UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL PROYECTO EDUCATIVO PREVIO A LA OBTENCIÓN DEL TÍTULO DE LICENCIADO EN CIENCIAS DE LAEDUCACIÓN MENCIÓN: LENGUAS Y LINGÜÍSTICA INGLESA TEMA INCIDENCE OF THE LISTENING DIDACTIC RESOURCES IN THE DEVELOPMENT OF ORAL EXPRESSION OF ENGLISH LANGUAGE PROPUESTA DESIGN A DIDACTIC MANUAL OF LISTENING ACTIVITIES FOR ENGLISH ORAL EXPRESSION DEVELOPMENT AUTOR: RUBEN DARIO ROLDAN VELOZ CONSULTOR: MSC. ISRAEL BRAVO B. GUAYAQUIL – ECUADOR 2017
128
Embed
UNIVERSIDAD DE GUAYAQUIL FACULTAD DE …repositorio.ug.edu.ec/bitstream/redug/27639/1/Roldan Veloz.pdf · menciÓn: lenguas y lingÜÍstica inglesa tema incidence of the listening
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL
PROYECTO EDUCATIVO
PREVIO A LA OBTENCIÓN DEL TÍTULO DE
LICENCIADO EN CIENCIAS DE LAEDUCACIÓN
MENCIÓN: LENGUAS Y LINGÜÍSTICA INGLESA
TEMA
INCIDENCE OF THE LISTENING DIDACTIC RESOURCES IN THE
DEVELOPMENT OF ORAL EXPRESSION OF ENGLISH LANGUAGE
PROPUESTA
DESIGN A DIDACTIC MANUAL OF LISTENING ACTIVITIES FOR ENGLISH
ORAL EXPRESSION DEVELOPMENT
AUTOR:
RUBEN DARIO ROLDAN VELOZ
CONSULTOR: MSC. ISRAEL BRAVO B.
GUAYAQUIL – ECUADOR
2017
ii
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL
DIRECTIVOS
MSc. Silvia Moy-Sang Castro MSc. Wilson Romero
DECANA SUBDECANO
MSc. Alfonso Sánchez Ávila Ab. Sebastián Cadena Alvarado
DIRECTOR DE CARRERA SECRETARIO GENERAL
Iii
iv
Guayaquil, 6 de febrero del 2017
MSc. SILVIA MOY-SANG CASTRO Arq. DECANA DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN. CIUDAD. -
Para los fines legales pertinentes comunico a usted que los derechos intelectuales del proyecto educativo con el:
Tema: Incidence of the listening Didactic Resources in the development of oral expression in English language.
Propuesta: Design a didactic manual of listening activities for English oral expression development.
Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.
Atentamente,
Roldán Veloz Rubén Darío C.I. 1205137472
v
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL
PROYECTO
TEMA: INCIDENCE OF THE LISTENING DIDACTIC RESOURCES IN THE DEVELOPMENT OF ORAL EXPRESSION IN ENGLISH LANGUAGE.
PROPUESTA: DESIGN A DIDACTIC MANUAL OF LISTENING ACTIVITIES FOR ENGLISH ORAL EXPRESSION DEVELOPMENT.
APROBADO
………………………………
Tribunal No 1
……………………… ………………………
Tribunal No 2 Tribunal No 3
Rubén Roldán Veloz C.I. 1205137472
vi
EL TRIBUNAL EXAMINADOR OTORGA AL
PRESENTE TRABAJO
LA CALIFICACIÓN DE:
EQUIVALENTE A:
TRIBUNAL
vii
DEDICATION
I would like to dedicate this thesis to all the teachers that I have had
throughout my life, from my parents and family to my teachers at the university.
Thank you for teaching me.
You are the reason I am who I am today.
Rubén Darío Roldán Veloz
viii
ACKNOWLEDGEMENTS
I strongly believe that I would not have been able to do this without the help
of so many people. I would like to thank my family, especially my parents
Lombardo Roldán and Blanca Veloz for being amazing role-models and for
supporting me in my desire to go further in life. Becoming a teacher was not an
easy road to take and their patience was very important for me during this journey.
I also want to thank my thesis partner Juan Carlos Villacís for putting up
with me during this whole process. His help and effort are invaluable and I could
not have asked for someone better to do this.
I want to thank our tutor and friend MSC. Israel Bravo for guiding me
through and through during the whole process not only with ideas but with his
support and guidance.
I would also like to thank MSc. Johnny Terán who was a key player on this
process, for his invaluable help which allow us to complete this research project.
I would also like to thank the University and all the teachers that have been
part of my learning process to complete this project.
