Thesis Topic Jeremin

8/20/2019 Thesis Topic Jeremin

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COTOPAXI TECHNICAL

UNIVERSITY

ACADEMIC UNIT OF

ADMINISTRATIVE AND HUMANISTIC SCIENCES

ENGLISH MAJOR

RESEARCH PLAN

TOPIC

AUTHOR:

Jeremin AdrianToscano Caisalitin

TUTOR

Encalada Trujillo Edgar

Latacunga – Ecuador

2014-2015

1

ENGL!" !#EA$NG %#&'(E%ENT T"&')G" T"E *&ECT

NTE&ACT'N +ET,EEN NAT(E !#EA$E&! AN* +. !T)*ENT!

AT /#&%E&' *E A+&L E*)CAT(E )NT *)&NG T"E

ACA*E%C CCLE A#&L 2014- A)G)!T 2015


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1. PROBLEM STATEMENT

T3e Ecuadorian Goernment and t3e %inistr o6 Education are 7or8ing in acollectie 7a 7it3 t3e 9ur9ose o6 deelo9ing t3e Englis3 language:s

im9roement as man in students as teac3ers in c3arge o6 t3is im9ortant area

n Ecuador; 7it3 regard to t3e last ealuations made


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+. as is t3e case o6 t3e “Primer De A!ri"# E$%&'(i)e U*i( 73ic3 is located in

t3e CantHn Latacunga

T3is sc3ool 3as t3e o99ortunit to train and 9re9are oung students o6 t3e

nternational +ac3elors3i9 +.; an international 6ello7s3i9 9rogram esta


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1.1. CONTENT CONTRAINT

,3ic3 could


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T,e //i!"e "imi('(i*/ - t3is 9roject could


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T3e Educatie )nit F#rimero de A


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SOCIAL AND ACADEMIC

LANGUAGE

ENGLISH LANGUAGE

TEACHING-LEARNING

PROCESS

SPEAKING SKILL

DEVELOPMENT

ENGLISH FOR TOURISM

PURPOSES

ENGLISH LANGUAGEENVIRONMENT FOR

STUDENTS

2.2. MAIN CATEGORIES.

7


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THEORETICAL FRAME5OR4S

+.3. SOCIAL AND ACADEMIC LANGUAGE

!ocial language is t3e language o6 t3e 9laground &esearc3er Jim Cummins calls

t3is language +asic nter9ersonal Communication !8ills or +C! Cummins;

1?>1; 1??@. Ne7comers use +C! to 6unction sociall in 3all7as; classrooms;

sc3ool


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so


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%an ne7comers in middle sc3ool and 3ig3 sc3ool sa t3at t3e are learning

academic language


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T3e 7anted to 6ind out 3o7 long it 7ould ta8e 6or students 7it3 no


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Englis3 is a ,est Germanic language t3at 7as 6irst s9o8en in Anglo-!aBon

England in t3e earl middle Ages t is no7 t3e most 7idel used language around

t3e 7orld

T3is language is s9o8en in man countries around t3e 7orld t is t3e 6irst

language o6 t3e )nited $ingdom; t3e )nited !tates; Canada; Australia; reland;

Ne7 ealand and a num


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Let us 6irst understand in s3ort a


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+e6ore dealing 7it3 t3e 9ro


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NeBt 9art includes t3eoretical suggestions o6 t3e indiidual stages t3at s3ould


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T3ese roles include


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T3e t3ree 6eatures common to E!# courses identi6ied . are

aut3entic material; 9ur9osePrelated orientation; and sel6Pdirection 6 7e also

consider *udlePEans 1?>. claim t3at E!# s3ould


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+.. ENGLISH LANGUAGE ENVIRONMENT FOR STUDENTS

T3e 8e to encouraging s9ea8ing s8ills in t3e classroom is creating t3e 9ro9er

enironment C3ildren s3ould 6eel relaBed; and social interaction 7it3 9eers

s3ould


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T3e teac3er see8s to engage c3ildren in tal8 7it3 ot3er c3ildren in a relaBed

atmos93ere !ocialiDation s8ills as 7ell as language are en3anced 73en students

engage in conersations and discussions Conersation is in6ormal;

!9ontaneous; and relatiel unstructured *iscussion is more 6ormal and usuall

to9ic-centered tal8 t 6ocuses on a s9eci6ic to9ic or 9ur9ose +ot3 are similar in

t3at t3e


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relation to t3e 6ollo7ing t7o 8e success 6actors contri


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+..3. 5i$e*i*6 /(%$e*(/ "e'r*i*6 /'&e r)i$i*6 '$$i(i*'"

r(%*i(ie/ -r "'*6%'6e "e'r*i*6

Language 9ro6icienc is


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• )sing t3e classrooms; dis9la


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P"'06r%*$/: t is a sim9le 7ord t3at re6ers to an outdoor area 73ere c3ildren can

9la es9eciall in a 9ar8 or at a sc3ool

E*6'6e: T3is 7ord is not so common so t3e conce9t o6 t3is 7ord is to succeed in

attracting and 8ee9ing some


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24

ARIABLE

EPENDIE

TE

CONCEPTUALIZA

TION

DIMENSION INDICATORS PARAMETERS

ITEMS.

IN

N

ativepeakerteraction.

The nativespeakerinteraction refersto the ability ofco!nicatin"each other.#t eans$ that anon%native &n"lishspeaker be able of aintainin" a realconversation 'ithan &n"lish nativespeaker.

• (peaker)s role.

