigos.

Budapest Center. (2014). What is dialogue? Dialogue as a tool for addressing

mass atrocities. Retrieved from http://www.genocideprevention.eu/what-

is-dialogue/

Byrne, D. (1998). Rodríguez. (2010). Metodología de la enseñanza de lenguas

extranjeras. La Habana: Ed Pueblo y Educación. P. 19.

Cardona, Alvarez. Jennifer, and Celis, Muñoz. Mercedes. (2011). Estrategias

para mejorar la expresión oral. Universidad de la Amazonía. Florencia.

Caquetá. Retrieved from:

https://edudistancia2001.wikispaces.com/file/view/ESTRATEGIAS+PAR

A+MEJORAR+LA+EXPRESION+ORAL+EN+EL+GRADO+4%C2%B0+D

E+BASICA+PRIMARIA.pdf

Clark, Plano V. L. (2011). Designing and conducting mixed methods research.

Second edition. Retrieved from

https://www2.jabsom.hawaii.edu/native/docs/tsudocs/Best_Practices_fo

r_Mixed_Methods_Research_Aug2011.pdf

Colegio Santa María del Camino. (December, 2015). The importance of oral

communication. Retrieved from

https://www.colegiosantamariadelcamino.es/the-importance-of-oral-

communication/

66

Constitution of the Republic of Ecuador. (2008). Retrieved from

http://pdba.georgetown.edu/Constitutions/Ecuador/english08.html

Dale Edgar. (2007). The Cone of experience. Retrieved from

https://www.colegiosantamariadelcamino.es/the-importance-of-oral-

communication/

Fingermann. Hilda. (2010, November). Importancia de la Sociología en la

Educación. La Guía. November, 24. Retrieved from:

http://educacion.laguia2000.com/general/importancia-de-la-sociologia-

en-la-educacion

Gadamer, H. (2001). Verdad y Metodo. Truth and Method. P. 477.

Giménez Pablo (2013). Role plays. Pp. 29 – 67. Retrieved from

http://es.slideshare.net/camilosivickas/juegos-de-rol-conceptos-

procedimientos-y-actitudes-21263047

Harmer, J. (1998). How to Teach English. Addison Wesley Longman Limited. P.

307.

Kayi, H. (2006). Teaching Speaking: Activities to Promote Speaking in a Second

Language. The Internet TESL Journal.

Kidd, A. (2002). How to debate. The oxford union rough guide to debating. The

English Speaking Union. Retrieved from

https://www.sfu.ca/cmns/130d1/HOWTODEBATE.html

Learn Debate. (2016). Basic debate concepts. Retrieved from

http://learndebate.net/sites/learndebate.net/files/Basic_Debate_Concepts

.pdf

Ley Orgánica de Educación Intercultural – LOEI. (2013). Second supplement.

Official Register N° 417. Edition March, 31st, 2011. Quito, Ecuador.

67

Literary Devices. (2018). Definition and examples of literary terms. Dialogue.

Retrieved from https://literarydevices.net/dialogue/

Matteau. (2016). Types of dialogue. Mr. Mateau’s creative writing class.

Retrieved from http://matteaucreativewriting.weebly.com/types-of-

dialogue.html

Mubarokah Dewi Nurul Lailatun. (December, 2014). The use of role plays to

improve speaking skills of accounting program students grade xi in smk n

1 depok. Retrieved from http://eprints.uny.c.id/16074/

Mubarokah Dewi Nurul Lailatun. (December, 2014). The use of role plays to

improve speaking skills of accounting program students grade xi in smk n

1 depok. Retrieved from http://eprints.uny.c.id/16074/

Navarro Dunia; Piñeiro Milagro. (2012). Didactic Strategies for teaching English

as a foreign language in seventh and eighth grades in secondary school in

Costa Rica. Kañina, Rev.artes y Letras, Univ. Costa Rica, 233-251.

O’ Malley, Patricia. (2015). Strategies to Promote Oral Expression. Compass

Educational Services. Retrieved from

http://compasseducationalservices.com/wp-

content/uploads/2015/07/Strategies-to-Promote-Oral-Expression.pdf

Papalia, Anthony. (2017) Learner – Centered language teaching methods:

Methods and materials. Newbury House. Retrieved from

http://jps.library.utoronto.ca/index.php/qua/article/viewFile/9322/6276

Plan Nacional de Desarrollo / Plan Nacional para el Buen Vivir. (2013-2017)

Quito, Pichincha, Ecuador.

Poulakos John. (2009). The components of dialogue. Journal Western Speech.