Rubén Dario Roldán Veloz
ix
TABLE OF CONTENTS
Front page i
Directives ii
Approval of the project letter iii
Intellectual rights letter iv
Approval of the court v
Qualification of the court vi
Dedication vii
Acknowledgments viii
List of tables xi
List of graphics xii
Abstract xv
Chapter I The Problem Introduction
1
1.1 Context of the investigation 2
1.2 Investigation problem 3
1.2.1 Conflict situation 3
1.2.2 Scientific fact 3
1.3 Causes 3
1.4 Formulation of the problem 4
1.5 Objectives 4
1.5.1 General objective 4
1.5.2 Specific objectives 4
1.6 Questions of the investigation 4
1.7 Justification 5
Chapter II
Theoretical framework
2.1 Background of the thesis 7
2.2.1 Epistemological foundation 33
2.2.2 Philosophical foundation 33
2.2.3 Psychological foundation 35
2.2.4 Sociological foundation 36
2.2.5 Pedagogical foundation 37
2.2.6 Technological foundation 38
2.2.7 Legal foundation 39
Chapter III
Methodology, process, analysis And discussion of results
3.1 Methodological design 42
3.2 Types of research 42
3.3 Population and sample 43
3.4 Operationalization of variables matrix chart 44
x
3.5 Research methods 45
3.6 Research instruments and techniques 45
3.7 Analysis and data interpretation 46
3.7.1 Class observation analysis 62
3.7.2 Interview analysis 62
3.7.3 Chi-squared test 63
3.7.4 Chi-squared analysis 64
3.8 Conclusions & recommendations 65
Chapter IV
The proposal
4.1 Title 66
4.2 Justification 66
4.3 Objectives 67
4.3.1 General objective 67
4.3.2 Specific objectives 67
4.4 Theoretical aspects 67
4.5 Feasibility 69
4.5.1 Financial feasibility 69
4.5.2 Legal feasibility 69
4.5.3 Technical feasibility 69
4.5.4 Human feasibility 69
4.5.5 Political feasibility 69
4.6 Description 70
4.7 Conclusion 71
References 72
Bibliography 77
APPENDIXES 78
APPENDIX 1 79
APPENDIX 2 82
APPENDIX 3 85
APPENDIX 4 88
APPENDIX 5 (PROPOSAL / LISTENING ACTIVITIES) 92
xi
LIST OF TABLES
Table 1: The practice of intensive listening exercises improve your oral expression in
English ........................................................................................................................ 47 Table 2:The teacher recommends to listen resources in English to improve the oral
expression in English .................................................................................................. 48
Table 3: You feel at ease with listening activities to development the oral expression in
English language ........................................................................................................ 49
Table 4: You use English cd from book to development and improve the oral
expression in English .................................................................................................. 50
Table 5: The English teacher has spoken about the benefits to speak in English ........ 51
Table 6: The English teacher uses appropriately listening didactic resources in class. 52
Table 7: The listening didactic resources are indispensable to speak in English ......... 53
Table 8: The audios in English are interesting ............................................................ 54
Table 9: The learning in English is better through the listening didactic resources ...... 55
Table 10: The English Teacher uses always the listening didactic resources during
class ........................................................................................................................... 56
Table 11: The use of interactive listening activities during English class will contribute
significantly to your progress to improve the oral expression in English ....................... 57
Table 12: You consider indispensable the use of a Manual with listening activities to
the development your oral expression in English ......................................................... 58
Table 13: The listening exercises through the implementation of a didactic manual will
contribute to improve your listening comprehension to speak in English ...................... 59
Table 14: The application of listening activities provided through a didactic manual will
help to development your skill to speak in English ....................................................... 60
Table 15: The English teacher uses always listening didactic resources according your
English level ............................................................................................................... 61
xii
LIST OF GRAPHICS
Graphic 1: The practice of listening exercises improve your oral expression in English.
Graphic 2: The teacher recommends to listen Resources in English to improve the oral
expression in English .................................................................................................. 48
Graphic 3: You feel at ease with listening activities to development the oral expression
in English language ..................................................................................................... 49
Graphic 4: You use English cd from book to development and improve the oral
expression in English .................................................................................................. 50
Graphic 5: The English teacher has spoken about the benefits to speak in English .... 51 Graphic 6: The English teacher uses appropriately listening Didactic Resources in
class ........................................................................................................................... 52
Graphic 7: The listening didactic resources are indispensable to speak in English ..... 53
Graphic 8: The audios in English are interesting ........................................................ 54
Graphic 9: The learning in English is better through the listening Didactic Resources.55
Graphic 10: The English teacher uses always the listening didactic resources during
class ........................................................................................................................... 56
Graphic 11: The use of interactive listening activities during English class will
contribute significantly to your progress to improve the oral expression in English....... 57
Graphic 12: You consider indispensable the use of a Manual with listening activities to
the development your oral expression in English ......................................................... 58
Graphic 13: The listening exercises through the implementation of a didactic manual
will contribute to improve your listening comprehension to speak in English ................ 59
Graphic 14: The application of listening activities provided through a didactic manual
will help to development your skill to speak in English ................................................. 60
Graphic 15: The English teacher uses always listening didactic resources according
your English level ........................................................................................................ 61
x
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: Incidencia de los recursos didácticos auditivos en el desarrollo de la expresión oral del idioma inglés. Diseño de un manual de actividades auditivas para el desarrollo de la expresión oral del idioma inglés. AUTOR: Rubén Darío Roldán Veloz
TUTOR: MSC. Israel Bravo Bravo.
