UNIVERSIDAD DEL MAR SEDE CENTRO SUR CARRERA DE PEDAGOGA EN
INGLES
USE THE COMUNICATIVE APPROACH AS AN INTRINSIC MOTIVATION ON THE
TEACHING ENGLISH LANGUAGE DEVELOPMENT, IN THE SECOND GRADE A CLASS
IN THE LICEO INDUSTRIAL SAN FERNANDO
aNTEPROYECTO DE GRADO PARA OPTAR EL TITULO de profesor de
ingles
Estudiantes: VICENTE ARIEL GARCIA MATURANA
Profesor guia: ANA LUISA LORCA CORNEJOSan Fernando Chile
DICIEMBRE, 2013
INDEX IntroductionI. Definition and relevance of the problem.II.
Hypothesis and investigation question.III. General and specific
objects.IV Theoretical Framework 4.1 Communicative approach
definitions.4.2 Communicative Language Teaching definitions.4.2.1
Examples of C.L.T and C.L.T strategies.4.2.2 Advantages and
Disadvantages.4.3 Motivation.4.3.1 Theories of the motivations
root.4.3.2 Type of motivations.4.3.2.1 Extrinsic motivation and
example.4.3.2.2 Intrinsic motivation and example.4.3.3 Importance
of the motivation on the English Learning.V. Methodological
framework.5.1 Population and sampling. 5.2 Diagnostic with no
intervention5.3 Speaking in target language using a mix between
material project and teacher material. VI. Chart Gantt. VII.
References.Introduction In early times the reasons to learn a
language was just a sign of a very complete education, they did not
ask themselves what was the need to learn it, it was just to speak.
But after the II World War the expansion of scientific, economical
and technical activity on an international level demanded the use
of an international language and English took this role. English
became the accepted international language of technology band
commerce, it created a new generation of learners who knew
specifically why they were learning a language business person who
wanted to sell their products, mechanics who had to read
instructions manuals, doctors who needed to keep up with
developments in their field and a whole range of students whose
course of study included textbooks and journals only available in
English (Waters, 1997), from then on there was a reason to learn
it. Nowadays there is a great variety of English courses made to
satisfy specific needs for the specialization of areas like
medicine, industrial, education etc.
1. Definition and relevance of the problem. In the following
pages, you could find different reasons about why nowadays the
children have a lot of problems on the learning English language
process, and one of the most important problem is, that they cannot
get the right motivation to obtain a meaningful knowledge, they do
the process in a mechanic way, do not get an awareness during long
time. In other words, they understand most of the contents, but
they do not keep it, and even apply it, on their daily lives.When
the professional intervention like a teacher began, there were two
skills far more complicated for the students; those are the
listening and speaking skills. Actually those skills are very
influential in the Teaching English Process, and then it came to
wonder to myself, how could I improve these two abilities, before
mentioned? Or at least one of these skills? But it has to be in the
funniest and motivational way, something natural, usual, where they
feel comfortable in the learning within. These investigations
focused in improve the English on the natural way, through the
Communicative Approach. The students will be able to motivate to
themselves in intrinsic way, getting a meaningful learning, being
the teacher a simple mediator of the education, as the
constructivism had agreed years ago.
2. Hypothesis and investigation question.
2.1 Investigation question
Could the Communicative Approach applied make that the students
of the Second grade A class in Liceo Industrial get an intrinsic
motivation for improving their English Language?
2.2 Hypothesis
The use of the communicative approach is the key for students to
be intrinsically motivated, and in this way, improving the English
Language in the Second grade A class at the Liceo Industrial San
Fernando.
3. General and specific objectives
3.1 General objective
To motivate in intrinsic way to the students for improving their
English language by Communicative approach in the Second grade A
Class at Liceo Industrial from San Fernando.
3.2 Specific Objectives
To improve the student English level, using CLT activities. To
apply the methodology proposed by the Communicative Approach. To
evaluate the process of applying the methodologies implemented To
observe intrinsic motivation evidenced by students to do an
activity undertaken for pleasure.
4. Theoretical Framework.
4.1. Communicate approach definitions. Communicative language
teaching (CLT) refers to both processes and goals in classroom
learning. The central theoretical concept in communicative language
teaching is communicative competence, a term introduced into
discussions of language use and second or foreign language learning
in the early 1970s (Habermas 1970; Hymes 1971; Jakobovits 1970;
Savignon 1971). Sandra, S (p. 01). The communicative approach
refers to the way that teachers can focus the knowledge on teaching
in a foreign language inside the classroom, as such as a way that
students can communicate in a conscious way.
