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UNIDAD ACADÉMICA DE CIENCIAS SOCIALES
CARRERA DE CIENCIAS DE LA EDUCACIÓN MENCIÓNINGLÉS
MACHALA2016
ROMERO MACAS GLENDA ANABEL
CONVENTIONAL RESOURCES, ICT OR AUDIOVISUALS THAT CAN BEUSED BY THE ENGLISH TEACHER TO IMPROVE LEARNERS’
GRAMMAR AND VOCABULARY
UNIDAD ACADÉMICA DE CIENCIAS SOCIALES
CARRERA DE CIENCIAS DE LA EDUCACIÓN MENCIÓNINGLÉS
MACHALA2016
ROMERO MACAS GLENDA ANABEL
CONVENTIONAL RESOURCES, ICT OR AUDIOVISUALS THATCAN BE USED BY THE ENGLISH TEACHER TO IMPROVE
LEARNERS’ GRAMMAR AND VOCABULARY
Urkund Analysis Result Analysed Document: ROMERO MACAS GLENDA ANABEL.pdf (D21115762)Submitted: 2016-07-19 02:29:00 Submitted By: [email protected] Significance: 0 %
Sources included in the report:
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U R K N DU
CLÁUSULA D E CESIÓN D E D E R E C H O D E PUBLICACIÓN E N E L R E P O S I T O R I O D I G I T A L I N S T I T U C I O N A L
E l q u e s u s c r i b e , R O M E R O M A C A S G L E N D A A N A B E L , e n c a l i d a d d e a u t o r d e l s i g u i e n t e t r a b a j o e s c r i t o t i t u l a d o C O N V E N T I O N A L R E S O U R C E S , I C T O R A U D I O V I S U A L S T H A T C A N B E U S E D B Y T H E E N G L I S H T E A C H E R T O I M P R O V E L E A R N E R S ' G R A M M A R A N D V O C A B U L A R Y , o t o r g a a l a U n i v e r s i d a d Técrüca d e Máchala, d e f o r m a g r a t u i t a y n o e x c l u s i v a , l o s d e r e c h o s d e reproducción, distribución y comimicación pública d e l a o b r a , q u e c o n s t i t u y e u n t r a b a j o d e autoría p r o p i a , s o b r e l a c u a l t i e n e p o t e s t a d p a r a o t o r g a r l o s d e r e c h o s c o n t e n i d o s e n e s t a l i c e n c i a .
E l a u t o r d e c l a r a q u e e l c o n t e n i d o q u e s e publicará es d e carácter académico y s e e n m a r c a e n l a s d i s p o c i o n e s d e f i n i d a s p o r l a U n i v e r s i d a d Técnica d e Máchala.
S e a u t o r i z a a t r a i i s f o r m a r l a o b r a , únicamente c u a n d o s e a n e c e s a r i o , y a r e a l i z a r l a s a d a p t a c i o n e s p e r t i n e n t e s p a r a p e r m i t i r s u preservación, distribución y pubUcación e n e l R e p o s i t o r i o D i g i t a l I n s t i t u c i o n a l d e l a U n i v e r s i d a d Técnica d e Máchala.
E l a u t o r c o m o g a r a n t e d e l a autoría d e l a o b r a y e n relación a l a m i s m a , d e c l a r a q u e l a u n i v e r s i d a d s e e n c u e n t r a U b r e d e t o d o t i p o d e r e s p o n s a b i l i d a d s o b r e e l c o n t e n i d o d e l a o b r a y q u e él a s u m e l a r e s p o n s a b i l i d a d f r e n t e a c u a l q u i e r r e c l a m o o d e m a n d a p o r p a r t e d e t e r c e r o s d e m a n e r a e x c l u s i v a .
