Embed Size (px)
Citation preview
UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF EDUCATIONSCHOOL OF LANGUAGES AND LINGUISTICS
EDUCATIONAL PROJECT
BEFORE OBTAINING THE DEGREE OF LICENCIADAS EN CIENCIAS
DE LA EDUCACIÓN
MENTION: LENGUA INGLESA Y LINGUISTICA
TOPIC:
INCIDENCE OF VOCABULARY LEARNING STRATEGIES
TO THE DEVELOPMENT OF
THE READING COMPREHENSION
PROPOSAL:
DESIGN OF A DIDACTIC BOOKLET WITH VOCABULARY ACTIVITIES
TO THE DEVELOPMENT OF THE READING COMPREHENSION.
AUTHORS:
ROXANA BELEN RAMÍREZ TORRES
DENNISSE JOHANNA VARGAS PAZMIÑO
PROJECT´S ADVISOR:
RODRIGO GUERRERO SEGURA
GUAYAQUIL – ECUADOR
2019
ii
UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF EDUCATIONSCHOOL OF LANGUAGES AND LINGUISTICS
DIRECTIVES
Msc. Santiago Galindo Mosquera
DEAN
Msc. Pedro Rizzo Bajaña
ASSOCIATE DEAN
LIC. Msc. Carlos Valle Navarro
DIRECTOR
AB. SEBASTIÁN CADENA ALVARADO
SECRETARY
iii
Guayaquil, diciembre 17 del 2018
Máster
Jacinto Calderón Vallejo
Decano Facultad de Filosofía, Letras y Ciencias de la Educación,
Universidad de Guayaquil
Ciudad. -
Apreciada Sr. Decano:
En virtud de la disposición de la Autoridad Académica de la Escuela de
Lenguas de fecha de Julio 4 del 2018, en la cual se me designó Asesor de
Proyectos Educativos de la Licenciatura en Ciencias de la Educación,
especialización LENGUAS Y LINGÜÍSTICA, tengo a bien informar lo
siguiente:
Que las profesoras: ROXANA BELÉN RAMÍREZ TORRES
DENNISSE JOHANNA VARGAS PAZMIÑO
Diseño y ejecuto el Proyecto Educativo
INCIDENCE OF VOCABULARY LEARNING STRATEGIES TO THE
DEVELOPMENT OF THE READING COMPREHENSION.
DESIGN OF A DIDACTIC BOOKLET WITH VOCABULARY ACTIVITIES
TO THE DEVELOPMENT OF THE READING COMPREHENSION.
El mismo que ha cumplido con las directrices y recomendaciones dadas
por las suscritas.
Los participantes han ejecutado las diferentes etapas constitutivas del
proyecto, por lo expuesto se procede a su APROBACION y se pone a
vuestra consideración de rigor para los efectos legales correspondientes.
Muy Atentamente
Rodrigo Guerrero Segura
Docente TUTOR
iv
DEDICATION
I dedicate this thesis to my parents who have been a fundamental pillar to
achieve my goal, my daughters Danna and Alejandra who have been my
motor to continue and continue fighting for dreams and to God who has
given me health and wisdom to achieve my goal reached.
.
ROXANA RAMÍREZ TORRES
v
DEDICATION
The present work of degree is dedicated to God, who as a guide was
present in the walk of my life, blessing me and giving me the strength to
continue with my goals without losing heart. To my parents for their
unconditional support, to my beloved husband Marlon Zambrano for being
a fundamental pillar in my life, his patience, love and trust allowed me to
achieve my professional career.
DENNISSE VARGAS PAZMIÑO
vi
ACKNOWLEDGMENT
This project is a contribution from many people like my family, friends,
associates and teachers that helped me with the structure of the language
too. I am extremely grateful with a few teachers that have helped me in
these years’ journey and have given me all their academic knowledge and
most of all their values.
Especial thanks go to my teachers for my welfare in the Escuela de
Lenguas. My mother and father that have been the guiding light and
support for my professionalism could be of high quality and standards.
ROXANA RAMÍREZ TORRES
vii
ACKNOWLEDGMENT
I want to express my gratitude to God, who with his blessing always fills
my life and my whole family by being always present. In the same way my
thanks to the State University of Guayaquil To my teachers of the School
of Languages. Thank you for your patience, dedication, unconditional
support and friendship.
.
DENNISSE VARGAS PAZMIÑO
viii
Table of Content
TOPIC: ............................................................................................................................... i
DIRECTIVES ................................................................................................................... ii
Máster .............................................................................................................................. iii
DEDICATION .................................................................................................................. iv
ACKNOWLEDGMENT .................................................................................................. vi
Table of Content ......................................................................................................... viii
INDEX OF TABLES ....................................................................................................... xi
INDEX OF GRAPHICS ................................................................................................. xii
ABSTRACT .................................................................................................................. xiii
RESUMEN .................................................................................................................... xiv
INTRODUCTION ............................................................................................................. 1
CHAPTER I ...................................................................................................................... 5
THE PROBLEM .............................................................................................................. 5
CONTEXT OF THE RESEARCH .................................................................................. 5
CONFLICT SITUATION - READING COMPREHENSION ....................................... 5
SCIENTIFIC FACT .......................................................................................................... 7
FORMULATION OF THE PROBLEM .......................................................................... 7
GENERAL OBJECTIVE ................................................................................................ 7
SPECIFIC OBJECTIVES ............................................................................................... 8
RESEARCH QUESTIONS ............................................................................................. 8
JUSTIFICATION ............................................................................................................. 8
CHAPTER II ................................................................................................................... 10
THE THEORETICAL FRAMEWORK ......................................................................... 10
BACKGROUND ............................................................................................................ 10
THEORETICAL FOUNDATIONS ............................................................................... 12
VOCABULARY LEARNING STRATEGIES ............................................................. 12
IMPORTANCE OF VOCABULARY ........................................................................... 14
TYPES OF VOCABULARY ......................................................................................... 15
MEMORY STRATEGIES ............................................................................................. 15
COGNITIVE STRATEGIES ......................................................................................... 16
COMPENSATION STARTEGIES ............................................................................... 16
AFFECTIVE STRATEGIES ......................................................................................... 17
ix
SOCIAL STRATEGIES ................................................................................................ 17
READING COMPREHENSION ................................................................................... 19
IMPORTANCE OF READING COMPREHENSION ................................................. 20
READING STRATEGIES ............................................................................................. 21
SCANNING .................................................................................................................... 22
TYPES OF READING .................................................................................................. 22
FICTION ......................................................................................................................... 22
LITERARY NONFICTION ............................................................................................ 23
POETRY ......................................................................................................................... 23
READING TROUBLESHOOTER ............................................................................... 24
EPISTEMOLOGICAL FOUNDATION ........................................................................ 25
CONSTRUCTIVISM ...................................................................................................... 25
PEDAGOGICAL FOUNDATION................................................................................. 26
PHILOSOPHICAL FOUNDATION ............................................................................. 27
SOCIOLOGICAL FOUNDATION ............................................................................... 28
LEGAL FOUNDATION ................................................................................................ 28
CHAPTER III .................................................................................................................. 31
ANALYSIS AND INTERPRETATION OF DATA ..................................................... 31
METHODOLOGICAL DESIGN OF THE INVESTIGATION .................................... 31
TYPE OF INVESTIGATION ......................................................................................... 32
FIELD RESEARCH....................................................................................................... 33
BIBLIOGRAPHICAL RESEARCH ............................................................................. 34
OPERATIONALIZATION OF THE VARIABLES ..................................................... 34
POPULATION AND SAMPLING ................................................................................ 35
SAMPLE ......................................................................................................................... 35
STRATUM ...................................................................................................................... 36
ANALISIS E INTERPRETACION DE LOS RESULTADOS ................................... 37
CONCLUSIONS AND RECOMMENDATIONS ........................................................ 51
PROPOSAL ................................................................................................................... 52
JUSTIFICATION ........................................................................................................... 52
GENERAL OBJECTIVE .............................................................................................. 52
SPECIFIC OBJECTIVES ............................................................................................. 52
THE FUNDAMENTAL PROBLEM ............................................................................. 53
IMPORTANCE ............................................................................................................... 53
x
DESCRIPTION OF THE PROPOSAL........................................................................ 54
LOCATION..................................................................................................................... 54
PEDAGOGICAL ASPECT ........................................................................................... 55
Constructivism ............................................................................................................ 55
PSYCHOLOGICAL ASPECT ...................................................................................... 56
SOCIOLOGICAL ASPECT .......................................................................................... 56
Sociology of Education ............................................................................................. 56
LEGAL ASPECT ........................................................................................................... 57
BENEFICIARIES ........................................................................................................... 59
SOCIAL IMPACT .......................................................................................................... 59
CONCLUSIONS ............................................................................................................ 59
Referencias ................................................................................................................... 60
Bibliography ................................................................................................................. 63
xi
INDEX OF TABLES
Table 1 ....................................................................................................34
Table 2 ....................................................................................................36
Table 3 ....................................................................................................40
Table 4 ....................................................................................................41
Table 5 ....................................................................................................42
Table 6 ....................................................................................................43
Table 7 ....................................................................................................44
Table 8 ....................................................................................................45
Table 9 ....................................................................................................46
Table 10 ..................................................................................................47
Table 11 ..................................................................................................48
Table 12 ..................................................................................................49
xii
INDEX OF GRAPHICS
Graphic 1 .................................................................................................40
Graphic 2 .................................................................................................41
Graphic 3 .................................................................................................42
Graphic 4 .................................................................................................43
Graphic 5 .................................................................................................44
Graphic 6 .................................................................................................45
Graphic 7 .................................................................................................46
Graphic 8 .................................................................................................47
Graphic 9 .................................................................................................48
Graphic 10 ...............................................................................................49
xiii
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA DE LENGUAS Y LINGUISTICAS
TOPIC:
INCIDENCE OF VOCABULARY LEARNING STRATEGIES TO THE
DEVELOPMENT OF THE READING COMPREHENSION.
PROPOSAL:
DESIGN OF A DIDACTIC BOOKLET WITH VOCABULARY ACTIVITIES
TO THE DEVELOPMENT OF THE READING COMPREHENSION
AUTHORS: ROXANA BELÉN RAMÍREZ TORRES
DENNISSE JOHANNA VARGAS PAZMIÑO
PROJECT´S ADVISOR: GUERRERO SEGURA RODRIGO
ABSTRACT
Students from the 9th year in Unidad Educativa Universitaria
Francisco Huerta Rendon have demonstrated lack of Reading
comprehension due to the lack of basic vocabulary in their cognitive and
knowledge realm. The students need to have meaning of the words in
order for them to reason and concrete utter understanding about what they
read. The results and the present problem at Unidad Educativa
Universitaria Francisco Huerta Rendon has given us many types of
parameters to work on, making the project a lot more interesting. This
investigation is of the utmost interest for the Reading comprehension field
due to the fact that such problem needs to be addressed in the majority of
schools and institutes in the education realm. It can be shown that the
samples and results are precise and to the content of the las impacts of
the investigation which allow to see that vocabulary can improve the
Reading comprehension in student once the right amount of vocabulary,
the meaning of the most significant learning experience for the student as
well.
KEYWORDS: knowledge, activities, vocabulary, retention, academic,
Inference, speaking, developing
xiv
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA DE LENGUAS Y LINGUISTICAS
TOPIC:
INCIDENCE OF VOCABULARY LEARNING STRATEGIES TO THE
DEVELOPMENT OF THE READING COMPREHENSION.
PROPOSAL:
DESIGN OF A DIDACTIC BOOKLET WITH VOCABULARY ACTIVITIES
TO THE DEVELOPMENT OF THE READING COMPREHENSION
AUTORES: ROXANA BELÉN RAMÍREZ TORRES
DENNISSE JOHANNA VARGAS PAZMIÑO
CONSULTOR ACADÉMICO: GUERRERO SEGURA RODRIGO
RESUMEN
Los estudiantes de noveno año en Unidad Educativa Universitaria
Francisco Huerta Rendon han demostrado una falta de comprensión de
lectura debido a la falta de vocabulario básico en su ámbito cognitivo y de
conocimiento. Los estudiantes deben tener un significado de las palabras
para poder razonar y concretar una comprensión total de lo que leen. Este
problema de comprensión de lectura puede ser útil al exponer a los
estudiantes a muchos ejercicios de vocabulario que pueden hacer que se
adapten a una comprensión y significado rápidos acerca de la lectura. Las
actividades de vocabulario también enfatizarán el contenido y el
significado para que los estudiantes capten la esencia de la lectura y
lleguen a conclusiones de lo que se ha leído. Como maestros que serán,
podemos ver que tal deficiencia es la más obvia en los estudiantes
cuando la lectura está al alcance de la mano y el mejor enfoque es que
los estudiantes identifiquen el problema por sí mismos y también lo
reconozcan.
