UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF EDUCATION EDUCATION SYSTEM: CLASSROOM-BASED (PRESENCIAL) EDUCATIONAL PROJECT PREVIOUS TO THE LICENCIADO(S) DEGREE IN EDUCATION SCIENCE Major in English Language and Linguistics TOPIC Influence of Ludic Activities for the Development of Vocabulary in the Oral Production PROPOSAL Design of a Didactic Guide with Ludic Activities to Improve Oral Production AUTHORS: Castillo Chang Martha Paola Pérez Arteaga Melissa Nicole TUTOR: Msc. Lucila Sánchez Pérez GUAYAQUIL, 2018
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UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF
EDUCATION EDUCATION SYSTEM: CLASSROOM-BASED
(PRESENCIAL)
EDUCATIONAL PROJECT
PREVIOUS TO THE LICENCIADO(S) DEGREE IN EDUCATION SCIENCE
Major in English Language and Linguistics
TOPIC Influence of Ludic Activities for the Development of Vocabulary
in the Oral Production
PROPOSAL Design of a Didactic Guide with Ludic Activities to Improve Oral
This thesis is dedicated to my parents, who have supported me every moment of my life and I also feel grateful to Fernando, my life partner.
MARTHA PAOLA CASTILLO CHANG
viii
DEDICATION
To God, for my skills. To Rosario and Washington, for their love, patience, and for teaching me
the value of responsibility. To Naomi and Nadya, for teaching me to look forward and keep going.
To Richard, for his encouragement and unconditional love.
MELISSA NICOLE PÉREZ ARTEAGA
ix
ACKNOWLEDGMENTS We would like to thank our pre-graduation teachers and our tutor, Lucila Sánchez Pérez, who shared knowledge and helped us with patience and encouraged us to do our best every moment. To the Vicente Rocafuerte High School, the Principal and their teachers for allowing us to carry out our project.
MARTHA PAOLA CASTILLO CHANG
MELISSA NICOLE PÉREZ ARTEAGA
x
GENERAL INDEX PRELIMINARY PAGES Authorities ................................................................................................................ ii Copyright Declaration ............................................................................................. iii Approval Declaration ............................................................................................... iv Quantitative and Qualitative Grade Declaration ...................................................... v Dedication ............................................................................................................... vi Acknowledgments ................................................................................................. viii GENERAL INDEX ................................................................................................... ix Thesis Registration Form ...................................................................................... xiii Spanish Abstract .................................................................................................... xv English Abstract .................................................................................................... xvi
INTRODUCTION………………………………………………………………...1 CHAPTER l
THE PROBLEM ................................................................................................... 3 1.1 Context of the Investigation ............................................................................. 3 1.2 Conflict Situation ............................................................................................... 4 1.3 Scientific Fact .................................................................................................... 5 1.4 Causes ............................................................................................................... 5 1.5 Formulation of the Problem ............................................................................. 5 1.6 Objectives of the Investigation ........................................................................ 5
1.6.1 General Objective ............................................................................... 5 1.6.2 Specific Objectives .............................................................................. 6
THEORETICAL FRAMEWORK .......................................................................... 9 2.1 Background of the Study .................................................................................. 9 2. 2 Theoretical Foundations ............................................................................... 10
2.2.1 Linguistic Foundation ........................................................................ 10 2.2.1.1 Definition of Vocabulary ............................................................. 10 2.2.1.2. Importance of Vocabulary ......................................................... 11 2.2.1.3 Vocabulary classification ............................................................ 13
2.2.2 Philosophical Foundation .................................................................. 15 2.2.3 Sociological Foundation .................................................................... 18 2.2.4 Didactic - Pedagogical Foundation ................................................... 21
2.2.4.1 Definition of Ludic ....................................................................... 21 2.2.4.2 Different approaches and methods for Vocabulary Development in the Oral Production ............................................................................. 23
3.3 Population and Sample .................................................................................. 36 3.3.1 Population ......................................................................................... 36 3.3.2 Sample .............................................................................................. 36
Analysis of Results ............................................................................. 41 3.7 Triangulation of the Instruments ................................................................... 56
3.7.5 Pearson Chi-square test ................................................................... 56 3.8 Conclusions and recommendations ............................................................. 59
4.3.1 General Objective ............................................................................. 61 4.3.2 Specific Objectives ............................................................................ 61
4.6 Description of the Proposal ........................................................................... 64 4.7 Conclusions ..................................................................................................... 65
Bibliographic References……………………………………………………...67
ANNEXES………………………………………………………………………73
ANNEX l ............................................................................................................. 74 1. Letter of Tutor Approval.................................................................................... 75 2. Letter of Permission of the Educational Institution ....................................... 76
ANNEX V ................................................................................................................ 92 1. The Proposal´s Exercise ........................................................................ 92
INDEX OF TABLES
Table 1: Distribution of Population ..................................................... 36 Table 2: Operationalization of the Variables Matrix ........................... 37 Table 3: Item 1 .................................................................................. 41 Table 4: Item 2 .................................................................................. 42
THESIS REGISTRATION FORM THEME: Influence of Ludic Activities for the Development of Vocabulary in the Oral Production. Design of a Didactic Guide with Ludic Activities to Improve Oral Production.