A c e p t a n d o e s t a U c e n c i a , s e c e d e a l a U n i v e r s i d a d Téciüca d e Máchala e l d e r e c h o e x c l u s i v o d e a r c h i v a r , r e p r o d u c i r , c o n v e r t i r , c o m i m i c a r y / o d i s t r i b u i r l a o b r a m u n d i a l m e n t e e n f o r m a t o electrónico y d i g i t a l a través d e s u R e p o s i t o r i o D i g i t a l I n s t i t u c i o n a l , s i e m p r e y c u a n d o n o s e l o h a g a p a r a o b t e n e r b e n e f i c i o económico.
Máchala, 2 2 d e s e p t i e m b r e d e 2 0 1 6
UNIVERSIDAD TÉCNICA DE MACHALA
UNIDAD ACADÉMICA DE CIENCIAS SOCIALES
CARRERA DE CIENCIAS DE LA EDUCACIÓN MENCIÓN INGLÉS
TÍTULO:
CONVENTIONAL RESOURCES, ICT OR AUDIOVISUALS THAT CAN BE USED BY THE
ENGLISH TEACHER TO IMPROVE LEARNERS’ GRAMMAR AND VOCABULARY
TRABAJO PRÁCTICO DEL EXAMEN COMPLEXIVO PREVIO A LA OBTENCIÓN DEL TÍTULO DE LICENCIADO EN CIENCIAS DE LA EDUCACIÓN ESPECIALIZACIÓN INGLÉS
AUTOR:
0705950772 - ROMERO MACAS GLENDA ANABEL
MACHALA, JULIO DE 2016
II
CESIÓN DE DERECHOS DE AUTORÍA
Yo, ROMERO MACAS GLENDA ANABEL, con C.I. 0705950772, estudiante de la carrera
de CIENCIAS DE LA EDUCACIÓN MENCIÓN INGLÉS de la UNIDAD ACADÉMICA DE
CIENCIAS SOCIALES de la UNIVERSIDAD TÉCNICA DE MACHALA, responsable del
siguiente trabajo de titulación:
CONVENTIONAL RESOURCES, ICT OR AUDIOVISUALS THAT CAN BE USED BY THE
ENGLISH TEACHER TO IMPROVE LEARNERS’ GRAMMAR AND VOCABULARY
Certifico que los resultados y conclusiones del presente trabajo pertenecen
exclusivamente a mi autoría, por lo cual cedo este derecho a la UNIVERSIDAD
TÉCNICA DE MACHALA y la deslindo de cualquier delito de plagio, para que ella proceda
a darle el uso que sea conveniente.
Agradezco vuestra gentil atención.
ROMERO MACAS GLENDA ANABEL
C.I. 0705950772
III
EVALUATION PAGE
After reading and completely revised this project, we made the following observations and
proceed to:
______________ _______________ ________________
Lic. John Chamba Lic. Eddy Zaldúa Lic. Kleber Sarmiento CI: 0702018177 CI: 0702640103 CI: 0704358548
IV
DEDICATION
This work is dedicated first of all to God who has given me strength and dedication during my life
and in fulfilling my dreams.
This work is dedicated first to my parents who are my inspiration and the people who always
support me in every moment in my life.
To my best friend and motivation, my son Ikher who is always by my side and help me to
become every day a better person.
V
GRATITUDE
To this Superior teaching Center which has forged and filled them with wisdom and valuable
minds of its students, training with care and dedication for future professionals and which will
always be proud of, likewise to its authorities and all the administrative staff who were efficiently
perform their work for development of this institution.
My teachers, who were able to motivate their knowledge every single day in this exciting career
which represents many challenges and demand of performance to teach a foreign language.
