UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, …repositorio.ug.edu.ec/bitstream/redug/43514/1/BFILO-PLL... · 2019. 9. 21. · vocabulario para expresar apropiadamente ideas en

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UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF EDUCATION

SCHOOL OF LANGUAGES AND LINGUISTIC

EDUCATIONAL PROJECT PREVIOUS TO OBTAIN THE DEGREE IN SCIENCES OF EDUCATION

MENTION: ENGLISH

TOPIC:

“THE INFLUENCE OF LUDIC ACTIVITIES IN VOCABULARY

DEVELOPMENT”

PROPOSAL:

DESIGN A DIDACTIC GUIDE WITH LUDIC ACTIVITIES FOR VOCABULARY

DEVELOPMENT

AUTHORS:

GUTIERREZ VALDEZ MAGALY CAROLA

RUIZ JAUREGUI JENNIFER LILIBETH

ADVISOR: MSc.LUCILA SANCHEZ PEREZ

Guayaquil, 2019

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UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, SCIENCES AND LETTERS OF EDUCATION

EDUCATIONAL PROJECT

BOARD OF DIRECTORS

___________________________________ ____________________________

MSc.Santiago Galindo Mosquera MSc.Pedro Rizzo Bajaña

DEAN SUB-DEAN

________________________ _________________________

MSc.Sara Anaguano Peréz Ab.Sebastián Cadena Alvarado

.

DIRECTOR SECRETARY

iii

iv

DEDICATION

I dedicate this thesis to God and my family who has been my support anytime in

order to finish my career. God has been the most important help of my life

guiding me through his scripture and Holy Spirit. My parents and my daughter

Genesis have been encouraging me unconditionally everyday.

MAGALY CAROLA GUTIERREZ VALDEZ.

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ACKNOWLEDGMENT

First and foremost, I thank God because without him, this thesis would not have

been possible. To my mother Lcda. Olga Valdez a morally good woman she

taught me the effort, sacrifice and humility that people need to have success.

My mother showed me how to be patient and she encouraged me to pursue my

dreams. Thanks to the University of Guayaquil, Faculty of Philosophy School of

Languages and Linguistics by giving me the opportunity to study and acquire

the understanding of two languages English and Italian and how important they

are for my future professional life. Finally to my teachers and tutor who knew

how to teach me to do an excellent work, having a great knowledge of this

career.

MAGALY CAROLA GUTIERREZ VALDEZ

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DEDICATION

I dedicate this work to God and my parents who have been encouraging me

since the first day to not give up and reach the goal of achieving complete this

beautiful career, the process has not been easy but not impossible either.

JENNIFER LILIBETH RUIZ JAUREGUI

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ACKNOWLEDGMENT

I thank God because wihout him this project would not have been completed,

my mother Sandra Jauregui Veliz who never stopped believing in me and

always supports me unconditionally in this long process, my grandmother

Carmen Veliz Guerrero who has taught me what sacrifice is, humility and

honesty qualities that I will follow in my life, and to the University Estatal of

Guayaquil by giving me the knowledge that I have learned today and to

understand how beautiful is to learn other language.


viii

INDEX

COVER PAGE……………….………………………………………i

BOARD OF DIRECTORS…..…….….…………………………….ii

PRELIMINARY PAGES

ANNEX 4 …….……………….…………………………………...iii

DEDICATION…………………….…………………………………iv

DEDICATION……………………….……………………………….v

ACKNOWLEDGMENT…………………………………………….vi

ACKNOWLEDGMENT……………………………………………vii

TABLE OF CONTENTS………………………………………….viii

RESUMEN…………..………….…………………………………xiv

ABSTRACT……………….………………………………………..xv

REPOSITORIOS………………………………………………….xvi

.

TABLE OF CONTENTS

INTRODUCTION………………………………………………………1

CHAPTER I……………………………………………………………2

THE PROBLEM…………………………………………………….…2

1.1 PROBLEM OF THE INVESTIGATION……………………..2

1.2 THE CONFLICT SITUATION………………………………..2

1.3 SCIENTIFIC FACT……………………………………………2

1.4 CAUSES……………………………………………………….2

1.5 FORMULATION OF THE PROBLEM………………………3

ix

1.6 OBJECTIVES OF THE INVESTIGATION…….……………3

1.6.1 GENERAL OBJECTIVE………………………………………3

1.6.2 SPECIFIC OBJECTIVES……………………………………..3

1.7 QUESTION OF THE INVESTIGATION……… ……….…..3

1.8 JUSTIFICATION……………………………………………….4

CHAPTER II……………………………………………………………..6

2. THEORICAL FRAMEWORK……………………… ……………….6

2.1 BACKGROUND OF THE STUDY……………… ………………..6

2.2 CONCEPTUAL THEORETICAL FRAMEWORK…..……………6

2.2.1 LUDIC ACTIVITIES………………………………...…………….6

2.2.2 IMPORTANCE OF LUDIC ACTIVITIES………...……… .……7

2.2.3 TYPES OF LUDIC ACTIVITIES…………….…………………..7

2.2.4 GAMES DEFINITIONS…………….…………………………….8

2.2.5 GAMES CHARACTERISTICS………………………………….9

2.2.6 CLASSIFICATION OF GAME……….………………………….9

2.2.7 BENEFITS OF THE GAME……...…………………………….11

2.2.8 GAME ADVANTAGES………...……………………………….12

2.2.9 VOCABULARY…………...…………………………………….13

2.2.10 IMPORTANCE……..………………………………………….15

2.2.11 RECEPTIVE VOCABULARY……….……………………….15

2.2.12 PRODUCTIVE VOCABULARY….………………………….16

2.2.13 COMMUNICATION……………….………………………….16

2.2.14 ELEMENTS OF COMMUNICATION…….…………………17

x

2.2.15 PROCESS OF COMMUNICATION…………………………….18

2.2.16 SECOND LANGUAGE ACQUISITION AND LEARNING……19

2.2.17 STAGES OF SECOND LANGUAGE ACQUISITION…………21

2.2.18 VOCABULARY ACQUISITION AND LEARNING……………..21

2.3 CONTEXTUAL FRAMEWORK……………………………………..22

2.4 LEGAL FRAMEWORK………………………………………………23

CHAPTER III……………………………………………………………….25

PROCESS, METHODOLOGY, ANALYSIS AND DISCUSSION OF THE

RESULTS…………………………………………………………………..25

3.1 METHODOLOGICAL DESIGN………………………………………27

3.2 TYPES OF INVESTIGATION………………………………………..26

3.3 MATRIX OPERATIONALIZATION OF VARIABLES………………28

3.4 POPULATION AND SAMPLE…………………………………….....29

3.5 RESEARCH METHODS………………………………………………32

3.6 TECHNIQUES AND INSTRUMENTS OF INVESTIGATION...…….33

3.7.1 ANALYSIS AND INTERPRETATION OF THE SURVEY…….34

3.7.2 ANALYSIS OF THE RESULTS TO THE TEACHER I………..35

3.7.3 ANALYSIS OF THE RESULTS OF THE OBSERVATION G…………36

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CHAPTER IV

THE PROPOSAL

4.1 TITLE………………………………………………………………………….43

4.2 JUSTIFICATION……………………………………………………………..44

4.3 OBJECTIVES…………………………………………………………………44

4.3.1 GENERAL OBJECTIVES…………………………………………………44

4.3.2 SPECIFIC OBJECTIVES……………………………………………….....44

4.4.FEASIBILITY…………………………………………………………………44

4.5 DESCRIPTION………………………………………………………………45

4.6 CONCLUSION………………………………………………………………….47

4.7. RECOMMENDATIONS………………………………………………………48

DIDACTIC GUIDE……………………………………………………………………49

INDEX OF DIDACTIC GUIDE………………………………………………………50

ACTIVITY #1…………………………………………………………………..……...51

FEELINGS NON COMPETITIVE GAME………………………………..….……51

ACTIVITY #2…………………………………………………………………….….52

FEELINGS COMPETITIVE GAME…………………...…………………………..52

ACTIVITY #3………………………………………………………………………..53

PERSONAL INFORMATION NON COMPETITIVE GAME……………………53

ACTIVITY #4………………………………………………………………………….54

PERSONAL INFORMATION COMPETITIVE GAME………….……………….54

xii

ACTIVITY #5…………………………………………………………………………5.5

COUNTRIES AND NATIONALITIES NON COMPETITIVE GAME…………….55

ACTIVITY #6………………………………………………………………………….56

COUNTRIES AND NATIONALITIES COMPETITIVE GAME……..…………….56

ACTIVITY #7………………………………………………………………………….57

FAMILY MEMBERS NON COMPETITIVE GAME……………………………….57

ACTIVITY #8………………………………………………………………………….58

FAMILY MEMBERS COMPETITIVE GAME…………………………………….58

ACTIVITY #9………………………………………………………………………….59

PHYSICAL APPEARANCE NON COMPETITIVE GAME……………………….59

ACTIVITY #10……………………………………………………………...…………60

PHYSICAL APPEARANCE COMPETITIVE GAME…………………………...…60

ACTIVITY #11……………………………………………………………...…………61

WHICH PART OF THE BODY IS THAT? NON COMPETITIVE GAME……….61

ACTIVITY #12……………………………………………………………...…………62

WHICH PART OF THE BODY IS THAT? COMPETITIVE GAME………..…….62

ACTIVITY #13……………………………………………………………...…………63

TYPES OF MOVIES NON COMPETITIVE GAME……………………………….63

ACTIVITY #14……………………………………………………………...…………64

TYPES OF MOVIES COMPETITIVE GAME…………..………………………….64

ACTIVITY #15……………………………………………………………...…………65

FAMOUS NEIGHBORHOODS NON COMPETITIVE GAME………...…………65

ACTIVITY #16……………………………………………………………...………66

FAMOUS NEIGHBORHOODS NON COMPETITIVE GAME………...…………66

BIBLIOGRAPHIC REFERENCES AND BIBLIOGRAPHY………………………80

xiii

INDEX OF TABLES

TABLE 1 OPERATIONALIZATION OF VARIABLES…………………………….28

TABLE 2 POPULATION.…………………………………………………………29

TABLE 3 SAMPLE…………………………………………………………………..30

TABLE 4 ANALYSIS OF THE SURVEY RESULTS ITEM 1….…………………32

TABLE 5 ANALYSIS OF THE SURVEY RESULTS ITEM 2.…………………....33

TABLE 6 ANALYSIS OF THE SURVEY RESULTS ITEM 3.…………..............34

TABLE 7 ANALYSIS OF THE SURVEY RESULTS ITEM 4.…………..............35

TABLE 8 ANALYSIS OF THE SURVEY RESULTS ITEM 5………….………..36

TABLE 9 ANALYSIS OF THE SURVEY RESULTS ITEM 6…………………..37

TABLE 10 ANALYSIS OF THE SURVEY RESULTS ITEM 7…...…………….38

TABLE 11 ANALYSIS OF THE SURVEY RESULTS ITEM 8…………………39

TABLE 12 ANALYSIS OF THE SURVEY RESULTS ITEM 9………..……….40

TABLE 13 ANALYSIS OF THE SURVEY RESULTS ITEM 10….…………….41

INDEX OF GRAPHIC

GRAPHIC 1…………………………………………………………………32

GRAPHIC 2..…………………................................................................33

GRAPHIC 3.…………………………………………………………………34

GRAPHIC 4.…………………………………………………………………35

GRAPHIC 5.…………………………………………………………………36

GRAPHIC 6.…………………………………………………………………37

GRAPHIC 7.………………………………………………………………….38

GRAPHIC 8.…………………………………………………………………39

GRAPHIC 9.…………………………………………………………………40

GRAPHIC 10.………………………………………………………………..41

INDEX OF APPENDIX

ANNEXES ………………………………………………………82

xiv


FACULTY OF PHILOSOPHY, SCIENCES AND LETTERS OF EDUCATION EDUCATIONAL PROJECT

TITULO: LA INFLUENCIA DE LAS ACTIVIDADES LÚDICAS EN EL

DESARROLLO DEL VOCABULARIO. PROPUESTA: DISEÑO DE UNA GUÍA DIDÁCTICA CON ACTIVIDADES

LÚDICAS PARA EL DESARROLLO DEL VOCABULARIO.