Taylor Francis Online. Retrieved from

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alCode=rwjc17

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Pulverness et Al. (2012). The Teaching Knowledge Test Course. University of

Cambridge. Cambridge University Press. Retrieved from

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Evaluation_Model.pdf

Quora. (2016). In literature, what is the meaning of internal dialogue. Retrieved

from https://www.quora.com/In-literature-what-is-the-meaning-of-internal-

dialogue

Sasson Remez. (2017). The inner dialogue. Success Consciousness. Skills for

success, posititvity & inner peace. Retrieved from

https://www.successconsciousness.com/index_00002b.htm

Segura, Alonso. Rocío. (2012). The importance of teaching and speaking skills.

Spratt. Mary. Pulverness. Alan. And Williams. Melanie. (2011). TKT Teaching

Knowledge Test Course. University of Cambridge. English for speakers

of other languages. Retrieved from

http://assets.cambridge.org/97805216/09920/sample/9780521609920w

s.pdf

Thornbury. Scott. (2012). How to teach grammar. Retrieved from

https://es.scribd.com/document/325219011/How-to-Teach-Grammar-pdf

Tomar Babita. (2014). “Axiology in Teacher Education: Implementation and

Challenges.”. IOSR Journal of Research & Method in Education, 5154.

ANNEX

I

ANNEX

II

ANNEX

III

Source: Tutorials with the academic adviser of the research project Authors: Roldán Mónica and Viejó Johanna

Source: application to the interview to the teacher of the Unidad Educativa “Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna

Source: application to the observation guide to students and teacher of eighth grade of General Basic Education, section “B”

of the Unidad Educativa “Vicente Rocafuerte” .Authors: Roldán Mónica and Viejó Johanna

Source: application to the survey to students of eighth grade of General Basic Education, section “B” of the Unidad Educativa


Source: Students of eighth grade of General Basic Education, section “B” of the Unidad Educativa “Vicente Rocafuerte”. Authors: Roldán Mónica and Viejó Johanna

ANNEX

IV




Fiscal

Section: ___________

Mixed

Time: Start:

1 2 3 4 5

Sustenance:

OBSERVATION SHEET

Institution:

Objective: Observe and analyze the teaching process that employs the teacher and the activities that do the

students in the development of dialogues in oral expression.

Schedule: _____________________

Type:

Subject:

Topic:

Finished:

Attention forms: Presencial (X) Semi-presencial ( )

Date: _______________________

________________________________________________________________________

English___________

Indicators: 1. Totally desagree; 2. Disagree; 3. Neither agree nor disagree; 4. Agree; 5. Totally agree.

TEACHER

• Encourages the students to perform dialogues during the

class.

• Uses correctly the process of learning.

•Stimulates the students to apply some techniques to put in

practice in the development of a dialogues.• Employs a system of activities that support the development of

oral expression.

STUDENTS

• Understand the process of learning of the teacher.

• Perform dialogues during the class.

• Use some extra material based on dialogues to improve oral

expression.

• Put in practice some techniques in the development of a

dialogues.

INTERVIEW TO THE TEACHER

Objective: Determine the deficiencies and potentials that are presented in the students of eighth grade, section "B" of the Unidad Educativa "Vicente Rocafuerte" during the development of dialogues in oral expression class.

Questions

1. What techniques or methods do you put in practice during the

development of speaking class? ¿Why?

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

according to their grade’s scholar? Why?

3. Do you consider important doing dialogues in a speaking class to your

students? Why?

4. What benefits have to put in practice dialogues in the learning oral

expression?

5. Would you like to receive a system of activities based on dialogues to

improve the speaking skill in the students? Why?







SURVEY TO STUDENTS

Objective: To determine quantitatively the knowledge that have the students of eighth grade,

section “B”, of the Unidad Educativa “Vicente Rocafuerte” about dialogues in the development of

oral expression.

From the following statements mark an X in the alternative according their opinion.

1. I communicate my doubts and opinions in the second language.



2. I think that oral expression is essential to put in practice in class.



3. It is important to practice dialogues in class.



4. Dialogues help to develop oral expression.



5. I have some difficult when I express my ideas in English in front of the class.



6. I have more participation when performing dialogues.



7. Performing dialogues help me to express better and with more fluency.



8. I consider that my level in oral expression is not fully developed yet.


9. Teacher uses some extra material to work in oral expression class.





10. I will support the introducing of a new didactic material.


ANNEX

V

ANNEX

VI

ANNEX

VII

ANNEX

VIII

ANNEX

XI

PROPOSAL

DIALOGUE with me

Roldán Mónica and Viejó Johanna

1

INTRODUCTION

“Dialogue with me” is a system activity is focused on

dialogues which will help to students of eighth grade of General

Basic Education to develop the oral expression skill. As well as,

it will allow them to acquire vocabulary and strengthen their

vocabulary background.

This contains three units, and each unit is formed by

several activities based on dialogues according to the

necessities of the students. During the process of development

of these exercises, learners will improve their pronunciation,

intonation and their social relation too.