VI
ÍNDEX
Cover …………………..…………………………………………………………..……I
Cesión de Derechos de Autoría…………………………………..……..………..… II
Evaluation Page………………………..…………..……………………….………....III
Dedication………………..………………..……….………………………….…….…IV
Gratitute………………….………………………………………………………...……V
Index…………………………………………..………………………………………...VI
Abstract…………………….………………….…………………………………………7
Introduction…….………..………………………………………………...…………….8
Development…………………………………..……………………..…………...…….9
What vocabulary to teach and how to teach it………………………………….9
Active and Passive vocabulary………………………………………………....10
Teaching Grammar in context………………………………………………….10
Why teaching grammar……………….…………………………………….…..10
How much grammar………………………..………………………………..…..12
The overhead projector and the overhead transparence…………………....15
Conclusion……………………………………..……………………………...……….20
Reference….……………………………………….…….……………………....……21
Anexxes………………………………………………………………..………………22
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ABSTRACT
Conventional resources, ICT or audiovisuals that can be used by the English
teacher to improve learners’ grammar and vocabulary
The current study aims to explain the importance of grammar and vocabulary teaching of
English as a foreign language, how teachers deal presenting this two issues in class and
the way in which they are lectured in a lesson. It is suggested that both grammar and
vocabulary must be taught within a context, since it is quite hard to explain in an isolated
way. Moreover, it is advised how much grammar should be taught in order to make the
process more effective. Regarding to vocabulary, it is explained the difference between
active and passive vocabulary. The main idea is to let teachers know that words should
not be taught before students experience the vocabulary, once learners have seen the
word, not matter its category; learners will then use them accordingly. A detailed list of
conventional teaching resources is provided, each one with its main characteristic and
reason why it have to be used, it is out stood the importance of having these equipment in
the classroom and a reason to use either resource.
Author: Glenda Anabel Romero Macas
Key words:
Resources
Audiovisual
Vocabulary
- 8 -
INTRODUCTION
The English curricular within the national plan for studying the foreign languages is aimed
to develop and integrate four abilities: two receptive (listening and reading) and two
productive (writing and speaking) plus two collect sub-skills: grammar and vocabulary.
With this in mind, a reform was giving in the early eighties, through The Cradled Project. It
was the first time, after thirty years of being teaching English that there was something
else involved within the teaching learning process; rather than just teaching the well-known
verb to be.
It has been really hard for teachers to deal with this new way of perceiving the language
teaching and learning process, because they were used to teaching grammar and
vocabulary in an isolate way. It has been thought to plan lessons to get the learners’
language skills to work. Teachers’ concern then should be: to get their students to use an
active vocabulary and grammatical construction to describe their feelings and thoughts.
Many methods have been created to help teacher deal with this passionate task. For
teaching grammar, some aspects of language should be considerate, e.g. the voice,
mood, and tense of verbs, which must be understood by students in order for them to
produce some patterns. As Chomsky says “language is governed by a set of highly abstract
principles that provide parameters which are given particular settings in different
languages” (Ellis, 2000) On the other hand, the teaching of vocabulary must be devoted to
helping students use words in correct contexts, to experience the new word somehow and
make a linguistic transference of the vocabulary; being aware of word meaning, since
English words have more than one meaning.
If technology is added to this process, then part of the war is won, since teachers will have
some resources available just by clicking a keyboard of their laptops.
Sometime teachers do not know how much grammar to teach and what kind of vocabulary
to deal with, and select the best strategies to give models of production.
The aim of this study is to provide some guidance tips to use the conventional teachers’
resources to teach both grammar and vocabulary
- 9 -
With this aim in mind is what the author is providing a possible solution of this problem:
Conventional resources, ICT or audiovisuals that can be used by the English
teacher to improve learners’ grammar and vocabulary
DEVELOPMENT
REVIEW COMPLEXIVE PRACTICE DIMENSION
Practical solving work
1. What vocabulary to teach and how to teach it.
Language is used to communicate, either as the one who codes or the one who decodes
the message, it is not the fact that it is needed to know the meaning of every single Word
but to be able to understand them when they are used within a context. Some teachers are
used to teaching vocabulary out of context.
Vocabulary needs to be taught once it has been experienced, that is to say that learners
can be able to use it in situations he has previously been involved. Therefore he can talk
about his house, high school, classmates, hobbies, and so on.