PALABRAS CLAVES: conocimiento, actividades, vocabulario, retención, académico, Inferencia, hablar, desarrollar
1
INTRODUCTION
This investigation’s influence will help students that are facing
speaking problems, and it will have a great outcome as well. It is needed
for students to have good pronunciation skills when reading is involved.
The exercises of this project are consisting of vocabulary activities that
challenge students to another level of thinking and reasoning to have a full
understanding of what students are reading.
The essential exercises that allow learning to take place are well
thought out and by the students’ reading expectancy level and proficiency.
The chapters of the thesis are calibrated according to the guide of content
and the syllabus that has been issued by the Escuela de Lenguas from the
Universidad de Guayaquil.
Chapter one is orientated on the problem that the investigation is
based on, which proper reading comprehension is not evident due to the
lack of adequate vocabulary usage, vocabulary content, not enough
practice in reference exercises, inference exercises, reinstatement
exercises and even lack of confidence in students.
When it comes to performing reading in English whether aloud or in
front of an audience like in the class, the insufficiency of hours for English
practice, not enough material aimed for such tasks and the poor
motivation students show to engage in extra-curricular activities involving
such reading skills are noticed.
As stated in the previous paragraph, in chapter two the
methodology applied to find relief to this problem is discussed. The use of
vocabulary and its methods are applied to the problem with its
characteristics as first-hand preparation for reading comprehension,
2
involvement of previous techniques that have been implemented to the
conflict.
Simple vocabulary, when necessary, and present situations
depending on the tasks that are worked on in class or apparently
improvised to the position from the teacher or students requests, are
parameters involved for such task. Using the vocabulary relates to the
application of many flashcards, wall charts, and vocabulary that is from
lessons and exercises aimed to the general objectives for each class.
Chapter three consist of the surveys, charts and other information
that determines the outcome of such tools applied to make the
investigation and the results scientifically reliable to the objectives for
finding solutions that gradually alleviate the problem students face
improving their reading comprehension skills and language proficiency.
Chapter four is about the proposal as an aid for students to
eventually find more natural ways to improve their reading comprehension
and language proficiency to acquire the language adequately. The project
will be a guide for students in using exercises and activities that will help
improve vocabulary for their needs to learn reading comprehension skills.
CHAPTER I: THE PROBLEM
This chapter consists of statements on what led the investigator to
develop and carry out this study. The situations, observations or any other
conditions that generated an interest in the development of the
investigation are addressed in this chapter. It elaborates about the
investigation and the reasons why such research was necessary, talking
about the history of the problem in an overview of the significance of the
problem.
3
CHAPTER II: THEORETICAL FRAME
This chapter includes a total critical review of previous knowledge
and studies related to the topic of the investigation, the report, which
identifies issues, and the gaps in expertise in such field that has led to the
initial problem for periods of time, referring to the safeguards against
former studies in previous situations or places with similar outcomes and
protocols.
CHAPTER III: METHODOLOGY
The modality and type of research are presented in this section.
The investigator must explain why this study belongs to a specific
category, according to the information provided in this chapter such as the
modalities of the research which include field, bibliographic, pre-
experimental (if necessary), quasi-experimental, experimental study and
such. The type of research includes exploratory, descriptive, and
explanatory as well.
CHAPTER IV: THE PROPOSAL
The title synthesizes the central idea of the proposed investigation
plan for the solution of the problem, proving to be an informative
statement, clear, concise and straightforward that indicates the overall
objective and the central research variables. A good title defines the
contests of research with the fewest possible words in it. It also explains
the process of the activities that are in the proposal and the way its
application should be carried out with the booklet, manual or guide done
by the investigator.
4
APPENDIXES
This section contains supporting material such as data sheets,
questionnaire samples, illustrations, maps and charts when necessary.
The present research is essential to the educational institution, which
intends to analyze the reading comprehension of students.
Currently, there has been many failures at Unidad Educativa
Universitaria Francisco Huerta Rendón. Therefore, it has an initiative,
which allows the design of an educational booklet with vocabulary
activities for the development of the reading comprehension.
It will help enhance their analytical capacity and retain words. For
this reason, this investigation encourages to make a diagnosis about the
causes that affect the limited development of reading comprehension of
students, so can investigate the reading problems that affect them.
This research allows students through vocabulary learning
strategies can understand contents, retain words, learn new vocabulary,
which will enable them to analyze, and comprehend different of reading
and vocabulary activities; and so they can have an interest for the reading.
5
CHAPTER I
THE PROBLEM
CONTEXT OF THE RESEARCH
This research was conducted at Unidad Educativa Universitaria
Francisco Huerta Rendón. This institution was created on May 18th, 1971.
It was located on Victor Manuel Rendón between Boyacá and Escobedo.
The Principal of this institution was the teacher Oswaldo Ayala from 1971
to 1972. Education started with first, second and third courses in the
morning and afternoon. Later, Mr. Oswaldo Ayala for personal reasons
leaves the institution. This allows Vice-principal Alfonzo Escobar to take
charge of the school.
In 1975, the principal created more classrooms to complete the
school and the high school. The institution designates Felipe Encarnación
as the principal of the practice teaching of students to guide them in their
practices. The institute stayed here around 25 years in this place. Later,
the educational establishment was changed at Las Aguas avenue. It was
created with the purpose of having an annex school for the University of
Guayaquil, providing teaching practice for students of this academy.
Then, MSc. Domingo Tapia was promoted to Dean of the
instructional organization and applied changes to improve the high school.
He wrote the letter of the institution’s anthem too. Besides, the high school
continues to Las Aguas Avenue. Currently, MSc. Jacqueline Calero is the
principal. She works day to day to enhance student’s education.
CONFLICT SITUATION - READING COMPREHENSION
A direct observation conducted at Unidad Educativa Universitaria
Francisco Huerta Rendon detected a limited development of the reading
comprehension skill on the students of 9th-year section A. There are three
situations that are limiting the reading comprehension in the English
classes.
6
First, students have not received the proper instructions to learn
how to read English properly and they cannot decipher the text. This is
due to the major amount of limited pages to show the English language.
The teacher does not use reading strategies nor reading comprehension
techniques to facilitate the reading text comprehension. In addition, the
teaching focus is teacher centered and not student centered. Students
have no space to practice and give their opinion about reading topics.
Students will be instructed to read the excerpt and then answer questions
that are used to demonstrate that there’s been utter and complete
understanding about what students have read.
Second, the students are lacking Reading habits in Egnlish and in
Spanish. Due to the Reading is boring idea that Ecuador shares and that
there are a few programs that strengthen the Reading habit. Students
prefer to do other actities like playing video games, listen to music, talk in
the classroom and they do not like to do so in both languages. The book
does not contribute to the cause either since the paragraphs are too long
and the topics are not in accordance to the linguistic level of the students.
The topics also are not of interest to the students due to the fact that they
are out of time frame (history books instead of motivating material), the
material is out dated and do not include other type of activities like how to
infer skill exercises, reference exercises or factual statement exercises.
This types of skills should also be involved because they are the type of
activities that contribute to the Reading excercises found in a CEFR exam.
Third, students also have the vocabulary limits which are part of
the comprehension of texts. This type of deficiency happens because the
teacher does not use additional resources or extra curricula material to
strengthen new learning terms. Also, the lack of technology and not having
an English laboratory does not allow vocabulary adquisition to take place
approperly. Clozed activities should also be used in Reading
7
comprehension skill because it motivates students prior knowledge in
order for the activities to be completed. This type of exercise can only be
experimented by hands on training so the student gets more involved with
the creativity and production needed to complete cloze activities.
SCIENTIFIC FACT
Insufficiency of reading comprehension in the students of 9th-year
section A at Unidad Educativa Universitaria Francisco Huerta Rendón,
Zone 8, District 5, Circuit 2, Province of the Guayas, Cantón Guayaquil,
Parroquia Tarqui, during the school year 2018 – 2019.
According to the empirical observation, it is clear that the English
teacher has an insufficient application of vocabulary learning concepts,
which affect 9th year A course, students. This lack of vocabulary learning
concepts demonstrates that scholars do not use appropriate techniques to
improve reading comprehension. Thus, new methods to help out students
to get the gist of a passage should be implied on a daily basis if necessary
to achieve reading comprehension development.
FORMULATION OF THE PROBLEM
What is the incidence of the application vocabulary learning
strategies in the development of the reading comprehension in the
students of 9th-year section A at Unidad Educativa Universitaria Francisco
Huerta Rendón, the school year 2018 – 2019?
GENERAL OBJECTIVE
To evaluate the incidence of vocabulary learning strategies in the
development of reading comprehension through vocabulary learning
strategies to improve the development of reading comprehension.
8
SPECIFIC OBJECTIVES
● To describe the vocabulary learning strategies through practical
strategies, so it improves the reading comprehension.
● To categorize the reading comprehension through techniques, so it
reinforces the reading.
● To design a booklet with academic vocabulary activities for students
to develop reading comprehension.
RESEARCH QUESTIONS
1) Do vocabulary learning strategies help to improve the reading
comprehension?
2) Does reading allow enhancing the vocabulary?
3) Does the educational booklet with vocabulary activities is
developed to get the reading comprehension?
JUSTIFICATION
With this research, the educational institution will be benefited so
that students can improve the reading comprehension. It is feasible to
perform because it counts with the support of authorities of the high school
and the necessary resources. Therefore, the development of this
investigation is conducted to raise the presence of vocabulary learning
strategies, which allows learners to understand different reading activities
through these strategies.
Furthermore, this research is essential for the educational establishment,
because it allows meeting the application of vocabulary learning strategies
in 9th-year section A, at Unidad Educativa Universitaria Francisco Huerta
Rendón and how the use of these learning procedures gives results in the
reading comprehension of them. This investigation also analyzes the
problem and his causes, so can provide a solution to the enigma.
The present research is based on the National Plan for Good
Living, 2013 – 2017, which mentions the following:
9
Objective 4 to build citizen capacities and potential. For the 2013-
2017 period, we aim to establish holistic education to achieve the
socialist knowledge-based society and leap forward from an
economy of finite (material) resources-based economy to an
economy based on economy infinite resources (knowledge). Efforts
must focus on guaranteeing to the right to education, under
conditions to quality and equity, placing human beings and localities
at the center. We will bolster the role of knowledge by promoting
scientific and technological research responsible with society and
Nature. (National Plan for Good Living, 2013, p. 60)
According to National Plan for Good Living (2013), indicates that it
allows people improve their capacities, can reinforce their skills such as
the reading comprehension, and develop their potentials; whose goal is
aimed to have a holistic education knowledge-based society, economy,
resources that help students improve their skills, so they have meaningful
learning. Besides, it also guarantees the education of students, teaches
knowledge so that students can have good understanding.
10
CHAPTER II
THE THEORETICAL FRAMEWORK
BACKGROUND
The theoretical framework consists of principles, concepts, and
tenants of a theory. Theories about reading have neglected basic
differences in the developmental path of skills related to such. This
proposes that some reading skills, such as learning the letters of the
alphabet, are constrained to small sets of knowledge that are mastered in
relatively brief periods of development. In contrast, other skills, such as
vocabulary, are unconstrained by the knowledge to be acquired or the
duration of learning, (Grant, 2014).
According to Grant and Osanloo (2014), they indicate that the
theoretical framework is based on concepts, which allow the researcher to
have clear constructs on the views, so it can reinforce knowledge on the
theoretical frame. The conceptual, developmental, and methodological
constraints on different reading skills are described in this research that
identifies various types of reading constructs and their measures as well.
Examples of reading research and assessment are discussed to illustrate
(a) How the constraints can help to explain transitory correlational patterns
among reading data,
(b) How proxy effects surrounding constrained skills influence
interpretations of reading development,
(c) How prescriptions to teach constrained skills are causal
misinterpretations of longitudinal correlations, and
(d) Why interventions on constrained skills usually lead only to temporary
gains on skills aligned with the constrained skill.