AUTORES: MAGALY CAROLA GUTIERREZ VALDEZ, JENNIFER LILIBETH RUIZ

JAUREGUI.

TUTOR: MSc. LUCILA SÁNCHEZ PÉREZ.

Resumen

El propósito de este proyecto fue estudiar el desarrollo del vocabulario en los

estudiantes de octavo grado de educación general básica paralelo E de la

unidad educativa fiscal 28 de Mayo, debido a la deficiencia del uso de las

palabras en inglés de los estudiantes quienes presentaban dificultad al hablar

en clase por temor de no saber el significado de ciertas expresiones y

palabras o por tener una inadecuada pronunciación. Este proyecto fue llevado

a cabo a través de un estudio de campo, una investigación bibliográfica y un

análisis estadístico. A fin de encontrar una solución al problema de la falta de

vocabulario para expresar apropiadamente ideas en la lengua extranjera.

Aspectos teóricos relacionados con el aprendizaje y adquisición del vocabulario

fueron analizados. El Análisis Estadístico fue a través de una encuesta a los

estudiantes, una entrevista al profesor y una guía de observación en clase todo

esto con el objetivo de recolectar información acerca de las causas de la baja

producción en el desarrollo del vocabulario. Los datos obtenidos demostraron

la deficiencia del vocabulario de inglés en los estudiantes y en los profesores

se mostró una carencia de herramientas didácticas que ayuden a los alumnos a

mejorar el idioma. Por esta razón, se diseño una guía didáctica con actividades

lúdicas para apoyar al docente y, a su vez, promover y fomentar el aprendizaje

del vocabulario en los estudiantes.

Palabras Claves: Vocabulario, Actividades Lúdicas, Desarrollo, Guía

Didáctica.

xv


FACULTY OF PHILOSOPHY, SCIENCES AND LETTERS OF EDUCATION

EDUCATIONAL PROJECT

TITTLE:THE INFLUENCE OF LUDIC ACTIVITIES IN VOCABULARY DEVELOPMENT

PROPOSAL:DESIGN A DIDACTIC GUIDE WITH LUDIC ACTIVITIES FOR

VOCABULARY DEVELOPMENT.

AUTHORS: MAGALY CAROLA GUTIERREZ VALDEZ, JENNIFER LILIBETH RUIZ

JAUREGUI.

ADVISOR: MSc. LUCILA SANCHEZ PEREZ

ABSTRACT

The purpose of this project was to study the vocabulary development in eighth

grade students of the Basic General Education Parallel E at 28 de Mayo public

high school, due to the deficiency of the English vocabulary in students who

need to make an effort with words and expressions because of their fear to

ignore meanings in general or to have an inadequate pronunciation. This

project was carried out through a bibliographical field, analysis and statistical

study. In order to find a solution to the problem of the vocabulary, theoretical

aspects related with vocabulary learning and acquisition were consulted.

Statistical analysis was carried out through a survey to the students, an

interview to the teacher and a class observation guide; all of them with the

objective to collect information about the cause of low production in vocabulary

development. The data obtained demonstrated the deficiency of English

vocabulary in the students and the lack of didactic tools for teachers, tools that

help learners to improve the language. For this reason, a design of a didactic

guide with ludic activities that promotes vocabulary learning is proposed.

Key Words: Vocabulary, Ludic Activities, Didactic Guide, Development.

xvi

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS/TRABAJO DE GRADUACIÓN

TÍTULO Y SUBTÍTULO: PROPUESTA:

LA INFLUENCIA DE LAS ACTIVIDADES LÚDICAS EN EL DESARROLLO DEL VOCABULARIO. DISEÑO DE UNA GUIA DIDÁCTICA CON ACTIVIDADES LÚDICAS PARA EL DESARROLLO DEL VOCABULARIO.

AUTOR(ES) (apellidos/nombres): MAGALY CAROLA GUTIERREZ VALDEZ, JENNIFER LILIBETH RUIZ JAUREGUI

REVISOR(ES)/TUTOR(ES) (apellidos/nombres):

TUTOR: MSc.LUCILA SANCHEZ PEREZ REVISOR: MSc.LARRY TORRES VIVAR

INSTITUCIÓN: UNIVERSIDAD ESTATAL DE GUAYAQUIL

UNIDAD/FACULTAD: FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

MAESTRÍA/ESPECIALIDAD:

GRADO OBTENIDO: LICENCIATURA EN CIENCIAS DE LA EDUCACIÓN MENCIÓN INGLÉS

FECHA DE PUBLICACIÓN: SEP- 2019 No. DE PÁGINAS: 100

ÁREAS TEMÁTICAS: Guía de Métodos pedagógicos para coordinar el proceso enseñanza – aprendizaje y permitir desarrollar nuestra propuesta de manera que sea factible para el beneficio de los y las estudiantes

PALABRAS CLAVES/ KEYWORDS:

Vocabulario, Actividades Lúdicas, Desarrollo, Guía Didáctica.

RESUMEN El propósito de este proyecto fue estudiar el desarrollo del vocabulario en los estudiantes de octavo grado de educación general básica paralelo E de la unidad educativa fiscal 28 de Mayo, debido a la deficiencia del uso de las palabras en inglés de los estudiantes quienes presentaban dificultad al hablar en clase por temor de no saber el significado de ciertas expresiones y palabras o por tener una inadecuada pronunciación. Este proyecto fue llevado a cabo a través de un estudio de campo, una investigación bibliográfica y un análisis estadístico. A fin de encontrar una solución al problema de la falta de vocabulario para expresar apropiadamente ideas en la lengua extranjera. Aspectos teóricos relacionados con el aprendizaje y adquisición del vocabulario fueron analizados. El Análisis Estadístico fue a través de una encuesta a los estudiantes, una entrevista al profesor y una guía de observación en clase todo esto con el objetivo de recolectar información acerca de las causas de la baja producción en el desarrollo del vocabulario. Los datos obtenidos demostraron la deficiencia del vocabulario de inglés en los estudiantes y en los profesores se mostró una carencia de herramientas didácticas que ayuden a los alumnos a mejorar el idioma. Por esta razón, se diseño una guía didáctica con actividades lúdicas para apoyar al docente y, a su vez, promover y fomentar el aprendizaje del vocabulario en los estudiantes. ADJUNTO PDF: SI X NO

CONTACTO CON AUTOR/ES: MAGALY GUTIERREZ VALDEZ JENNIFER RUIZ JAUREGUI

Tel: 0998070992- 2201984 Tel:0989973287

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

CONTACTO CON LA INSTITUCIÓN:

Nombre: SECRETARIA DE LA ESCUELA DE LENGUAS Y LINGUÍSTICA

Teléfono: : (04)2294888Ext.123

E-mail: [email protected]

X

mailto:[email protected]

xvii

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FORMAT TO THESIS REGISTER

TITLE AND SUBTITLE: THE INFLUENCE OF LUDIC ACTIVITIES IN VOCABULARY DEVELOPMENT.

PROPOSAL: DESIGN A DIDACTIC GUIDE WITH LUDIC ACTIVITIES FOR VOCABULARY DEVELOPMENT. AUTHORS: MAGALY CAROLA GUTIERREZ VALDEZ


TUTOR: MSc.LUCILA SANCHEZ P.

CHECKER:MSc LARRY TORRES V.

VVV. INSTITUTION:

UNIVERSITY OF GUAYAQUIL FACULTY: PHILOSOPHY, LETTERS AND SCIENCES OF EDUCATION

CAREER: LANGUAGE AND LINGUISTIC

PUBLICATION DATE : SEP- 2019 N° DE PAGS.: 100 OBTAINED TITLE: BACHELOR DEGREE IN SCIENCES OF EDUCATION MENTION ENGLISH

TEMATIC AREAS: Guide of pedagogical methods to coordinate the teaching-learning process and allow to develop our proposal in a way that is feasible for the benefit of the students.

KEY WORDS: VOCABULARY, LUDIC ACTIVITIES, DIDACTIC GUIDE, DEVELOPMENT.

ABSTRACT

The purpose of this project was to study the vocabulary development in eighth grade students of the Basic General Education Parallel E at 28 de Mayo public high school,due to the deficiency of the English vocabulary in students who need to make an effort with words and expressions because of their fear to ignore meanings in general or to have an inadequate pronunciation.This project was carried out through a bibliographical field, analysis and statistical study. In order to find a solution to the problem of the vocabulary, theoretical aspects related with vocabulary learning and acquisition were consulted. Statistical Analysis was carried out through a survey to the students, an interview to the teacher and a class observation guide, all of them with the objective to collect information about the cause of low production in vocabulary development. The data obtained demonstrated the deficiency of English vocabulary in the students and the lack of didactic tools for teachers, tools that help learners to improve the language. For this reason, a design of a didactic guide with ludic activities that promotes vocabulary learning is proposed. Key Words: Vocabulary, Ludic Activities, Didactic Guide, Development.

N.º DE REGISTRO (en base de datos): Nº DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO PDF: SI X NO

CONTACTO CON AUTOR: MAGALY GUTIERREZ VALDEZ JENNIFER RUIZ JAUREGUI

Teléfono: 0998070992

0989973287

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

CONTACTO EN LA INSTITUCIÓN:

E-mail: [email protected]

Nombre: secretaria de la escuela de lenguas lingüística

Teléfono: (04)2294888Ext.123



1

INTRODUCTION

The current Project base on the results obtained through a bibliographical

and statistical research, coming to the conclusion that students need a

didactic guide with ludic activities for vocabulary development because

learners demonstrated a number of problems in vocabulary´s fluency of

English language due to the low knowledge of new words, and an

inappropiate methodology to encourage students to participate during the

class.

The principal objective of the didactic guide is to find a solution that promotes

the English language vocabulary learning. It is important that the teacher

applies this didactic guide as an educational material with an adequate

instruction to expand the students English knowledge through games that

keep the attention of them in class,getting and excellent result in academic

purposes and motivate students to express themselves freely.

CHAPTER I: Show Problem of the Investigation, Conflict situation, Scientific

fact, Causes, Objectives, Questions´ research and Justification.