FACULTY: Faculty of Philosophy, Letters and Sciences of Education
CARRER: Languages and Linguistics
PUBLICATION DATE:
No. OF PAGES: 91
OBTAINED DEGREE: Degree in Education Science, Major in English Languages and Linguistics.
THEME AREA: English language.
KEY WORDS: Ludic activities, Vocabulary in oral production, English as Foreign Language.
ABSTRACT: This research was carried on at the Vicente Rocafuerte High School and it is related to the absence of ludic activities in the students of the eighth year class “B”. This investigation was oriented to determine the influence of ludic activities for the strengthening of vocabulary development in the oral production of the English Language. This research considered vocabulary related to oral production as the key for an effective students communication in the English language. The authors of this work detected the problem by applying investigation instruments, which were tabulated, analysed and interpreted. It was offered conclusions and recommendations. As conclusion it was proposed a didactic guide for English teachers with ludic activities focused on the development of vocabulary related to oral production, which can mean a significant progress inside the classroom.
REGISTER NUMBER:
CLASIFICATION NUMBER:
URL ADRESS
PDF ATTACHED: x YES NO
CONTACT WITH AUTHORS: Phone number: 0969915705 0995628940
FICHA DE REGISTRO DE TESIS TÍTULO Y SUBTÍTULO: Influencia de las actividades lúdicas para el desarrollo del vocabulario en la producción oral. Diseño de una guía didáctica con actividades lúdicas para mejorar la producción oral.
FACULTAD: Facultad de Filosofía, Letras y Ciencias de la Educación
CARRERA: Lenguas y Lingüística
FECHA DE PUBLICACIÓN:
No. DE PÁGS: 91
TÍTULO OBTENIDO: Licenciatura en Ciencias de la Educación, mención en Lengua y Lingüística
ÁREAS TEMÁTICAS: Lengua Inglesa
PALABRAS CLAVE: Actividades lúdicas, desarrollo vocabulario, producción oral, constructivismo, enfoque comunicativo. RESUMEN: Esta investigación se llevó a cabo en el colegio Vicente Rocafuerte de la ciudad de Guayaquil y está relacionada a la escasez de actividades lúdicas en estudiantes de octavo año, paralelo “B”. La investigación fue orientada a determinar la influencia de las actividades lúdicas para el fortalecimiento del desarrollo de vocabulario en la producción oral en el idioma inglés. Esta investigación considera que el vocabulario relacionado con la producción oral es clave para que los estudiantes desarrollen una efectiva comunicación en el idioma inglés. Los autores de este trabajo detectaron el problema aplicando instrumentos de investigación, las cuales fueron tabuladas, analizadas e interpretadas. Como conclusión se propuso una guía didáctica para maestros de inglés con actividades lúdicas orientadas en el desarrollo de vocabulario relacionado a la producción oral, la cual significa un importante progreso dentro del aula.