Ravitch and Carl (2016) agree that the theoretical framework
assists in researchers by situating and contextualizing formal theories into
their studies as a guide. However, constrained skills are not normally
distributed conceptually or empirically, except on special occasions,
analyses based
11
on parametric statistics are inappropriate. This research describes
implications for theories of reading development, research methods, and
educational policies; the “extra” commentary linked to the version of the
article expands on this latter theme in the present research; the theoretical
learning is important because it performs the foundations of the results
that will be obtained for the achievement of this investigation. Several
theories and different points of view will be regarded for have a better
comprehending about the variables mentioned in this investigation. It
allows description to the topic and the proposal to give a solution the
problem initiated in chapter one at Unidad Educativa Universitaria
Francisco Huerta Rendón.
Taking into consideration the steps of using techniques and
strategies plus methods to improve any skill is the best part of the
significant learning students will experience and the diverse variety of
language acquisition too. Most students learn in their own specific way, so
the teaching style must also be variant. Monolingual simplicity teaching is
out of the content in class nowadays. Teachers that are also bookworms
have the most unattractive classes when language learning is the topic of
the day. Therefore, these types of learning styles and teaching methods
need to be updated and to the most dynamic stage. These were the steps
that had to be taken in order for the investigation to have a complete and
precise outcome.
Besides, this research has the setting of some authors’ views
through the investigation. This project also allows mention to various
writers, quote the most important concepts, so it can be searched with the
urkund analysis system. The research contains different bases such as:
theoretical, epistemological, pedagogical, psychological, sociological and
legal foundation that will allow support theories to the investigation.
12
THEORETICAL FOUNDATIONS
VOCABULARY LEARNING STRATEGIES
The critical role of language learning strategies and definition of such as
behaviors can be addressed at the very core of their meanings, in other
words, actions and techniques that students apply to ameliorate their
progress in producing and comprehending L2. Learning the strategies
makes learning faster and better, (Ahmed, 2017), this indicates that
language learning strategies are defined as conducts, actions and
techniques, which allow students improve and understand the English as
language; besides, it also helps them create new words, acquire
knowledge of different vocabulary.
These language learning strategies allow comprehension of a
language, so students have a better learning, providing students
strategically selected vocabulary words for instruction and determination of
the appropriate instructional goals and chosen terms; it is time to identify
instructional strategies that align with these goals. The activities suggested
below employ a variety of formats to address the goals of vocabulary
instruction (Ahmed, 2017).
According to Ahmed (2017), a student must elect adequate
vocabulary teaching strategies to realize determine goals, which allow
improvement in vocabulary knowledge, so learners can reinforce their
activities through new techniques. For ESL/EFL learners, vocabulary plays
a crucial role in learning a language that supports reading, writing,
speaking and listening skills.
Vocabulary has a clear connection with reading comprehension,
such as Matsuoka and Hirsh (2010) stated, “there is a strong link between
vocabulary knowledge and reading comprehension.” According to
Matsuoka and Hirsh (2010), students that learn English as a Second
Language or English as a Foreign Language need to know vocabulary in
order to develop skills. Besides, a good reader must employ an
appropriate lexical to have a connection with the text, so it can improve the
reading comprehension.
13
Thornbury (2005) declared that the good language learners
consists of those students who are able to develop their own VLSs so that
they do not need to be taught how to learn. Thornbury also implies that
good learners can develop their own vocabulary learning strategies, which
allow them to have a good learning method. Besides, through these
techniques, learners can create their own learning strategies, so they can
apply these techniques to improve vocabulary on their own.
VLS (Vocabulary Learning Strategies) have been increasingly
recognized as essential to language learning as can be seen from the
body the researches on VLS, particularly in the last two decades (Khatib &
Hassandeh, 2011). Vocabulary learning strategies have been tested for
the last two decades in several researchers, and are very important to
improve the language. Besides, several studies indicate that it was
designated as a subject in the past decade, so students can acquire new
knowledge. Vocabulary learning strategies are the “actions, set of
techniques or language learning behaviors that learners take to help
themselves to discover the meaning of new words and retain them in long-
term memory.” (Carranza, 2015).
Cameron (2009) mentions that vocabulary learning strategies are
achievements, group of techniques or language learning conducts that
learners use to learn new words, acquire new knowledge, so they can
understand them and retain them in the mind to learn new awareness.
Besides, these strategies also allow find new meaning of vocabularies,
which enable to learners have meaningful knowledge.
Vocabulary learning is not an easy task; it has been argued that
learning vocabulary is the greatest source of problem experienced by L2
learners, and many learners face problems in the use of language
because in inadequate vocabulary (Hadavi, 2014).
Savadkouhi (2013) indicates that learning new words is not easy,
because the learners that study English as Second Language have
problems to learn themselves. Besides, many learners do not use
14
appropriate vocabulary, which obstruct that they acquire knowledge in the
language.
On the other hand, Cohen (2007) believes that language learning
strategies are conscious mental activities that must include an action, a
goal and learning situation
Cohen (2007), indicates that strategies of learning are mental
activities that contain many actions, which are important to get a good
command of vocabulary in the Language second acquisition. Besides,
these techniques also allow have a better learning of lexical, help to
understand new words, acquire awareness, and develop better the skills,
so students use an adequate vocabulary strategies of vocabulary learning.
IMPORTANCE OF VOCABULARY
Vocabulary plays a crucial role in English language acquisition,
particularly for college students (Hedge, 2010). To Hedge (2010),
vocabulary shows to be an important part in the foreign language,
because acquiring knowledge, learning new words allows students to
reinforce the learning and use technique of learning that help to use
appropriate words to realize different activities.
Nation (1990) believes that knowing and using vocabulary learning
strategies is the most important way for learning language. Rasti (2015)
mentions that vocabulary learning strategies are important because it
allows students to improve the language. Besides, these are considered
as techniques that lets new words be acquired just like vocabulary
knowledge which serve to have a better learning, so students can
enhance the language.
On the other hand, Schmitt and Schmitt (1995) put that vocabulary
learning strategies knowledge is very important. The knowledge of
vocabulary learning strategies must be in educational programs and
syllabuses.
To Schmitt and Schmitt (1995), Vocabulary shows that the
knowledge of its techniques are very important, because these techniques
15
allow students to acquire vocabulary knowledge, which it is necessary for
their learning. Besides, the vocabulary learning strategies must be applied
at school and syllabuses, so students can enhance the language, learn
new vocabularies that help to improve their knowledge. This knowledge of
vocabulary can only be obtained via the teaching approaches that address
to different learning forms (Browne, 2014).
However, Browne (2014) suggests that vocabulary is very important
because of learning new words. Besides, it also can be acquired through
teaching approaches, which conduct learning forms the students, so they
can have meaningful knowledge in the language.
TYPES OF VOCABULARY
Many learners use strategies to acquire vocabulary. The type of
strategies that learners choose and how effectively the strategy is carried
out is dependent on the vocabulary task (Gu & Johnson, 1996) and
several linguistic skills (…). (Letchumanan, 2016 ). Gu and Johnson
(1996) indicate that most learners use techniques to get knowledge of
vocabulary. The type of strategies that learners elect are techniques of
learning very effectives, which allow students understand new words, so
they can retain the words for a long-time in the mind. Besides, learners
through these types of strategies can develop their linguistic skills, so they
improve their knowledge of vocabulary. Learning strategies have many
classifications. Browne (2014) has also divided them into two categories,
direct and indirect strategies. Direct strategies comprise memory, cognitive
and compensation whereas indirect strategies include metacognitive,
affective and social.
Vocabulary Learning Strategies have been divided in two types of
categories such as: direct and indirect strategies, which allows to discover
new knowledge. These types of strategies are:
MEMORY STRATEGIES
Nacera (2011) investigated the relationship between language
learning strategies and vocabulary size. The results showed that students
16
using direct strategies that influencing information processing
(Nematollahi, 2017).
It is assumed that several investigations about vocabulary learning
procedures have demonstrated that scholars using direct tactics such as
memory strategies, which allow using words that can be retain through
new techniques. Besides, it mentions that this type of strategy promotes
students have a better retention of the words, so they can improve the
vocabulary (Nematollahi, 2017).
COGNITIVE STRATEGIES
It is claimed that cognitive strategies include any mechanical
process that the learners may use for learning new vocabulary, such as
taking notes, using images, recombination, auditory representation, key
word, contextualization, elaboration, transfer, inferences, flash cards and
word lists (Hassan, 2015). Gamper (2008) mentions that these type of
procedures are create for that learners learning new knowledge. These
tactics also allow taking annotations, using pictures, flashcards, so they
improve the mental processes. It is also important, because enable
understand unusual words to enhance the awareness of vocabulary.
Cognitive strategies need to be engaged with learning related activities at
all time. They are synthesize with learning in the most adequate manner
and settings for students to keep their cognitive always active.
COMPENSATION STARTEGIES
Compensation strategies which belong to the direct strategies of
vocabulary learning involve using the new language for comprehension or
production, and it is intended to help learners with limited or complete
absence of vocabulary knowledge and grammar (Letchumanan, 2016).
This design indicates type of correspond to vocabulary learning strategies,
which contain new techniques of learning that serve to understand them,
so it aims to help learners improve the limited development of vocabulary
they have.
17
METACOGNITIVE STRATEGIES
Meta-cognitive strategies are thought to be planning and monitoring
along with evaluating the learning process. Moreover, advance organizers,
directed attention, selective attention, self-management, functional
planning, self-monitoring, delayed pronunciation; self-evaluation can be
included in the meta-cognitive strategies (Gamper, 2008:9).
Hassan (2018) indicates that metacognitive procedures
comprehend a range of activities, which serve to conclude contextual
meaning. Besides, it is useful, because allow create new items so learners
have the most important concept into their memory. These tactics are
essential, because help students to develop vocabulary knowledge.
AFFECTIVE STRATEGIES
Hall (2011) states that if the idea of believing that female learners
are better L2 learners than male learners is right, then probably it is
resulted from their effective social interactions. Hall (2011) indicates that
this type of procedure serves to acquire new vocabulary. It has showed
that these tactics are employed for students through motivations, which it
helps to improve in the learning process. Besides, it is believed that
female learners are better in using a Second language, whereas that male
scholars not are good in with this strategy, because they do not like
encourage for the vocabulary.
SOCIAL STRATEGIES
Social strategies involve interaction with other people to improve
vocabulary learning, Schmitt (2000). Letchumanan (2016) mentioned that
this type of strategy allows to have interaction with other people, so
through social strategies students, teachers and people can have a
communication and enhance vocabulary learning. Today, vocabulary is
very important because it allows learning new knowledge which is useful.
The school curriculum as provided by the Ministry of Education
includes didactic resources as one of its components. They become the
18
facilitators of the teaching process. Moreover, they motivate and activate
relationships within the classroom, and support the construction of
essential representations of knowledge and abilities needed by the
learners.
It is important to mention that in an international study, conducted
by Kozma (2003), the author confirms that a number of characteristics of
technology are consistent with principles of the science of learning and
improved education. The author adds that new information and
communications technologies bring motivating curriculum based on real-
world problems into the classroom. They can also scaffold and enhance
learning. This can be achieved with the guide and monitoring of the
teachers. Students, especially 9th graders, need a lot of scaffolding
activities so they can become independent learners.
Nuttall (2015) assumes that reading has one overriding purpose
which is to get meaning from a text. Teachers should consider that the
author of the texts have a message in mind that want to transmit to the
readers. Those ideas when written on a piece of paper become the
message accessible to the mind of another person who hears or reads it
and who may try to figure out the message. Once the reader decodes the
message, communication is achieved. This is what makes reading an
interactive process not only for the message that students need to
consider but the variety of exercises that teachers can develop to check
comprehension and understanding of the texts.
There is a probability of failure in this process, we never know if the reader
got the intended message as it was in the mind of the writer. Therefore,
the author considers the following features in this process:
- The text that is full of meaning. At this stage, it is important that
students know the language at all its levels: words, sentence and
whole text as suggested by Pulverness et al (2012).
19
- The reader’s mind. The type of learners, their sociocultural and
economic contexts. Also what prior knowledge they bring to the
classroom. In this matter, teachers should devote sometime of the
lesson to elicit important and unique information that students bring
with them and connect that previous knowledge to the new content
learners are exposed to.
- The writer’s message. It is important that students get the right
intended communication and not different ideas because of their
varied background knowledge filter and preconceived concepts.
READING COMPREHENSION
Reading comprehension is a complexed set of processes where a
reader must decode words, access for meaning, and construct meaning
from text. While all these processes are occurring, readers also must
make connections between this new information and prior knowledge
(Nation, 2013).
. Readers must continually monitor their meaning and clear up any
misunderstandings (Schaefer, 2016). Denton et al., (2014) indicates that
reading comprehension is a group of proceeding, which it must know to
decipher the words what contain a reading, comprehend the meaning of it.