REVISORES:
INSTITUCIÓN: UNIVERSIDAD DE GUAYAQUIL
FACULTAD: Facultad de Filosofía, Letras y Ciencias de la Educación
CARRERA: Lenguas y Lingüística
FECHA DE PUBLICACIÓN: No. DE PÁGS:
TÍTULO OBTENIDO: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa y Lingüística
ÁREAS TEMÁTICAS: Lengua Inglesa
PALABRAS CLAVE: lectura comprensiva, inferencia, inglés como idioma extranjero
RESUMEN: Esta tesis explora la incidencia de los recursos didácticos auditivos en el desarrollo de la expresión oral del idioma inglés en los estudiantes de primer año de Bachillerato del Colegio “Otto Arosemena Gómez” de Guayaquil, Ecuador. Esta tesis argumenta la gran importancia de los recursos didácticos auditivos para mejorar la expresión oral del idioma inglés. Este estudio se utilizó entrevistas y encuestas para recopilar información sobre la situación actual del colegio y propone un manual con actividades auditivas para ayudar a mejorar el nivel de inglés de los estudiantes. Finalmente, este documento contribuye a una herramienta indispensable para desarrollar y mejorar la habilidad de hablar en inglés.
Incidence of the listening didactic resources in the development of oral expression of English language.
AUTHOR: Rubén Roldán Veloz
TUTOR: MSC. Israel Bravo Bravo.
INSPECTORS:
INSTITUTION: University of Guayaquil
FACULTY: Faculty of philosophy, letters and science of the education
CAREER: Languages and Linguistics
DATE OF PUBLICATION: No. of Pages:
DEGREE: Bachelor of science in education, major in English language and linguistics
THEMED AREAS: English language
KEY WORDS: reading comprehension, inference, English as a foreign language
ABSTRACT: This thesis explores the incidence of the listening didactic resources in the development of oral expression English language on students of 1rd Year Bachillerato of a high school in Guayaquil, Ecuador. This thesis argues the great importance of listening didactic resources to improve the oral expression of English language. This study used interviews and surveys to gather information about the current situation of the school and proposes a manual with listening activities to help improve the English level of students. Finally, this paper contributes to an indispensable tool to develop and improve the speaking skill.
Table 11: The use of interactive listening activities during English class will contribute significantly to your progress to improve the oral expression in English.
Answer Students Percentage
Strongly agree 54 0%
Agree 6 0%
Indifferent 0 0%
Disagree 0 0%
Strongly disagree 0 0%
Total 60 100%
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
Graphic 11: The use of interactive listening activities during English class will
contribute significantly to your progress to improve the oral expression in English.
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
This item shows that a great number of students consider the listening activities during class are crucial to stimulate them in the development a foreign language.
The use of interactive listening activities during English class will contribute significantly to your progress
Table 13: The listening exercises through the implementation of a didactic manual will contribute to improve your listening comprehension to speak in English.
Answer Students Percentage
Strongly agree 48 80%
Agree 9 15%
Indifferent 3 5%
Disagree 0 0%
Strongly disagree 0 0%
Total 60 100%
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
Graphic 13: The listening exercises through the implementation of a didactic manual will contribute to improve your listening comprehension to speak in English.
Source: Otto Arosemena High School Author: Ruben Roldán Veloz
The students consider the implementation of didactic manual is an
excellent tool that will contribute to the development their listening
comprehension.
The listening exercises through the implementation of a didactic manual will contribute to improve your
Didactic Manual of Listening Activities for the development oral
expression in English Language in students of first year of bachillerato of
Educative Unit “Otto Arosemena Gómez”, academic year 2016 – 2017.
4.2 JUSTIFICATION
It is crucial to mention that activities listening will help students to stay
awake and motivated to make exercises related a games, songs, etc. They will
learn easily in an active way to development oral expression in English.
Through dialogues with teacher and students from High School, it could
make evident that there is a deficit oral expression in English language, for this
reason is very crucial to include listening didactic resources into class to improve
the speaking in students.
It’s important to mention students feel really happy with this proposal,
because they learn better with didactic resources, through English songs from
their favorite singers, interesting activities, etc.
Teachers from the “Otto Arosemena Gomez” High School, think is a great
proposal to development speaking skill, because they considered didactic
resources can help significantly to improve oral expression, students always
show glad when they go to the laboratory to listen a music or watch a movie in
English.
Therefore this manual will be a very important input to improve oral
expression of English language in students from “Otto Arosemena Gómez” high
school; through participatory activities with listening teacher will use in class as a
big tool to increase oral expression, participation and improve linguistic skills of
students.
67
The main idea is turn on students into the main actors during English
class, leaving aside the traditional model of teacher as presenter, when students
can participate more to improve their speaking skill.
4.3 OBJECTIVES
4.3.1 GENERAL OBJECTIVE
To develop oral expression of English language in students of first year
of bachillerato in the Public Educative Unit “Otto Arosemena Gómez”, academic
year 2016 – 2017.
4.3.2 SPECIFIC OBJECTIVES
The specific objectives of this proposal are to:
• To create an optimal learning environment for English language
acquisition through of different listening activities.
• To promote the importance and significance of using listening
didactic resources in the development of the oral expression of
English language.
• To encourage the students in the English language learning
process through a didactic material of listening activities.
4.4 THEORETICAL ASPECTS
From the epistemological foundation this proposal is based on the
paradigm of knowledge construction to achieve students are be able to learn
better, through critical and logical thinking, in this way the students will improve
their oral expression in English language,
From the philosophical foundation this proposal is based on the
intercultural that involves to compressive communication that provided students
different cultures to learn better a foreign language. The design of this proposal
is philosophical, because the activities serve to encourage, analyze and acquire
68
previous knowledge, through the implementation of listening didactic resources
to develop the oral expression in English language.