No. DE REGISTRO (en base de datos):
No. DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO PDF: x SI NO
CONTACTO CON AUTOR/ES Teléfono: 0969915705 0995628940
Comments: Students are aware about the importance of vocabulary and its use in speaking. This indicates a significant correlation between vocabulary and the oral production, which influence positively the current research.
42
45%
32%
14%
9%
0%
Totally agree
Agree
Niether agree nordisagreeDisagree
Table: 4
The use of ludic activities is indispensable in order to develop English vocabulary.
ITEM CATEGORY FRECUENCY PERCENT
2
Totally agree 10 45%
Agree 7 32%
Niether agree nor disagree 3 14%
Disagree 2 9%
Totally disagree 0 0%
Total 22 100%
Source: 8th Grade EGB “B”. Vicente Rocafuerte High School. Authors: Castillo Chang, Martha; Pérez Arteaga, Melissa. Comments: Enhancing vocabulary through ludic activities activates students’ inner natural tendency to take part in activities which implies learning through games.
43
4%
14%
50%
0%
32%Totally agree
Agree
Niether agree nor disagree
Disagree
Totally disagree
Table: 5
Comments: The majority of the students think that they vocabulary level does not allow positive predisposition to participate orally during the English class.
My vocabulary level helps me to participate orally during the English class.
Comments: Most of the students strongly consider that ludic activities provides them an appropriate learning environment. That will help to encourage students feel comfortable during the speaking activities.
45
68%
18%
14%
0% 0%
Totally agree
Agree
Niether agree nor disagree
Disagree
Totally disagree
Table: 7
I feel comfortable taking part on ludic activities during new knowledge learning.
Comments: Enhancing vocabulary through ludic activities activates students’ inner natural tendency to take part in activities which implies learning through games. The 68% of the students totally feel comfortable during ludic activities that will be reinforced in the didactic guide.
46
27%
0%
14%
18%
41%Totally agree
Agree
Niether agree nor disagree
Disagree
Totally disagree
Table: 8
My teacher applies ludic activities during the English class.
Comments: The students that show disagreement and totally disagreement represent the 64% of the population. That reinforces the idea that student does not feel comfortable participating on speaking activities.
48
50%
41%
4%
0%
5%
Totally agree
Agree
Niether agree nor disagree
Disagree
Totally disagree
Table 10
I consider that new vocabulary acquisition contributes in the development of speaking skill.
ITEM CATEGORY FRECUENCY PERCENT
8
Totally agree 11 50%
Agree 9 41%
Niether agree nor disagree 1 5%
Disagree 0 0%
Totally disagree 1 5%
Total 22 100%
Source: 8th Grade EGB “B”. Vicente Rocafuerte High School.
Comments: Over 90% of the students think that acquire new vocabulary and domain new words contributes positively to the development of speaking skill. It leaves, as evidence that is important to learn English vocabulary in order to achieve an advance in the oral production.
49
32%
45%
18%
0%
5%
Totally agree
Agree
Niether agree nor disagree
Disagree
Totally disagree
Table: 11
Learning through ludic activities helps me to perform easily on speaking activities.
Comments: In total, 75% of the population, thinks that the application and use of ludic activities can improve the speaking skill and, what is more, increase their own performance during speaking activities. That means that combining ludic activities to develop speaking skill can cause a positive impact in the students.
50
68%
23%
9%
0% 0%
Totally agree
Agree
Niether agree nor disagree
Disagree
Totally disagree
Table: 12
The application of ludic activities makes learning process interesting.
ITEM CATEGORY FRECUENCY PERCENT
10
Totally agree 15 68%
Agree 5 23%
Niether agree nor disagree 2 9%
Disagree 0 0%
Totally disagree 0 0%
Total 22 100%
Source: 8 Grade EGB. Vicente Rocafuerte High School
Comments: Most of the students show a totally agreement, reflecting an affirmative position towards ludic activities. It gives a significant contribution to the application of this teaching strategy.
51
55%32%
9%
0%
4%
Totally agree
Agree
Niether agree nor disagree
Disagree
Totally disagree
Table: 13
Ludic activities help me to establish and reinforce friendship connections, respect and tolerance towards my partners.