CHAPTER II: Theoretical Framework, Background of the study, Context

framework, Legal Framework.

CHAPTER III: Methodology contains: Methodological design, Analysis and

interpretation of results in context, Matrix operationalization of variables.

CHAPTER IV: Design of the proposal, Justification.

2

CHAPTER I

THE PROBLEM

1.1 PROBLEM OF THE INVESTIGATION

The Veintiocho de Mayo Public High School is situated in Guayaquil, exactly

on Carlos Julio Arosemena Tola Ave. In this establishment there are 1961

students in the afternoon shift. This institution has six EFL English teachers.

1.2 CONFLICT SITUATION

In English classes the principal problem observed was the development of

vocabulary, some students demonstrated difficulties trying to remember

words and expressions learned in class even though they had already

studied this meanings before.

The difficulty to expand the vocabulary in English, as well as expressing it in

an oral or written manner generates in students the fear of being wrong,

preferring not to participate in the activities proposed by the teacher, which

results in gaps and doubts that are tough to correct in the future.

1.3 SCIENTIFICT FACT

The students of eighth grade at Veintiocho de Mayo Public High School,

district 6, zone 8, in the city of Guayaquil, Parroquia Tarqui, school year 2019

– 2020 showed a low vocabulary development.

1.4 CAUSES

- Disinterest by teachers to apply ludic activities in class.

- Limited use of dynamic strategies for teaching vocabulary to students.

- Inappropriate methodologies to encourage students to participate

during the class.

3

1.5 FORMULATION OF THE PROBLEM

Why ludic activities affect the vocabulary development of eighth grade

students at Veintiocho de Mayo Public High School, city of Guayaquil in the

2019-2020 school year?

1.6 OBJECTIVES OF INVESTIGATION

1.6.1 GENERAL OBJECTIVE

To determine the effect of ludic activities in vocabulary development of

eighth grade students at Veintiocho de Mayo Public High School through a

statistical research and bibliographical to create a didactic guide for

vocabulary development.

1.6.2 SPECIFIC OBJETIVES

-To establish the influence of ludic activities in vocabulary development

through a statistical and bibliographical research.

-To describe the vocabulary development process through a bibliographical

and statistical study.

-To elaborate a didactic guide with ludic activities for vocabulary development

through the theory and empirical interpretation of the results

obtained.

1.7 QUESTIONS OF INVESTIGATION

1. What are ludic activities?

2. What is the impact of using ludic activities inside the process of teach

English?

3. At what manner can teachers develop oriented activities to stimulate the

learning of vocabulary?

4. What benefits will students obtain by developing new vocabulary?

5. How will a didactic guide with ludic activities assist students to enhance

the vocabulary?

4

1.8 JUSTIFICATION

The necessity of becoming more creative,rational and critical human beings

has changed the education during the last years. In order to generate people

that could solve the daily life community problems and contribute positively,

this research aims to be focused on means of how students of eighth grade

at Veintiocho de Mayo Public High School, could improve their English

language skills, specifically the development of vocabulary.

The current investigation is of great importance given that the development

of vocabulary in English can make the students use their lexical skills to

communicate. For that reason, it is vital that teachers offer more

opportunities to learn and use new vocabulary in class as the students as the

main protagonists in the learning process. The use of ludic activities during

the teaching learning process could enhance the performance of productive

and receptive skills for improvement school efficiency.

This research is fundamental because it is based on the English National

Curriculum Guidelines, it states that students proficiency level at eight grade

should accomplish the A1.1 level considering the Common European

Framework Reference (CEFR). At this level students could understand

everyday expressions like greetings, personal information, directions

numbers, habits and more (Ministerio de Educación, 2014).

Accordingly, the current English education has been adapted to the

Ecuadorian aspects, thus the education of English as foreign language had

been developed and improved by five important threads: Reading, Oral

communication, Communication and cultural awareness, (Listening and

Speaking), Writing and Language through the arts. Besides the CLIL

(Content Language Integrated Learning) that promotes an implementation of

the information facts obtained.

Therefore, considering the LOEI (Ley Orgánica de Educación Intercultural), it

is established that an instruction of the English as a foreign language is

5

indispensable from early ages because it is the basis to build a new

knowledge. The Ministry of Education decided to implement a teaching load

for this subject.

The public space – physical, media and symbolic – shaped by the clear

eliciting of interaction, participation, deliberation, respect and diverse

expression, provide the place where culture of democratic, intercultural and

creative coexistence among agents who recognize and respect each other

reciprocally, as equals, is possible (Article 23). All people are entitled to the

right to develop our creative capacity, to exercise cultural and artistic

activities with dignity in a sustained manner (Article 22) and to participate in

the community’s cultural life (Article 24).

(Plan Nacional Toda Una Vida, 2013)

The present study is to analyze the problem and its causes, which

allows the English teacher takes advantages and implements new

methodologies to give a solution to the problems in classes.

6

CHAPTER II

2. THEORETICAL FRAMEWORK

2.1 BACKGROUND OF THE STUDY

This current research is based on the importance of the influence of

vocabulary development on oral expression and how it is connected with the

teaching learning process to help students to change the traditional study in

order to modify strategies for becoming them more interactive and

participative in the classroom.

According to Merchán (2017) “students of 8th year section B at Dr.

Francisco Huerta Rendón High School, school year 2016 – 2017 presented

deficiency of didactic material in vocabulary. The research demonstrated the

low level of English in oral expression. This was investigated through an

interview aimed at the teacher of English and a student survey to know

about the difficulties that they presented in the oral expression of English

language. Therefore, this allowed researchers, to design an illustrated

booklet focused on vocabulary. Furthermore, students had difficulty to

understand the vocabulary that they practice because teachers did not have

enough knowledge about new strategies on vocabulary teaching. It was

recommended that the English teacher applies vocabulary teaching

strategies to motivate students to learn it, and thus improve oral expression”.

“In the research carried out the Influence of motivation in the

vocabulary development the researchers indicated that there was an

absence of motivation in students of ninth grade of GBE at “Pedro J.

Montero” High School in Guayaquil city, school year 2016-2017 located in the

north of Guayaquil, in Francisco de Orellana Avenue. During the

teaching-learning process, due to the inadequate usage of methodologies

applied for vocabulary development, low use of vocabulary in the target

7

language was presented in students. After applying different instruments as a

survey, interview, and an observation guide; the results evidence that the

design of a didactic guide could help students to learn and use academic

vocabulary through videos, games, flash cards, songs, role plays and

worksheets. Finally, the researchers considered the didactic guide as an

ideal source for teachers to assist students to relate the content of the

syllabus to learners’ reality, in order to use the learned vocabulary in real

context” Uvidia & León (2017).

According to Guncay & Gutama (2013) “How to expand vocabulary

acquisition through games“. Students of the third grade in Fray Gaspar de

Carvajal Elementary School in a rural school of Cuenca Ecuador, acquired

English vocabulary by the use of traditional methodology, motivation was

absent during the learning process. Researches decided to investigate in

order to help learners expand their vocabulary through the use of games in

English class. As a result, games were considered as essential for motivating

vocabulary learning becoming the process meaningful and enjoyable”.

Based on previous researches, it could be concluded that ludic

activities might improve the vocabulary development on students through

interactive activities like ludic games of easy learning. For this reason the

researchers highlight the importance of ludic activities in the vocabulary

development for being applying in class.

2.2 CONCEPTUAL THEORETICAL FRAMEWORK

2.2.1 LUDIC ACTIVITIES

“The game is an activity that develops the personality of the students and

their creative capacity. As a pedagogical activity, it has a remarkable didactic

character and complies with the intellectual, practical, communicative and

evaluative elements in a ludic technique” (Miletic, 2017).

8

The ludic activity allows an integral development of a person. Through the

game, rules are learned and instructions for different tasks have to be

followed. A ludic activity is a dynamic strategy that promotes active learning

process involving students in doing things out of the routine and thinking

about what they are achieving.

2.2.2 IMPORTANCE OF LUDIC ACTIVITIES

According to Awad (2006) “ludic means play. In this play are included

games, toys, entertainment and the practice of playful activities with clear

learning objectives”.

Maluf (2003)” states that games provide the searching for new skills

and develop new competencies. This activity is one of the basic needs of

children and its essential for motor, social , emotional and cognitive

development”.

In other words, ludic activities are spontaneous and natural requirements in

student’s life where games stimulate creativity and imagination. Besides,

ludic activities enhance the cognitive process by promoting new learning to

be stored in long-term memory.

2.2.3 TYPES OF LUDIC ACTIVITIES

According to (Torres, 2009) as cited by Martínez Montalvo, A. C., &

Marcillo Ruíz, A. C. (2016). “There are two types of ludic activities:

Free Ludic Activities: These type of activities foster the spontaneous

and creative imagination development with the possibility to play with

freedom and Independence.

Directed Play Activities: These activities modify educational

situations that benefit the emotional development putting forward standards

to satisfy the necessity of every student”.

In other words, ludic activity such as games, crosswords, group work,

puzzles etc. Allows learners to discover the world around them developing

9

their imagination and creativity, discovering the border between fantasy and

reality.

Apart from having a good moment, people learn and play at the same period

of time. Students acquire significant vocabulary along with its pronunciation

and spelling. They start to realize that students need to pronounce or speak

the words correctly to understand others classmates what they are talking.

2.2.4 GAMES DEFINITIONS

“Language games are not activities mainly aimed to break the ice

between students or short time. Byrne (1995) gave the definition of games as

a form of play governed by rules. Games should be enjoyed and fun, they are

not leisure activities or a break from routine activities, but a way of getting the

learner to use the language in the course of a game”.

Games can contribute to students'skills if they are incorporated into

the classroom, particularly if they are used to reinforce or introduce a

grammatical rule or structure. Teachers should also consider the advantages

of games to capture students' attention; to reduce students' stress; and to

give students the chance for real communication.

2.2.5 GAMES CHARACTERISTICS

According to Kernan, (2007) “Play is active. It may be physically

active, involving active engagement with the physical environment or

exuberant movement, and physical energy. It may also involve mental activity

such as in an imaginative play or play with words. Often both physical and

mental activity will be involved”.

Play is social. Children are often most satisfied when playing

alongside or in co-operation with peers or adults. The game is enjoyable, fun,

voluntary and the most important thing is not mandatory.

10

2.2.6 CLASSIFICATION OF GAME

According to Moore and van der Werff (2018) “play can be a useful

manner to motivate students and consolidate their knowledge and abilities at

the same time”.

There are many types of games for instance:

Non- Competitive Game: In this game all students participate without

winners or losers for example: As the teacher cues actions like walk slowly,

or walk fast, all students mime the action.

Competitive Games in Groups: Group of students compete with

each other, tasks are completed within each group. For example: Draw all

the animals that you can name in English, the first team with ten drawings

wins the game. Another example could be Charades that is a game of

pantomimes where you have to "act out" a sentence without speak while

other person of the team tries to think what a phrase or sentence is. The aim

is to the group that guesses the sentence faster than others.

Competitive Individual Games: Based on skill, stronger students

enjoy showing their individual abilities for example: All students stand up and

take turns answering questions. As a student makes a mistake or does not

know the answer, he or she sits down. The last student standing is the

winner.