• Teacher)s role.

•

(peakin" skill.• Teachin" learnin"

environent.• (peaker*s

interaction.

• +hich of the follo'in" ,o yo! think is the

ost appropriate role for st!,ents to

,evelop their speakin"-• o yo! a"ree that the role of the teacher

!st be/ facilitator$ "!i,e$ facilitator$

researcher$ an, eval!ator to assist the

learnin" of the &n"lish lan"!a"e-

• ccor,in" to his kno'le,"e$ 'hat kin, of

skills are !sef!l for ,evelopin" the ability

to talk &n"lish-

• o yo! consi,er that the environent is

iportant to the teachin"%learnin" process

of the &n"lish lan"!a"e-

• o yo! think that the interaction of the

&n"lish 'ith native speakers 'ill help to

iprove the speakin" in the st!,ents-

(!


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25

ARIABLE

NDEPENDI

NTE

CONCEPTUALIZATI

ON

DIMENSION INDICATORS PARAMETERS

ITEMS.

INST

n"lishpeakin"proveent

The speakin" skill isan ability ofco!nicatin"i,eas$ tho!"hts$eotions$ llin"s$etc bet'een non%native speakers an,&n"lish nativespeakers !sin" acorrect "raarstr!ct!re so that theco!nicationbecoes clear an,!n,erstan,able.

• l!ency.

• lear

co!nication.• The correct !se of"raar.

• n,erstan,ableessa"e.

• Native accent.

• +hich etho, ,o yo! think sho!l,

the st!,ents !se to iprove their

!ency in speakin"-• ccor,in" to yo!r point of vie'$ is

it necessary a clear

co!nication of the &n"lish

lan"!a"e to ,evelop a "oo,

speakin"-

• +ith re"ar, to yo!r kno'le,"e$

'o!l, the correct !se of "raar

help to have a hi"h level of

speakin"-• +hich option 'o!l, be the ost

likely to ,evelop a essa"e

!n,erstan,able in &n"lish-

• o yo! think that the accent of the

native speaker in!ences into the

learnin" of the &n"lish lan"!a"e-

(!rve


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26


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3.1. METHODOLOGYCAL DESIGN

3.1.1. TYPES OF RESEARCH

• Crre"'(i*'": t lin8s aria


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3.1.+.1. FEATURES OF THE DESCRIPTIVE METHOD

!et t3e demogra93ic c3aracteristics o6 sureed units num


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3.+.?. DATA COLLECTION TECHNIUES AND INSTRUMENTS.

*ata-collection tec3niues allo7 researc3ers sstematicall collect in6ormation a


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3.+.?.1. SURVEY:

T3e data collection is done t3roug3 a researc3 instrument uestionnaire.; 73ic3

contains t3e same multi9le-c3oice uestions t3at measure t3e indicators t3at 3ae


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T,ere(i&'" F%*$'(i*/ - (,e !e&( - /(%$0.

B'&96r%*$ re/e'r&,: !ummar analsis o6 researc3 on t3e sematic stud

underta8en in ot3er national or international institutions

B'/i& &'(e6rie/: Gra93ic re9resentation o6 conce9ts to


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&esearc3er #ens nternet

C,i"$re*

Cell93one

.+. BUDGET

TE% R)ANTT C'!T

Tr'*/r('(i* S5000

I*(er*e( /er)i&e S@000

P,(&ie/ 1500 S000

Pri*(i*6/ 00 S500U*ee&(e$ ee*/e/ S>000

T'TAL S25500

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. CHRONOGRAM

33


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=. BIBLIOGRAPHY

bitstrea. s.f.. bteni,o ,ehttps/::,space.!pce.c;:bitstrea:10195:21610:1:16159p,f

!ire%(ocial%an,%ca,eic%

(crib,. s.f.. bteni,o ,e http/::es.scrib,.co:,oc:5769721:teachin"%learnin"%process?scrib,

(ith$ @. 2009. "It's ofshal - English iz darned hard to learn" . bteni,o

,e The "e./ http/::'''.erria%'ebster.co:help:fa>:history.ht Aellen$ @. B. 2004. Notes rom Integrating the Language Arts, 3rd Ed. .

bteni,o ,e


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. ANNEXES

1. +hich of the follo'in" ,o yo! think is the ost appropriate role for st!,ents to

,evelop their speakin"-a. @e creativeb. @e E!estin"c. @e Feective,. @e criticale. ll of the above

2. o yo! a"ree that the role of the teacher !st be/ facilitator$ "!i,e$ facilitator$

researcher$ an, eval!ator to assist the learnin" of the &n"lish lan"!a"e-

Aes

N

C&F


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4. o yo! consi,er that the environent is iportant to the teachin"%learnin"

process of the &n"lish lan"!a"e-

Aes

N

Cerhaps

5. o yo! think that the interaction of the &n"lish 'ith native speakers 'ill help to

iprove the speakin" skill in the st!,ents-

Aes

N

C&F


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8. +ith re"ar, to yo!r kno'le,"e$ 'o!l, the correct !se of "raar help to have a

hi"h level of speakin"-

Aes

N

Cerhaps

9. +hich option 'o!l, be the ost likely to ,evelop a essa"e !n,erstan,able in

&n"lish-a. l!encyb. #ntonationc. Cron!nciation,. ll of the above

10. o yo! think that the accent of the native speaker in!ences into the learnin" of

the &n"lish lan"!a"e-

Aes

N

Cerhap

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Thesis Topic Jeremin