ITEM CATEGORY FRECUENCY PERCENT
11
Totally agree 12 55%
Agree 7 32%
Niether agree nor disagree 2 9%
Disagree 0 0%
Totally disagree 1 5%
Total 22 100%
Source: 8 Grade EGB. Vicente Rocafuerte High School
Comments: It is evident that ludic activities not only represent a teaching strategy, it also provides the opportunity to develop cross-cutting themes while the class is developed.
52
9%
9%
18%
18%
46%
Totally agree
Agree
Niether agree nor disagree
Disagree
Totally disagree
Table: 14
The ludic activities applied by my teacher are adapted to my learning style.
ITEM CATEGORY FRECUENCY PERCENT
12
Totally agree 2 9%
Agree 2 9%
Niether agree nor disagree 4 18%
Disagree 4 18%
Totally disagree 10 45%
Total 22 100%
Source: 8 Grade EGB. Vicente Rocafuerte High School
Comments: It is evident that the majority of students are aware about their learning style and consider that the ludic activities used are not adapted to their learning needs.
53
Table: 15
The use of didactic material makes easier new vocabulary learning process.
ITEM CATEGORY FRECUENCY PERCENT
13
Totally agree 13 59%
Agree 6 27%
Niether agree nor disagree 1 5%
Disagree 2 9%
Totally disagree 0 0%
Total 22 100%
Source: 8 Grade EGB. Vicente Rocafuerte High School
Comments: Student´s opinions reflect that they are familiar with the use of didactic material in order to facilitate the comprehension and new word acquisition. It suggests that teacher uses didactic material, which will be reinforced and promoted in the proposal.
59%
27%
5%
9%
0%
Totally agree
Agree
Niether agree nor disagree
Disagree
Totally disagree
54
Table: 16
The interaction between partners promotes new vocabluary learning.
ITEM CATEGORY FRECUENCY PERCENT
14
Totally agree 10 45%
Agree 6 27%
Niether agree nor disagree 2 9%
Disagree 2 9%
Totally disagree 2 9%
Total 22 100%
Source: 8 Grade EGB. Vicente Rocafuerte High School
Comments: According to the results, most of the students consider that interaction provides not only a good learning environment but a real opportunity to learn vocabulary from others. This means that ludic activities reflect effectiveness between both improving partnership and new vocabulary acquisition.
46%
27%
9%
9%
9%
Totally agree
Agree
Niether agree nor disagree
Disagree
Totally disagree
55
Table: 17
The activities performed by me, use my senses in order to develop and acquire new knowledge.
ITEM CATEGORY FRECUENCY PERCENT
15
Totally agree 6 27%
Agree 3 14%
Niether agree nor disagree 0 0%
Disagree 4 18%
Totally disagree 9 41%
Total 22 100%
Source: 8 Grade EGB. Vicente Rocafuerte High School
Comments: This result establishes a relationship with statement 13th. Supporting that Teacher uses didactic material in class and students show agreement towards the use of senses, this will be a great opportunity to channel this use in order to strengthen the speaking skill.
27%
14%
0%18%
41%Totally agree
Agree
Niether agree nor disagree
Disagree
Totally disagree
56
3.7 Triangulation of the Instruments
After having done the observation in class, the interview and the
survey, the researchers of this project concluded that, despite it is indicated
the use of some different strategies to develop vocabulary in speaking , it is
demonstrated in the class observation, that those strategies are not used
correctly and some of the students’ learning needs are not filled; even
though it is affirmed in the survey that most of the students consider ludic
activities as a resource of encouragement in order to develop vocabulary in
speaking.
3.7.5 Pearson Chi-square test
Objective: To determine statistically if the variables studied have a
correlation between them.
Independent variable: ludic activities.
Dependent variable: vocabulary in the oral production.
Table 18: Summary of case processing chart.
