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UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA
EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICAS
EDUCATIONAL PROJECT
PREVIOUS TO THE OBTAINING OF THE DEGREE OF LICENCIADA,
IN EDUCATION SCIENCES MAJOR IN THE ENGLISH LANGUAGE
AND LINGUISTICS
TOPIC
THE LACK OF DIDACTIC MATERIAL IN THE LEARNING OF
THE ENGLISH LANGUAGE
PROPOSAL
DESIGN OF A HANDBOOK WITH DIDACTIC MATERIAL WITH
INTERACTIVE TECHNIQUES
WRITTEN BY:
ZUÑIGA AGUIRRE DEYSI ROXANA
BARRERA SARMIENTO NILA STEFANIA
DIRECTED BY:
LARRY TORRES VIVAR
GUAYAQUIL-ECUADOR
2016
ii
DIRECTIVES
Lcda. Silvia Moy-SangMSc.
Decana
Lcdo. Wilson Romero Dávila MSc.
Sub-decano
Ab. Jacinto Calderón Vallejo Msc.
Director
Ab. Sebastián Cadena Alvarado
Secretario General
iii
Guayaquil, 12 septiembre del 2016
Master
Silvia Moy-Sang DECANA DE LA FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN
De mi consideración:
En virtud de la resolución del H Consejo Directivo de la Facultad, de fecha 27 de
marzo del 2016, el cual se me designó Asesor de Proyectos Educativos de la
Licenciatura en Ciencias de la Educación, especialización LENGUAS Y
LINGÜÍSTICAS, tengo a bien informar lo siguiente:
Que la profesora Deisy Viviana Carvajal Morales
Diseñó y ejecutó el proyecto educativo con el tema: THE LACK OF DIDACTIC
MATERIAL IN THE LEARNING OF THE ENGLISH LANGUAGE
PROPOSAL: DESIGN OF A HANDBOOK WITH DIDACTIC MATERIAL
WITH INTERACTIVE TECHNIQUES
El mismo que se ha cumplido con las directrices y recomendaciones dadas por el
suscrito.
La participante ha ejecutado las diferentes etapas constitutivas del proyecto; por
lo expuesto se procede a la APROBACIÓN, y pone a vuestra consideración de
rigor para los efectos legales correspondientes.
Atentamente
MSc. Larry Torres Vivar CONSULTOR
iv
DEDICATION
To my so beloved mother, who always prays to God for me.
To my dear children who have supported me in bad and good times in my
life and especially for the performance of this project.
Deysi Z. Nila B.
v
ACKNOWLEDGEMENT
To God for His constant blessings.
To my mother for all her wisdom.
To my tutor MSc. Larry Torres Vivar, for his support and patience that led
me to fulfill this work.
Deysi Z. Nila B.
vi
INDEX
THE FRONT PAGE I
Directives II
Tutor’s report III
Dedication IV
Acknowledgement VI
Index VIII
Introduction 1
CHAPTER I: THE PROBLEM
Outline of the problem 3
Location of the problem in context 3
Problem situation 3
Causes and consequences 3
Formulation of the problem 4
Variables of the investigation 4
Delimitation of the problem 4
Evaluation of the problem 5
Objectives 5
Questions of the investigation 6
Justification
6
CHAPTER II : THEORETICAL FRAME
Background 8
THEORETICAL FOUNDATION
Audiovisual techniques 9
Classification 9
Types 11
Importance of audiovisual methods 12
Founders 13
Advantages 17
Application 17
Conclusion 18
vii
The English learning 18
Classification 19
Types 21
Importance 26
Advantages 28
Applications 31
Conclusion 32
Epistemological foundation 33
Pedagogical foundation 36
Sociological foundation 38
Legal frame 38
Contextual frame 38
Glossary 39
CHAPTER III: THE METHODOLOGY
Antecedents 45
Types of investigation 45
Level of investigation 45
Procedures of the investigation 46
Instruments of the investigation
Methods
46
Deductive 47
Inductive 48
Observation 48
Heuristic 48
Analytical 49
Techniques 49
Interviews 49
Survey 49
Questionnaire 50
UNIVERSE AND SAMPLING
Universe or Population
50
Stratum 50
viii
Application of the investigation instruments 51
Interview
To The Chairman
52
To The Parent Representative 52
To The Teacher 52
CHAPTER IV: ANALYSIS OF THE RESULT
Survey to the students
54
Conclusions And Recommendations 64
CHAPTER V: THE PROPOSAL
Background 65
Justification 65
Outline of the diagnostic 66
The fundamental problem 66
Objectives 67
Importance 67
Feasibility 67
Description of the proposal 68
Legal aspect 68
Pedagogical Aspect 68
Sociological Aspect 69
Mission 69
Vision 69
Beneficiaries 69
Social impact 70
Glossary 70
The administrative frame 72