Play gives students the opportunity to experiment and practice what

they are learning.

Hadfiled (1998) “provided another classification for games, this time

focused on language:

Sorting, ordering, or arranging games: This game is about

categorizing items or cards in a sequence ordered by some rule, by instance

the students have a group of cards with various individual products on them

and students have to classify the food products cards found in the grocery

store and the items cards located in a large department store .

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The Information gap game: Demand students to practice teamwork

through speaking using new vocabulary, in such games, the student has to

work in pairs, and choose a picture where his classmate is in need of

produce the same picture by listening the information offered of a student

with the drawing.

Guessing games: Is a game in which the student has to guess some

information to give the right answer, a better common instance of the

guessing games is´´20 questions´´, in which one student thinks about of a

notorious place, thing or person. Another participant could ask twenty yes-

no questions to find out hints that he could think who or what a famous

person, place or thing is.

Games for matching: as the name mentioned students required to

find out a match for a picture, card, or word. By example, participants have

30 words cards formed by 15 pairs, faced down in a random order. Every

student passes over 2 cards at the time, with a target of turning over the

matching game with the purpose of use the memory.

Scrabble: It is a word game where two or more players win points by

writing a word bearing a single letter played on a board.

Role play: Is the changing of information in general between two or

more people, is one of the best manners to practice new vocabulary. This

could involve participants playing the roles that students do not have to do in

their normal life like artist, teachers, singer etc., when presentations can

immerse students simulation roles that they could play in real-life for

example like a customer in an elegant restaurant. Drama is normally scripted

of natural performances however in a play role and sessions the students

appear with their proper expressions while the preparation before is always

useful”.

12

The wide variety of language game ideas can be implemented in the

classroom to accept all the types of learning-process. Students will benefit

from a diversified learning experience.

Finally, using games can help to the student to learn faster memorizing new

vocabulary for each one, it´s an ideal strategy to use in class because has

many benefits for example retain more information than with traditional

learning alone.

2.2.7 BENEFITS OF THE GAME

The games get that the students could involved in their proper process of

learning, a game could motivate learners to have a better vocabulary

development.

According to Uberman (1998) “games teach, entertain, encourage,

and promote a communicative skill with fluency. The benefits of games are:

More Motivating if students play games, they become with more motivation

to learn and pay attention to participate in a group of tasks.

Controlled Competitiveness: A great manner to take control of the

competitiveness between students is a game.

Positivity of peers: as part of learning and teaching, using games in a

English lesson, could help to create a positive atmosphere around the class,

motivating students with their participation and making a trust and confident

attitude to learn.

Mighty memory games: playing a variety of specific content games can

increase the memory and have a right concentration.

Alert attention game: playing this game requires students to pay a good

attention to details.

The new knowledge game: game is a great tool to use in the English

classroom to focus and acquire a recent knowledge. By teaching a content

13

in class, the application of games could consolidate students understanding

and make connections with the ideas that students learned”.

2.2.8 GAME ADVANTAGES

According to Avedon (1971) the main reason why games are

considered effective learning aids is that "they stimulate motivation and

students get very absorbed in the competitive aspects of the games;

moreover, they try harder at games than in other courses. Teachers could

motivate students to want to learn more. They can transform a boring class

into a challenging one”.

Other advantages are increasing students’ proficiencies. Games are a great

manner to practice new vocabulary. Help students get rid of inhibitions and

keep up the levels of energy and motivation.

Hadfield (1990) confirmed that “games provide as much concentrated

practice as a traditional drill and more importantly, they provide an

opportunity for real communication, within artificially defined limits, and thus

constitute a bridge between classroom and the real word”.

2.2.9 VOCABULARY

As Steven Stahl (2005) stated, "Vocabulary knowledge is

knowledge; the knowledge of a word not only implies a definition, but

also implies how that word fits into the world. Vocabulary knowledge is

not something that can ever be fully mastered; it is something that

expands and deepens over the course of a lifetime. Instruction in

vocabulary involves far more than looking up words in a dictionary and

using the words in a sentence”.

(Berne & Blachowicz, 2008) argued that “Vocabulary learning is an

essential part in foreign language learning as the meanings of new

14

words are very often emphasized, whether in books or in classrooms. It

is also central to language teaching and is of paramount importance to a

language learner”.

According to Brown and Payne (1994) “identify five steps in the

process of learning vocabulary in a foreign language: having sources to

find recent words, getting an evident image either auditory, visual or

both, the form of a new word learning the meaning of words, making a

powerful memory to connect between forms and meanings of words,

and using words”.

Nation (2001) states that “readers need to know at least 97% of the

vocabulary in a text for an adequate understanding of it. Without

knowledge of the key vocabulary in a text, the student could have

serious problems to understand the message, that is, the knowledge of

a word is critical to the comprehension of reading and determines how

people are prepared to interpret the English texts that a person can

read”.

Cardenas (2001) states that “vocabulary is used to determine the

proficiency that a student has in language context”.

According to Lanísia Helena Fortes Ferreira (2007) stated that

“Language teachers should focus on effective instruction to teach

vocabulary to help students to develop their language knowledge in

order that they can communicate successfully”.

McKeown (2002) argued that “vocabulary knowledge is the core

of a language comprehension and use”.

Carter & McCarthy (1988) state that “teachers are becoming

conscious of the relevance and importance of vocabulary instruction and

15

they are conscious of their role as facilitators and guides, so teachers

have given important steps to call students’ attention to the impact to

concentrate on lexical structure and the teachers have paid attention to

successful strategies to teach vocabulary as well”.

Vocabulary learning is important in a foreign language because is the

large number of common words that the student needs to communicate,

without enough vocabulary students could not understand another

people or express their ideas.

2.2.10 IMPORTANCE

According to Owens and Robert E. (1996) “vocabulary is a base

of language learning. It is connected strongly to the comprehension of

reading, skills, abilities and intelligence. Children start reading they learn

to decode a message and they have a word knowledge base to have a

perception of what kids interpret. The vocabularies development do not

have to stop when a child begins to talk. Actually, children learn the

majority of recent words once they have to start reading and going to the

school”.

Williams,C. (2013) argued that “developing a solid vocabulary is

vital to gain proficiency in the students’ target language. Vocabulary itself

is multi-faceted and should be considered as part of the larger language

structure and use, involving spelling, pronunciation, and grammatical

behavior”.

2.2.11 RECEPTIVE VOCABULARY

Neuman & Dwyer (2009) Vocabulary can be defined as '' words

we must know to communicate effectively; words in speaking expressive

vocabulary and words in listening receptive vocabulary''.

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Receptive vocabulary is when learners read a text or listen to a dialogue

and the message is understood clearly. Students recognize and know to

the meaning of words that produce in them a right understanding of

the text that learners have to read although they do not used to write or

speak.

“Learning the receptive vocabulary usually involves the teacher giving

the meaning of the word asking students to use the word in a sentence

and asking learners to spell it and pronounce it only” Nagy, Anderson &

Herman (1987), Webb (2005).

A receptive vocabulary is when students understand the words that they

listen to or read, and is the manner of extend new words in people

knowledge.

2.2.12 PRODUCTIVE VOCABULARY

The knowledge of the productive vocabulary accepted as the

expressions known could be applied by the students. In effect people

may use these phrases in writing or speech properly.

“Productive vocabulary could be consider as the process of action

words because students can develop phrases that express their feelings

or thoughts which is taken by others” (Webb, 2005).

2.2.13 COMMUNICATION

Definition:

“Communication is the process of sending and receiving messages

through verbal or nonverbal means, including speech, or oral communication;

writing and graphical representations, signs, signals, and behavior. More

17

simply, communication is said to be "the creation and exchange of meaning”

Richard Nordquist (2019).

“Communicating using words inevitably means using a

language a system which governs the use of agreed sounds or

other symbols in order to exchange information Coates” (2009).

A communication could be non verbal and refers to any

communication that is achieved without solely relying on the use of words or

symbols to transfer information. This type of communication may even

provide more information than the spoken words used during interactions and

provide all this additional information simultaneous to the spoken words.

2.2.14 ELEMENTS OF COMMUNICATION

“A term for the process of communication mentions an exchanged with

information between two or more people. For communication to succeed,

both must be able to exchange information and understand each other”.

(Nordquist,2018).

The same author describes the elements of communications as follow:

The Sender:

The communication process begins with the sender, who is also called the

communicator or source. The sender has a type of information it could be a

command, request, question, or idea that wants to present to others. For that

message to be received, the sender must codify a message to the form that

could be understood, such as by the use of a common language and then

transmit it.

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The Receiver

The person to whom a message is directed is called the receiver or the

interpreter. To comprehend the information from the sender, the receiver

must first be able to receive the sender's information and then decode or

interpret it.

The Message

The message is the information that the sender wants to communicate to

the receiver. Additional communication can be transmitted through body

language and tone of voice.

The Medium

Also called the channel, is the means by which a message is transmitted.

Text messages, for example, are transmitted through the medium of cell

phones.

Feedback

A process of communication gets the last contact when a message has been

successfully transmitted, received, and understood. The receiver responds to

the sender, indicating comprehension. A feedback could be direct like a

written or verbal answer or a feedback can take an educate manner of the

acts in an indirect reply.

2.2.15 PROCESS OF COMMUNICATION

According to Rawat (2015) “communication had been divided into

two parts: verbal communication and non verbal communication. Verbal

communication involves the use of the language whereas the non verbal

communication is essentially based on the use of expressions, gestures,

actions etc. Both forms of communication are extremely important for

complete transfer understanding”.

19

Alqahtani (2015) argued that ”the acquisition of an adequate vocabulary is

essential for successful foreign language use because without an

extensive vocabulary, a language learner will be unable to use the structures

and functions they may have learned for comprehensible communication”.

Hedge (2000) states that “highlights the ultimate role of the teacher,

besides explaining new words to learners, is to build independence to

learners. There are some ways, such as by training student good strategies

for vocabulary learning, and build their independency to master new words

as a result EFL ESL students will have the ability to communicate

accurately”.

Finally, the importance of vocabulary in the communication process is a

useful tool because students need a baggage of common phrases to express

themselves, to share, and to understand information establishing

relationships from one person to another.

2.2.16 SECOND LANGUAGE ACQUISITION AND LEARNING

Vandana Singhal (2011) argued that “definition of second language

acquisition and learning as the process of understanding, speaking and

writing another language fluently. The ability to communicate in a second

language is becoming an essential skill in today's world”.

“There are 2 different system of the second language acquisition : the

acquired process and the learned process. The acquired system or

acquisition is a product of the subconscious process similar to the program

for children undergo when kids acquire the native idiom. It demands

significant interaction in the objective of the language and the normal

communication in which speakers are concentrated not in the formation of

words although in the act of communicate.The learned process or learning is

the product of the formal instruction and this include a conscious plan which

the results in conscious of knowledge about a language for instance the

learning of grammar focus”. Krashen (1988)

20

“The talent for learning foreign language consists of three

components. The first is verbal intelligence, by which is meant both familiarity

with words (this is measured in the Language Aptitude Battery by the

"Vocabulary" part) and the ability to reason analytically about verbal materials

(this is measured by the part called "Language Analysis"). The second

component is motivation to learn the language.... The third component... is

called "auditory ability"(Pimsleur, 1966).