Source: Students in eighth grade “B” at Vicente Rocafuerte High School. Authors: Castillo Chang, Martha; Pérez Arteaga, Melissa
57
Table 19: Crossed table chart
Source: Students in eighth grade “B” at Vicente Rocafuerte High School. Authors: Castillo Chang, Martha; Pérez Arteaga, Melissa
58
Table 20: Chi-square test chart
Source: Students in eighth grade “B” at Vicente Rocafuerte High School. Authors: Castillo Chang, Martha; Pérez Arteaga, Melissa
Table 21: Chi- square bar graphic
Source: Students in eighth grade “B” at Vicente Rocafuerte High School. Authors: Castillo Chang, Martha; Pérez Arteaga, Melissa
59
3.8 Conclusions and recommendations
Conclusions:
- Including ludic activities in class provide a free-stress environment
for students to orally produce language.
- Developing vocabulary through ludic activities allows students to get
a better performance in speaking activities.
- Checking for understanding across the ludic activity lead the
opportunity to advise students for a better performance.
- The educator must adapt the ludic activities to the learning style of
the group.
- The misconception by teachers of what a ludic activity is and how it
works represents a significant obstacle once it is not applied properly
in class.
Recommendations:
- It is important that English teachers put into practice ludic activities
at least once a week to create a low affective filter in class to produce
language.
- The teacher should apply ludic activities that involve new vocabulary
learning to strength the speaking skill.
- The teacher should not interrupt students to correct during oral
production.
- The teacher should ensure an effective learning process applying
ludic activities establishing the proper learning style of each student.
- It is necessary to provide a didactic resource for teachers in order to
implement ludic activities in English classes.
60
CHAPTER IV
THE PROPOSAL
4.1 Tittle
Design of a Didactic Guide with Ludic Activities to Improve Oral
Production.
4.2 Justification
For this research’s fulfillment a diagnosis was made (by applying
observations in class, a teacher`s interview and a survey) from the
information obtained, it was revealed that the ludic activities for active
vocabulary development had been limited.
Most of the time, the English book appears as the unique didactic
resource. Communicative approach should be encouraged in each English
lesson gathering the appropriate conditions to enhance the learning of
English vocabulary and use it through speech and not only resolving written
vocabulary exercises.
For this reason, the authors of this project have designed a didactic
guide with ludic activities for English teachers to reinforce vocabulary
development in oral production in students as result of a bibliographical
research and ingenuity to apply the theoretical foundations.
Offering an alternative didactic guide to English teachers will provide
them a variety of ideas which can be implemented in class for the active
vocabulary development thus the improvement of this skill.
61
4.3 Objectives
4.3.1 General Objective
To provide didactic materials to English teachers in order to train
them about ludic activities promoting vocabulary development in oral
production and reinforcing their didactic culture.
4.3.2 Specific Objectives
1. To identify ludic activities that enhance vocabulary development related
to oral production in an entertaining way.
2. To link theoretical foundations with specific ludic activities.
3. To raise awareness about the importance of ludic activities as a didactic
strategy in English classes.
4.4 Theoretical Aspects
With the following resources the authors of this investigation get to
the conclusion that vocabulary development in oral production is vital for
English acquisition and the application of didactic strategies to reinforce it,
are a main issue. For this reason, the proposal includes ludic activities that
English teachers can use for their classes where the vocabulary words from
the scholar English book can be consolidated by learners.
4.4.1. Linguistic
The authors of this project designed a proposal based on a
vocabulary classification study developed by Laufer (1998) and the
communicative language competences in level A1.1 that eighth grader
students should achieve at the end of the academic year according to the
English National Curriculum Guideline provided by the Ministry of Education
of Ecuador.
4.4.2 Philosophical
The proposal is also thought to preserve and strengthen human
values such as interculturalism where axiology as a philosophical field
62
should be considered, developing intercultural understanding and broaden
learner’s cosmovision towards the world, Good Living National Plan (2013)
Morin (1999) and the UNESCO (1980) are scientific material that support
this thesis`s proposal.
4.4.3 Psychological
The proposal was thought to provide different ludic tasks that can
orient English teachers to use new methodologies to enhance vocabulary
in the oral production. Authors such as Krashen (2010), Clauss & Hiebsch
(1966), Baddeley (2003) cited in Dörnyei (2010), Maslow (1943), Sánchez
(2010), Gardner (1989)) and Vygotsky1(934), provide information about the
benefits of applying ludic activities in the treatment of memory, self-esteem,
intelligence, anxiety and motivation.