Chronogram of activities 74
Bibliography 75
Annexes
ix
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA LENGUAS Y LINGUISTICA
RESEARCHERS:
ZUÑIGA AGUIRRE DEYSI ROXANA BARRERA SARMIENTO NILA STEFANIA
PROJECT´S ADVISOR
MSc. LARRY TORRES VIVAR
RESUMEN
Como en muchas instituciones donde se enseña inglés, la falta de interés
y el material didáctico para mejorar este idioma, este trabajo me ha
permitido ser parte del problema, ya que, como profesor, es relevante
llamar la atención y darle las posibles soluciones. por lo que utilicé
encuestas y entrevistas para determinar el conocimiento del inglés y me
siento tan determinante para ayudar a los profesores y estudiantes de
inglés de esta institución a desarrollar sus habilidades en el aprendizaje
del inglés.
Para desarrollar este proyecto, utilicé las corrientes pedagógicas y
sociológicas a través del constructivismo, ya que con un uso y práctica
correctos del conocimiento, me ha permitido alcanzar los objetivos y
finalmente obtener buenos resultados en el logro del logro de los
estudiantes.
Con la aplicación de técnicas interactivas, los estudiantes estarán más
interesados en aprender inglés, por lo que este trabajo se enfoca en la
observación, las entrevistas y las encuestas realizadas a los estudiantes y
al profesor, con lo cual podría notar que hay una falta de motivación en el
inglés. Aprendizaje ya que no se han tomado en cuenta materiales
didácticos y técnicas interactivas.
x
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA LENGUAS Y LINGUISTICA
RESEARCHERS:
ZUÑIGA AGUIRRE DEYSI ROXANA BARRERA SARMIENTO NILA STEFANIA
PROJECT´S ADVISOR
MSc. LARRY TORRES VIVAR
ABSTRACT
As in many institutions where English is taught, the lack of interest and
didactic material to enhance this language this work has permitted me to
be part of the problem since as a teacher, it is relevant to get noticed and
give the possible solutions to it, for what I used surveys and interviews to
determine the knowledge of English and feel so determinant to assist the
English teachers and students of this institution to develop their abilities in
the learning of English.
To develop this project, I used the pedagogical and sociological currents
through the constructuvism, since with a correct use and practice of
knowledge, it has allowed me to get to the objectives and finally obtain
good results in the accomplishment of the students´ achievement.
With the application of interactive techniques the students will be more
interested in learning English, so this work is focused on the observation,
interviews and surveys performed to the students and teacher, with which
I could notice that there is a lack of motivation in the English learning
since no didactic materials and interactive techniques have been taken
into.
xi
REPOSITARIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS TÍTULO Y SUBTITULO
TEMA:IMPORTANCIA EN EL USO DE RECURSOS AUDIOVISUALES EN LA
ENSEÑANZA DEL IDIOMA INGLÉS
PROPOSAL:DISEÑO DE UNA GUÍA DIDÁCTICA CON RECURSOS AUDIOVISUALES PARA
EL MEJORAMIENTO DE LA ENSEÑANZA DEL IDIOMA INGLÉS.
AUTOR/ES: ZUÑIGA AGUIRRE DEYSI ROXANA AND BARRERA SARMIENTO NILA STEFANIA
TUTOR:
Lcdo. Larry Torres V. Msc.
INSTITUCIÓN: UNIVERSIDAD DE
GUAYAQUIL
FACULTAD: FACULTAD DE FILOSOFÍA,
LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA: Lenguas y Lingüística FECHA DE PUBLICACIÓN: 2017 N. DE PAGS:
ÁREAS TEMÁTICAS: Pedagogìa, Sociologìa, Tecnología, Gramàtica inglesa
PALABRAS CLAVE: RECURSOS AUDIOVISUALES-PROCESO ENSEÑANZA APRENDIZAJE
RESUMEN: Como en muchas instituciones donde se enseña inglés, la falta de interés y el material didáctico para mejorar este idioma, este trabajo me ha permitido ser parte del problema, ya que, como profesor, es relevante llamar la atención y darle las posibles soluciones. por lo que utilicé encuestas y entrevistas para determinar el conocimiento del inglés y me siento tan determinante para ayudar a los profesores y estudiantes de inglés de esta institución a desarrollar sus habilidades en el aprendizaje del inglés.