“There are three major components of modern aptitude tests to learn a

second language. The first, phonetic coding ability is the ability to store new

language sounds in memory. The second component, is defined as "the

individual's ability to demonstrate his awareness of the syntactical patterning

of sentences in a language. A third component of aptitude is labelled

inductive ability. This is the ability to examine language material... and from

this to notice and identify patterns and correspondences and relationships

involving either meaning or grammatical form". Carroll (1973)

2.2 17 STAGES OF SECOND LANGUAGE ACQUISITION

According to Stephen Krashen and Tracy Terrell (1983),”the explored

stages of second language acquisition”.

The Preproduction stage: from ( 0 -6 months) and is known as “the

silent period,” because it’s likely you won’t hear students speak any English

at all during this phase. The student has less comprehension, minimal

expressions, draws and points. For example children can point to a picture in

the book as the teacher required.

Early Production: from (6 months–1 year), the student uses

Present-tense verbs, students begin using single words or two-word

phrases, yes/no responses, names, and repetitive language patterns (e.g.,

“How are you?”). Students do well with yes/no questions and one- or two-

21

word answers for example: Did the window house break down? participates

using key words and familiar phrases.

Speech Emergence: from (1–3 years), students are able to say

simple sentences (e.g., “I walked home”) have right comprehension could

produce easy sentences, say grammar and pronunciation mistakes and

frequently misunderstands jokes.

Intermediate Fluency: from (3–5 years), students can use sentences

of increasing length and complexity. Students can answer questions, have

excellent comprehension and makes few grammatical errors.

Advanced Fluency: from (6–7 years), students show a close original

fluency level. Children can retell the story, including the main plot elements

and leaving out the insignificant details. The student has a near native level

of speech.

All students acquiring English pass through these stages. Moreover, in the

early grades, students acquire vocabulary through repeated readings of the

same book or singing the same chants and familiar songs.

2.2.18 VOCABULARY ACQUISITION AND LEARNING

Malatesha Joshi (2006) argued that “there is a close relationship

between vocabulary and comprehension; hence, individuals with poor

vocabulary have difficulty understanding written text. Further, students with

poor vocabulary knowledge read less and acquire fewer new words, while

students with better vocabulary knowledge read more and improve their

comprehension (the Matthew Effect). To prevent the Matthew Effect from

taking hold, vocabulary assessment and instruction should become important

22

components of reading programs for struggling readers with vocabulary

problems”.

Krashen's Input Hypothesis (1989) “the effectiveness of learning large

quantities of vocabulary through a flood of input with extensive reading as his

focus of study. The model questions, the need for structured input, as well as

the need for learners to produce newly encountered vocabulary are essential

when learning a foreign language”.

Meara (1980) argued that “learning vocabulary is not just a matter of

acquiring translation equivalents. Some lexical structuring must go on even

when the shortest word list is learned, and any view of vocabulary acquisition

which treats the problem as a simple matter of pairing words with their

translation equivalents is an oversimplified one, which cannot adequately

account for how these semantic relationships are built up in a foreign

language vocabulary”.

2.3 CONTEXTUAL FRAMEWORK

Veintiocho de Mayo Public High School is situated in Guayaquil at Carlos

Julio Arosemena Tola Ave.,Zone 8, school distric 6. This institution was

founded in 1924 and were built in view of the needs of young students for

getting an appropriate professional education.

The mission of the institution is to provide quality education, rigorously

complying with national and international educational standards to be

recognized by the commitment and social responsibility with which they work.

The vision is to be an educational institution of excellence and pedagogical

leadership that trains bachelors capable of facing the challenges of

globalization.

The infrastructure of this institution count on eighteen pavilions of four

classrooms for each building in two stages, a big area for school

23

transportation and a huge yard where students that study in two shifts,

morning and afternoon, have to share it.

The high school has 1961 students that belong to the afternoon shift. In this

institution there are six English teachers and nine parallels of eight grade with

an approximate of 45 students per classroom in the afternoon level.

2.4 LEGAL FRAMEWORK

LEY ORGANICA DE EDUCACION INTERCULTURAL LOEI (2011)

and according to the Constitution of the Republic of Ecuador on the section

five of the article 26, education is a right for people throughout their lives and

inescapable and unavoidable duty of the State. It consists a priority

area of public policy and State investment, guarantee of social and equality

inclusion and an essential condition for the good way of living. Individuals,

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

educational process.

In fact, article 27 establishes that the education will focus on the human

being and ensure its holistic development, within the framework of respect for

human rights, the sustainable environment and democracy; it will be

participatory, mandatory, intercultural, democratic, inclusive and diverse,

quality and warmth; promote gender equity, justice, solidarity and peace;

stimulate critical sense, art and physical culture, individual and community

initiative, and the development of skills and abilities to create and work.

The project-based its function on the right that people have to improve their

manner of living by having a good education system. Learning a foreign

language could build up a good quality of life for individuals because being

bilingual increases better job opportunities.

24

The National Curriculum Guidelines (2014) by the end of level A1.1, students

of 8th year EGB will be able to linguistically have a very basic vocabulary

repertoire of words and phrases related to their personal and educational

background. Have limited control over few simple grammatical structures and

sentence patterns in a learned repertoire, which relates to their personal and

educational background.

Sociolinguistically use basic expressions to impart and elicit factual

information as well as socialize (e.g. greetings, addressing forms, introducing

oneself and others, and saying ‘good-bye’, etc.) and pragmatically link words

or groups of words with very basic linear connectors like and or or. (p.12)

25

CHAPTER III

PROCESS, METHODOLOGY, ANALYSIS AND DISCUSSION OF THE

RESULTS

3.1 METHODOLOGICAL DESIGN

“The methodological design of an investigation can be described as the

general plan by which it is specified what will be done to answer the research

question. The word methodology is a word that comes from three words of

Greek origin: methods that derive from the goal meaning beyond and path

while the lodge is derived from the logos science or study of it comes to

define it etymologically as "science that studies methods" (Sánchez, 2018,

p.14).

From this perspective, the methodology is "the set of techniques,

procedures and tools of different types that a scientist does to intervene in

research, this field of work of the researcher is more precise and delimited"

Lorenzo and Zangaro (as they are cited by Sánchez, 2018, p. 14). Cervo and

Bervian (as they are cited by Morales, 2014), they have defined that it as "an

activity aimed at solving problems, whose objective is to find answers to

questions through the use of scientific processes" (p.1).

“The methodology used in this study is a mixed method approach.

That is to say that the focus will be quantitative as qualitative. Feasible

projects include the development of qualitative and quantitative aspects of

research in which qualitative data are transformed into quantitative data or

qualitative data are transformed into narrative, and the resulting data are

analyzed, making the proposal addresses a viable operational manner to

solve problems or needs of an institution”. (Andino and Yépez, 2002)

It is considered that this research is qualitative since it is based on

small samples taken, through observation of small population groups. In

26

addition, it is considered that this research is quantitative because it uses

data collection to verify the object of investigation.

The combination of quantitative and qualitative approaches increases the

possibility of expanding the dimensions and understanding of this

investigative project, in order to explore and exploit the data and to have a

useful presentation of the results.

3.2 TYPES OF INVESTIGATION

The types of investigation establish the degree of depth with which an

object is approached with a systematic, critical, reflexive and controlled

procedure that allows the discovery of facts, data or relationships in any field

of investigative knowledge. The current investigative work will be descriptive,

exploratory, field, correlational and propositive; since it uses a quantitative

and qualitative approach.

DESCRIPTIVE INVESTIGATION

Evaluates the variables independently and the investigative work will be

subjected to analysis in which general aspects of the problem presented in

the investigation are measured, evaluated and regularized.

EXPLICATIVE INVESTIGATION

Explicative investigative seeks to determine the why of phenomena by

means of determining cause-effect relationships.

This investigation is explicative because it seeks and identifies the cause of

the phenomena from its origin, based on theories studies meaning of an

aspect of reality.

FIELD INVESTIGATION

Field investigation because it allows to establish the direct experience with

the reality of phenomenon and allows to manipulate the independent variable

to determine the situation of a particular problem based on documented

27

reports that were obtained from the interviews, observation sheet, surveys or

test.

CORRELATIONAL INVESTIGATION

Correlational because it aims to determine the degree of relationship

between two or more variables.

PROPOSITIVE INVESTIGATION

Propositive because it tries to propose solutions to a given situation. Because

of this it involves exploring, explaining and proposing alternatives for change,

but without executing the proposal, that is to say category includes feasible

projects and research that lead to designing or creating something

innovative.

The types of investigation establish the degree of depth with which an object

is approached with a systematic, critical, reflexive and controlled procedure

that allows the discovery of facts, data or relationships in any field of

investigative knowledge. The current investigative work will be descriptive,

exploratory, field, correlational and propositive; since it uses a quantitative

and qualitative approach.

28

3.3 MATRIX OPERATIONALIZATION OF VARIABLES

THE INFLUENCE OF LUDIC ACTIVITIES IN VOCABULARY

DEVELOPMENT

Table 1: Matrix Operationalization of Variable

VARIABLES

DIMENSION

INDICATOR

Independent V. Ludic Activities

Generalities

Definition

Importance Types

Game

Game Definition

Game Characteristics

Classification of Games

Games Benefits Game Advantages

Dependent V. Vocabulary Development

Generalities

Definition

Importance

Receptive Vocabulary Productive Vocabulary.

Communication

Definition

Elements Process

Language

Second Language Acquisition and Learning.

Stages of SLA

Vocabulary Acquisition and Learning.

29

3.4 POPULATION AND SAMPLE

POPULATION

According to Barrera (2008) “the population is defined as a set of people that

have the characteristic or event to be studied and that is within the criteria of

inclusion". (p.141)

A population is a set of finite or infinite people or objects with common

characteristics. In addition, the sample is a significant representation of a

population that studies the characteristics of a society much smaller than the

general community. The population considered for the current project

consisted of 405 EFL students of 8th grade, and six EFL teachers.

Table 2: Population

POPULATION QUANTITY

EFL ENGLISH TEACHER 6

EFL STUDENTS 405

TOTAL 411

SOURCE: “Veintiocho de Mayo” Public High School ELABORATED BY: GUTIERREZ MAGALY AND RUIZ JENNIFER

SAMPLE

According to Sampieri (2006) “the sample is defined as the group of people,

events, events, communities, on which the data must be collected, without

necessarily being representative of the population. In addition, the type of

sample that this investigation possesses is non-probabilistic, since it

consisted in surveying the students to a certain number in a casual way”. (p.

30

562). The sample considered for the current investigation consisted of 45, 8th

grade EFL students and their EFL teacher.

Table 3: Sample

POPULATION QUANTITY

EFL TEACHER 1

EFL STUDENTS 45

TOTAL 46

SOURCE: “Veintiocho de Mayo” Public High School ELABORATED BY: GUTIERREZ MAGALY AND RUIZ JENNIFER

3.5 RESEARCH METHODS

According to Herrera, L. and others. (2008), “the survey is a collection

technique for gathering information, by which the informants respond in

writing to questions delivered in writing.