4.2 Communicative Language Teaching (definition) Communicative
language teaching derives from a multidisciplinary perspective that
includes: linguistics, psychology, philosophy, sociology, and
educational research. The focus has been the elaboration and
implementation of programs and methodologies that promote the
development of the foreign language ability through learners
participation in communicative events. Central to CLT is the
understanding of language learning as an educational issue. Sandra,
S. (p. 04). Yale University London.
4.2.1. Examples of CLT and Communicative Language Teaching
Strategies. In the classroom there are different activities in the
target language, in some occasions native language can be used to
promote the best understanding as possible, as: Games, role-plays,
simulations, information gaps Teachers can create their own
activities according to the students level, focusing on develop
some specific CLT skill as; accuracy or fluency. In a few words the
Communicative language teaching makes use of real-life situations
that necessitate communication. Which relies on repetition and
drills, the communicative approach can help to students in arise
their communicative competences, using that type of exercises
class, which will change according to their reactions and responses
or in other hands the real-life simulations is a communicative
competences student development, motived them at the same time.
Students' motivation to learn comes from their desire to
communicate in meaningful ways about meaningful topics. One example
focused on the fluency use a work group. The following exercise is
focus on fluency.
The teacher and a student perform a dialog in which a customer
returns a faulty object she has purchased to a department store.
The clerk asks what the problem is and promises to get a refund for
the customer or to replace the item. In groups, students now try to
recreate the dialog using language items of their choice. They are
asked to recreate what happened preserving the meaning but not
necessarily the exact language. They later act out their dialogs in
front of the class. Richards, J. C. (2006). The following exercise
is taken from a 1987 workshop on communicative foreign language
teaching, given for Delaware language teachers by Karen Willetts
and Lynn Thompson of the Center for Applied Linguistics. The
exercise, called "Eavesdropping," is aimed at advanced
students."Instructions to students" Listen to a conversation
somewhere in a public place and being prepared to answer, in the
target language, some general questions about what was said.1. Who
was talking?2. About how old were they?3. Where were they when you
eavesdropped?4. What were they talking about?5. What did they
say?6. Did they become aware that you were listening to them? The
exercise puts students in a real-world listening situation where
they must report information overheard. Most likely they have an
opinion of the topic, and a class discussion could follow, in the
target language, about their experiences and viewpoints. 4.2.2.
Advantages and disadvantages of the CLT. The advantages of the
Communicative approach talking about, that the CLT is much more
student-orientated, because it is based on students' needs and
interests. Communicative approach seeks to personalize and localize
language and adapt it to interests of pupils. Meaningful language
is always more easily retained by learners. Seeks to use authentic
resources. And that is more interesting and motivating for
children. Children acquire grammar rules as a necessity to speak so
is more proficient and efficient. The disadvantages are for
example, the students pay insufficient attention to the context in
which teaching and learning take place The Communicative Approach
often seems to be interpreted as: if the teacher understands the
student we have good communication but native speakers of the
target language can have great difficulty understanding students.
Another disadvantage is that the CLT approach focuses on fluency
but not accuracy. The approach does not focus on error reduction
but instead creates a situation where learners are left using their
own devices to solve their communication problems. Thus they may
produce incoherent, grammatically incorrect sentences.
4.3 Motivation.
The Motivation definition is as the process that tries to
explain the human being behavior. Motivation is what helps us to
act, whether it is, getting a food to reduce hungry or reading a
book to gain knowledge, but it is not necessary that the process to
be observed, at least It involves different types of aspects, such
as; the biological, emotional, social and cognitive forces that
activate behavior. In everyday usage, the motivation term is
frequently used to describe why a person does something. (Gozalo y
Len, 1999).The motivated individual exerts an effort to achieve the
goal, wants to achieve the goal, and experiences satisfaction when
engaged in behavior associated with the goal (Gardner R. C.,
2010)For example, you might say that a student is very motivated to
get into a English karaoke festival, in this case the student
spends every night studying the pronunciation of the song.
4.3.1 Theories of the motivations root. Students interact with
the world by exploring and manipulating objects, wrestling with
questions and controversies, or performing experiments. As a
result, students may be more likely to remember concepts and
knowledge discovered on their own (in contrast to a transmissions
model). Models that are based upon discovery learning model
include: guided discovery, problem-based learning, simulation-based
learning, case-based learning, incidental learning, among others
(Bruner J., 1967). This theory explains the concept of learning by
oneself, then the teacher is just a guide in the process because
the students relates their experiences with the new content through
interaction with the objects and performing the activities to do.