The reader through these processes can have a connection about what
want read, so it acquires knowledge. Besides, readers must continually
supervise these processes, so it has clear what is reading (Brinton,
Teaching English as a Second or Foreign Language, 2014).
Reading comprehension is the capacity of understanding through
reading strategies what want to read (Garcia, 2013). It allows the reader
have meaningful knowledge when learn new words of a text. It also helps
to decode the text. Besides, it permits recognize words and understand
their meaning, so readers have a comprehension of the lecture. It is a
process, which allows have an interaction with the reading, so can read a
paragraph and understand it (Garcia, 2013). The National Assessment of
Educational Progress (2013) NAEP relates understanding written text,
20
developing and interpreting meaning using meaning as a meaning as
appropriate to type of text, purpose and situation. According to The
(National Assessment of Educational Progress [NAEP], 2013), regarding
understanding written text, indicates that the readers attend to ideas and
content in a text by locating and recalling information by in making
inferences needed for literal comprehension of the text (…) readers draw
on their fundamental skills for decoding printed words and accessing their
vocabulary knowledge.
IMPORTANCE OF READING COMPREHENSION
It is important to focus on reading comprehension as it will be
shown in the following content beyond doubt. It is crucial to make students
realize the reading, and reading comprehension. It is of vital importance
not only for the school, but everyday life. Whether it is the need for
learning something new, increasing knowledge, or searching for
information. Students must be able to read with comprehension (Jorde,
2016).
Maagero and Tonnessen (2016), indicate that reading is important
because it allows to have a concentration on reading comprehension. It is
essential on the students, which allows increase their knowledge, and
helps not only academically, but in everyday life. It also is necessary to
learn new words, reinforce the vocabulary, so scholars have be able to
read a text and comprehend their content.
Reading comprehension is important for the student, because it
allows discover many things through the reading. The scholar to size that
read can to get a minimum comprehension and retain words, so student
acquire knowledge and have a good command of vocabulary. Besides, it
helps to stimulate the thought, improve the critic interpretation, understand
unknown words, comprehend the content of a text, so readers have clear
concepts and enhance the reading process (Gardner, 2012).
21
On the other hand, all elements in a text, as composition, structure,
and content, are essential and equally important in understanding the
content of a text. Knowledge of language and vocabulary is vital, and
highly decisive for a good reading comprehension. A good comprehension
of concepts, words or phrases is connected to and important in gaining
motivation to read on, (…) what is read (Roe, 2014).
Roe (2014) indicates that the frame and content of a reading are
important to comprehend a text. Besides, Reading comprehension is
essential, because it allows learn new words that help to acquire
knowledge, improve the vocabulary, and understand the content of a text.
It also is important within the reading, thus it permits have a good
comprehension of terms, so acquire an interest for the reading.
READING STRATEGIES
Reading strategies are various activities that realize whereas
reading is concerned, which it helps to understand the reader to interpret
the text, so the student can acknowledge the excerpt that has just been
read. Besides, reading strategies allow the reader to find information
required, and deductions that permit comprehension of the reading.
Therefore, these deduction and interpretation methods are important
because provides utter understanding to the students about the reading
and the activities that may need to perform, improvement the gist of the
situation and ability to comprehend the reading process (Harmer, 2014).
Brown (2011) mentions that one might use skimming to see what’s in the
news a paper or on a website, browse through a book to see if you want to
read it, look through the television guide to see what’s on one evening,
flick through a catalogue to see what’s on offer, look through the opinions
given on a Google search to see what sites it suggest. It indicates that
through skimming people can see what’s in the news, watch through a
book the text what want to read, look through the television guide what
kinds of films are passing at the evening, see through a journal of
shopping to look what’s offering, and watch through the views given on
22
Google to see what suggests it. Skimming is a reading strategy, which
allow quickly read a text. It is also important, because through this strategy
students can enhance the reading process, understand the text (Brown,
2011).
SCANNING
Authors like Brown and Hammer indicate that scanning is another
type of fast reading. The regards that when scanning something, one
might use scanning to find an address or a phone number in a dictionary,
check what time your program is on the television, look up details or prices
in a catalogue, pick out the website you want from options on a Google
search (Brown, 2011). Brown mentions that scanning may be used in
order to find some information, search what time a favorite program is on
television, watch the prices in a catalogue are, and different options that
there are on Google to see what’s published.
TYPES OF READING
As far as this research takes shape to tend with the information
about the types of reading, it also assumes the following structure.
Reading Assessment specifically states that students read for different
purposes, which are often reflected in their selection of literary or
informational texts. There are three categories of literary text such as:
Fiction, Literary nonfiction and Poetry.
FICTION
Students at schools read many different kinds of stories for
enrichment and enjoyment. These texts are representative of the
developing conceptual understandings formed by students during this
period. At grades 8 and 12, more complex genres of fiction are common
including satires, parodies, science fiction, and allegories. (…) Material
excerpter from longer pieces will be carefully analyzed to ensure that it
has the structural integrity and cohesion necessary to sustain item
development. Students often read different kinds of texts to enjoy of their
23
content, which can include satires, parodies, etc. Besides, it indicates that
at grades 8 and 12, genres of fiction are common, because it encounters
interesting stories within this kind of reading. However, it also may content
literary genres as novels, so they read other texts and learn new words
(Hohmann, 2012).
LITERARY NONFICTION
The second type of literary text is literary nonfiction, which may
include elements of narration and exposition and is often referred to as
mixed text. Alexander and Jetton indicate that this kind of text may content
elements of narration, which allow comprehend their content, so readers
can enjoy of this type of reading. On the other hand, Literary nonfiction is
an example of mixed text because it uses literary techniques usually
associated with fiction or poetry and also presents information or factual
material. (…) Text types for literary nonfiction at grade 4 include
autobiographical and biographical sketches, and personal essays. This
indicates that it uses literary techniques, which allows comprehension to
their content. It is also a mixed text because it includes passages of fiction
or poetry. Besides, it permits 4 graders to establish points of view about
the reading, blend their devices with the information of the text, so readers
can enjoy of this kind of reading (Johansson, 2016).
POETRY
Poetry has distinctive forms, functions and structures further guided by
literary structures and textual features. The matrix lays of the kinds of
poetry of students encounter at different grade levels, indicating that texts
of poetry have various forms, structures and variations, which can be
conducted through literary frameworks. Besides, it is encountered at
different grade levels such as at grade 4, 8 and 12. It also allows student
can understand the text structure and features (Kimura, Nakata, &
Okumura, 2011).
24
READING TROUBLESHOOTER
- Students can keep still for longer periods of time but they also need
to move. Teachers should take advantage of this quality and
consider it when planning their lessons. This means activities and
tasks can last longer.
- Their concentration is developing. Some exercises that demand
this situation could be included in the lessons to help them practice,
consolidate and reinforce their concentration.
- They start learning in abstract ways, for example through thinking,
as well as experiencing. Reading excerpts are an excellent source
of information that can contribute to develop students’ critical
thinking. Teachers can also adapt the content to learners’ context
in order to create the experiences needed for a long, fun and
authentic learning.
- They can control and plan their own behaviour. Teachers can get
students’ attention if the rules are clear from the beginning of the
school year. If teachers take their job seriously, students will do so
too. This is reinforced by Marzano (2013) who says that
establishing and keeping rules and procedures is a prerequisite for
effective instruction in all classrooms, considering them as stated
expectations regarding behaviour.
- Students may worry about what others think of them. This feature is
important to consider, especially when students are asked to
participate in front of their classmates. Teachers should share with
students that errors, mistakes or slips are essential when learning a
new language. The difference in L1, according to the natural
learning approach is that everyone is reinforcing positively the child
to keep trying. Whereas in L2 students are fearful of making
mistakes because classmates might laugh at them, teachers
sometimes do not know how to deal with those embarrassing
situations. Positive environment should be created and developed
on a daily basis.
25
- Students are sometimes uncomfortably aware of themselves and/or
their actions. They look for perfection which does not exist not even
for the teacher. Again positive reinforcement is important. Marzano
(2013), in this respect, confirms that an effective classroom
management needs good relationships between teachers and
students. He states that an effective relationship allows all
procedures involved in the classroom to work well. This means
students accept teachers’ rules, procedures, and disciplinary
actions.
EPISTEMOLOGICAL FOUNDATION
CONSTRUCTIVISM
There are contributions about the constructivism theory on Piaget
and Vygotsky. Jean Piaget suggested that knowledge is constructed to
part of the interaction with the medial, whereas Vygotsky said that the
social medial allows an internal reconstruct. They regard learning as
teaching process based on the necessities of the students. It allows
construct their own learning techniques to resolve some problem. This
also is a dynamic proceeding, which permits the scholar interacts in the
classroom (Schaefer, 2016).
Jean Piaget (1952) indicated that through processes of organization
and adaptation, individuals construct new awareness. He said that when
individuals use the proceeding of organization can increase the
intelligence through schema of knowledge, which allows have different
behaviors in specific case, whereas when individuals use adaptation, they
can assimilate new knowledge, which it permits integrate to new
experiences that are around of them.
On the other hand, the theory of Bruner (1980) indicates that the
learning is an active process, which the students construct new beliefs
based on their knowledge. Bruner said that the scholar selects information
and take decisions along its better criteria. Bruner mentioned that
constructivism allows the individual to understand new things, construct
26
suppositions. Besides, it is essential for the education of the children,
because it allows improve the teaching learning – process, so students
can be able to creates their own ideas and take good determinations when
they realize some work.
The Constructivist theory is based on teaching process, which
allows the students realize activities in classroom. It is believed that an
appropriate teaching helps the scholar to learn many things, acquire new
knowledge, improve its potential, take adequate decisions, and be able to
construct its own learning. Besides, it is important, because through it can
discover new ideas, create acceptable concepts, which permits increase
the awareness, so they improve their learning (Jorde, 2016).
The Constructivist model allows the teacher guide the students for
that they learn of different ways, through learning strategies that help to
improve their skills. This indicates that in classroom the instructor should
provide the scholars didactic resources to improve their knowledge. It is
essential, because permits acquire awareness, so they can have a good
command of vocabulary to express correctly. Besides, the students
through new teaching techniques are able to take adequate decisions to
resolve any problem.
PEDAGOGICAL FOUNDATION
Jean Piaget (1936) indicated that the human organisms share two
functions such as organization and adaptation. The function of adaptation
is a psychological system, which operate through two complementary
processes. It refers to the way in which an organism faces a stimulus on
the environment in terms of current organization, while accommodation
implies a modification on the organization process of an individual. He said
that the mind operates in change functions of the person, and that each
individual think of a different way.
Piaget suggested that psychological processes are organized into
coherent systems, which are prepared to adapt to the change stimuli, and
that process of accommodation helps to improve the learning of the
27
children and to develop their potentials. On the other hand, Pedagogy is
the study of the education, which through different sciences allows train
the child. It also helps individual to be incorporated into the society.
Besides, It is essential, because through methodological forms children
can improve their teaching activities in the area of education.
Pedagogy also allows enhance the learning of each child through
personalized education. It permits through specific tools to attend
particular cases and the way of being of each student. It helps the
students improve their potentials, reinforce the knowledge; besides, allows
the scholar have a good teaching. This requires preparation, ability to
combine all the necessary elements in the educational field, so achieve
with love a true meaningful learning, thus contributing to the educational
pedagogy to train excellent professionals in the future (Piaget, 2012).
PHILOSOPHICAL FOUNDATION
The philosophical foundation is the learning of education, which
allows understand the educational activity. It is a useful tool to have a critic
reflection about the view of training. Several studies indicate that
philosophical foundations are disciplines that permit study the educative
ambit of the students, through it can observe different ways that have the
scholars to learn during the educational process. Besides, it also allows
explore social and psychological factors (Nation, 2013).
The purpose of the philosophical foundation of education is to train
scholars for and prepare them for to be excellent professionals in the
future. It is important, because allows educate the human being through
theoretical knowledge, so it helps to teach the child for that acquires
knowledge, develop potentials, skills and improve their mental capacities.
Besides, it also permits examine the behavior of students, and how
educational field involve with the society (Nuttall, 2015).
28
SOCIOLOGICAL FOUNDATION
The sociology of education is the study of how methodologies
influence education. Education has allowed transformer the man, the child,
the adolescent and adult. It is a way of fill the human being its neurons of
knowledge, which permit the emergence of science and technology.