This investigation project uses the following methods:

Inductive-deductive method: It allows us to analyze and interpret the

results then it will serve as a guide for obtaining conclusions about the

problem presented.

Analysis–Synthesis method: Using this method will allow us to establish by

analyzing the results that were obtained from the survey questions and the

interpretation of the statistical tables.

Statistical method: With this method, it will be contemplated certain stages

that allowed gathering information and making calculations to get the results

of investigations conducted, performing the analysis for the formulation of

conclusions.

31

3.6 TECHNIQUES AND INSTRUMENTS OF THE INVESTIGATION

According to Hurtado (2015) states that "the empirical techniques are

related to the procedures used in the collection of data" (p 147).

Additionally,Arias (2016) states that "data collection instrument is any

resource, device or format that is used to obtain, record and store

information" (p 69).

Among the instruments used in this investigation project are surveys,

observation guide and interview; that through a systematic process of data,

techniques to analyze objectively the reality of the problem, will be applied in

order to search for alternatives to solve the conflict situation.

Survey

Mendez (2016) "the survey as data collection is done through

formulary, which allows to know the opinions of individuals in relation to the

object of the investigation"(p.252). On the other hand, Hernandez, Fernandez

and Baptista (2016) define to the survey as the most common instrument for

data collection, which consists of a set of questions regarding one or more

variables to measure”.

The survey of this project is structured by 10 items in likert scale to

measure or rate the variables which consists of a set of questions regarding

on two variables: ludic activities and vocabulary.

The objective of the instrument was to determine the influence of ludic

activities in vocabulary development through and statistical study.

32

3.7.1 ANALYSIS AND INTERPRETATION OF THE SURVEY RESULTS TO

THE STUDENTS

ITEM 1:

At the beginning of the class the teacher presents the new vocabulary.

COMMENT:

The results demonstrated that 60% of students indicated that the

teacher does not present the vocabulary when the class starts this is due to

a limitation of activities to expand the language at the age of the students of

eight grade. It is worth mentioning that the introduction of new words could

be a useful tool to apply it before the explanation of a topic in class.

Table 4 Alternative Frequency Percentage

1. Strongly disagree 27 60% 2. Disagree 10 22% 3. Neither agree nor disagree 4 9% 4. Agree 4 9% 5. Strongly agree 0 0%

Total 45 100% SOURCE: "Veintiocho de Mayo" Public High School ELABORATED BY: MAGALY GUTIERREZ AND RUIZ JENNIFER

1. Strongly disagree

2. Disagree 3.

Neither agree

nor disagre

e

4. Agree 5. Strongly agree

27

10

4 4 0 60% 22% 9% 9% 0%

Graphic

1 Frequency Percentage

33

ITEM 2:

I recognize all the English vocabulary when I do an activity in class.

COMMENT:

Most of 71% of students do not recognize all the vocabulary when they

do an activity. One of the fundamental parts to acquire words in English is the

knowledge of vocabulary through activities but it is necessary to be able to

identify a large number of words to have entertainment and learning at the

same time.

Alternative Frequency Percentage

1. Strongly disagree 32 71%

2. Disagree 9 20%

3. Neither agree nor disagree 4 9%

4. Agree 0 0%

5. Strongly agree 0 0%

Total 45 100%

SOURCE: "Veintiocho de Mayo" Public High School

ELABORATED BY: MAGALY GUTIERREZ AND RUIZ JENNIFER

Table 5


2. Disagree 3. Neither agree nor disagree


32

9 4

0 0 71% 20% 9% 0% 0%

Graphic 2

Frequency Percentage

34

ITEM: 3

I consider that having a basic English vocabulary of words help me to

communicate with others.

Table 6



2. Disagree 2 4%


4. Agree 10 22%


Total 45 100%

SOURCE: "Veintiocho de Mayo" Public High School ELABORATED BY: MAGALY GUTIERREZ AND RUIZ JENNIFER

COMMENT:

Respondents in this item survey reaffirmed that a fundamental

vocabulary in English helps to produce a right connection with people. This

evidences to the teacher that the implementation of ludic activities like:

games, roles plays among others could motivate students to learn new words

in class and improve their communication with others.

1. Stronglydisagree

2. Disagree 3. Neitheragree nordisagree

4. Agree 5. Stronglyagree

0 2

5

10

28

0% 4% 12% 22% 62%

Graphic 3


35

ITEM 4:

I consider that my vocabulary knowledge allows me to express my ideas

properly.

COMMENT:

From the answers obtained, a high percentage of students claimed that their

vocabulary knowledge does not allow them to express their ideas correctly.

For that reason, the teacher could increase game activities that motivate

students to expand their English language vocabulary according to the uses

and different lexicon needed.

Table 7 Alternative Frequency Percentage


2. Disagree 12 27%


4. Agree 0 0%


Total 45 100% SOURCE: "Veintiocho de Mayo" Public High School ELABORATED BY: MAGALY GUTIERREZ AND RUIZ JENNIFER




28

12

4 0 1 62% 27% 9% 0% 2%

Graphic 4


36

ITEM 5:

The teacher often evaluates the acquisition of new vocabulary in class.

COMMENT:

A large number of students 82% expressed that the teacher often

does not evaluate the process of learning words in general. Vocabulary

when it is acquired is an active process. It is important that teachers assess

the worth of English knowledge to motivate students to improve their

vocabulary production in class, through the use of ludic activities assessment

becomes easy and accurate.

Table 8



2. Disagree 7 16%


4. Agree 0 0%


Total 45 100%






37

7

1 0 0 82% 16% 2% 0% 0%

Graphic 5


37

ITEM 6:

The acquisition of new vocabulary through ludic activities such as games,

charades and role plays are activities that I enjoy.

COMMENT:

The result of respondents indicated that it is visible that the acquisition of

new vocabulary through ludic activities help to satisfy students. This means that

one of the strategies is the game which is fundamental to learn a large number

of words and have an active participation of students. This method could be

used at all levels of education.

Table 9



2. Disagree 0 0%


4. Agree 9 20%


Total 45 100%






2 0 1

9

33

4% 0% 2% 20% 73%

Graphic 6


38

ITEM 7:

Ludic activities motivate me to acquire new vocabulary easily.

Table 10

COMMENT:

Most students affirmed that ludic activities encourage them to learn. This

means that motivation with playful activities make the students feel identified

with an activity that make them to empower the language, that is why as

teachers we must take into account ludic strategies when teaching vocabulary.



2. Disagree 1 2%


4. Agree 14 31%


Total 45 100%






1 1

8

14

21

2% 2% 18% 31% 47%

Graphic 7


39

ITEM 8:

I can use my own ideas through ludic activities to increase vocabulary.

COMMENT:

The result of this item showed that using playful activities affirms new

vocabulary in students. It facilitates the development of memory and the

association of words that promote the expression of their own ideas. Teachers

could include more games that enhance vocabulary process to promote an

active participation.

Table 11



2. Disagree 0 0%


4. Agree 13 29%


Total 45 100%






2 0

3

13

27

4% 0% 7% 29% 60%

Graphic 8


40

ITEM 9:

I think ludic activities influences in the development of the language.

COMMENT:

According to the survey, ludic activities are important to assist students to

make progress in vocabulary acquisition. This means that the application of

competitive and non-competitive games are ideal for the motivation of students

to broad the language and increase the communication in class.

Table 12



2. Disagree 0 0%


4. Agree 10 22%


Total 45 100%






2 0 2

10

31

4% 0% 4% 22% 69%

Graphic 9


41

ITEM 10:

Participating in a pair work activity provides me enough confident to apply new

vocabulary.

COMMENT:

A large number of respondents expressed that pair work activities are

suitable strategies to help improving the development of new vocabulary.

Collaboration contributes to develop vocabulary through conversations involved

in activities such as role play or acting. In general, it provides a more adequate

and confident environment for students to share ideas.

Table 13



2. Disagree 0 0%


4. Agree 5 11%


Total 45 100%






1 0 2 5

37

2% 0% 4% 11% 82%

Graphic 10


42

3.7.2 ANALYSIS OF THE RESULTS TO THE TEACHER INTERVIEW

The result of the the teacher interview demonstrated that the EFL teacher

considers vocabulary development as a necessary skill due to the demands of

this globalized world.

The teacher indicated that without a vocabulary acquired gradually it is hardly

to get a right communication. She stated that to maintain a good level it is

indispensable applying new methods and developing more contents of new

words everyday for an optimal learning but the main problem is the number of

students per classroom (45 approximately) and also the time (40 minutes per

class), which makes it difficult that all the students have an appropriate

comprehension and participation on individual tasks, to assess students

learning and work on more complex activities.

The proposal of a didactic guide with ludic activities in vocabulary

development could be extra material for teachers to defeat the issues before

mentioned . Through a didactic guide the teacher will count with activities that

make learners to be engaged despite the large number of students in class.

Class participation will be promoted and formative assessment will be easy to

be carried out.

3.7.3 ANALYSIS OF THE RESULTS OF THE OBSERVATION GUIDE

It was observed that the teacher performed certain ludic activities like the use

of small cardboards for teaching vocabulary. However ludic activities were

developed without a clear instruction making students feel not sure with

their use of words, motivation was low and short time was dedicated to the

teaching of new vocabulary.

A didactic guide could generate a great curiosity in the learning process of

English vocabulary. This guide could be an instrument of education and a great

manner of organization to apply activities that encourage an excellent

classroom environment for promoting language learning.

43

CHAPTER IV

THE PROPOSAL

4.1 TITLE

DESIGN A DIDACTIC GUIDE WITH LUDIC ACTIVITIES FOR VOCABULARY

DEVELOPMENT IN STUDENTS OF 8TH GRADE AT VEINTIOCHO DE MAYO

PUBLIC HIGH SCHOOL.

4.2 JUSTIFICATION

Based on the results that were obtained through surveys, we came to the

conclusion that the students need a didactic guide, because they show some

troubles in the vocabulary´s fluency of English language due to have poor

knowledge about the topic, this generates low results in the learning process

because of not adequate methodology and techniques address to vocabulary

teaching.

To achieve the implementation of ludic activities in the vocabulary development

it is necessary the teacher to apply appropriate teaching material to expand the

knowledge of the students through games that capture the attention of the

students by fostering a dynamic, sociable and fun environment, nullifying the

tension and stress generated by the class.

The main topic of this didactic guide is to find that the teacher solves the

problems in the area of English language vocabulary of students of 8th grade at

Veintiocho de Mayo public high school, improving the teaching - learning

process of English language to get excellent academic results in students and

motivate them to express themselves freely leaving aside the fear of getting it

wrong.

44

4.3. OBJECTIVES

4.3.1 GENERAL OBJECTIVE

To determine the influence of ludic activities in vocabulary development

of students of eighth Grade at Veintiocho de Mayo Public High School

through a didactic guide with ludic activities for vocabulary development.

4.3.2 SPECIFIC OBJECTIVES

To provide to the teachers with a didactic guide with ludic activities to

catch students´ attention

To promote the application of the didactic guide during English classes.

To establish the importance of ludic activities for being applying in class.

To improve the vocabulary development on students through games.