Para desarrollar este proyecto, utilicé las corrientes pedagógicas y sociológicas a través del constructuvismo, ya que con un uso y práctica correctos del conocimiento, me ha permitido alcanzar los objetivos y finalmente obtener buenos resultados en el logro del logro de los estudiantes.
Con la aplicación de técnicas interactivas, los estudiantes estarán más interesados en aprender inglés, por lo que este trabajo se enfoca en la observación, las entrevistas y las encuestas realizadas a los estudiantes y al profesor, con lo cual podría notar que hay una falta de motivación en el inglés. Aprendizaje ya que no se han tomado en cuenta materiales didácticos y técnicas interactivas.
N. DE REGISTRO (en base de datos): N. DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO URL (tesis en la web): ADJUNTO PDF: SI NO CONTACTO CON AUTORES/ES: Teléfono:
04-2294888
E-mail:
CONTACTO EN LA INSTITUCION: Nombre: Escuela de lenguas y Lingüística, Facultad de Filosofía, Ciencias de la Educación.
xii
REPOSITARIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS TÍTULO Y UBTITULO
TEMA:IMPORTANCIA EN EL USO DE RECURSOS AUDIOVISUALES EN LA
ENSEÑANZA DEL IDIOMA INGLÉS
PROPOSAL:DISEÑO DE UNA GUÍA DIDÁCTICA CON RECURSOS AUDIOVISUALES PARA
EL MEJORAMIENTO DE LA ENSEÑANZA DEL IDIOMA INGLÉS.
AUTOR/ES: ZUÑIGA AGUIRRE DEYSI ROXANA AND BARRERA SARMIENTO NILA STEFANIA
TUTOR:
Lcdo. Larry Torres V. Msc.
INSTITUCIÓN: UNIVERSIDAD DE
GUAYAQUIL
FACULTAD: FACULTAD DE FILOSOFÍA,
LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA: Lenguas y Lingüística FECHA DE PUBLICACIÓN: 2017 N. DE PAGS:
ÁREAS TEMÁTICAS: Pedagogìa, Sociologìa, Tecnología, Gramàtica inglesa
PALABRAS CLAVE: RECURSOS AUDIOVISUALES-PROCESO ENSEÑANZA APRENDIZAJE
RESUMEN: As in many institutions where English is taught, the lack of interest and didactic material to enhance this language this work has permitted me to be part of the problem since as a teacher, it is relevant to get noticed and give the possible solutions to it, for what I used surveys and interviews to determine the knowledge of English and feel so determinant to assist the English teachers and students of this institution to develop their abilities in the learning of English.
To develop this project, I used the pedagogical and sociological currents through the constructuvism, since with a correct use and practice of knowledge, it has allowed me to get to the objectives and finally obtain good results in the accomplishment of the students´ achievement.
With the application of interactive techniques the students will be more interested in learning English, so this work is focused on the observation, interviews and surveys performed to the students and teacher, with which I could notice that there is a lack of motivation in the English learning since no didactic materials and interactive techniques have been taken into.
N. DE REGISTRO (en base de datos): N. DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO URL (tesis en la web): ADJUNTO PDF: SI NO CONTACTO CON AUTORES/ES: Teléfono:
04-2294888
E-mail:
CONTACTO EN LA INSTITUCION: Nombre: Escuela de lenguas y Lingüística, Facultad de Filosofía, Ciencias de la Educación.
3
Introduction
English as any other language has to be carefully implanted and taught in
public and modern institution, since within this globalized system, it is
spoken in almost many important activities whatever it is diplomatic,
scientific, of sharing culture, technological, studies and even business.
As in many institutions where English is taught, the lack of interest and
didactic material to enhance this language this work has permitted me to
be part of the problem since as a teacher, it is relevant to get noticed and
give the possible solutions to it, for what I used surveys and interviews to
determine the knowledge of English and feel so determinant to assist the
English teachers and students of this institution to develop their abilities in
the learning of English.