4.4.4 Didactic – Pedagogical
The proposal is developed based on the constructivism approach
because it is considered that students should improve their vocabulary by
establishing connections between previous and new knowledge. Ludic
activities give students that space of freedom in which they can experiment
and build their own learning by practicing this approach. About ludic as a
didactic resource, Sánchez (2010) explains which factors should be taken
into account for an effective implementation of this proposal.
On the other hand, Zainuddin, et al. (2011) describe activities that
Yudintseva, A. (2015, October). Game-Enhanced Second Language. Retrieved from Open
Journal of Social Sciences: http://www.scirp.org/journal/jss
Zainuddin, H., Morales-Jones, C., Yahya, N., & Ariza, E. (2011). Methods/Approaches of
Teaching ESOL: A Historical Overview. Retrieved from Kendall Hunt Publishing
Company: www.kendallhunt.com/ariza
Zotaminga, N. (2013, Septiembre 21). Ludic activities in the development of oral
expression in students of tenth year at Pomasqui High School in the metropolitan
district of the city of Quito. Retrieved from Universidad Central del Ecuador:
http://www.dspace.uce.edu.ec/handle/25000/3176
73
ANNEXES
74
ANNEX l
1. Letter of tutor approval 2. Letter of permission of the educational institution
75
1. Letter of Tutor Approval
76
2. Letter of Permission of the Educational Institution
77
78
ANNEX ll
1. Urkund Screenshot
79
1. Urkund Screenshot
80
81
ANNEX III
1. Photographic evidence 2. Report of tutoring sessions
82
1. Photographic evidence
November 11th, 2017. An exterior view of the educational Institution “Vicente Rocafuerte High School”.
November 11th, 2017. Students of the eighth year EGB “B” at Vicente Rocafuerte High School at the time the survey was applied
83
January 09, 2018 Last meeting of the tutor, Msc. Lucila Sánchez Pérez and the researchers, Martha Castillo and Melissa Pérez to review final details of the research
84
2. Report of tutoring sessions
85
ANNEX lV
1. Instruments of the investigation.
Observation sheet.
Surveys questionnaire.
Interview Questionnaire
86
Observation Sheet
87
Survey Questionnaire
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
ENCUESTA DIRIGIDA A ESTUDIANTES
De antemano agradecemos por su tiempo y colaboración
Objetivo:
Despejar interrogantes con respecto a la influencia de las actividades lúdicas dentro del aula para la enseñanza de vocabulario inglés.
Instructivo:
No es necesario registrar sus nombres y apellidos, es una encuesta anónima.
Marque con un visto (√) cada uno de los enunciados de acuerdo a la escala
N° Enunciado
Totalmente de
acuerdo
Algo de acuerdo
Ni acuerdo
ni desacuer
do
Algo en desacuerdo
Totalmente desacuerdo
1
Considero que una de las bases de la producción oral en cualquier idioma extranjero es la adquisición de nuevo vocabulario.
2
Es indispensable el uso de actividades lúdicas para desarrollar el vocabulario en inglés.
3
Mi nivel de vocabulario inglés me facilita participar oralmente durante la clase de inglés.
4
Considero que las actividades lúdicas crean el ambiente propicio para la aprehensión de nuevo conocimiento.
5
Me siento a gusto participando en actividades lúdicas durante el aprendizaje de nuevo conocimiento.
6 El profesor aplica actividades lúdicas en la enseñanza del idioma Inglés.
7
Participo activamente en las actividades orales durante la clase de inglés.
8 Considero que la adquisición de nuevo vocabulario ayuda en el
88
desarrollo de la producción oral en inglés.
9
El aprendizaje por medio de actividades lúdicas me ayuda a desenvolverme con facilidad en actividades orales.
10 La aplicación de actividades lúdicas hace más interesante el aprendizaje.
11
Establezco y refuerzo conexiones de amistad, respeto y tolerancia hacia mis compañeros a través de las actividades lúdicas.