From the psychological foundation this thesis is based on the great
influence of this foundation, which its main objective is to increase the cognitive
abilities in the students to achieve an excellent communication in English. This
proposal will use prior knowledge of students through the listening exercises.
From the sociological foundation this thesis is based on the social
world where the society has a role very important into learning process. This
proposal contents participation activities to create major knowledge in each one
students, this way the students can interchange the ideas to achieve to develop
the oral expression in English language.
From the pedagogical foundation this proposal contents techniques,
methodologies and strategies will help to improve the learning process in the
students, in addition their communicative abilities to achieve to speak in a foreign
language. This thesis is based on constructivism, which plays a role very
important in this proposal, because it highly contributes to personal growth
processes to build a better knowledge, through strategies, techniques and
methods where students show more interest in the acquisition of English
language.
From the technological foundation this thesis is on based in the
creation of the audio cd with listening activities to improve and develop the oral
expression in English language.
From the legal foundation this thesis is on based in the Constitution of
the Republic of Ecuador, the Organic Law Intercultural Education that promote
the interculturality to learn a foreign language in the educational development of
the society, and this proposal have as main objective to improve the English level
of students.
69
4.5 FEASIBILITY
4.5.1 FINANCIAL FEASIBILITY
The proposal from this investigation work is feasible due to the following
aspects: because is supported by teacher, authorities from High School, students
and parents. The development of didactic manual with listening activities is easy
to create, because it will choose various audio from internet and books to make
a manual that will help students to improve the oral expression in English
language.
The cost of this proposal will be covered by authors, that is to say the
manual will be totally free for teachers.
The High School has an English laboratory where students can listen to
cd from this manual to make listening activities and improve their oral expression.
4.5.2 LEGAL FEASIBILITY
According to 350 from Good Living National Plan, mentions that is
important to include scientific and technological research to improve education.
This manual will be promote the technology through a cd with listening activities
to development oral expression in English language.
4.5.3 TECHNICAL FEASIBILITY
There are not technical requirements for this thesis but the ability of the
students and teachers to read English.
4.5.4 HUMAN FEASIBILITY
This proposal will serve for educational community, students and
teachers can draw on from this manual.
4.5.5 POLITICAL FEASIBILITY
From the political point of view this proposal is based on the objectives
and politics exposed by the “Well-living National Plan” (2013) in its chapter six
“National objectives of well-living” objective number four “Strengthen the
70
capacities and potentialities of the citizenship” because the objectives of this
proposal align with the objectives of this document.
4.6 DESCRIPTION OF THE PROPOSAL
The design of this proposal consists on creating a manual with listening
activities to improve oral expression of English language in students.
This Manual will be indispensable to listening skill in English, and
consequently improving effectively the oral expression in students.
The methodology from this manual will include listening activities related
to level B1 according to English from students of first year of bachillerato in the
Public Educative Unit “Otto Arosemena Gómez”.
The recordings to make activities from this Manual will have sound quality
to comply with the objective of improving oral expression in English language,
according to listener’s level. Therefore each activity will contain new vocabulary,
which should pre – taught by the teacher before.
The type’s activities will contain songs, stories, short dialogues, etc.;
which will be short and simple according to level English of students.
This manual will have exercises with dialogues, where teacher have
make students repeat and interpret the dialogues to practice oral expression and
improve the fluency in English.
Each activity have one or more grammatical structures that teacher have
to check with students using whiteboard and make questions to students for
students achieve familiarizing with new structures.
There are activities where students have to complete the dialogue and
then practice a conversation similar to exercise.
The manual include the exercise “match correctly” where students must
listen to the audio and then select the graphic or text corresponding to each
activity. This activities will help to increase the vocabulary of students.
71
There is another activity where Students after to listen the audio, they
should filling in the blanks from exercise and then make a dialogue similar to talk
with other student to practice and improve speaking skill.
Students will do activities dialogues with a partner or groups, listening
and speaking to development both skills.
An activity very important into this manual is working in pairs where
students must perform or simulate a respective role. A student develops a paper
and other developed another role, for which should be given a few minutes for
students to practice their speech and present to their peers.
CONCLUSIONS
Working on the design of this proposal, the writer of this thesis have come
to the conclusion that it is possible to improve the oral expression in English
language through the listening didactic resources of Third Year Bachillerato of
“Otto Arosemena Gomez” High School to help them reach the B1.2 level of
English proficiency according to the National Curriculum Guidelines, English as
a Foreign Language (2014).
The proposal will benefits to the students, because they will be able to
speak in English, through the implementation of listening exercises, which will
have funny activities and easy audios to awake the interest of students to acquire
the oral expression in English language.
72
REFERENCES
Abbagnano (1998). Diccionario de filosofía. Fondo de Cultura Económica,
México.
Alba and Magnago. (2005) .Las Lenguas extranjeras y los desafíos del mundo
actual. I Jornadas de Lenguas Extranjeras / Departamento de Lenguas Extranjeras, Facultad de Ciencias Humanas, Universidad Nacional de Río Cuarto, 2 al 4 de noviembre de 1995. Río Cuarto : Universidad Nacional de Río Cuarto, 1996. 254 p. ISBN 950-665-039-X
Aldeguer (2009). La Música como herramienta interdisciplinar: un análisis cuantitativo en el aula de Lengua Extranjera. Revista de Investigación en Educación, Nº 10 (1), 2010, pp. 127-143
Andrade, V. (2012). Los Recursos didácticos auditivos en el desarrollo de la
comprensión Oral del Inglés. Quito: Universidad Central del Ecuador.