To develop this project, I used the pedagogical and sociological currents
through the constructuvism, since with a correct use and practice of
knowledge, it has allowed me to get to the objectives and finally obtain
good results in the accomplishment of the students´ achievement.
With the application of interactive techniques the students will be more
interested in learning English, so this work is focused on the observation,
interviews and surveys performed to the students and teacher, with which I
could notice that there is a lack of motivation in the English learning since
no didactic materials and interactive techniques have been taken into
account.
The main purpose of this proposal is to encourage students in the Basic
English learning through the application of different interactive techniques
in the classes, for what we have developed this work in five chapters as
follows:
4
Outline of the problem, location of the problem, problem situation, cause
and consequence, formulation of the problem, variables of the
investigation, delimitation of the problem, evaluation of the problem,
objectives, question of the investigation, justification.
CHAPTER II: THEORETICAL FRAME
Background, theoretical foundation, epistemological foundation,
pedagogical foundation, sociological foundation, legal frame, contextual
frame, glossary.
CHAPTER III: THE METHODOLOGY
Antecedents, types of the investigation, level of investigation, procedures
of the investigation, instrument of the investigation, application of the
investigation instrument, interview.
CHAPTER IV; ANALYSIS OF THE RESULT
Survey to the students, conclusion and recommendations
CHAPTER V: THE PROPOSAL
Background, justification, outline of the diagnostic, the fundamental
problem, objectives, importance, feasibility, description of the proposal,
legal aspect, pedagogical aspect, sociological aspect, mission, vision,
beneficiaries, social impact, glossary, the administrative frame,
chronogram of activities, bibliography.
5
CHAPTER I
THE PROBLEM
OUTLINE OF THE PROBLEM
Location of the problem in context
The problem concerning with the low interest in the English class, was
observed at Doctor Alfredo Pérez Guerrero public high school, located on
Rio Santiago Tarqui y Jubones Street Dáger neighborhood. with the
students of seventh year of basic education, where the lack of interest due
to the poor attention of the students and lack of didactic material with no
interactive techniques has caused a rejection to the learning of this very
important language. After getting noticed of this bad situation, I talked to
the chairman of the institution, some teachers, parents and students to
whom it was told that it was very necessary to eliminate the problem in
order to improve the basic English learning through techniques with
an interactive activities.
All these people agreed with us and decided to give the necessary
facilities to develop this proposal in this high school.
Problem situation
The problem is related to the lack of didactic material and the poor
achievement in the pupils which was detected while performing my
teaching practice at Doctor Alfredo Pérez Guerrero public high school.
The institution is also lack of technology for what it is difficult to enhance
the English learning to the students of this educational center, the poor
motivation to incentive and cheer up their self-esteem is not well managed
for what their attitude to the English learning is reluctant. It has been
6
possible to realize the causes and effects of this problem for what its
relevant to immediately start for taking the correct way for offering a high
education of quality to the students.
Causes and consequences
Causes
The use of inadequate materials.
No interest by teachers
Poor interactive activities.
Lack of an English lab
Large class
Consequences
The students do not pay any interest.
The students are not well monitored
Poor production of the language
The students are not familiarized with technology
Not all the students can participate.
DELIMITATION OF THE PROBLEM
Field : Educative at secondary level
Area : Foreign Language, English
Aspect : Formative in High School
Topic : The Lack of Didactic Material in the learning of the
English language. Proposal: Design of a Handbook with Didactic Material
with Interactive Techniques
7
FORMULATION OF THE PROBLEM
What is the incidence of applying a handbook with interactive techniques,
in order to improve the English learning of the students of seventh of basic
education at Doctor Alfredo Pérez Guerrero public high school ?
VARIABLES OF THE INVESTIGATION
Independent
Application of interactive techniques
Dependent
Improvement of the English learning
EVALUATION OF THE PROBLEM
Original: Because this project will help the students to accomplish their
learning process.
Concrete: This material is short, precise and adequate and it is always
concerning with the low interest for the English learning
Evident: The students do not have motivation to the English classes, and
up to now nobody has been involved in solving this problem.
Feasible: So far, we have the cooperation of the directives, community,
teachers, students, and parents who have given all their support to
accomplish this work.
8
OBJECTIVES
General
To determine the benefits of the application of interactive techniques to
improve the basic English learning of the student at Doctor Alfredo Pérez
Guerrero public high school.