Teachers, on the other hand have to take into consideration the following:
Many students have not good memories of learning vocabulary, because they were given
isolated lists of them with their definitions. Vocabulary cannot be taught just in one class
but along their cycle of studies. However it would be a good idea to teach students the
grammar of a word, that is to say, to tell them their uses, for example the word mean, has
three categories, (adjective, noun and verb otherwise they will use just one meaning in all
the statements the word is being used. Translation will always be involved in learning a
new word; in fact students do not want to make the effort and figure out meanings.
- 10 -
Active and Passive vocabulary
Work with children in grade K6 Unlike high school teachers, who teach one subject,
primary teachers teach all of the general subjects to their class: math, language arts,
social studies, sciences. There are a few specialized primary teachers for such subjects as
art, music and physical education.
One teacher is usually in charge of a classroom of 15-25 children. Besides the school
subjects. A teacher tries to build social skills and a sense of responsibility in the student. if
a student has a problem in any area, the teacher tries to discover it and help them solve it.
Most of the day is spent with the students, but some time is set aside for planning, either
as a team with other teachers or individually. This job requires a lot of extra time for
preparation and grading.
Teaching Grammar in context
The Grammar of English has being taught for many teachers for long time, unfortunately,
the process has not been the right one, because it’s been taught in isolation, by giving a
series of rules on how to use one structure or the other and teachers follow their linguistic
knowledge of the mother tongue and try to teach some categories of language, i.e. nouns,
adjectives, verbs, articles and so forth. They devoted a sixty minutes class explaining the
present simple tense by given isolated verbs. Forgetting that teaching grammar in context
link some categories such as form, meaning and use. “Teaching grammar in context
provides a meaningful framewok that connects to reality in the targeted
language”(Anderson 2005) HAY QUE CITAR DEL LIBRO
Why teaching grammar
As Mario Rinvolucri said:
Meeting and interiorising the grammar of a foreign language is not simply an
intelligent, cognitive act. It is a highly affective one too. Little work seems to have
been done by psychologists or linguists on learner feelings towards specific
- 11 -
ligaments of the target grammar and the change in these feelings as the learner
moves from one level of language command to the next. (Rinvolucri, 2010)
Whenever a learner is evaluated on his management of the language, a question of
grammar is undoubtedly there. Moreover questions on grammar are easy to be prepared
and graded. Most of private schools devote time for their teacher to teach grammar, it is
risky because the mastering of a language is not measured only how much grammar a
learner known but how well a learner can manage receptive (reading and listening) and
productive (writing and speaking) skills.
In a recent research about teacher’s feelings on grammar Mary Watson states that:
The results painted a picture of a profession that was uncomfortable about grammar,
comprised teacher who lacked confidence in their ability to teach it or indeed in the
value of teaching it. There was a strong association of explicit grammar teaching
with prescriptivism and old-fashioned teaching methods such as decontextualized
‘exercise’ and ‘drilling’, along with a general lack of confidence in defining
grammar, particularly in understanding the relationship between implicit and
explicit knowledge of language (Watson, 2013)
Added to that, it has been seen that there are learners who desire to speak and write the
language needs to know what is done now. He needs more than knowledge to do it
consciously; the learner tries to avoid complicated forms of idioms or expressions. He may
be comfortable just understanding with they are said by a native speaker then to imitate
the utterance not thinking about the structures of the language that are being used, and
succeed somehow.
- 12 -
There are also the kind of learners who prefer to read literature of the language in order to
understand whatever written tests, however, never to use structures since they have just
developed a kind of comprehensive reading. In fact, many Ecuadorian students of other
subjects have only a sense of passive learners.
How much grammar
Ecuadorian schools have been using official textbooks since 1993 up to date. OWTE,
Postcard and the current book, Viewpoints series have within the syllabus, besides the
integration of the four skills, grammar and vocabulary. However, the issues teachers enjoy
teaching the most is grammar. As a matter of fact, Ecuadorian teacher, succeeded in
grammar than in the other tests. (when they were taken the KET test in 2011.- Interview
John Chamba, coordinator of the CRADLE project).