Sociology is the application in practical form of the acquired knowledge by
the people. It allows comprehend that foundational unit of the family is the
guy, and that combining of individuals form the community (Rumelhart,
2015).
Sociology also allows study the behavior of the human being,
through scientific analysis. It is a discipline, which is dedicated the study of
humane social relationships. This is important, because without it do not
know how a certain society is. Besides, it allows analyze the reality that
involve the society, and know what affects it. However, through social
changes the structures of society can be improved. Education also helps
to contribute the improvement social (Scrivener, 2015).
Education allows transmit knowledge the children, through it
provide the learning, skills, which are important for their education.
Besides, it conduces to the improvement of society. Sociology also
enables to create habits, customs, and legal laws for that community live
in order and regard. The educational institutions are recommended of
teach the children, whereas teachers assume the responsibility of convey
commands the students, so they have meaningful knowledge in the
curriculum (Brinton, Teaching English as a Second or Foreign Language,
2014).
LEGAL FOUNDATION
The present research is based on National Plan for Good Living,
2013 – 2017, which mentions the following:
Objective 4 to build citizen capacities and potential. For the 2013-
2017 period, our aim is to establish holistic education to achieve the
socialist knowledge-based society, and leap forward from an
29
economy of finite (material) resources-based economy to an
economic based on economy infinite resources (knowledge). Efforts
must focus on guaranteeing to right to education, under conditions
to quality and equity, placing human beings and localities at the
center. We will bolster the role of knowledge by promoting scientific
and technological research responsible with society and Nature.
(National Plan for Good Living, 2013, p. 60)
According to National Plan for Good Living (2013), indicates that it
allows build people, improve their capacities, can reinforce their skills such
as the reading comprehension, and develop their potentials; whose goal is
aimed to have a holistic education knowledge-based society, economy,
resources that help students improve their skills, so they have meaningful
learning. Besides, it also allows guarantee the education of students,
teach knowledge, so students can have good knowledge.
The research also is based on Constitution of the Republic Ecuador
2008, which mentions the following:
Art. 343.- The national education system will have as purpose the
development of capacities, individuals and collective potentials of the
population, which enable the learning, and the generalization and use of
knowledge, techniques, awareness, arts, and culture. The national
education system will integrate an intercultural vision in accordance with
the geographical diversity, cultural and linguistic of the country, and
respect for the rights of communities, people and nationalities.
(Constitution of the Republic Ecuador, 2008)
According to Constitution of the Republic Ecuador (2008), indicates
that national education system aims to develop learning strategies, which
allow the students improve their potentials and skills, so they have
knowledge, enhance their capacities, learn new words, and reinforce the
awareness. Besides, it also allows the scholar have a better education,
30
through the use of new techniques that permit improve the teaching
learning – process of them.
31
CHAPTER III
ANALYSIS AND INTERPRETATION OF DATA
METHODOLOGICAL DESIGN OF THE INVESTIGATION
In this investigation, the methodology used in order to follow the
process that carried out the required objectives consisted of Data
collection approaches for qualitative research, which usually involves:
1. Direct interaction with individuals on a one to one basis
2. Or direct interaction with individuals in a group setting
Data for qualitative research collection methods are time consuming;
therefore, data is usually collected from a smaller sample than would be
the case for quantitative approaches. This makes qualitative research
more expensive.
The benefits of the qualitative approach are that the information is richer
and has a deeper insight into the phenomenon under study
The main methods for collecting qualitative data are:
1. Individual interviews- this was done to the teacher of the class and
to the Principal of the school. Each gave their own opinion and
evaluation due to the insight each one of them have as experience
with the problems student face in the classroom, as far as the
teacher is concerned and the overall evaluation of the students in
the academically level which includes other subjects students
encounter in their program.
2. Focus groups- this took place with the students mentioned
previously and in which the investigation is conducted. The
students have been chosen due to the lack of communication they
were experiencing when it came to speak and the lack of
vocabulary that was not involved as required in the classroom or
with any other English language activities.
3. Observations- The empiric class observations of the students’
performance as English language is concerned were also included
32
in this bracket of the research. Students were observed in different
levels of the class being conducted and different levels of
proficiency as well. The most comprehensible style used by the
teacher which the investigation process includes and the overall
performance of the class in categories that fluctuate in percentages
of accuracy and fluency, which also are involved in the rubric for a
better observation process of the mentioned investigation.
4. Action Research- the class performance must be mentioned in this
investigation. Without it, there is no stated evidence that such
action research ever took place. Therefore, the following was
concerned with the overall performance of the class.
TYPE OF INVESTIGATION
To reinforce what the authors mention in the previous paragraph,
according to studies done, teachers do superficial activities when they
deal with reading. They are not optimizing those skills. Students should
take them as models when they speak or write. Briones, M. & Ramirez, M.
R. (2011) conducted a study in two different schools of the Coast of
Ecuador. Their analysis indicated that in both contexts the situation was
the same. Teachers only made use of one reading strategy that was
factual questioning. They also limited their lessons to the activities
provided by the textbooks.
Pulverness et al. (2012) add that it also means making sense of
written texts. To understand the text, we need to know the language at all
its levels: words, sentence and the reading as a whole. Teachers must
make sure to develop activities that help students master those levels
before they attempt to read. If students do not comprehend them, it will be
difficult for them to figure out the message of the text or learn from the
author.
This investigation, however, relates to the fact that is orientated to
the quantitative and qualitative results because it’s addressing both
concepts. The results of the students varies due to the fact that each one
33
of them learns differently and this brings the reader’s understanding to a
conflict incomprehension, sound understanding, vocabulary knowledge,
which is the inclusive goal of the dependent variable becaise students
need more vocabulary. In order for them to understand Reading and have
comprehension, inference and also how to digest the information naturally
and habitually, the topic of the excerpt or the objective of the Reading and
its message to the audience have to be clear and display challenging
vocabulary so learning can take place.
FIELD RESEARCH
Researchers concluded that educational research needs to be conducted
in a systematic and rigoursly manner regardless the mooted situations it
may imply. The variety of presented disciplines are to some degree when
it comes to educational research. These disciplines are psychology,
sociology, anthropology, and philosophy. Methodology can be taken in a
broad range when subjects overlap. The results of such educational
investigation has to be interpreted within the context range that displays
them due to the fact that they may not apply in every situation (Anderson,
2015).
Every research is suitable for different situations. Not one opinion, nor
conclusion should be accountable for as the only one just as not only one
citation nor a million of them should make nor cover any specific point of
view or views. If a topic is backed up with the right scientific factors and
authors mentioned, there is no particular amount of citations needed if that
sole one covers all the aspect about such suggested topic. It is of the
additional fact for recurring to the same sources when the first one was
more than enough to do the same job as the other ones involved, (Grove,
2003).
Field research can be introduced, developed and concluded with just one
citation is such citation is well used by the researcher and is accountable
for all the aspects to be covered in a fashionable manner of the present
subject or topic of the investigation, (Shields, 2013).
34
This project has been developed in the modality of the field, at the
Francisco Huerta Rendón because of the constant observations in the
reading process of the students and their low performance at it.
Vocabulary at its primary content is one of the most influential tools to
improve reading comprehension for students in the 9th year, section A of
the Francisco Huerta Rendón.
BIBLIOGRAPHICAL RESEARCH
This bibliographical research is based on previous investigations that were
developed under the same topic and type of study. Most of the findings
consist of rules and guidelines that publishers relate to ensure clear and
observe a consistent presentation of written material, (Shields, 2013). The
bibliographical research is used because it is necessary to get information
from the internet and magazines, books, articles that form part as a
foundation for our project. All the process of the bibliographic research
started now that this project is implemented with ideas and strategies
relevant to the investigation, (Shields, 2013).
OPERATIONALIZATION OF THE VARIABLES
Table 1
Authors: Roxana Ramírez Torres and Dennisse Vargas Pazmiño
Variables CONCEPTS
DIMENSION
INDICATORS
Dependent VOCABULARY LEARNING STRATEGIES
Vocabulary activities
Reading comprehension Students’ reading competence Comprehension in reading through basic vocabulary
Independent DEVELOPMENT OF THE READING COMPREHENSION.
Vocabulary deficiencies -meaning for reading comprehension and structure -How vocabulary improves reading skills?
use of vocabulary for reading comprehension and syntax -reading students gist understanding
35
The operationalization of the variables will have the purpose to show and
have students recognize words and loan words from their first language,
follow single step written instructions in which students can share, and pair
works the activity in the class or as in groups if the teachers allow it.
Students will also be able to understand and identify short, simple
informational tests like labels, messages, postcards, timetables and so on
by making use of clues such as visual aids, text shapes, and layouts and
reading one phrase at a time including the extraction of the gist and critical
information from short texts. Reaching complete understanding when
reading is the primary objective of the independent variable. Students will
also need to be updated in vocabulary and such and have the accessibility
to do all homework checked and compared.
POPULATION AND SAMPLING
The community includes all elements that meet specific criteria for
inclusion in a study (Anderson F. , 2015).
The definition of population is all the people living in a country, area, or
place. Regarding Drew, Hardman & Hosp (2008): “A population refers to
all constituents of any clearly described group of people, events, or objects
who are the focus of an investigation” (p.83).
This population chosen as an aim for this research consisted of 32 people
where both authorities and students are involved at Francisco Huerta
Rendón, distributed on a different course.
SAMPLE
The sample is chosen from the study population which is the target
population or accessible population’ (Grove, 2003)
The purpose of the sample is to let the investigator conduct the study of
the elements of the population, so the results can be determined to the
proper conclusions that will apply the whole community. The results must
be backed up with the appropriate, evidential sources and facts.
36
It is essential because allow us to attach enough data to begin a new
feasible and appropriate project in this high-school.
STRATUM
Table 2
STAFF POPULATION SAMPLE
DIRECTOR 1 1
STUDENTS 32 32
TEACHERS 2 2
TOTAL 35 35
Data obtained from the survey will be processed with the illustration and
information to be applied in statistical tables, bars or statistic charts.
37
ANALISIS E INTERPRETACION DE LOS RESULTADOS
APPLICATION OF THE INVESTIGATION INSTRUMENTS SURVEY TO THE STUDENTS
Code:_________ Age: _________ Gender: _________ Ethnicity:_______ Residence:_______ Language 1:________ Language 2:____________ Education:__________ institution:________________________________ Years of experience:_________________ Years in the institution:____ Objective: to find the proper and accurate percentage of how many students need vocabulary for them to teach reading comprehension. Specific instruction: Place a “check mark” on the answer you consider the most appropriate on each one of the questions. A.- agree on C.- agree E.- Indifferent B.- disagree D.-totally disagree
A B C D E
1. You agree that you read in English
2. You agree that you use vocabulary in English
3. You agree reading technical resources in an English class would improve your reading
4. You agree it is convenient for you to use the internet to practice English vocabulary and improve your reading
5. You agree in using reading techniques to improve comprehension
6. You agree it would be satisfactory and exciting if you practice vocabulary learning as a pre-reading activity in class
7. You agree in using modern techniques to enhance your reading abilities
8. You agree in daily active and passive vocabulary usage will help you learn more of the English language
9. You agree that practicing reading with other students helps you improve your skills in the language
10. You agree with having an extra book to improve your reading skills in English
38
INTERVIEW TO THE PRINCIPAL
Code:_________ Age: _________ Gender: _________ Ethnicity:_______ Residence:_______ Language 1:_________ Language 2:_____________ Education:__________ institution:________________________________ Years of experience:___________________ Years in the institution:____ The objective of this interview is to set the standard that the school applies when teaching vocabulary is used as the source for reading comprehension skill development. The interview should be answered most honestly and sincerely possible, not stressing the interviewee about whether some specific answer is expected from the source. Specific instruction: Interview the Principal and file it.
1. Is the English learning-teaching process in your school adequate with vocabulary learning techniques?
2. How would it be if students receive English reading classes using books about general and specific topics?
3. Do you think students can have fun while practicing vocabulary activities before reading comprehension classes?
4. Does the school have extra reading resources to learn other English skills?
5. Do students have extra vocabulary material like pictionaries or another type of content to do at home?
6. Are there programs in school to improve reading skills?
7. Are there extra assistance from the English Department to give students pre-reading vocabulary material with such activities?