Specifics
To diagnose the English knowledge level.
To establish the causes of the low interest for the English learning.
To get the necessary didactic materials to apply this proposal
QUESTIONS OF THE INVESTIGATION
1. Why do not the students like to learn English?
2. What are the learning techniques that the English teachers apply?
3. How is the warming up activity applied?
4. What didactic material should be used?
5. How should the school performance be improved?
6. How long will it take to perform this work?
7. Will the project be succeeded?
8. From where will it be taken the necessary tips to reinforce the development
of this project?
9. Yn what way will the students takeadvantage of this proyect?
9
JUSTIFICATION
The reason why y chose this topic, is to try to give solution to the problem
that is giving a bad image and producing students with low level of English
in the institution mentioned above. The scarcity of didactic material and
poor motivation of the students in the learning process is very essential to
highlight and pay attention.
Actually, the didactic materials are so important in modern classes , since
they help the students to pay attention in order to make the learning
process more pleasant, so they will increase their interest toward the
language, they will be able to learn the class in an easy and funny way as
a result, they will be able to remember and develop their skill inside and
outside the classroom.
In an English class, the didactic materials are fundamental tools in the
teaching- learning process; they are an important and viable alternative in
public school system. The usage of these materials can help the student in
the contextualization of their knowledge.
The materials are the main link of connection not only between the teacher
and students, but also between what is called the purpose and effect, as
they seek to translate the principle of a purposed curriculum- which is a
translation of more general goals of education and a vision of science
technology-in content and activities that can be assimilated by student.
In addition, at Doctor Alfredo Pérez Guerrero high school there are not any
didactic materials for a good audiovisual activity which do not let the
students to improve their development of the English skills. With this
project the students will feel more motivated to learn this important
language.
10
In the first place, the students will be the direct beneficiaries of this project,
so they will have the opportunity to act and share their experiences with
the English teacher and their classmates.
In second place, the teachers will be able to get the objectives proposed
in their planification. When they have the resources and with this work, the
communication in the foreign language will increase, they will also have
the appropriated didactic materials to facilitate and get the objectives for
each unit.
In the same way parents, because when they see the development of
their concern and interested children with motivations toward English
language, they will become more supportive with them in the future.
On the other hand the institution will be recognized by the community,
because constantly the concern will be seen in the academic improvement
and the results that they are achieving will always be positive.
11
CHAPTER II
THEORETICAL FRAME
BACKGROUND
Through years, English has become the universal language of the
sciences and arts. But teaching follows with many defects since teachers
continue explaining and writing on the board and students are copying or
complementing with their task; that is, the students communicate with their
teacher by writing. It is evident English as a foreign language, has taken a
big increase, either in business or world geographic space.
When looking up some books related to this topic, we could realize that
there are several works, but they have been developed since others points
of view, that is to say, this is the first project that is going to be performed
in this high school. This investigation has the support of the following
foundations: Theoretical, epistemological, sociological and pedagogical.
THEORETICAL FOUNDATION
Interactive techniques
It is a new trend to use technology such as videos, televisions and
language laboratories in learning how to improve student’s skills. By
audiovisual methods in teaching we mean the devices that can be used in
teaching for their appeal to the ear and the eye.
Audiovisual methods in teaching are divided in two categories; simple
visual aids and advanced visual aids. Blackboard, bulletin board, flannel
board, charts, diagrams, graphs, cartoons, posters, maps, pictures, wall
12
pictures, globes and models are simple visual aids which can help in
learning how to speed learn. On the other hand epidia-scope, television
and filmstrips are the advanced visual aids used to train students how to
speed learn.
These helpful means provide good support to the students in the start of
their learning, because he or she can learn from the situations.
Classification
F. M. Noel rightly says, “Good instruction is the foundation of any
educational program. Audio-visual training aids are a component part of
that foundation.”
These aids are CD, DVD, tape recorder, e-book, graphics, pictures, charts
and are used to create the requisite interest and motivate the students to
learn the language.
The main purpose of audio-visual aids is to enable the teachers to make
his teaching effective and interesting. Good models are presented before
the students to teach effectively. In this way it can be said that audio-visual
aids direct sensory experience to the students. Their classification are:
Bulletin board
Flannel board/graphs
Slides film strips
Epidiascope
Overhead projector
Tape recorder/gramophone
Radio
T.V. / Video
13
Context Based Approach is a substitute to conventional way of teaching
grammar in classroom. It is a bridge between knowledge of English
grammar and the use of English language in real life communication.