For that reason a game as a technique to develop and specific
ability has a fundamental role and also is a tool to use with the
class because is another way how they can discover and learn a new
knowledge in an interactive form. The importance of games in the
process of development skills help the teacher teaches in an
atmosphere more motivating and dynamic. Moreover the focus of the
class is the task, activity or game that they are developing and
not the teacher who is responsible of checking how they are doing
the work.Vygotskys first step toward concretization of this
principle was the suggestion that individual consciousness is built
from outside through relations with others: the mechanism of social
behavior and the mechanism of consciousness are the samewe are
aware of ourselves, for we are aware of others, and in the same way
as we know others; and this is as it is because in relation to
ourselves we are in the same position as others are to us.
(Vygotsky, 1986).Complementing what the author said, there is a
relevant importance in the interaction with others; human beings
are social in their essence for that reason the investigation is
based on creating a connection with students trough games, at the
same time to be conscious about what the others are doing because
the imitation in the usage of this methodology is a relevant
process that students develop. Conceptions by the authors who have
different points of view related to factors mentioned above, show
that influence in the learning and the different variables involved
in the task. These concepts are mainly focused on personality,
intelligence, age, motivation and memory of students. Today there
is a lack of knowledge of content by students.Motivated students
show interest in the activities, they feel effective, they make an
effort to achieve successfully perform the tasks and they usually
use effective cognitive strategies, self-regulatory and resolve
specific task they face. Motivated teachers feel they can help
their students to learn, spend extra time planning and
instructional work with students to make sure they learn and
dominate the knowledge and skills set as learning objectives. When
motivation decreases, other learning outcomes can suffer. Teachers
should not only impart knowledge and teach skills, but also develop
a motivating learning environment. (Schunk, 2006).As Schunk said,
the motivation as a factor is clearly relevant to the student's
intrinsic process to associate the new content that will be learnt
the contribution that the motivation delivers in classroom greatly
influences on students, the energy and attention can be maintained
throughout the period of class and enrich the teaching-learning
process. It is supported that a good part of the student's learning
is the motivation, but there are statements and theories that
indicate that the age as factor also influences in the
learning.
4.3.2 Types of motivations.There are different theories about
the motivations, however the Maslow theory in 1943, is one of the
most clearly explained through of the human being necessities.At
the same time, years after Frederick Herzberg (1959), modify the
Maslow theory introducing concepts with maintenance factors and
motivation factors. Herzberg said that there were elements such as:
politic management, the administration, supervision, working
conditions, relationships, payment and others are factors that
sometime dont motivate us, but the lack of them produce
demotivation. However factors as; achieve a goal, social
recognition, an interesting job, the work growth; Herzberg
considers that help to you with the motivation, in otherwise those
facts lead to frustration. It is as the same that today is happened
inside the classroom.
Estos no son los nicos modelos relacionados con la motivacin,
por lo que se podran citar los de Vctor H. Vroom, Lyman Porter y
Edgard Lawler, etc., mismos que han aportado de diferente manera al
entendimiento de la motivacin. Juan Prez L. (1985)1 relaciona la
motivacin como los factores que llevan a una persona a la accin y
se pude clasificar dependiendo de su origen y destino en tres
tipos: Motivacin Extrnseca, Motivacin Intrnseca y Motivacin
Trascendente. A nuestro criterio, esta clasificacin nos permite de
una manera prctica y sencilla entender el cmo se motiva a las
personas o colaboradores. De acuerdo a Juan Prez L. para actuar
tenemos los siguientes motivos: Extrnsecos. Cualquier tipo de
motivo que sea ajeno a la persona que realiza la
Germn Gomez-Llera y Jos Ramon Pin. Dirigir es Educar.Mc Graw
Hill. Madrid, 1994 Aun no lo termino esta parte
Different types of motivation are frequently described as being
either extrinsic or intrinsic. 4.3.2.1 Extrinsic motivation and
example.Extrinsic motivations are those that arise from outside of
the individual and often involve rewards such as trophies, money,
social recognition or praise.For example the extrinsic motivation,
may get extra points for finishing the task on the time, said
before to the teacher.4.3.2.2 Intrinsic motivation and
example.Intrinsic motivation refers to motivation that comes from
inside and individual, rather than from any external or outside
rewards, such as money or grades. The motivation comes from the
pleasure one gets from the task itself or from the sense of
satisfaction in completing or even working on a task.For example,
may want to get a good grade on an assignment, but if the
assignment does not interest that student, the possibility of a
good grade is not enough to maintain that students motivation to
put any effort into the project.