12
Las actividades lúdicas aplicadas por mi profesor se adaptan a mi forma y estilo de aprendizaje.
13
El uso de objetos cotidianos y material didáctico hacen que sea más fácil para mí el aprender nuevo vocabulario.
14
La interacción entre compañeros promueve la adquisición de nuevo vocabulario inglés.
15
Las actividades que realizo utilizan mis sentidos para poder desarrollar y adquirir conocimientos.
89
Interview Questionnaire
UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA
EDUCACIÓN ESCUELA DE LENGUAS Y LINGÜÍSTICA
INTERVIEW QUESTIONARIE
Objective: To determine the influence of ludic activities in the vocabulary related to oral production. This interview is directed to the English teacher of the eight basic year “B” at Vicente Rocafuerte High School. Instruction Please read and answer the following questions carefully.
1. How long have you being working as an EFL Teacher?
2. What are the most difficult problems that an English teacher must deal with related
to the learning English process?
3. According to you, which English skills should be at first develop in students in class?
4. In your viewpoint what is the main goal of strengthening vocabulary in speaking?
5. How often do you work on vocabulary related to oral production with the students?
6. What are the insufficiencies of your students at the moment of oral
communication?
7. According to you, which strategies could help to handle those insufficiencies?
8. How do you usually work this skill with your students? Do you apply any strategy or method?
9. Which resources do you use for developing vocabulary in oral production?
10. Do you teach students any strategy in order to develop their vocabulary in oral
production?
11. Do you think it is important to apply ludic activities to develop vocabulary in oral production in students? Why?
12. What is your opinion about the idea of designing a guide oriented to teachers with
ludic activities to train vocabulary in oral production in students?
13. Have you or your institution trained concerning ludic activities applied to develop vocabulary in oral production?
14. Will you consider useful a guide with ludic activities to train vocabulary in oral
production in students? Why?
90
Interview questionnaire (with answers)
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
INTERVIEW QUESTIONARIE
Objective:
To determine the influence of ludic activities in the vocabulary related to oral production. This interview is directed to the English teacher of the eight basic year “B” at Vicente Rocafuerte High School. Instruction Please read and answer the following questions carefully.
1. How long have you being working as an EFL Teacher? I have been working as EFL Teacher for 18 years.
2. What are the most difficult problems that an English teacher must deal with
related to the learning English process? There are many, but some of the problems we can find are: -Students don´t want to learn English -Schools doesn´t have the resources to develop language skills
3. According to you, which English skills should be at first develop in students in class? All the skills are important when you are studying a new language, but I think the most important is the speaking skill.
4. In your viewpoint what is the main goal of strengthening vocabulary in speaking? Students have many words to use in the development of the speaking skill.
5. How often do you work on vocabulary related to oral production with the students? Sometimes. I use to apply pictures, crosswords or games.
6. What are the insufficiencies of your students at the moment of oral communication? The use of grammar structures in a correct way and a limited vocabulary
7. According to you, which strategies could help to handle those insufficiencies? To use a song where students have to complete with specific vocabulary or put sentences in order. A song is a good resource because students love them
8. How do you usually work this skill with your students? Do you apply any
strategy or method? Students have individual or team work where they talk about themselves using topics that are important for them.
9. Which resources do you use for developing vocabulary in oral production?
-Cards
91
-Pictures -Crosswords -Reading
10. Do you teach students any strategy in order to develop their vocabulary in
oral production? Yes, students have to use the vocabulary in specific activities like reading where they have to fill in the blanks with the vocabulary.
11. Do you think it is important to apply ludic activities to develop vocabulary in oral production in students? Why? I think it is, from to develop vocabulary but it is not the most important.
12. What is your opinion about the idea of designing a guide oriented to teachers with ludic activities to train vocabulary in oral production in students? It will help teachers to use as a resource in order to have a dynamic class.
13. Have you or your institution trained concerning ludic activities applied to develop vocabulary in oral production? Yes, I have trained by MINEDUC.
14. Will you consider useful a guide with ludic activities to train vocabulary in oral production in students? Why? Yes, it will because teacher will have another resource in order to apply it on her/his class.