Araya (2014). El uso de la secuencia didáctica en la Educación Superior. Vol.38,
Num. 1 (2014): Revista Educación.
Arco. (1998). La escuela intercultural: regulación de conflictos en contextos
multiculturales. J. G. Lara (Ed.). Los Libros de la Catarata.
Avilés, J. (2014). Los recursos didácticos auditivos para el desarrollo de la
expresión oral del idioma Inglés. Obtenido de repositorio uce:
www.dspace.uce.edu
Aymerich, M. y Díaz, L. 1989. “Estrategias del discurso del profesor: repeticiones
y reformulaciones”, Cable 3, abril, pp. 39-44.
Benítez L. M. (2007). El Modelo de Diseño Institucional Assure aplicado a
Educación. Revista Académica de Investigación. Editado por la UASLP.
Berlo (1987). Componentes de la comunicación. Disponible en:
Buendía, L. (1992). “Formación de los profesores para una escuela intercultural”.
En jornadas sobre invernaderos e inmigrantes: Marginación y educación
intercultural. Almería.
Bustos (2003). Síntesis y Semántica. Universidad Autónoma de México.
Byrne, D. (1989). Teaching Oral English. La Habana: Edición Revolucionaria,.
184 p.
Camacho y Sáenz (2000). Técnicas de comunicación eficaz para profesores y
formadores. Alcoy: Marfil.
Cantero (2002): Teoría y análisis de la entonación. Barcelona, Ediciones de la
Universidad de Barcelona.
Cañas J. (2009). Didáctica de la expresión oral. Barcelona: Octaedro
Cárdenas Rivera, J. G. (2003). Los recursos didácticos en un sistema de
aprendizaje autónomo de formación. Disponible en:
www.cardenagustavo.pdf.
Carretero (. 1997). Constructivismo y educación, México: Progreso, 1999.
Common European Framework (2002). For Languages: Learning, Teaching,
Assessment. Council for Cultural Cooperation Education Committee
Language Policy Division, Strasbourg.
Constitución de la República. (2012). Publicación: Registro Oficial 449
Cortés (2008). La comunicación humana, por medio del lenguaje.
Cossío. (2007). Los toros. Literatura y periodismo. Tomo 8 edición.
Cross, R.T. (2000). Science and the citizen. En R.T. Cross y P.J. Fensham (Eds.):
Science and the citizen for educators and the public. Melbourne:
Melbourne University, Melbourne Studies in Education (Special Issue).
Di Napoli, R. (2009). Using Dramatic Role-Play to Develop Emotional Aptitude. International Journal of English Studies, 9(2), 97–110. Retrieved from <http://dialnet.unirioja.es/servlet/articulo?codigo=3104263> (accessed 24 February 2015).
Díaz (2008). Audiovisual Translation Comes of Age. Between Text and Image: Updating Research in Screen Translation. Edited by D. Chiaro, Heiss and Bucaria.
Duarte, Tinjacá and Carrero (2011). Using Songs to Encourage Sixth Graders to
Develop English Speaking Skills. Vol. 14, No. 1, April 2011. ISSN 1657-
0790. Bogotá, Colombia. Pages 11-28
Escandell V. (2001). Introducción a la pragmática. Barcelona: Ariel. «Los
fenómenos de interferencia pragmática», en Didáctica del Español como
lengua extranjera, Expolingua 3, Madrid: Actilibre, pp. 95-109.
Escandell, M. V. (2005). La comunicación. Madrid: Gredos.
Fernández, A. M. (2002). Habilidades para la comunicación y la competencia
Comunicativa. En: Comunicación educativa. 2ª. ed. La Habana: Ed.
Pueblo y Educación, p. 92.
Fonseca, S (2011). Comunicación oral y escrita. México: Pearson Educación.
Galeote, M. (2002). Adquisición del lenguaje. Problemas, investigación y perspectiva. Madrid: Pirámide
Gil, J. (2007). Fonética para profesores de español: de la teoría a la práctica.
Madrid: Arco/Libros.
Gil, J. (2007). Fonética para profesores de español: de la teoría a la práctica
(1.ªed.). Madrid: Arco Libros.
González (2016). El desarrollo de la comprensión y la expresión oral por medio de la Web. Universidad de Oviedo. España.
González and Criado (2010). Psicología de la educación para una enseñanza.
Nº de páginas: 252 págs. Editorial: CCS. Lengua: CASTELLANO. ISBN:
9788498426021. Año edición: 2010
González Cancio, R. (2009). La clase de lengua extranjera. Teoría y práctica.
Pueblo y Educación. La Habana.
González, J. (2010). Validación de los procesos de validación de estándares de interpretación (EE) para pruebas de rendimiento educativo. Estudios sobre Educación, 19, 11-29.
75
Hernández, A., y Garay, O. (2005). La comunicación en el contexto deportivo. En
A. Hernández Mendo (Coord.) Psicología del deporte. Fundamentos Vol.
I Fundamentos. (pp. 199-265). Wanceulen Editorial Deportiva, S.L.
Hernández, E (2000) "Contextualización cultural de la interacción Comunicativa".
Revista Didáctica XXI Asociación Mexicana de Profesores de Lengua y
Literatura. Época I, n 3, agosto.