4.3.3 Importance of the motivation on the English Learning.
The motivation is the most important factor of the English
learning teaching. Nowadays students make a the task for extrinsic
motivations such as; extra pinot, positive notes on the class book,
just for getting a good grade, however contrasting to mentioned
before, there are pupils that find you own motivation, intrinsic
way, doing the work class, just for learning the new language or
improving it. Its are the target learning wanted by the professors,
and the different theories had spoken during years, its had
presented how Motivation is the force that initiates, guides and
maintains goal-oriented behaviors (By Kendra Cherry, About.com
Guide).
5. Methodological FrameworkThis research had three steps and
each one was different meaningful didactics, it was made together
with the classroom teacher, which helps with my investigation.The
investigation consists in three parts:a) Evaluate how the English
class was (referring to marks) before the first intervention.b)
During the first meeting with them using combination of material
made by the professor in the classroom and me.c) Finally, evaluate
how the student motivate in intrinsically way, using the CLT
meaningful didactic created for this project.
This research has two main variables: The communicative
approach. Instinct motivation
5.1 Population and Sampling.
The investigation will be applied in the Liceo Industrial San
Fernando. The school was founded in 1941 how a school of craftsman,
during this year 2013, it will celebrate his 78 years and the
principal values are respect and responsibility.It will be
developed with the student of the 2st A grade, they are 45 students
that come from different schools and for most of them it is the
first time expressing ideas in different languages. The class is
compound by just man.Also, how a technical professional Liceo,
There are different technical carriers such as: -Mecnica de
Combustin Interna y Automotriz. - Electromecnica - Mecnica de
Mquinas Herramientas - Construcciones Metlicas - Construcciones de
Interiores. They can choose this carries when they start with the 3
year, depending of the marks obtained in the grades before, and de
discipline, its one of the most important things inside the
school.The English subject had been increase the level, thanks to
different Metrologic used by the teachers, improving the point in
de since, being it hopeful for the students and the students
community. Inside the class there are different realities and
interests, some students come from dysfunctional families. We are
going to work with the head teacher, English teacher, students and
students families.5.2 Diagnostic, with no intervention.Inside the
classroom there were be different factors to block the target
knowledge learning, such a discipline and misunderstanding of the
target language, difficulty the method used inside the classroom.In
the observation process there were some abilities more accomplished
to achieve the objectives of the class, difficulty the developed of
children skills, like the listening exercises or speaking tasks.
Here there is a graphic.
Fig. N1. Shows an average of how much they manage English. This
result is based on their marks in a previous test made by their
English teacher based on the text book of the second grade A in
Liceo Idustrial, San Fernando (Appendix 1).
The proportion who has failed did not understand or learn
appropriately. There is a possibility that the material used was
not suitable for the class. We can infer that because of the
percentage of fails is quite high considering the percentage that
passes this test.
5.3 Speaking in target language, using a mix between material
project and teacher didactic material. Then with the second
intervention was used the CLT didactic, helped by the teacher in
the classroom, observing that they felt motivated while the
activity was being realized. The results were this:
Fig N 2. shows how the intervention has a very positive reaction
on the students. This activity was based on the book of the second
year given by the ministery of education. The research shows the
effect of a specific activity made according the reality of the
class. (appendix 2)
They improve their English, at least, when the process began in
target language, they did not understand too much, but ones of
them, could express ideas in target language, having no problem
with it, being an example and motivating to the students.5.4.