2

TABLE OF CONTENT

Introduction

Table of content

UNIT 1

MEETING PEOPLE

Reading

Think about

Human Bingo

UNIT 2

PLACES

Role play

Preposition

UNIT 3

FIRST DAY

Comment

Practicing

Sequence

UNIT 4

NATIONALITIES

3

Tongue Twister

Teammates

Create

UNIT 5

CLOTHES

Board game template

To sing

Own conversation

UNIT 6

ADJECTIVES

Dialogue

Describe the image

List of adjectives

One word stories

4

UNIT 1

MEETING PEOPLE

Read the following dialogue and comment the situation.

5

THINK ABOUT!

Do you believe that the human beings are

responsible for the pollution?

________________________________________________________

________________________________________________________

HUMAN BINGO

A similar activity to ‘Find someone who’ but allows for more personalization is

‘Human Bingo’. Students mingle and ask questions using the prompts suggested by

students at the start of a class. If the answer to their questions is yes, they write the

name of the student who came up with the prompt. If the answer is not, they continue

asking. The first one to fill a straight line (horizontally, vertically, diagonally) wins.

7

UNIT 2

PLACES

Read the dialogue and role play with a partner.

Maia: What's wrong, Jin? You look worried!

Jin: Well, my sister is coming to visit me this weekend.

Maia: Oh! That's great!

Jin: No! No it isn't! I have spent most of my time studying and working.

I don't know what to do in this city!

Maia: I have done lots of stuff in the city! You don't need to be so

anxious.

Jin: Really? You can help? Wow, thank you, Maia!

Maia: No problem, Jin! I'd be happy to give you some ideas.

Jin: OK, let's go!

Maia: So, what does your sister like? Clubs? Bars? Concerts?

Jin: Um, museums and architecture. Maybe I should do this on my own

after all.

9

PREPOSITIONS

Describe to your friend how to arrive to your home. You can use

the following prepositions of place. EXAMPLE:

Student 1: Hello, _______ how are you?

Student 2: Very good, and you?

Student 1: Very good also, are you going to come home?

Student 2: Yes, of course.

Student 1: Do you remember how to come?

Student 2: I don´t remember well, can you repeat me please?

Student 1: Yes, sure. My home it´s a white blue house located next to

a school, in front of a gas station.

Student 2: Thanks! See you.

Student 1: Bye, see you later

Across from

Behind

Between

Next to

On

On the corner of

11

UNIT 3

First day Read the following dialogue and comment the situation

Sage: Hey Brian, what's up? How are your classes going?

Brian: They're not. No matter how much I try, I just can't seem to get anything done.

Sage: Sounds like you have some stuff happening. Do you have any idea what's

up?

Brian: No. I'm just really confused about what I need to know for class and I can't

seem to get going. I can't stay focused. I'm really tired and sometimes I even fall

asleep in class.

Sage: Why don't you take a break now and I'll try to calm you down a little. I know

some stress relief methods.

12

Brian: That sounds great, if you don't mind helping me out.

Sage: No problem. Let's start with a few questions. Do you think you get enough

sleep at night?

Brian: Not really. I have to work and study, so I probably only get about four or five

hours if I'm lucky.

Sage: What about exercise? You should try to exercise at least three days a week.

Brian: The only exercise I get is walking back and forth to class.

Sage: Hmmmm... What about your friends? talking to my friends, it really cheers me

up.

Brian: Well, I used to talk to my friends all the time, but I've sort of lost touch with

them.

Sage: Is something worrying you? Something is making you hard to concentrate?

Brian: I guess I'm worried about grades, or work.

Sage: How do you feel after you're done listening to music?

Brian: I feel a little more relaxed. Sometimes it puts me to sleep.

Sage: Maybe you should run AND listen to music!

PRACTICING You are in your first day of job, and your boss introduce you to your coworkers. Put in practice, the connectors in the box. EXAMPLE:

A: Good morning ________ welcome to your new job.

B: Good morning Mr.

A: Come to meet your new coworkers.

First

Then

After

Finally

13

B: She is ________ She is very friendly.

A: Nice to meet you _________

B: He is _________ he is very energetic and talkative.

B: She is _________ shy and patient.

A: Nice to meet you all. I hope to spend good time with you.

SEQUENCY Look at the picture and imagine the sequence. Then, perform with your partner.

14

UNIT 4

Nationalities TONGUE TWISTER Repeat the sentence bit by bit after the teacher. Practice saying it. how fast

can you say it?