8. Do you think students take advantage of reading skills to improve their communication skills?
9. How well can it be to develop vocabulary learning skills in students to improve comprehension?
10. How developing reading skills in students can benefit English classes?
39
INTERVIEW TO THE ENGLISH TEACHER Code: _________ Age: _________ Gender: _________ Ethnicity:_______ Residence: _______ Language 1:_________ Language 2:_____________ Education:__________ institution:________________________________ Years of experience: ___________________ Years in the institution:____ The objective of this interview is to place the standard that the school engages the students with when teaching vocabulary is used as the primary source for reading comprehension skill development from the intermediate supervisor’s point of view. The interview should be answered most honestly and sincerely possible, not stressing the interviewee about whether some specific answer is expected from the source. Specific instruction:
1. How is English learning in the school?
2. How would it be for you if your English classes had reading exercises to improve skills?
3. Would you like to have reading resources in your English classes and using technology?
4. How satisfactory could it be for you if students increase their vocabulary with visual aids when reading?
5. How would it be for you if students receive reading practice classes more often?
6. Do you take advantage of techniques to improve reading skills?
7. How would it be for you if you have a well-equipped classroom to teach English using reading activities with internet services?
8. Have you ever read any subject in English?
9. How would it be for you if students develop their reading skills using modern techniques in English classes?
10. How would it be for you if students develop their reading skills using the web?
40
ANALYSIS OF RESULTS
SURVEY TO THE STUDENTS
Sample: 32 students Course: 9thGrade
Question 1: You agree that you read in English
CHART OF FREQUENCY
Table 3 ALTERNATIVES FREQUENCY PERCENTAGE
A- Totally Agree 20 63%
B- Agree 2 6%
C- Totally disagree 2 6%
D- Disagree 1 3%
E- Indifferent 7 22%
Total 32 100%
Source: students from 9th grade from Francisco Huerta Rendon
Author: ROXANA RAMÍREZ TORRES and DENNISSE VARGAS PAZMIÑO
Graphic 1
ANALYSIS:
According to the results, 63% of the students indicated
6% of the students consider that they like English, 6% disagree, 63% totally
agree, 3% totally disagree, and 22% are indifferent. These results mean that the
majority of the class likes to read in English.
Columna1
0%
20%
40%
60%
80%
TotallyAgree
AgreeTotally
Disagree Disagree
Indifferent
63%
6%6%
3%
22%
41
ANALYSIS OF RESULTS
Sample: 32 students Course: 9thGrade
Question 2: You agree that you use vocabulary in English
CHART OF FREQUENCY
Table 4 ALTERNATIVES FREQUENCY PERCENTAGE
A- Totally agree 7 22%
B- Agree 7 22%
C- Totally disagree 9 28%
D- Disagree 5 16%
E- Indifferent 4 12%
Total 32 100%
Source: students from 9th grade from Francisco Huerta Rendon
Author: ROXANA RAMÍREZ TORRES and DENNISSE VARGAS PAZMIÑO
GRAPHIC No. 2
Graphic 2
ANALYSIS: The 22% of students surveyed agreed that they could speak in
English, 16% disagree, 22% totally agree, 28% totally disagree, and 12% are
indifferent meaning that students have a clear understanding using vocabulary
related to the reading excerpts.
Columna1
0
5
10
15
20
25
30
TotallyAgree
AgreeTotally
Disagree Disagree
Indifferent
22 22
28
16
12Columna1
42
ANALYSIS OF RESULTS
Sample: 32 students Course: 9thGrade
Question 3: You agree reading technical resources in an English class
would improve your reading
CHART OF FREQUENCY
Table 5
ALTERNATIVES FREQUENCY PERCENTAGE
A- Totally agree 8 25%
B- Agree 10 31%
C- Totally disagree 4 13%
D- Disagree 7 22%
E- Indifferent 3 9%
Total 32 100%
Title: You agree reading technical resources in an English class would improve your reading Source: students from 9th grade from Francisco Huerta Rendon Author: ROXANA RAMÍREZ TORRES and DENNISSE VARGAS PAZMIÑO
Graphic 3
ANALYSIS: From 32 students surveyed, 31% agreed that they are good
remembering English vocabulary, 22% disagree, 13% totally agree, 9%
totally disagree, and 9% are indifferent, meaning that must students agree
that technical resources can provide them improvement in the reading
aspect of their class.
Columna1
0%10%20%30%40%
25% 31%
13%22%
9%
Columna1
43
ANALYSIS OF RESULTS
Sample: 32 students Course: 9thGrade
Question 4: You agree it is convenient for you to use the internet to
practice English vocabulary and improve your reading
CHART OF FREQUENCY
Table 6
ALTERNATIVES FREQUENCY PERCENTAGE
A- Totally agree 8 25%
B- Agree 14 44%
C- Totally disagree 4 13%
D- Disagree 3 9%
E- Indifferent 3 9%
Total 32 100%
Source: students from 9th grade from Francisco Huerta Rendon
Author: ROXANA RAMÍREZ TORRES and DENNISSE VARGAS PAZMIÑO
Graphic 4
ANALYSIS: 44% of students surveyed agreed that they consider learning
vocabulary helps you speak in English, 9% disagree, 25% totally agree,
3% totally disagree, just 9% believe it indifferent. Using the internet has
always have advantages when it comes to improvement of reading
comprehension.
Columna1
0%
10%
20%
30%
40%
50%
TotallyAgree
AgreeTotally
DisagreeDisagree
Indiffirent
25%
44%
3% 9%9% Columna1
44
ANALYSIS OF RESULTS
Sample: 32 students Course: 9thGrade
Question 5: You agree in using reading techniques to improve
comprehension
CHART OF FREQUENCY
Table 7
ALTERNATIVES FREQUENCY PERCENTAGE
A- Totally agree 17 53%
B- Agree 8 25%
C- Totally disagree 3 10%
D- Disagree 2 6%
E- Indifferent 2 6%
Total 32 100%
Source: students from 9th grade from Francisco Huerta Rendon
Author: ROXANA RAMÍREZ TORRES and DENNISSE VARGAS PAZMIÑO
Graphic 5
ANALYSIS: From 32 students surveyed, 25% agree that it is satisfactory
and interesting learning vocabulary words daily in your English classes,
6% disagree, 53% totally agree, 10% totally disagree, and 6% consider it
indifferent. Reading techniques can be some of the most helpful methods
for students to improve reading comprehension because of the constant
and availability these techniques provide the students in the classroom.
Columna 1
0%
20%
40%
60%
TotallyAgree
AgreeTotally
DisagreeDisagree
Indifferent
53%
25%
10%6%
6%Columna 1
45
ANALYSIS OF RESULTS
Sample: 32 students Course: 9thGrade
Question 6: You agree it would be satisfactory and interesting if you
practice vocabulary learning as a pre-reading activity in class
CHART OF FREQUENCY
Table 8
ALTERNATIVES FREQUENCY PERCENTAGE
A- Totally agree 10 31%
B- Agree 6 19%
C- Totally disagree 9 28%
D- Disagree 5 16%
E- Indifferent 2 6%
Total 32 100%
Source: students from 9th grade from Francisco Huerta Rendon
Author: ROXANA RAMÍREZ TORRES and DENNISSE VARGAS PAZMIÑO
Graphic 6
ANALYSIS: From 32 students surveyed, 19% agree that they like
learning new words in English outside the classroom, 16% disagree, 31%
totally agree, 28% totally disagree, and 6% consider it indifferent. Pre
activities can always facilitate learning with warm ups and activation of
students’ previous knowledge.
Columna 1
0%
20%
40%
TotallyAgree
AgreeTotally
DisagreeDisagree
Indifferent
31%
19%28%
16%
6% Columna 1
46
ANALYSIS OF RESULTS
Sample: 32 students Course: 9thGrade
Question 7: You agree with using modern techniques to enhance your
reading abilities
CHART OF FREQUENCY
Table 9
ALTERNATIVES FREQUENCY PERCENTAGE
A- Totally agree 18 56%
B- Agree 5 16%
C- Totally disagree 1 3%
D- Disagree 7 22%
E- Indifferent 1 3%
Total 32 100%
Source: students from 9th grade from Francisco Huerta Rendon
Author: ROXANA RAMÍREZ TORRES and DENNISSE VARGAS PAZMIÑO
Graphic 7
ANALYSIS: From 32 students surveyed, 16% agree that they play
English vocabulary games in your class, 22% disagree, 56% totally agree,
3% totally disagree, and 3% consider it indifferent, using modern
techniques can always help out with the reading comprehension method
because they enhance activities in a dynamic and innovating manner than
the practical ways involved.
Columna 1
0%
20%
40%
60%
TotallyAgree
AgreeTotally
DisagreeDisagree
Indifferent
56%
16%
3%
22%
3%Columna 1
47
ANALYSIS OF RESULTS
Sample: 32 students Course: 9thGrade
Question 8: You agree in daily active and passive vocabulary usage will
help you learn more of the English language
CHART OF FREQUENCY
Table 10
ALTERNATIVES FREQUENCY PERCENTAGE
A- Totally agree 19 60%
B- Agree 8 25%
C- Totally disagree 3 9%
D- Disagree 1 3%
E- Indifferent 1 3%
Total 32 100%
Source: students from 9th grade from Francisco Huerta Rendon
Author: ROXANA RAMÍREZ TORRES and DENNISSE VARGAS PAZMIÑO
Graphic 8
ANALYSIS: From 32 students surveyed, 25% agree that Vocabulary
games will bring fun to your class, 3% disagree, 60% totally agree, 9%
totally disagree, and 3% consider it indifferent. Students learn to
differentiate the focus when such voice is applied whether in active or
passive voice.
Columna 1
0%
20%
40%
60%
TotallyAgree
AgreeTotally
DisagreeDisagree
Indifferent
60%
25%
9%
3%3%
Columna 1
48
ANALYSIS OF RESULTS
Sample: 32 students Course: 9thGrade
Question 9: You agree that practicing reading with other students helps
you improve your skills in the language
CHART OF FREQUENCY
Table 11
ALTERNATIVES FREQUENCY PERCENTAGE
A- Totally agree 21 66%
B- Agree 8 25%
C- Totally disagree 1 3%
D- Disagree 1 3%
E- Indifferent 1 3%
Total 32 100%
Source: students from 9th grade from Francisco Huerta Rendon
Author: ROXANA RAMÍREZ TORRES and DENNISSE VARGAS PAZMIÑO
Graphic 9
ANALYSIS: From 32 students surveyed, 25% agree that using pictures to
learn new English words is helpful, 3% disagree, 66% totally agree, 3%
totally disagree, and 3% consider it indifferent, cooperative learning is one
of the best methods to engage students and acquire the language in the
skill that is being learned.
Columna 1
0%
50%
100%
TotallyAgree
AgreeTotally
DisagreeDisagree
Indifferent
66%
25%
3%3%
3%
Columna 1
49
ANALYSIS OF RESULTS
Sample: 32 students Course: 9thGrade
Question 10: You agree with having an extra book to improve your
reading skills in English
CHART OF FREQUENCY
Table 12
ALTERNATIVES FREQUENCY PERCENTAGE
A- Totally agree 4 13%
B- Agree 25 78%
C- Totally disagree 1 3%
D- Disagree 1 3%
E- Indifferent 1 3%
Total 32 100%
Source: students from 9th grade from Francisco Huerta Rendon
Author: ROXANA RAMÍREZ TORRES and DENNISSE VARGAS PAZMIÑO
Graphic 10
ANALYSIS: From 32 students surveyed, 78% agree that they have used
a Pictionary (a dictionary with pictures) in your class, 3% disagree, 13%
totally agree, 3% totally disagree, and 3% consider it indifferent. The
booklet will be more than just an aid for students. It will also assist them on
the basic questions that will come up on the everyday learning involved.
Columna 1
0%
50%
100%
TotallyAgree
AgreeTotally
DisagreeDisagree
Indifferent
13%
78%
3%3%
3%
Columna 1
50
Analysis of the interviews
Teacher
The outcome of the interview from the teacher was based on the
immediate supervision with the students, an analysis comparing the
demonstrated participation when they perform in English classes in order
to see and differentiate reading exercises. The teacher also complimented
the students that try to participate even though there are vast and
noticeable deficiencies from the majority of the class when reading is the
subject of the day. Vocabulary usage is something that the teacher also
stressed in the interview because students need to have an amplified
usage of vocabulary to make reading a lot more understandable, giving
them inference, reference, literal and critical methods for reading to be in
an utter understanding, measuring the integrity of any reading tests and
their outcome as a whole.