Hervás, G. (1998). Cómo dominar la comunicación verbal y no verbal. Madrid:
Playor.
Hidalgo (2005). Cultura, multiculturalidad, interculturalidad y transculturalidad:
Evolución de un término. Universitas tarraconensis: Revista de ciències
de l'educació, ISSN 0211-3368, Nº 1, 2005, págs. 75-85
Hidalgo A. (2006): Aspectos de entonación española: viejos y nuevos enfoques,
Cuadernos de lengua española 89, Arco/Libros,S.L., 2006 (ISBN: 84-
7635-639-0)
Johnston, C. (2010). Drama Games for Those Who Like to Say No. London: Nick Hern Books.
Joseph M. (2010). How to teach English. England: Pearson Education Limited.
Krashen, S. (2011), The Input hypothesis: issues and implications, New York,
Longman.
Ley Orgánica de Educación Intercultural. Segundo Suplemento -- Registro Oficial
Nº 417 -- Jueves 31 de Marzo del 2011
Lucio-Arias, D. (2009). The Dynamics of Exchanges and References among
Scientific Texts, and the Autopoiesis of Discursive Knowledge. Journal of
Informetrics, 3(3), 261–271.
Martinez,(2014). Análisis de la competencia pragmática en estudiantes ELE: el arte de rechazar una petición.
Mestre, Fuentes y Álvarez (2004). La didáctica como ciencia: Una necesidad de
la Educación Superior en nuestros tiempos.
Ministerio de educación. ¿Qué es el buen vivir? Disponible en.
http://educacion.gob.ec/que-es-el-buen-vivir/
Miranda, R. (1995). Expectativas sobre la escuela: la percepción de la familia del
escolar. Perfiles Educativos, 6, 20-30.
Miyara (2004). La Voz Humana. Dirección General de Publicaciones y Fomento
Morales and Revilla (2011). Thesis: “The didactic resources in the teaching process are intermediaries in the academic preparation, so that the educational structure is based on the use of these for the formation of knowledge in students”. University of Guayaquil.
Moreno, F. (2002). Producción, expresión e interacción oral. Madrid, Arco Libros
Omaggio (2001). Teaching Language in Context. University of Illinois at Urbana-
Champaign. Third Edition.
Pelayo and Cabrera (2001). Lenguaje y comunicación: conceptos básicos,
aspectos teóricos generales, características, estructura, naturaleza y
funciones del lenguaje y la comunicación. Caracas, Venezuela: Libros de
El Nacional, 2001. Colección Minerva: No. 2.
Pérez, M. C. (2012): Linguistic and communicative competence. En McLaren, N.
& Madrid, D. A. Handbook for TEFL. Marfil, Alcoy
Poyatos, F. (2002). La Comunicación no Verbal, I, II,III, Madrid:Istmo.
Prado, T. (2009). Conocimientos pedagógicos y razonamiento lógico verbal para
el maestro. tercera edición. Quito-Ecuador.
Prieto, P. (2002): Entonació. Models, teoria, mètode, 175p.p., Ariel Lingüística,
Universidade da Coruña, España, 2002. (ISBN: 84-344-8248-7)
Quintana, J. M. (1996).“Características de la educación multicultural”. En
A.A.V.V. Educación Multicultural e intercultural. Granada: Impredisur.
Quintanilla (2.001). Tecnología: Un Enfoque Filosófico, Madrid: Fundesco, 1.988:
"Técnica y Cultura", En: LOPÉZ CEREZO, et al. (eds.), 2.001.
Reyes (2005). El Abecé de la Pragmática. Madrid, Arco Libros, S.L.
Reyes, G. (2005). La pragmática lingüística. Barcelona: Montesinos------ El abecé
de la pragmática, Madrid: Arco, 1994.
Romero (2010). Adquisición de la primera y segunda lengua en aprendientes en edad infantil y adulta. Revistas Universidad de Almería. Revista de iniciación a la investigación en Filosofía. Número 02, marzo 2010
San Martín, A. (1991): "La organización escolar". Cuadernos de Pedagogía, 194,
pp. 26-28.
Schujer and Schujer (2005). Aprender con la radio: herramientas para una
comunicación participativa. Editor La Crujía Ediciones, ISBN
9872202508, 9789872202507. N.º de páginas 191 páginas
Shannon & Weaver, (1949). Teorías de la Comunicación. España: Editorial
Herder.
Skolverket (2006). Schools like any other? Independent schools as part of the system. Estocolmo.
Ulises, Medina and Escalona, (2010). El efecto de rebote y la expresión oral en
inglés. Ciencias Holguín, Revista trimestral, Año XVI, Octubre-diciembre,
2010
Urrutia (2010), Escribir y editar. Guía práctica para la redacción y edición de textos, Bilbao, Universidad de Deusto.
Pide información acerca del contenido en inglés básico.
Interactúa con sus compañeros, su equipo de trabajo.
Busca información en diversas fuentes.