Instead of memorizing the rules and contextualize them.
They can easily differentiate the structure and meaning. By doing so
learners would gradually recognize the right structure for the right context.
An elementary exposure to English language and its basic components
aims to help the undergraduate students, who are already exposed to the
language.
The core objectives of the approach is and useful in real life
communication. The ultimate purpose of the approach is to raise
grammatical consciousness, an awareness of the communicative function
of grammar, and ability to distinguish between different grammatical
systems.
The purposed approach would give a boost of communicative approach
and help to have command of the language in undergraduate college.
Types
Audiovisual aids are very effective tools to use in presentations. With the
use of audiovisual aids, the presenter can engage more of the audience's
senses and involve them more easily in the content of a presentation.
Audiovisual aids help make a presentation more effective, more
understandable and more memorable.
Slides
Slides can be in the form of physical slides displayed on the wall or a
screen with a slide projector or, more commonly, via Powerpoint software.
14
Slides can be created to show graphs, charts, figures, and key points as
well as pictures and other images.
Sound Recording and Video
Cassette tapes, CDs, videos and DVDs are all technology mediums that
provide both sound and vision to enhance a presentation. Most facilities
have computer access with CD and DVD portals but older versions of
sound technology such as cassette tapes and videos can also be used.
Physical Objects, Props and Models
Physical objects can be brought into the presentation to demonstrate a
topic. For example, if the presentation is about traditional clothing, an
actual dress can be shown to the audience.
Props can be used to create a particular environment. If the topic is
recycling, for example, different examples of the kinds of plastic that can
be recycled can be displayed.
Models also serve as excellent three-dimensional aids, such as in a
presentation for a proposed building.
IMPORTANCE OF AUDIOVISUAL METHODS
They are important because the students become more familiar with
technology, audiovisual methods in teaching play a more important role in
the classroom.
Students learn in different ways, the use of audiovisual components help
to improve the learning environment.
Other important factor that the language teacher has to remember is that
an audio-visual aid is not a substitute for actual experience. He/she should
always try to provide the students with live situations.
15
Only if such situations are not available, due to circumstances, should
he/she use audio-visual aids. Another factor to note is that the impatient or
incompetent teacher will not be transformed by his/her use of audio-visual
material. They will not make him/her a better teacher or any of the other
things that he/she must be if he/she is to do his/her job well.
Audio-visual materials can't make a teacher what he/she is not or does
not strive to become. They offer no cure all for the problems in the
classroom.
They are only resources to help the teacher to communicate with his/her
students, and he/she will utilize them effectively only when he/she
contributes the requisite attitude, understanding and work-and when
he/she looks at them with full critical awareness of what they can or can't
do.
Including audio-visual computer, television, tapes, DVDs and audio-visual
projector type, posters, cartoon strips, costumes, models and field trips are
also audio-visual.
Carolyn Chapman, an international educational consultant and coach,
believes the students gain more knowledge when they make audiovisual
materials.
Students can operate the camera, building posters, charts, graphics and
images, and use the computer features.
Mind maps are widely recognized as a means of learning a fun and
rewarding. The purpose of mind mapping is to visually display the
relationship between concepts or ideas.
A general representation of a mind map is a tree. The trunk is the main
concept of the remote branch while acting as sub concepts stem from
16
which other ideas. All the concepts ultimately relate back to the trunk – the
main idea.
Mind maps can be a useful tool for students to manage and display large
amounts of information and gather their thoughts about certain topics. By
graphically displaying information in an organized manner, students can
easily make associations between words and concepts.
Audiovisual methods in teaching can serve a variety of purposes. The
pace of learning can be increased or decreased with the help of these aids
according to the student’s capability.
Intelligent student’s cover their exercise and lesson speedily as compare
to the poor student’s and listeners while learning how to speed learn.
Theorists
A Dutch Humanist theologist & writer Erasmus (1466-1536) disclosed
memorization as a technique of learning and advocated that the children
should learn through the aids of pictures or other visuals. While John
Amos Comenius (1592-1670) prepared a book known as Orbis Sensilium
Pictus (the word of sense objects) which contained near about 150
pictures on aspects of everyday life. This is the considered as an
illustrated book for the children education. The term visual education was
used by Nelson Greence in 1926. On the other hand, Aric identified four
revolutions in education:
1. Education from home to school.
2. Written word as a tool of education.
3. Invention of printing and use of books
17
4. Use of electronic media i.e Radio, T.V, tape recorder and Computer in
education.