Analysis of the interviews
Principal
The Principal allowed to share that teachers were apt to the most
adequate teaching skill trade when it came to language learning. She also
noted that the teaching done in class was based on the CEFR, the
Common European Framework of Reference which the Ministry of
Education has adopted in order to classify language learners’ proficiency
level. The interview lasted for about 20 minutes and it managed a 10
question process in which the Principal also had the opportunity to display
the possibilities of improving reading strategies that would help students
acquire sound reading comprehension and performance in the English
learning field.
51
CONCLUSIONS AND RECOMMENDATIONS
CONCLUSIONS
1. - The Shortage of a Basic English vocabulary learning strategies for
students at this level reflects the lack of education that has not applied
significant teaching. However, surveys show that students like English and
would like to have more of it so they could keep practicing it more
frequently.
2. - Students are not encouraged nor motivated by the teacher who makes
the classes not interested. Surveys show that students consider
vocabulary and other activities will help them remember and learn English.
3. – Low sources of educational material and as a result, there is low
proficiency in the language. Students would like to have daily participation
in learning vocabulary to use these words also outside the classroom.
4. - The teacher does not have the constant training nor appropriate
techniques, methods and strategies to make students get involved in all
aspects in class. Students, however, prefer to have more learning games
included in the classroom participation aspect because they are fun, and
learning takes place when they do something, they enjoy by using visual
aids and wall charts with plenty of vocabulary as well.
RECOMMENDATIONS
1. – it is necessary to encourage students in the classroom, making them
demonstrate exercises by preparing lesson plans appropriately to motivate
students in language learning.
2. – increase reading exercises that make students have the leading role
in everyday life situations.
3. - Increase the realm of English learning with reading exercises that
cover the spectrums that are necessary.
4. – Provide the special attention to the desire of students to merge game
activities that are educationally orientated to increase their motivation in
learning the language.
52
CHAPTER IV
PROPOSAL
DESIGN OF A DIDACTIC BOOKLET WITH VOCABULARY ACTIVITIES
TO THE DEVELOPMENT OF THE READING COMPREHENSION
JUSTIFICATION
Making students adjust to different teaching styles is something that
has to be addressed with talent, kindness and tactical approach because
students also rely on their learning styles and that is why teachers must
cope with one another so there will not be any conflict when it comes to
teaching and learning. This project is justified because, with this innovating
system as is, teachers can reach objectives and make students acquire
the language, not just learn the language. Reading is a tool that is as
useful as a chisel to a sculptor. In other words, teachers also create their
masterpiece students. This investigation was conducted in School in the
months of August, September and October with the students of ninth
grade primary education. It is what backs up the approach and intentions
of this project. This setback in one reason why using the mathematical
method has its worth. It facilitates to address objectives clearly and with
precision to make students improve in order to master their language
learning skills. Using the reading booklet will help students and teachers
alike reach their respective objectives in language learning.
GENERAL OBJECTIVE
Design of a didactic booklet with vocabulary activities to the
development of the reading comprehension.
SPECIFIC OBJECTIVES
• To improve vocabulary usage in students by using a booklet with
vast vocabulary activities for reading comprehension
53
• To develop the student’s vocabulary skills which activates students’
prior knowledge and makes them apply what is learned in the
classroom.
• To help students to enhance their vocabulary in English learning
with activities that enhance vocabulary and reading comprehension.
THE FUNDAMENTAL PROBLEM
The reading comprehension, lack of vocabulary, lack of didactic
sources and lack of practice problems most of the students have shown
were identified. Addressing this common problem would be a bit
challenging because most students do not have that hands-on experience
with some books with extensive reading. However, students are quick to
adapt and overcome such deficiencies, and learning can take place once
they all get the hang of managing vocabulary and practicing reading and
other language developing skills inside or outside the classroom
IMPORTANCE
This project has importance because there is no other one like it,
and the purpose and objective are to improve the whole language learning
skills throughout the increasing of vocabulary.
If students do not have the practice of enhancing their reading abilities,
there will not be much improvement in other language learning skills. This
reading enhancement is something that can also be evaluated the other
way around because all the skills are integrated. Building one of them
correctly will help the other skills enhance too.
This project is possible to teach because it has the support of the
head officials at the Universidad De Guayaquil, teachers and students
from 9th grade Unidad Educativa Universitaria Francisco Huerta Rendon
and the Principal also.
54
DESCRIPTION OF THE PROPOSAL
The present proposal will be implemented during the present school
year 2018 in December, in with the students of 9th grade Unidad Educativa
Universitaria Francisco Huerta Rendon in Guayaquil.
The guide contains 30 activities in the six units, and everyone has a
copy of it and about vocabulary comprehension activities, a variety of
exercises, and precise and concise explanations about building language
learning skills that need to be applied in order to reach a total
understanding in the language.
The content of the guide will be designed according to the student’s
English knowledge evaluated by observation, and for the implementation
of this proposal, we will need fifteen to twenty classes.
The future application of the proposal consists of 4 phases:
PHASE I: Activate vocabulary comprehension and meaning for reading
comprehension in total language recognition.
PHASE II: engaging students with previous word contents with new word
contents through meaningful language-learning and constructivism.
PHASE III: Practice of new methods to support student’s learning process
and means.
PHASE IV: Evaluation and assessment of how students acquire reading
comprehension in the class in order to enhance and improve their
language learning.
MATERIALS
Several English textbooks supported this proposal:
• The use of ludic activities to encourage English learning at the
school level. Bach. Ma. Del Carmen Diaz M. Magister University.
• Brown, H.D. (2007). Principles of language learning and teaching.
Pearson Longman
LOCATION
The present proposal was conducted in Unidad Educativa
Universitaria Francisco Huerta Rendon in the months of August,
55
September and October with the students of ninth grade primary
education at the School mentioned above in Guayas province.
The public high school is located in Av Las aguas It has only one Director
and the students are from first grade basic to sixth year of Elementary.
PEDAGOGICAL ASPECT
Constructivism
One of the essential principles in a constructivist approach to
language teaching is action orientedness. Cooperative learning can be
done as done in pairs or as in groups in order to create social types of
learning strategies in the classroom. Teachers creativity plays a role with
such activities that activate participation and students’ prior learning as
well where this orientated method can be referred to as adequate for such
objectives.
The second substantial principle in constructivism is
individualization of learning which is centered on the learner. Dieter Wolff,
a notable German researcher, claims that learning can only be influenced
by teaching in a very restricted way. This possibility to make choices
fosters learner's autonomy. Thus it considers their excellent style and type
of learning. However, the crucial thing is that beforehand the learner
should be instructed on how to become aware and take responsibility for
his/her learning, what considers strategies and techniques selected and
applied during learning. What is also important is that learning awareness
should be complemented by language awareness as well as intercultural
awareness.
Another principle of constructivism is holistic language experience
which refers to content-oriented and usually takes place in bilingual
classes or project instruction. According to this approach, acquiring a
foreign language will be useful in the authentic and complex learning
environment or situation.
56
PSYCHOLOGICAL ASPECT
This dimension can psychologically send messages providing
artwork opportunities for the emotions, expressions and definition of one
self throughout emotion. This inherence of problem solving can make
one’s ability stronger in order to address challenges that are particular and
ambiguous, keeping the senses of development engaged and sharpen in
a intrapersonal realm, (Barbara Caldwell, 2009).
SOCIOLOGICAL ASPECT
Sociology of Education
It looks at education as the evolution of the dynamics of the social
environment and how it influences in the teaching-learning process. The
social point of view sets education as an organized and regulated corp on
which society centers knowledge and estimates how to prepare its people
at an early stage for adult roles in society. The sociology of edcuation is
considered a social science involved with the education that most of the
population can relate to.
For Emile Durkheim (1917), Societies are the reflection of what is
being taught at school in commonly accepted values, norms and beliefs. It
complies of a system that reflexes societies and their values.
Karl Marx (1818-1883) establishes politics of the educational
system in which is considered a product of natural classes in societies and
their respective economical bases. Max Weber (1864-1920) formulated a
three-component stratification theory based on class (Economic), the
economic status quo for other characteristics that are not economic
related such as honor and/ or religion and those that are political affiliated
as well. His approach of multi-level stratification was based on the
communion between wealth, prestige and absolute power.
The role of education in modern society is developed in two
theories: structural functionalism and the conflict theory. The latter one
sees society as the structure with every part as an integral role as a whole.
57
Functionalists argue the educational system serves the needs of social
order characterized by rationality and meritocracy. High achievers will
have the best jobs available and the ones with the low rates will have low
positions and salaries too.
The functionalist theory was challenged in 1970 due to theories that
were conflicted and engaged with the political and economical inequality in
social groups. The neo-Marxist theory is one of the most prominent
approaches for such conflict. Because it sets the educational system as a
follower of such high rules of capitalism, stating that the inequality is
reflected in society, (Education:, 2005) (P.244-280).
Consistent with this approach, the sociologist Pierre Bourdieu
(1930-2002) presented the cultural capital notion which discussed the
reproduction of the educational system referring to cultural classes. The
capital cultural involves personal, cultural and social values that have the
person fit roles that are socially valued.
LEGAL ASPECT
In the institutional website of the Minister of Education of Ecuador, we
have the English Language Learning Standards. These are results
students are expected to achieve at the end of a proficiency level
regarding knowledge and skills acquired during the process. These will
show “what students must know and be able to do as they move toward
full fluency in English.”
English language learners on the learning-teaching and assessment
role are provided frequent basis for descriptions of objectives explicitly
including content and methods alike. The levels of proficiency are also set
by the Common European Framework of Reference and are established
as the benchmarks for the Ecuadorian standards that include the English
performance in A1, A2, and B1 levels.
• Level A1: should be reached at the end of 9th-year Educación
Básica
• General.
58
• Level A2: should be reached at the end of 1st year Bachillerato.
• Level B1: should be reached at the end of 3rd year Bachillerato.
The English Language Learning Standards are developed considering
the communicative language components and language skills as an
essential part of the program: listening, speaking, reading, and writing.
In our case, we will develop our project with students of eighth-year
primary education, so it corresponds us the A1 level.
Listening
A1 PROFICIENCY LEVEL: Recognize expressions, words, and
sentences in simple spoken texts related to the learner’s personal,
educational, and social background. Follow speech which is very slow and
carefully-articulated, with long pauses for them to assimilate meaning
within the personal, educational, and domains.
Reading
A1 PROFICIENCY LEVEL: sets and identifies basic information,
transitional and texts that are expository. A basic phrase- with familiar
names, words and phrases that are basic for rereading requirement.
Speaking production
A1 PROFICIENCY LEVEL: Produce slow, hesitant, planned dialogues,
(i.e., communication still depends on repetition, rephrasing, and repair)
Speaking interaction
A1 PROFICIENCY LEVEL: Interact and participate in brief informal
discussions simply questioning and giving simple answers about learners’
personal, and a social background in educational.
Communication depends on words that are repeated at a slower rate of
discourse, rephrasing and repairment.
Writing
A1 PROFICIENCY LEVEL: Information can be produce,
transactional and textual expose depending on the sequence of basic
59
sentences that have more details and provide a wide variety of lexical
sentence structure.
As we can see, we will work with an elementary level according to
the Common European Framework of Reference for Languages (CEFR) in
the four skills of the language because grammar in context involves the
correct development in each skill, especially in reading and writing,
(Ministerio de Educacion, 2002).
BENEFICIARIES
The beneficiaries of this proposal are teachers and students and
parents, who are also members of the educational community.
SOCIAL IMPACT
The proposal is within the social impact range because the project
develops English knowledge in students and enhance the reading skills
that can serve them in the future. The proposal contributes to having a
better quality of education at “Unidad Educativa Universitaria Francisco
Huerta Rendon.”
CONCLUSIONS
It can be concluded that the improvement of students when it
comes to their listening skills can be reached at a reasonable time with
constant practice and students’ participation in class. Teachers must also
come fully prepared with the right tools provided by the school and with
the right manuals and class preparation according to the syllabus and
such. The most critical part of this event should be the preparation and
adjustment students will encounter when practicing reading skills and be
able to dialogue in complete understanding about the reading excerpts
and their ability to communicate.
60
Referencias
Ahmed, E. (August de 2017). The Role of Vocabulary Learning Strategies
in Enhancing EFL Learners' Writing Skills . International Journal of
Humanities Social Sciences and Education (IJHSSE), págs. 41-50.
Anderson. (2015). Fundamentals of Educational Research. Routledge
ISBN 978-0-203-97822-1.