92
APPENDIX 5 PROPOSAL
LISTENING ACTIVITIES
Didactic Manual of Listening Activities
for the development of the Oral
Expression
By: Rubén Darío Roldan Veloz
2017
INTRODUCTION
English audio books are a great resource for students learning English
as a second language. When one is starting to acquire and build language and
comprehension skills it will be important when you learn the pronunciation and
understanding the language spoken. When listening we are able to follow along
with the text and listen as a speaker to help you pronounce English words is
the same familiar with the language. This is the best way to learn new
vocabulary and how to use specific grammar skills in speaking, reading and
writing. Audio books in English provided an easy way to hear a variety of
dialogues, stories and music; and then practice their oral expression. Once
you have heard the English audio book that should be able to answer questions
about the activities that reflects their understanding of the material.
Therefore, with this didactic manual is a guide for teachers to work with
students. In it is given practical exercises to improve listening comprehension
skills of the student, the procedure to be followed in each activities of the
manual. It will feature illustrated with images based on dialogue, where
students will take notes of key words of the content or subject, understanding
the most important parts of dialogue activities, this will lead to the student
increase their mental development.
Finally, the fundamental activities in this text are aimed at the
development stage of listening first, paying attention to activities such as
brainstorming, presentation of vocabulary through exercises multiple choice,
completion of blanks with information provided the CD, and recognition of
equivalent phrases in a foreign language. Moreover, it also emphasizes the
development of productive English language skills (oral and written) through
micro-communicative situations in which students must use language to
communicate keyideas.
As a way to contribute pedagogically and after an investigation of
existing teaching materials in the library of the Ecuadorian American Center
(CEN) has collected activities of "Listen" Peter Garvier and Peter Harrington,
because it was considered to help develop English comprehension and oral
expression; since this material contains dialogues of three Americans who
visit Ecuador; moreover, it has been decided to choose other activities CEN
authorship books.
In effect, this manual is designed as a complementary tool of the
program of English, since the activities have been organized by topics that
are according to the vocabulary of the students´ level, it is important to
emphasize that it isn't capture every word of dialogue, but rather the main
idea or keywords, when more you practice more you will understand words
and gradually your English listening skills will develop.
Remember this!
➢ Read instructions before each activity well.
➢ Use the Glossary at the end of the book.
With this didactic manual, it is attempted that teacher can
solve the problem of how to provide students with the extra
practice activities they need outside of the habitual class. Teacher-
made materials are often not of professional quality and
commercially available professional products are often too costly
to be a realistic alternative unless used in a language in class
where performance of students is usually disappointing because
they don't understand any dialogue of the audio.
The solution is a supplementary manual at no cost as study
complementary that students can develop their comprehension
and oral expression in class. The units are organized around the
topic commonly found in EFL course books. The didactic manual
can be used to reinforce material in class. Also, the bilingual
glossary will help students with any new vocabulary.
UNIT
TOPIC
ACTIVITIES
UNIT 1
USEFUL
CONVERSATION
1.1 Personal
Information
1.2 My Weekend
1.3 My Family
➢ Introduce yourself
➢ Individual presentation about
activities during on weekend
➢ Talking about your
family
UNIT 2
USEFUL
CONVERSATION
2.1 Shopping
2.2 Going to cinema
2.3 Song: Hoobastank- The reason
➢ Talk about the activities during on weekend
➢ Prepare a dialogue
about go to the cinema
➢ Practice the song
UNIT 3
USEFUL
CONVERSATION
3.1 Ordering food in a café
3.2 Shopping for
clothes
➢ Discussion in class about the food.
➢ Make a role play about shopping for clothes
UNIT 1
Exercise 1
Objective: To describe personal information with an interchange dialogue.
Instruction: Listen to the audio and complete the sentences using the
words from the chart.
Personal Information
Practice: Students will work in pairs to make a similar dialogue
with another student using the vocabulary from the exercise. They should include into conversation name, age, nationality, cell phone number, address and occupation.
Exercise 2
Objective: To make an individual presentation about the weekend.
Instruction: Listen to the audio and complete the sentences using the
words from the chart.
My Weekend
Practice: Each student will make an individual presentation about the activities they do during the weekend, the morning, afternoon and evening using the vocabulary from the exercise. The presentation should include: - Time to get up. - The things they buy at the supermarket like a fruits and
vegetables. - The activities they students do in the afternoon, for example if
they go to some place like a swimming pool, cinema or another place with their friends.
- Finally the activities students do in the evenings, for example if student watch TV or read a book before go to the bed.
Exercise 3
Objective: To make an individual presentation about the family.
Instruction: Listen to the audio and complete the sentences using the
words from the chart.
My Family
Practice: Each one student will make an individual presentation
about the members of the family taking like example this exercise.
Students should specify the amount of people conform the family. It is important to include the place where live the family and house’s details like:
- Numbers of rooms.
- Say if the backyard is little or big, and if it has flowers too.
Each one students will say the numbers of brothers and sister they have, in addition age, occupation, so on.
UNIT 2
Exercise 4
Objective: To make an individual presentation about the shopping.
Instruction: Listen to the audio and complete the sentences using the
words from the chart.
Shopping
Practice: Each one students make an individual presentation about their
activities during on weekend.
- They will expose the different thing that they buy in the shopping
like milk, eggs, bread, cheese and other things. - Say if they go to the butcher’s to buy meat. - The things they buy in the marker like fruit and vegetables. - The activities students do after lunch, for example if they go to some
place to do some activity with somebody and finally they do when arrive to home.
Exercise 5
Going to the cinema
Objective: To prepare a role play about going to the cinema.
Instruction: Listen to Mario and Tamara talking about what film they want to
see and do the exercises to practice and improve your listening and speaking
skills.