However, there are some private schools that devote much of their time teaching grammar
to their students, they amplify the lessons with materials from other sources. It is not
because the book is not properly sequenced, but it is because they prefer to reinforce any
grammatical point they find in the textbook they are using.
A study carried out in Lisbon College of Education showed that the “classroom practices to
teach grammar, where not effective, since activities were disconnected of a defined
pedagogical aim, which produced inaccurate results” (Adriana Cardoso, 2015)
The new generations of students are more inquisitive they all want to know rules,
explanations, and teachers do like it the idea. It is said that English teachers in the whole
country can easily beat to any native English speakers in their grammar, since English
grammar is easier compared to Spanish grammar.
The ideal way to learn grammar without interrupting the carrying on of the class, it would
be, to seat time aside in which they can work out the grammatical rules for themselves by
following the models you used to teach them, then they can work in pairs or in group
socializing their findings. On the other hand teaching grammar should vary, there is not
only one way to teach it.
- 13 -
As Charlotte Kemp said:
Success at learning another language is proportionate to their previous languages
experience, and that the ways the process language, such as their use of strategies to
internalise grammar, develop in number, frequency and complexity as their
experience of different languages increases. (Kemp, 2010)
Teachers must use various types of grammar lessons, with different methods and
approaches. With some interviews “to 60 university teachers in New York and Puerto
Rico. Most of the teacher felt that grammar should be taught at least sometimes” (Borg,
2010). Instructions should be well stated but simple, the constructions of statements
should be giving according to their level. English is learnt by levels, in accordance with age
of learners, the methodology can change, the contents must be the same, but shared in a
progressively way.
As Yuranny Romero Archila said “Interacting in the foreign language should be one of the
main goals for language teachers because languages are for communicating; interaction as
mentioned by Brown(1994” (Romero, 2014) So that, good production models should be
provided, in that way, learner will use those patterns to code and decode messages.
Beginners learners learn more with pictures than by reading, Therefore, an illustration can
show how simple an exercise is, this methodology will change as learner get older without
forgetting that practice makes it perfect, so when they are on the last year of high school,
students will be able to connect one structure with the other and how words work together
in a statement.
- 14 -
CONVENCTIONAL RESOURCES, ICT OR AUDIOVISUALS THAT CAN BE USED
BY THE ENGLISH TEACHER TO IMPROVE LEARNERS’ GRAMMAR AND
VOCABULARY
Audiovisual aids contribute to the learning process; the goal is to make learning more
effective. Therefore it is the teacher who has to make his mind up on what to do with all
the aids he has available, which one to use? how to use? when to use? will this aid help
learners to improve his vocabulary and grammar?
Ally A. Zhou states that “Linguistic resources include both syntactical knowledge and
lexical knowledge, which are interrelated because some grammar issues are inseparable
from lexical knowledge” (Zhou, 2009)
There are some conventional resources, available in the classroom
The whiteboard is always there, with appropriate size, it is inexpensive. Patterns of
statements and structures can be removed or substituted at any time. The teacher has the
control over the use of this resource.
- 15 -
The main advantage of using the board is that the board helps teachers to work not only
with one student. Many students can be involved in the task, the teacher can just observe
or be outside of the students’ area.
The overhead projector and the overhead transparence.-
This resource can still be found in some schools, several OHT can be placed together to
make a single image. The OHT can be handle at the time the teacher talks.
Tapes recorder will never be old fashion. They are still being used for many teachers in
several high schools. On the one hand, there are many course books with cassettes which
are still available and useful. New courses now come with CD players. Well, it is easy to
find tape recorders with CD player incorporated. On the other hand, there is always a
possibility to pass the audio of cassettes to compact discs.