Anderson, F. (2015). VOCABULARY INSTRUCTION AND READING
COMPREHENSION. Obtenido de
https://www.google.com.ec/url?sa=t&rct=j&q=&esrc=s&source=web
&cd=1&ved=0CBsQFjAAahUKEwjsmd-j3ebIAhUGox4KHY-
QAXw&url=https%3A%2F%2Fwww.ideals.illinois.edu%2Fbitstream
%2Fhandle%2F2142%2F17756%2Fctrstreadtechrepv01988i00431
_opt.pdf%3Fsequence%3D1%2C500%2C250
Askar, A. (2016). A SURVEY ON THE USE OF VOCABULARY
LEARNING STRATEGIES BY ELT AND ELL STUDENTS OF
DUHOK UNIVERSITY IN KURDISTAN . International Academic
Research Conference in Milan , 416-473.
Barbara Caldwell, D. D. (2009). Human Context. Obtenido de
http://www.design.iastate.edu/NAB/about/thinkingskills/human_cont
ext/psychological.html
Brinton, D. M. (2014). Teaching English as a Second or Foreign
Language. Boston: National Geographic Learning.
Brinton, D. M., Celce-Murcia, M., & Snow, M. A. (2014). Teaching English
as a Second or Foreign Language. Boston: National Geographic
Learning.
Brown, J. (2011). Skimming and Scaning.
Carranza, E. (May de 2015). Vocabulary Learning and Strategies Used by
Teacher Education Students . Asia Pacific Journal of
Multidisciplinary Research , págs. 49-55.
Dr. Sylvia Wassertheil-Smoller. (23 de March de 2013). Deductive
Reasoning vs. Inductive Reasoning. Obtenido de Live Science:
http://www.livescience.com/21569-deduction-vs-induction.html
61
Education:, B. R. (17 de August de 2005). ACT National and State Scores.
Obtenido de www.act.org
Garcia, M. E. (2013). Present and Future Trends in TEFL. Almeria:
Universidad de Almeria.
Gardner, R. C. (2012). Social Psychology and Second Language
Learning. The Roles of Attitudes and Motivation. London: Edward
Arnold.
Grant, J. (15 de August de 2014). Vocabulary and its properties. Obtenido
de www.vocabulary/grant/Osanloo/performance.com
Grove, B. a. (2003).
Hadavi, M. (2014). Comparative Analysis of Vocabulary Learning
Strategies. Malaysian Journal of ELT Research , 19-33.
Harmer, J. (2014). How to Teach English. Essex: Pearson Education
Limited.
Hassan, Z. (March de 2015). English Vocabulary Learning Strategies by
EFL English a University of Sulaimani: A Case Study . International
Journal on Studies in English Language and Literature (IJSELL) ,
págs. 23-29 .
Hohmann, A. (2012). Reading in Foreign Language Teaching and
Learning. Norderstedt Germany: Grin Verlag.
Hosp, D. H. (2008). Population Dynamics, Environment, and Sustainable
Development in Kenyan Counties. En D. H. Hosp.
http://pai.org/policy-briefs/kenya-county-briefs/?gclid=Cj0KEQiA-
4i0BRCaudDcrrnDi6kBEiQAZSh5fxuSHe3RZd_qYmr1x8eZ3-
zv8TTlqQG6SF2a6G2Nyv0aAi8A8P8HAQ.
Johansson, T. (2016). Teaching material in the EFL classroom: teacher's
and student's perspectives. Vaxjo University.
Jorde, E. (2016). Reading Comprehension .
Kimura, Y., Nakata, Y., & Okumura, T. (2011, May). Language Learning
Motivation of EFL learners inJapan - A Cross Sectional Analysis of
Various Learning Milieus. Tokyo, Japan: JALT.
62
Letchumanan, K. (19 de September de 2016 ). An Overview of Preferred
Vocabulary Learning Strategies by Learners . Asian Social Science
, págs. 174-179.
Ministerio de Educacion. (2002). Obtenido de http://educacion.gob.ec/wp-
content/uploads/downloads/2012/09/estandares_2012_ingles_opt.p
df
Nation, I. (2013). Teaching ESL/EFL Reading and Writing. Routledge:
Taylor & Francise.
Nematollahi, B. (3 de April de 2017). A Meta-Analysis of Vocabulary
Learning Strategies of EFL Learners . English Language Teaching ,
págs. 1-10.
Nuttall, C. (2015). Teaching Reading Skills in a Foreign Language. Oxford:
Macmillan Publishers Limited.
P. Gill. (22 de March de 2008). BDJ. Obtenido de
http://www.nature.com/bdj/journal/v204/n6/full/bdj.2008.192.html
Piaget, J. (18 de September de 2012). Cognitive Theory. Obtenido de
Simply Psychology: www.edpsycinteractive. org
Rumelhart, D. E. (2015). Interactive Processes in Reading. New Jersey:
Lawrence Erlbaum Associates, Publishers.
Schaefer, A. (2016). Reading Comprehension Instruction for Middle
School Students with Reading Disabilities .
Scrivener, J. (2015). Learning Teaching and Reading Comprehension.
Malaysia: Macmillan Publishers Limited.
Shields, P. a. (20 de October de 2013). A Playbook for Research
Methods. Obtenido de Intergrating Conceptual Frameworks and
Project Management:
https://en.wikipedia.org/wiki/Exploratory_research
The (National Assessment of Educational Progress [NAEP], 2. (2013).
Reading Framework for the 2013 National Assessment of
Educational Progress. Washington.
63
Bibliography
Ahmed, E. (2017, August). The Role of Vocabulary Learning Strategies in
Enhancing EFL Learners' Writing Skills . International Journal of
Humanities Social Sciences and Education (IJHSSE), pp. 41-50.
Anderson. (2015). Fundamentals of Educational Research. Routledge
ISBN 978-0-203-97822-1.
Anderson, F. (2015). VOCABULARY INSTRUCTION AND READING
COMPREHENSION. Retrieved from
https://www.google.com.ec/url?sa=t&rct=j&q=&esrc=s&source=web
&cd=1&ved=0CBsQFjAAahUKEwjsmd-j3ebIAhUGox4KHY-
QAXw&url=https%3A%2F%2Fwww.ideals.illinois.edu%2Fbitstream
%2Fhandle%2F2142%2F17756%2Fctrstreadtechrepv01988i00431
_opt.pdf%3Fsequence%3D1%2C500%2C250
Askar, A. (2016). A SURVEY ON THE USE OF VOCABULARY
LEARNING STRATEGIES BY ELT AND ELL STUDENTS OF
DUHOK UNIVERSITY IN KURDISTAN . International Academic
Research Conference in Milan , 416-473.
Barbara Caldwell, D. D. (2009). Human Context. Retrieved from
http://www.design.iastate.edu/NAB/about/thinkingskills/human_cont
ext/psychological.html
Brinton, D. M. (2014). Teaching English as a Second or Foreign
Language. Boston: National Geographic Learning.
Brinton, D. M., Celce-Murcia, M., & Snow, M. A. (2014). Teaching English
as a Second or Foreign Language. Boston: National Geographic
Learning.
Brown, J. (2011). Skimming and Scaning.
Carranza, E. (2015, May). Vocabulary Learning and Strategies Used by
Teacher Education Students . Asia Pacific Journal of
Multidisciplinary Research , pp. 49-55.
Dr. Sylvia Wassertheil-Smoller. (2013, March 23). Deductive Reasoning
vs. Inductive Reasoning. Retrieved from Live Science:
http://www.livescience.com/21569-deduction-vs-induction.html
64
Education:, B. R. (2005, August 17). ACT National and State Scores.
Retrieved from www.act.org
Garcia, M. E. (2013). Present and Future Trends in TEFL. Almeria:
Universidad de Almeria.
Gardner, R. C. (2012). Social Psychology and Second Language
Learning. The Roles of Attitudes and Motivation. London: Edward
Arnold.
Grant, J. (2014, August 15). Vocabulary and its properties. Retrieved from
www.vocabulary/grant/Osanloo/performance.com
Grove, B. a. (2003).
Hadavi, M. (2014). Comparative Analysis of Vocabulary Learning
Strategies. Malaysian Journal of ELT Research , 19-33.
Harmer, J. (2014). How to Teach English. Essex: Pearson Education
Limited.
Hassan, Z. (2015, March). English Vocabulary Learning Strategies by EFL
English a University of Sulaimani: A Case Study . International
Journal on Studies in English Language and Literature (IJSELL) ,
pp. 23-29 .
Hohmann, A. (2012). Reading in Foreign Language Teaching and
Learning. Norderstedt Germany: Grin Verlag.
Hosp, D. H. (2008). Population Dynamics, Environment, and Sustainable
Development in Kenyan Counties. In D. H. Hosp.
http://pai.org/policy-briefs/kenya-county-briefs/?gclid=Cj0KEQiA-
4i0BRCaudDcrrnDi6kBEiQAZSh5fxuSHe3RZd_qYmr1x8eZ3-
zv8TTlqQG6SF2a6G2Nyv0aAi8A8P8HAQ.
Johansson, T. (2016). Teaching material in the EFL classroom: teacher's
and student's perspectives. Vaxjo University.
Jorde, E. (2016). Reading Comprehension .
Kimura, Y., Nakata, Y., & Okumura, T. (2011, May). Language Learning
Motivation of EFL learners inJapan - A Cross Sectional Analysis of
Various Learning Milieus. Tokyo, Japan: JALT.
65
Letchumanan, K. (2016 , September 19). An Overview of Preferred
Vocabulary Learning Strategies by Learners . Asian Social Science
, pp. 174-179.
Ministerio de Educacion. (2002). Retrieved from
http://educacion.gob.ec/wp-
content/uploads/downloads/2012/09/estandares_2012_ingles_opt.p
df
Nation, I. (2013). Teaching ESL/EFL Reading and Writing. Routledge:
Taylor & Francise.
Nematollahi, B. (2017, April 3). A Meta-Analysis of Vocabulary Learning
Strategies of EFL Learners . English Language Teaching , pp. 1-10.
Nuttall, C. (2015). Teaching Reading Skills in a Foreign Language. Oxford:
Macmillan Publishers Limited.
P. Gill. (2008, March 22). BDJ. Retrieved from
http://www.nature.com/bdj/journal/v204/n6/full/bdj.2008.192.html
Piaget, J. (2012, September 18). Cognitive Theory. Retrieved from Simply
Psychology: www.edpsycinteractive. org
Rumelhart, D. E. (2015). Interactive Processes in Reading. New Jersey:
Lawrence Erlbaum Associates, Publishers.
Schaefer, A. (2016). Reading Comprehension Instruction for Middle
School Students with Reading Disabilities .
Scrivener, J. (2015). Learning Teaching and Reading Comprehension.
Malaysia: Macmillan Publishers Limited.
Shields, P. a. (2013, October 20). A Playbook for Research Methods.
Retrieved from Intergrating Conceptual Frameworks and Project
Management: https://en.wikipedia.org/wiki/Exploratory_research
The (National Assessment of Educational Progress [NAEP], 2. (2013).
Reading Framework for the 2013 National Assessment of
Educational Progress. Washington.
··.·::: ·. ·::..!·· ,,,,
l l · L i \
-rr ··r .. ,·· ANEXO 1
Universidéicf ele Guny<1qull
FACULTAD DE FILOSOFIA Y LETRAS
ESCUELA/CARRERA LENGUAS Y LINGUISTICA
UNIDAD DE TITULACIÓN
TRABAJO DE TITULACIÓN
FORMATO DE EVALUACIÓN DE LA PROPUESTA Df TRABAJO DE TITULACION
Nombre de la propuesta DESIGN OF A DIDACTIC BOOKLET WITH VOCABULARY
de trabajo de la titulación ACTIVITIBS TO THE DEVELOPMENT OF THE READING
COMPREHENSION
Nombre del estudiante (s) Roxana Belén Ramlrez Torres y Dennisse Johanna Vargas Pazmiño
Facultad Lenguas y Lingüística Carrera Idiomas
Diseño de un folleto
Línea de Sub-línea de didáctico para el
Investigación investigación desarrollo de
actividades de la
comprensión lectora
Fecha de presentación de la Fecha de evaluación de la propuesta de trabajo de propuesta de trabajo de titulación titulación
ASPECTO A CONSIDERAR CUMPLIMIENTO
OBSERVACIONES SI NO
Título de la propuesta de trabajo de titulación Línea de Investigación/ Sublíneas de 1 nv.estlgaclón Planteamiento del Problema
Justificación e importancia
Objetivos de la Investigación
Metodología a emplearse
Cronograma de actividades
Presupuesto y financiamiento
X
X
X
X
X
X
X
X
ª APROBADO
APROBADO CON OBSERV ACTONES
NO APROBADO