Teacher: seashore

Learners: seashore

Teacher: by the seashore

Learners: by the seashore

Teacher: seashells by the seashore

Learners: seashells by the seashore

Teacher: She sells seashells by the seashore

Learners: She sells seashells by the seashore

15

A big black bug bit a big black dog on his big black nose

Kitty caught the kitten in the kitchen

The big bug bit the little beetle, but the little beetle bit the big bug

back

16

TEEMMATES Work in teams of five. Ask your teammates questions to complete the chart below.

What is your name?

What is your nationality?

What is your date of birth?

What is your occupation?

What was your last job?

"MY FRIEND PETER"

My friend's name is Peter. Peter is from Amsterdam, in Holland. He is

Dutch. He is married and has two children. His wife, Jane, is American.

She is from Boston, in the United States. Her family is still in Boston,

but she now works and lives with Peter in Milan. They speak English,

Dutch, German, and Italian!

Their children are pupils at a local primary school. The children go to

school with other children from all over the world. Flora, their daughter,

has friends from France, Switzerland, Austria, and Sweden. Hans, their

17

son, goes to school with students from South Africa, Portugal, Spain,

and Canada. Of course, there are many children from Italy. Imagine,

French, Swiss, Austrian, Swedish, South African, American, Italian,

Portuguese, Spanish, and Canadian children all learning together in

Italy!

CREATE

Based on a short story, ask them to imagine a key conversation between characters

in a specific part of the story.

18

UNIT 5

Clothes BOARD GAME TEMPLATE Play and enjoy it!

When you land on a picture, say the word. For example, “skirt” and make a

sentence. For example: “I love skirts!”.

The first person to reach the ‘FINISH!’ square is the winner!

TO SING

WHERE ARE THE CLOTHES

20

OWN CONVERSATION Based on a song: The singer is singing to some specific things. Imagine the

conversation they have following the song.

21

UNIT 6

Adjectives Read the following dialogue and with a partner comment the adjectives what you found.

DESCRIBE THE IMAGE Look at each image and describe them using several adjectives

23

ONE WORD STORIES

Each student adds a word to create a group story.

The teacher can begin by saying the first word and in a circle each student

adds the next word, without repeating what has come beforehand.

Good starting words are 'Suddenly' or 'Yesterday' to force the story into the

past tense.

It is great for highlighting word collocations and practicing word order. The

stories can develop in any number of ways. Some groups may need the

teacher to provide punctuation and decide that the sentence should end and

a new one should begin.

24

BIBLIOGRAPHY REFERENCES

Warfield, Anna. (2008). Dialogue between two friends. Storyboard That. Retrieved

from https://www.storyboardthat.com/blog/e/dialogue-between-two-friends

Easy English Conversations. Retrieved from http://www.english-for-

students.com/Easy-English-Conversations.html

ThoughtCo. (nn). How to use dialogues in class. Retrieved from

https://www.thoughtco.com/how-to-use-dialogues-in-class-1212184

Lavery Clare. (2010). Having fun with dialogues. Teaching English. British Council.

Retrieved from https://www.teachingenglish.org.uk/article/having-fun-

dialogues

Trowbridge, Sally. (2010). Learn English Kids. Kids and speaking. Teaching English.

British Council. Retrieved from

https://www.teachingenglish.org.uk/article/kids-speaking

Budden, Joanna. (2010). Circle games. Teaching English. British Council. Retrieved

from https://www.teachingenglish.org.uk/article/circle-games

Weatherall Peter. (N/N). Clothes song. Retrieved from

https://www.slideshare.net/Merceditasperez/the-clothes-song-lyrics-12525606

Cambridge University Press. (October, 2015). World of better learning. Retrieved

from http://www.cambridge.org/elt/blog/2015/10/14/tell-dialogues-speaking-

practice/

Penn State University. (August, 2017). Student Conversation about Stress

Management. Online learning tutorials for essential college skills. It Learning

and development. Retrieved from

http://tutorials.istudy.psu.edu/stressmanagement/stressmanagement2.html

https://www.storyboardthat.com/blog/e/dialogue-between-two-friends

http://www.english-for-students.com/Easy-English-Conversations.html

http://www.english-for-students.com/Easy-English-Conversations.html

https://www.thoughtco.com/how-to-use-dialogues-in-class-1212184

https://www.teachingenglish.org.uk/article/having-fun-dialogues

https://www.teachingenglish.org.uk/article/having-fun-dialogues

https://www.teachingenglish.org.uk/article/kids-speaking

https://www.teachingenglish.org.uk/article/circle-games

https://www.slideshare.net/Merceditasperez/the-clothes-song-lyrics-12525606

http://www.cambridge.org/elt/blog/2015/10/14/tell-dialogues-speaking-practice/

http://www.cambridge.org/elt/blog/2015/10/14/tell-dialogues-speaking-practice/

http://tutorials.istudy.psu.edu/stressmanagement/stressmanagement2.html

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