The American audio-lingual method differed considerably from two
European approaches with similar names:
The British structural approach of Harold E. Palmer and Michael West in
the 1920s–30s, which augmented the direct method with graded
grammatical structures, word lists, and readers.
Features of good Teaching Aids.
1. They should meaning full & purposeful.
2. They should be accurate in all respects.
3. They should be simple.
4. They should be cheap.
5. As far as they should be update.
6. They should motivate the learner as well as to the teacher also.
Principles of Audio Visual Aids; For effective teaching to take place a
good method must be adopted by the teacher . The teacher is always free
to choose effective audio visual aids in the classroom. Of courses there
are also certain principles of Audio – Visual Aids in teaching methodology.
They are:
1. Principle of Selection:
1. The age level
2. Other personality angles.
3. They should have specific educational values
4. They should help in the realization of learning desired objectives.
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2. Principle of Preparation:
1. As far as possible, the local material should be used in the
preparation of aids.
2. The teacher also must receive training in the preparation of aids.
3. The teacher him/herself can prepare some aids or can take help of
students also.
3. Principle of Physical Control:
This is concerned with the arrangement of keeping aids safely and also
to facilitate to their lending to the teachers for seeing.
4. Principle of Proper Presentation:
1. Teacher should carefully visualize the use of teaching aids before
their actual presentation.
2. They should be well acquainted themselves with the use &
manipulation of the aids to be shown in the classroom.
3. The aids should be displayed properly. So that, all the students can
see it, observe it, and can derive maximum benefits from it.
5. Principle of Response:
This is the important principle. This tells the teacher guide the students
to respond actively to the audio visual stimulus so that they derive the
maximum benefits in learning.
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6. Principle of Evaluation:
This Principle stipulates that there should be continuous evaluation of
Audio Visual Aids materials & accompanying techniques in the light of
desired objectives
Audio Visual aids or Devices or technical devices or technological Medias
or learning devices that helps the teacher to clarify, establish, co-relate &
co-ordinate accurate concepts, interpretations, appreciation and enable
him to make learning more concentrate, effective, interesting, inspirational,
meaningful, vivid etc.
The Audio –Visual Aids always helps in competing the triangular process
i.e Motivation, Clarification, stimulation. The aims of teaching with
technological medias is clearing the channel between the learner and the
things that worth
The French method estructuro-globale (in English usually called
the audio-visual method), which developed in the 1960s and used a
combination of textbooks, tape recordings, filmstrips, slides, and
classroom presentation. Although it appeared to be the aim with
illustrations, the French method was technological, not ideological.
ADVANTAGES
Educational theory and cognitive psychology research shows that audio-
visual learning is one of the best methods for teaching students of all
ages. By transforming abstract ideas into concrete that looks, this visual
learning techniques help students to understand and interpret information.
This technique can provide a structure for writing, reporting, analysis and
discussion, and to help students to focus their thoughts and ideas.
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Concept mapping, posters and storyboards are some of the techniques
used in visual learning.
In everyday life, we often rely on visual tools to help us achieve our goals
and tasks. For example, many of us depend on our social calendar to
organize. Charts, graphs, (slide show) PowerPoint presentations, skits,
and other performances are all examples of visual aids.
Visual learners are most receptive, because they learn new information
largely through their eyes.
Application
Exposing students to the media that combines audio and visual to help
them contextualize English conversation in a way that will make it easier
for them to learn it.
Displaying the television show with a brief description, for example, allows
students to connect them to hear conversations in English with words that
they understand and written with visual cues that will help them better
understand the workings of the English language in context.
Develop a short writing assignments that ask students to reflect on English
language learning activities in which they have participated. Writing about
the challenges they experience or have achieved their success will
encourage them to think deeply about the process of learning English and
help them see the relationship between English writing and conversation,
both of which will help them develop an understanding of a durable and
balanced how English works in theory and how to use it in practice.
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Conclusions
Audio visual aids are effective tool to impart good education. These aids
are divided as video, audio and audio-visual aids-video refers as seeing,
audio refers as hearing and audio-visual refers to combination of both.