4.4 FEASIBILITY

The proposal is feasible because the human resources have accepted

researchers promoting an improvement in learning English language through

ludic activities given to the teacher.

The proposal is also technically feasible because the teacher can use

appropriate teaching materials (worksheets, flash cards, puzzles, role plays) in

the classroom, this materials are implemented like dynamic and social strategy

that can help students to learn English language.

Finally the proposal is economically feasible because does not consume an

expensive material, just some paper craft and paper sheets that have been

created by the authors of this project.

45

4.5 DESCRIPTION

Researchers have considered the elaboration of a didactic guide with the

purpose of promoting the vocabulary development through the use of ludic

activities for 8th grade.

In this guide you will find: an introduction directed to the teachers encouraging

them to apply ludic activities in classes.

Then the teacher will find a section explaining the importance to apply ludic

activities in English language teaching and which are the advantages of it.

The teacher will find an index detailing the games and their corresponding

pages. The didactic guide is divided into three units, each unit covers different

topics which have been taken from the student´s English text Book.

Every topic will present two types of games: competitive and non-competitive.

Non competitive games: Are games in which everyone wins, students play for

fun and develop their knowledge and skills without worrie for the points, all

participating making a team.

Competitive games: Games are competitions one by one or group by group, it

like to says each/group student compete by your own points for take a Prize.

Students take seriously the game without mistakes that can make them lost.

In type of game it´s detailed the type of game, language aim, time,

group configuration, and game instructions.

Finally you will find the corresponding annexes for each game.

https://audio1.spanishdict.com/audio?lang=en&text=each-theme-will-feature-two-types-of-games%3A-competitive-and-non-competitive

https://audio1.spanishdict.com/audio?lang=en&text=each-theme-will-feature-two-types-of-games%3A-competitive-and-non-competitive

46

4.6 CONCLUSIONS

The didactic guide could help:

-To solvent requirements of education in the teaching-learning process at

moment of be applicate to students.

-To improve vocabulary development of students of 8th grade in the English

language through ludic activities.

-Facilitates the teacher´s task in learning through games that motivate student

participation.

4.7 RECOMMENDATIONS

- To apply Ludic Activities with the topic of the class for best results.

- To find extra material of the activity that is going to be applied in order to

achieve a good result in the vocabulary development.

- To develop step by step instructions for each ludic activity.

https://audio1.spanishdict.com/audio?lang=en&text=develop-step-by-step-instructions-for-each-activity-ludic

https://audio1.spanishdict.com/audio?lang=en&text=develop-step-by-step-instructions-for-each-activity-ludic

47

48

Dear teachers,

First of all from the idea that language is a system whose purpose is

communication, we should always bear in mind that learning the lexicon is not

an end in itself, but rather a means to improve communicative competence We

will develop a series of exercises that will allow the student interest to the

vocabulary related to the English language.

We will begin with the process of selection of that vocabulary, to then work on

activities that are aimed at the level of learning for the 8th Grade of Basic

Education and that handle different didactic approaches applied with ludic

activities.

We have designed this didactic guide in order that the student feels confident in

being able to develop all his cognitive potential. We trust that the didactic guide

will give excellent results both for the teacher and for the student, making the

playful activities create a diverse environment without boredom capturing the

attention and interest of the students. It is worth mentioning that the play

activities have shown very good results in the advancement of the teaching and

learning of the English Language.

49

WHY TO APPLY LUDIC ACTIVITIES IN THE EFL/ESL CLASSROOM

Ludic activities are important because they motivate the student to participate in

class through the game, associating having fun with learning and adapting the

differences in learning rhythm between the participants.

These ludic activities allow students to integrate into large or small groups with

the aim of learning new skills and knowledge by capturing their attention

through games that integrate a good dynamism and a participation.

Many games used as material: Flashcards, worksheets, crooswords, roll-plays,

puzzles, these are resources that can be easily adapted in class through

competitive and non-competitive games, it is possible to assess the impact of

teaching on the learning students, encouraging everyone's participation and

thus acquiring a domain fluid in the topic.

When applying ludic activities teacher should adopt a guiding attitude, this will

allow the classes to be more dynamic and interactive with the goal that every

student has the confidence to share his point of view about the game, thus

achieving a more significant learning and getting feedback for both the teacher

on the effectiveness of their teaching methods and for the student about their

level of learning.

50

INDEX OF THE DIDACTIC GUIDE

UNIT 1

TOPIC Feelings

GAMES - Non competitive - Competitive

PAGES 51 52

Personal information - Non competitive - Competitive

53 54

Countries and nationalities

- Non competitive - Competitive

55 56

UNIT 2

Family members - Non competitive - Competitive

57 58

Physical appearance - Non competitve - Competitive

59 60

Which part of the body is

that?

- Non competitive - Competitive

61 62

UNIT 3

Types of movies - Non competitive - Competitive

63 64

Neighborhoods - Non Competitive - Competitive

65 66

51

ACTIVITY N° 1

TOPIC: FEELINGS

Type of game: Non competitive game.

Language aim: To use proper vocabulary to talk about feelings and emotions.

Time: 30 minutes.

Group configuration: Teacher and Students.

Instructions:

Before

The teacher cuts out flash cards of every emotion (Annex 1). A tennis ball and a

CD player with any kind of are needed to be used in the game. The teacher has

to sit the students on the floor side by side forming a circle.

During

While the teacher puts the music the students must pass the ball as quickly as

possible while the music is playing. Once the music stops, the student who has

the ball in his hands must make a sentence with the feeling card that the

teacher shows him/her.

After

If the student's answer is correct all his classmates will congratulate him/her,

and if the answer is wrong their classmates will cheer him to keep trying. The

game continues in this way with the objective that all students participate.

52

ACTIVITY N° 2

TOPIC: FEELINGS

Type of game: Competitive game.

Language aim: To describe the correct feeling and emotion.

Time: 30 minutes.

Group configuration: Group of five students.

Instructions:

Before

The materials that the teacher should have are only feelings cards with pictures

(Annex 2).

During

The teacher asks students to make groups of five, when the groups are already

formed, each group will choose a leader who will come out in front of the class

and pick a card.

The leader will have as a task to describe the feeling to his group without being

able to speak only to use mimics and sounds. If the group guesses the feeling

correctly they get a point otherwise the game continues with the next group.

The group with the highest score at the end of the game will be the winner.

After

Finally the teacher sends students as a task to write ten sentences using the

feelings described during the game.

53

ACTIVITY N° 3

TOPIC: PERSONAL INFORMATION


Language aim: To respond correctly the information given

Time: 30 minutes.

Group configuration: Teacher and Students.

Instructions:

Before

The teacher cuts out as material a paper plane (Annex 3) then writes on the

board five questions of personal information, for instance: "what is your age?",

"who is your favorite singer?" what is your favorite sport?" which is your favorite

color?", "what is your favorite animal?".

During

The teacher calls a student to the front of the class and asks him to respond to

the questions that are written on the board. After have answered them, the

teacher hands him the paper plane. The student has to throw it to another

student then the student chosen has to tell the personal information of the

previous player.

After

The student who has the paper plane must go out in front of the class to give

the answer, and then he/she must throw the paper plane to another partner

repeating the same process.

54

ACTIVITY N° 4

TOPIC: PERSONAL INFORMATION


Language aim: To talk about personal information.

Time: 40 minutes.

Group configuration: Groups of eight students.

Instructions:

Before:

The teacher must carry copies of Worksheet (Annex 4) for each student.

During

The teacher will give a copy to each student asking them to fill out it with their

personal information, then have students form groups of eight students, telling

them that each group should do a roll-play using the questions given in the

worksheet.

After

Finally the teacher will give 15 minutes to finish their roll-play, then calls each

group to act the roll-play. At the end of the class students will choose the best

roll-play through applause and that will be the winner.

55

ACTIVITY N° 5

TOPIC: COUNTRIES AND NATIONALITIES


Language aim: To recognize the different nationalities around the world.

Time: 30 minutes.

Group configuration: Pairs.

Instructions:

Before

First of all the teacher must carry copies of the crossword worksheet (Annex 5)

and deliver a copy by pair of students,

During

While the teacher gives a copy to each pair of students, tell them the

instructions. They should have to use the drawings as a key to identify the

nationality in 15 minutes. Then each couple must go out in front of the class and

say the nationalities with the name of a typical food of each country for example

"Mexico-taco", "Spain-Paella”.

After

At the end of the game the teacher should make a feedback of the nationalities

given in the class.

56

ACTIVITY N° 6

TOPIC: COUNTRIES AND NATIONALITIES


Language aim: To guess the country with the given information.

Time: 30 minutes.

Group configuration: Groups of five students.

Instructions:

Before

The teacher will have to take flashcards with the name of the countries (Annex

6).

During

Once the class begins the teacher will divide the students into groups of 5, then

a student from each group must go out in front of the class and choose a

flashcard without seeing it and sticking it on the forehead. The other members

of the group should give clues about the country that is written on the flashcard

of their partner for example "Pizza, Venice, pasta...... Answer: Italy"

After

If the student responds correctly in 30 seconds the group wins a point, if time

runs out the next group will continue with the same process. The group with the

highest score at the end of the game will be the winner.

https://audio1.spanishdict.com/audio?lang=en&text=the-other-members-of-the-group-should-give-you-clues-about-the-country-that-is-written-on-the-flashcard-of-their-companion-%22pizza-venice-pasta-etc-answer%3A-italy%22

https://audio1.spanishdict.com/audio?lang=en&text=the-other-members-of-the-group-should-give-you-clues-about-the-country-that-is-written-on-the-flashcard-of-their-companion-%22pizza-venice-pasta-etc-answer%3A-italy%22

57

ACTIVITY N° 7

TOPIC: FAMILY MEMBERS


Language aim: To identify family members.

Time: 25 minutes.

Group configuration: Groups of seven students

Instructions:

Before

The teacher should take the riddles of the family members (Annex 7) to the

class.

During

The teacher will divide the class in groups of 7 students, then write the first

riddle on the board. The group that believes knowing the correct answer of

which family member is, raises the hand and will say the answer. After that the

group has to make a sentence using the word.

After

Finally teacher will give a Feedback to the students of this topic to clear any

doubt.

58

ACTIVITY N° 8

TOPIC: FAMILY MEMBERS


Language aim: To identify family members.

Time: 30 minutes.

Group configuration: Groups of seven students

Instructions:

Before

The teacher must bring a copy of a family tree (Annex 8) for each group.

During

Then delivered to each group a copy of the family tree, the teacher requests

students to complete the family tree with the names of the family members of

their favorite cartoons. Once students have completed filling out the worksheet

of the family tree, they must become it into a 15 pieces puzzle, and leave it

messy on their desk.

After

The teacher asks students to switch desks with other group. Once that students

are sitting on the new desk, the teacher gives the signal to start assemble the

puzzle.

The first group to assemble the puzzle and guess the name of the cartoon will

win the game.

59

ACTIVITY N° 9

TOPIC: PHYSICAL APPEARANCE

Type of game: Non Competitive game.

Language aim: To describe physical appearance with information given.

Time: 30 minutes.

Group configuration: Pairs.

Instructions:

Before

The teacher will take copies of the worksheet (Annex 9) and deliver a copy to

each pair.