Television is used to reproduce videos or films. Cable television also has access to
many international channels, where educative programs are on at school time. A
television set is always available in schools.
- 16 -
Personal computers are available at computing laboratories. Some teachers own
laptops, those which were given for free by government. They can easily be used
connected to internet, most of schools have got wire connections for the
information they need for either to upload and download.
Printers are also available and are of great help to print at the moment, some
worksheets and pdf’s. the teacher would need to support his lesson.
- 17 -
Mobile telephones no matter the brand are fantastic to hold a conversation
practice with students, conversation among learners can be also an strategy use
for teacher indoors or outdoors, it Works because in this teacher can work from
home, a good way to grade the productive skill of speaking
They are known as “Infocus” this just the name of a brand. Projectors. This tool
can be connected to a personal computer or laptop and display power
presentation, or the slide shares. Many high schools have got one for their
personnel to use. Projectors can be used for Grammar explanations.
- 18 -
Pen-drives are used to stowage information. They are portable and safe space in
a woman teacher’s purse or man teacher’s pocket.
Tablets can be used by students provided that teacher let learners work with
them aimed to support either any grammatical pattern or the meaning of a word,
which cannot be defined or translated by the teacher. It is not compulsory to own
one. On this regards, Ministry of Education of Ecuador issued the Agreement
No. 007014.
The textbook.- it is the best visual aid with contents that integrate receptive and
productive skills. Illustration helps a big deal, texts which include intensive and extensive
readings as well as listening, some speaking and writing models for students to follow.
Through all the activities, units and tasks learners can see written texts.
Videos.- According to Rebeca G. Otero said that:
Videos are believed to be one of the best authentic materials available for the EFL
teacher when trying to cope with the students’ communicative needs because, among
other things, they “allow learners not only to listen to native speakers, but also to
observe body language and recognize either falling or rising intonations of the voice, ”
(Otero, 2016)
- 19 -
Ecuador is aligned to the EFCR so, all the books written for local and foreign writers use
the same pattern from A1 up to B1. That is why lessons in the current curricula promotes
fluency and accurate exercises of grammar and vocabulary.
- 20 -
CONCLUSION:
- 21 -
REFERENCES:
Adriana Cardoso, S. P. (13 de Julio de 2015). Taylor and Francis Group. Obtenido de
Grammar and text: an experiment in teacher training:
http://dx.doi.org/10.1080/11356405.2015.1034532
Borg, S. (29 de Marzo de 2010). Taylor & Francis Group. Obtenido de Teacher Cognition
in Grammar Teaching: A Literature Review:
http://dx.doi.org/10.1080/09658410308667069
Ellis, R. (2000). Second Language Acquisition. Oxford: Oxford University Press.
Kemp, C. (17 de Diciembre de 2010). Taylor & Francis Group. Obtenido de International
Journal of Multilingualism: http://dx.doi.org/10.2167/ijm099.0
Otero, R. G. (2016). ERIC. Obtenido de Innovative resources based on ICTs and aunthentic
materials to improve EFL students' communicative needs:
http://files.eric.ed.gov/fulltext/ED565811.pdf
Rinvolucri, M. (2010). Grammar Games. Cambridge: Cambridge University Press.
Romero, Y. M. (Diciembre de 2014). ERIC. Obtenido de Interaction on a Blended
Environment for English Language Learning:
http://files.eric.ed.gov/fulltext/EJ1062505.pdf
Watson, A. M. (20 de Agosto de 2013). Taylor & Francis. Obtenido de Conceptualisations
of 'grammar teaching': L1 English teachers' belief about teaching grammar for
writing: http://dx.doi.org./10.1080/09658416.2013.828736
Zhou, A. A. (28 de Mayo de 2009). Taylor and Francis Group. Obtenido de What adult
ESL learners say about improving grammar and vocabulary in their writing for
academic purposes: http://dx.doi.org/10.1080/09658410802307923
- 22 -
ANEXXES:
- 23 -
- 24 -