Activity proposed by this project.The samples to this investigation
will be implemented to the second grade A class, which consists for
45 students. The groups will be divided 9, each one with 5
students, which features with the same criteria and contents to
evaluate.After that, the students will start with workshop plan, it
consists that during 4 weeks, each organization, are going to
create a spectacle about the daily situations, performance it
during a time minimum of 20 minutes, involving a conversation
between the 5 persons of the group. The options are; A meet in the
line at the supermarket or buying some food. Arriving to the
foreigner language country, searchers the bags on the customs. Rent
an apartment. Working in a clothing store and meeting. Working a
restaurant or fast food company.During the first 4 weeks of the
implementation of the method, how they must to organize the
different factors, how a real performance, the student will
develop, and writing the dialogue as a first step, on the first
week, assigning each role for every group member. Teaching them the
content referred the contents elected and testing the students
work, to take in a systematically order to achieve the objective
proposed for every group, during the next two weeks. The assessment
tool used by this project was a Likert Scale for measuring of the
motivation inside the second grade A classroom.The Likert Scale
consist in a psychometric response scale primarily used in
questionnaires to obtain participants preferences or degree of
agreement with a statement or set of statements. Likert scales are
a noncomparative scaling technique and are unidimensional (only
measure a single trait) in nature. Respondents are asked to
indicate their level of agreement with a given statement by way of
an ordinal scale. (Pinedo, 2010). The variations of the scale were
most commonly seen as a 5point scale ranging from Strongly Disagree
on one end to Strongly Agree. However, in other question was from
strongly agree on one end to strongly disagree. Analysis: Each
specific question (or item) can have its response analyzed
separately, or have it summed with other related items to create a
score for a group of statements. This is also why Likert scales are
sometimes called summative scales. For example it was evaluated the
results as a whole using descriptive statistics, and also the
specific results for question 1. Likert Scale Strengths: Simple to
construct. Likely to produce a highly reliable scale. Easy to read
and complete for participants.Appendix 1
Listening HOW SCARY Circle the correct answer.4. What kind of
text is it? - A song. - A poem. A riddle 5. What special occasion
was it written for? -Christmas -Easter - Halloween.6. Identify the
animals that are mentioned in the
recording.ANTBATSBEARSCROWSEAGLEBEESMICEOWLSFROGSSERPENTSSPIDERSSCORPIONS
Circle the correct alternative.7. For that is where the witches/
wishes live.8. We can hear/ fear music oh, how scary!9. So we run
with all our night/ might.10. Dont go into the world/ wood.
Appendix 2
Using the contents of the last unit of the course book, such as:
to express feelings, reported speech, and future (will), in the
looking ahead, second year course book.The exercise consisted in 4
questions in controlled orally way. The questions were: What is
your name? How old are you? Where do you live? What do you do in
your free time? When was the last time that you feel happy? When
was the last time that you feel sad? What did your classmate say?
Reported what you classmate said. What will you do when you finish
the school?
6 Gantt Chart Month May June. JulyAug.Sept.Oct. Nov. Dec.
Weeks 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1234123412341234
Activities
1 Visiting to industrial lyceum xx xxxxxxxx
2 Search Information xxxxxxxX
3 Read papers and articles and books xxxxxX
4 Select information xxxxX
5 Theoretical framework Xx
6 Introduction X
7 Creation of Diagnostic test x
8 Apply the diagnostic testx
9 Analysis of the diagnostic testX
10 Creation of lessons plan x
11Final evaluation x
12Meet with the universitys teacher
13Hand in the anteproyectoxxxX
14Defend anteproyecto
15Rewrite some points of the anteproyectoxxx
16Making and analyzing the graphics
17Adding more information in the Theorical framework
18Checking the final details
19Defend the Thesis
7 References.
Gardner, R. C. (2010). Motiation and Second Language
Acquisition. New York : Peter Land Publishing. Richards, J. C.
(2006).Communicative language teaching today. (p. 15). 32 Avenue of
the Americas, New York, ny 10013-2473, USA. Gozalo Delgado
Margarita y Len Del Barco Benito (1999), Algunas Aportaciones de la
Psicologa de la Educacin que Guan la Docencia Universitaria,
Revista Electrnica Interuniversitaria de Formacin del Profesorado,
2(1). Recuperado en octubre de 2005, disponible enURL:
http://www.uva.es/aufob/publica/revelfob/99-v2n1.htm. Sandra,
S.Interpreting communicating english teaching. (p. 01). Yale
University, London. Schunk, P. R. (2006). Motivacin en Contextos
Educativos. Madrid: Printice Hall. Vygotsky, L. (1986). Thought and
Language. Massachusetts: Achorn Graphic Services. Maslow, A. H.
(1991). Motivacin y Personalidad . Madrid: Daz de Santos, S.A.
Bruner, J. (1967). Essays for the left hand. Cambridge: Mass.
Pinedo, I. F. (6 de June de 2010). BuenasTareas.com. Jack C.
Richard, Communicative language Teaching Today, Cambridge
University Press. Kendra Cherry, Theories of Motivation, a Closer
Look at Some Important Theories of Motivation, www.About.com Guide.
http://psychology.about.com/od/psychologytopics/tp/theories-of-motivation.htm.24