During

Teacher explains students that using the worksheet, and write down on the

back a physical description of any classmate. Ex: he's tall, he gots black hair,

he's thin, etc. Then each couple must go to the front of the class and describe

the student chosen.

After

The student who is being described must stand up and say aloud “I am". If it is

he will receive applause from all class otherwise the game continues until the

students guess the classmate described. Then another pair continues with the

same process.

60

ACTIVITY N° 10

TOPIC: PHYSICAL APPEARANCE


Language aim: To identify physical appearance.

Time: 25 minutes.

Group configuration: Groups of four students.

Instructions:

Before

The teacher must take copies of the puzzles (Annex 10) and previously cut then

away.

During

Teacher will divide the class into groups of four people and give a puzzle to

each group of students. The student should assemble the pieces in 20 minutes

or less.

After

Finally the first group that finished correctly assembling the puzzle pieces,

should mention what is the topic of the puzzle and has to write one sentence for

each word found in the puzzle. The first group completing the task correctly will

be the winner.

61

ACTIVITY N° 11

TOPIC: WHICH PART OF THE BODY IS THAT?


Language aim: To recognize parts of the body.

Time: 30 minutes.

Group configuration: Teacher and students

Instructions:

Before

The teacher prepares flashcards about the parts of the body (Annex 11). Slowly

reveal each flashcard card and ask students to touch part of the body

mentioned. For instance: when the teacher shows the "head" flashcard

everyone have to touch their heads. The teacher repeats the action three times

per each flashcard.

During

The teacher gets everyone take seat on the floor and facing the front of the

class. And distribute flashcards to each student. Then the teacher stand up in

front of the students and say aloud one part of the body plus and action to be

performed. For example "ears-stand up". All the students with the same flash

card have to do that action.

After

The game continues with other words and different actions (e.g. jump up and

down, run on the spot, turn around, stand up / sit down, wiggle, touch your

toes).

https://www.eslkidstuff.com/lesson-plans/parts-of-the-body.html#flashcards

62

ACTIVITY N° 12

TOPIC: WHICH PART OF THE BODY IS THAT?


Language aim: To say different parts of the body.

Time: 30 minutes.

Group configuration: Teacher and students

Instructions:

Before

The teacher takes as material the parts of the body (Annex 12) should take a

copy for each student.

During

Once each student has their copy, the teacher will tell them the instructions of

the game. They should list the body parts from one to ten of the activity, and

after having filled parts of the body they must assemble the dice of paper.

After

They'll go out in front of the class one by one with their dice, throw them on

teacher's desk, depending on the number that comes out in their dice they

should name which part of the body is according to the worksheet, The student

will repeat the same action five times and who recognizes more parts of the

body wins the game.

63

ACTIVITY N° 13

TOPIC: TYPES OF MOVIES


Language aim: To guess types of movies correctly with given information.

Time: 35 minutes.

Group configuration: Groups of eight students.

Instructions:

Before

The teacher must take copies of types of movies (Annex 13) for each group.

During

The teacher will give a copy to each group asking them to match names of the

movies to the picture that it belongs to, then each group should do a roll-play

choosing the type of movie that they like the most.

After

Finally the teacher will give 15 minutes to finish their roll-play, then calls each

group to act the roll-play. At the end of the game the teacher should make a

feedback of the topic given in the class.

64

ACTIVITY N° 14

TOPIC: TYPES OF MOVIES


Language aim: To guess types of movies.

Time: 30 minutes.

Group configuration: groups of eight students.

Instructions:

Before

The teacher has to cut out each one of types of movies (Annex14).

Once the class begins the teacher puts pictures in a small case.

During

When each group has its type of movie, the teacher will give them 15 minutes to

prepare a short roll-play.

After

Then groups will have to go out in front of the class one by one. They shall act

the movie. At the end of the class students will choose the best performance by

means of votes and that will be the winner.

65

ACTIVITY N° 15

TOPIC: FAMOUS NEIGHBORHOODS

Type of game: Non competitive Game.

Language aim: To learn new vocabulary about places in our neighborhoods.

Time: 40 minutes.

Group configuration: Groups of Five students.

Instructions:

Before:

Teacher must take copies of worksheet map (Annex15) about places of

neighborhood.

During:

Once the class begins the teacher will divide students into groups of five, then a

student from each group must go out infront of the class and choose five places

of neighborhood in the map.

After

For every place the student must say for example: if I am sick, ´´I go .........´´

and the rest of the group must guess where it refers to, in this example the

correct answer is ´´the Hospital´´. Then, another group continues with the same

process with the objective that all students participate.

66

ACTIVITY N° 16

TOPIC: FAMOUS NEIGHBORHOODS


Language aim: To use proper vocabulary to talk about places in our

neighborhoods.

Time: 40 minutes.

Group configuration: groups of eight students.

Instructions:

Before

Teacher needs to take copies of the worksheet (Annex 16).

During

While the teacher gives a copy to each group, tell them the instructions about

the game.

The groups should draw a neighborhood like in the example of the worksheet,

they have to draw places to their imagination. Then each group must go out in

front of the class and describe their fantastic neighborhood.

After

Finally the students will choose the best neighborhood through applause and

that will be the winner.

67

ANNEX 1

HAPPY ANGRY

SAD SURPRISED

68

ANNEX 2

69

ANNEX 3

70

ANNEX 4

71

ANNEX 5

72

ANNEX 6

73

ANNEX 7

She looks like my mother, but she's older, she had other sons

than my uncles are.

He sleeps well in his bed sometimes he cries, but he also

smiles when he takes the feeding-bottle.

Of your uncles is a sister, is the daughter of your grandparents

and who loves you most.

Are sons of your grandparents, your parents brothers are, your

brothers with your children will have this relationship.

That relationship I have with the daughter of my mother.

ANNEX 8

74

ANNEX 9

75

ANNEX 10

76

ANNEX 11

77

ANNEX 12

78

ANNEX 13

ANNEX 14

79

ANNEX 15

ANNEX 16

80

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de aplicação pedagógica teórico/prático. 2. ed. Jundiaí: Fontoura, 2006. Barreno, S., & Herrera, M. (2011). Técnicas que utilizan los docentes de inglés

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https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/co

mmunicative%20activities.html

Branden, K. V. (2016). The Role of Teachers in Task-Based Language

Education. Annual Review of Applied Linguistics, 18.

Chong, A. B. (2011). Receptive Vocabulary. In: Goldstein S., Naglieri J.A

Encyclopedia of Child Behavior and Development. Springer, Boston, MA.

Dörnyei, Z. (2005). The Psychology of the Language Learner. New York:

Routledge.

Guncay, Y., & Gutama, M. (2013). How to Expand Vocabulary Acquisition

Through Games. A Study with Children from Third Level of Basic

Education in Fray Gaspar de Carvajal School. Cuenca : Repositorio de la

Universidad de Cuenca. Obtenido de

http://dspace.ucuenca.edu.ec/bitstream/123456789/4333/1/TESIS.pdf

Hickey, R. (10 de 12 de 2018). English Linguistics. Obtenido de

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Maskor, Z. M., & Baharudin, H. (2016). Receptive Vocabulary Knowledge or

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Mindiola, J. (2017). How does the basic vocabulary impact in the development

of the speaking skill. Guayaquil: Universidad de Guayaquil.

81

National Curriculum Guidelines . (08 de 2014). Obtenido de

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Sánchez, E. (2018). Verbal games for lexical retention in 3 and 4 yera old

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Schmitt, N., & McCarthy, M. (1997). Vocabulary: Description, Acquisition and

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TEZİ, Y. L. (2017). TEACHING ENGLISH TO PRIMARY SCHOOL STUDENTS.

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82

ANEXO 1

DOCUMENTOS

83

84

85

86

87

88

89

90

91

92

93

94

95

96

97

98

99

100

ANEXO 2

FOTOS

101

ANNEX 2

PHOTOS EVIDENCES

Researchers with the English teacher at Veintiocho De Mayo High School

Researches with the High School Principal, MSc.Kleber Zapata.

102

Researchers explaining the survey to students at Veintiocho De Mayo High School.

103

Researchers with tutor assigned MSc. Lucila Sánchez Pérez.

104

INSTRUMENTS

APPLIED

105

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGÜÍSTICA

OBSERVATION GUIDE

Date:

Teacher’s name:

Grade: Section:

Number of students present:

Objective: To determine the influence of ludic activities in vocabulary

development.

References:

1 2 3 4 5

Excellent Suitable Moderately

suitable

Suitable

Little

Not possible to

observe

THE TEACHER… 1 2 3 4 5

1.Begins the class with an exploration of previous knowledge of the Topic.

2. Organizes a variety of ludic games related to vocabulary learning.

3. Manages appropriately vocabulary errors in class.

4. Explains the new vocabulary clearly.

5. Uses vocabulary according to level A1.1

6. Promotes the students participation in class activities.

7.Verifies students comprehension after vocabulary exercises.

THE STUDENT… 1 2 3 4 5

8. Demonstrate enthusiasm and interest when the teacher explains new vocabulary.

9. Feel motivated during English class.

10.Participate and understand vocabulary exercises.

11. Are engage in ludic activities and learn vocabulary to develop skills.

Elaborated by: Magaly Gutierrez and Jennifer Ruiz.

106

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN


SURVEY Objective: To determine the influence of ludic activities in vocabulary development.

ITEM

ALTERNATIVES

(1) Strongly disagree

(2) Disagree

(3) Neither

agree nor disagree

(4) Agree

(5) Strongly agree

1. At the beginning of the class, the teacher presents the new vocabulary.

2. I recognize all the English vocabulary when I do an activity in class.

3. I consider that having a basic English vocabulary of words help me to communicate with others.

4. I consider that my vocabulary knowledge allows me to express my ideas properly.

5. The teacher often evaluates the acquisition of new vocabulary in class.

6. The acquisition of new vocabulary through ludic activities such as games, charades and role plays are activities that I enjoy.

7. Ludic activities motivate me to acquire new vocabulary easily.

8. I can use my own ideas through ludic activities to increase vocabulary.

9. I think ludic activities influences in the development of the language.

10. Participating in a pair work activity provides me enough confident to apply new vocabulary.

Elaborated by: Magaly Gutierrez Valdez y Jennifer Ruiz Jauregui.

107

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN


INTERVIEW

Objetive: To determinate the influence of ludic activities in vocabulary

development.

QUESTIONS FOR THE ENGLISH TEACHER

1.- Do you consider that your students have enough vocabulary to express

themselves in the target language? Why?

2.- How many hours along the week do you use to teach new vocabulary and

assess the vocabulary taught?

3.- What methods or strategies do you use in English class for teaching

vocabulary?

4.- What type of activities do you apply in class to assess your students

understanding of new words?

5.- Do you think that ludic activities are beneficial for your students when

learning vocabulary in the target language?

6.- What kind of games to practice vocabulary with students do you apply in

class?

7.- What is the attitude of the students when you apply ludic activities to teach

English vocabulary?

UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, …repositorio.ug.edu.ec/bitstream/redug/43514/1/BFILO-PLL... · 2019. 9. 21. · vocabulario para expresar apropiadamente ideas en

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