Preparation: Do this exercise before you listen. Draw a line to match the
pictures with the words below.
Part 1:
Exercise 6
Part 2: Listen to the conversation and complete the gaps with the correct
word.
Practice: Students working in pairs to prepare a role play in class
about the topic going to the cinema.
- They will expose their favorite films and time they will go to cinema using the grammatical structures of simple present and present perfect.
- Each one couple should use the vocabulary and expressions from this exercise.
Exercise 7
Objective: To Listen and practice the song to improve the pronunciation
and listening skill.
Instruction: Complete the missing words while listen to the song.
Song: The Hoobastank – The reason
I'm not a perfect person. There's many things I wish I didn't do.
But I continue . I never meant to do those things to you.
And so I have to say before I go that I just want you to know.
I've found a reason for me To change who I used to be,
A reason to over new, And the reason is you.
I'm sorry that I you. It's something I must live with every day.
And all the pain I put you through.
I've found a reason for me To change who I used to be,
A reason to over new,
And the reason is you,
And the reason is you, And the reason is you, And the reason is you.
I'm not a person. I never meant to do those things to you.
And so I have to say before I go That I just want you to know.
I've found a reason for me To change who I used to be,
I wish that I could it all away, And be the one who catches all your tears.
That's why I need you to .
A reason to over new,
And the reason is you.
I've found a reason to show
A of me you didn't know, A reason for all that I do, And the reason is you.
Practice: Students practice the song several times to improve
their pronunciation and the listening skill.
UNIT 3
Exercise 8
Objective: To work in pairs to make a discussion about the food
Instruction: Listen to the conversation in a café and do the exercises to
practice and improve your listening and speaking skills.
Ordering food in a café
Preparation: Do this exercise before you listen. Write the words in the
correct group.
Discussion: Students should working in pairs to make a discussion in class
with next questions. What’s your favorite food? The students can response:
The hamburger, cheese burger, banana cake. What’s your favorite
restaurant? Student response the place of your favorite restaurant. What`s
your favorite drink? Student response: soda, orange juice, or any favorite
drink.
Exercise 9
Objective: To make a role play about Shopping for clothes.
Instruction: Listen to the conversation and complete the missing words.
Shopping for clothes
Shop assistant: Can I you? Customer: Yes, have you got this in other colors? Shop assistant: We’ve got it in , , and . What size do you ? Customer: Medium. Shop assistant: OK, in medium we’ve got and . Customer: And in purple? Shop assistant: No, just and . Customer: OK, red. Can I it on?
Shop assistant: Yes, of course. The changing are over there. Shop assistant: Is it OK? Customer: Yes, I’ll it. Shop assistant: That’s £10.95. Would you like to pay by or with ? Customer: please. Here’s . Shop assistant: OK, thanks, that’s pounds, 5 p change and here’s your . Customer: Thanks. Bye.
Practice: Students should working in pairs to create a dialogue
similar to this exercise called Shopping for clothes, then they will
show it in class trough a role play. It is indispensable to use the
vocabulary and expressions from this listening exercise.
TRANSCRIPT
Track 1
Track 2
Track 3
Track 4
Track 5
Track 6
Song: The Hoobastank – The reason
I'm not a perfect person
There's many thing I wish I didn't do
But I continue learning
I never meant to do those things to you
And so I have to say before I go
That I just want you to know
I've found a reason for me
To change who I used to be
A reason to start over new
And the reason is you
I'm sorry that I hurt you
It's something I must live with everyday
And all the pain I put you through
I wish I could take it all away
And be the one who catches all your tears
That's why I need you to hear
I've found a reason for me
To change who I used to be
A reason to start over new
And the reason is you (x4)
I'm not a perfect person
I never meant to do those things to you
And so I have to say before I go
That I just want you to know
I've found a reason for me
To change who I used to be
A reason to start over new
And the reason is you
I've found a reason to show
A side of me you didn't know
A reason for all that I do And
the reason is you.
Track 7
Café worker: Next, please! What would you like? Andi: Can I have a burger, please? Café worker: A cheese burger or double cheese burger? Andi: Double cheese burger, please. Café worker: Anything else? Andi: Yeah, I'd like some banana cake. Café worker: Would you like a drink? Andi: Yes, can I have an apple juice, please?
Café worker: OK, so that’s one double cheese burger, one banana cake and an apple juice. What’s your table number? Andi: Table 3. How much is that? Café worker: That’s £8.37, please. Andi: Here you are. Café worker: Thank you ... that’s £10.00 ... and £1.63 change.
Next, please ...
Track 8
Shop assistant: Can I help you? Customer: Yes, have you got this T-shirt in other colours? Shop assistant: We’ve got it in white, black, red and purple. What size do you want? Customer: Medium. Shop assistant: OK, in medium we’ve got black and red. Customer: And in purple? Shop assistant: No, just black and red. Customer: OK, red. Can I try it on? Shop assistant: Yes, of course. The changing rooms are over
there. (pause) Shop assistant: Is it OK? Customer: Yes, I’ll take it.
Shop assistant: That’s £10.95. Would you like to pay by credit card or with cash? Customer: Cash please. Here’s twenty. Shop assistant: OK, thanks, that’s nine pounds, 5 p change and here’s your receipt. Customer: Thanks. Bye.