Teacher takes help of some instructional aides to teach more efficiently
and successfully, teaching of English. Prof. C.S. Bhandari opines, “Our
aim of teaching English is to impart certain skills without making the
process of teaching and learning monotonous.”
Due to globalization, English has got the states of global language, world
language, and international language. English is a powerful market
language and transaction of modernization. The changing scenario of
English is impacted on English curricula and teaching methodologies to
cater the need of present.
THE ENGLISH LEARNING
Language is the method of expressing ideas and emotions in the form
of signs and symbols. These signs and symbols are used to encode and
decode the information. There are many languages spoken in the world.
The first language learned by a baby is his or her mother tongue. It is the
language, which he or she listens to from his or her birth. Any other
language learned or acquired is known as the second language.
The definition of second language acquisition and learning is learning and
acquisition of a second language once the mother tongue or first language
acquisition is established.
Second language acquisition or SLA is the process of learning other
languages in addition to the native language. For instance, a child who
speaks Spanish as the mother tongue starts learning English when he
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starts going to school. English is learned by the process of second
language acquisition. In fact, a young child can learn a second language
faster than an adult can learn the same language.
Though most scholars use the terms “language learning” and “language
acquisition” interchangeably, actually these terms differ. Language
learning refers to the formal learning of a language in the classroom.
On the other hand, language acquisition means acquiring the language
with little or no formal training or learning.
Classification
A useful approach for understanding and describing different learning
styles, or models, is to classify them into different groups based on what
the model measures or describes. Psychologists have come up with
nearly as many classifications of these styles as the number of styles
themselves. Here are descriptions of several well-known classifications:
Sensory: Which of your senses do you learn best with in different
situations? Do you learn better by hearing a lecture, seeing diagrams
drawn on the board, doing a laboratory, or writing notes? Or, do you learn
best using a combination of these factors?
Perceptual Are you more right brained or left brained? The cerebral
cortex is the part of the brain that houses rational functions and is divided
into two hemispheres which sends messages back and forth between the
hemispheres. The left side of the brain is the seat of language and
processes in a logical and sequential order. The right side is more visual
and processes intuitively, holistically, and randomly. Most people seem to
have a dominant side.
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Cognitive The way a person remembers, thinks, and solves problems.
How do you process experiences and knowledge? Do you learn
sequentially or randomly?
Personality Some people are very outgoing and fun-oriented, while
others are more quiet and introspective; some people are highly analytical
in decision making, while others use their feelings for deciding; some
people feel more comfortable living a planned, orderly life, while others
prefer to live spontaneously. Though the number of observed traits
appears limited, the subtle and unique interaction between these traits
leads to the conclusion that every individual is gifted with a truly unique
personality.
Information Processing Model Every person has a different process by
which information is obtained, sorted, stored, & utilized.
Affective This includes personality and emotional characteristics related
to areas such as persistence, responsibility, motivation, and peer
interaction. Do you prefer working by yourself or with peers? Are you
more competitive or cooperative?
Physiological This is biologically based and relates to sex differences,
nutrition, and reaction to physical environment. Does background music
help you concentrate, or does it distract you?
Experiential This is primarily applied to higher education and addresses
the manner in which students choose to learn (deep vs. surface learning)
and what motivates them to learn (to receive an “A” or having a personal
commitment to learning).
Types
Learning styles have been studied for decades and there are several
models that have been proposed by various researchers. While the finer
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distinctions are still debated, most authorities in the field generally agree
upon four basic learning styles: auditory learners, visual learners,
kinesthetic learners, and tactile learners. There is a great deal of overlap
between the kinesthetic and tactile learning styles, and they will be treated
together here.
As a teacher, what do learning styles mean for you? First of all, you need
to find your main teaching style. Whether you lecture or do role-plays or
worksheets, you need to figure out your own style so that you can
supplement it to fit your students' learning styles. Of course, in order to
supplement you need materials and activities. You need flexibility and
ideally you want to add some fun. That is where English games come in.
The variety of games, as well as their integration of different ways of
learning makes them the perfect supplements for you your usual teaching
style.
Auditory Learners
Students who get a lot out of lectures, verbal explanations, tapes and oral
instruction are generally classed as auditory learners. Language games
for this type of learner are mainly listening based. They include games that
involve repetition, dictation, and listening for clues.
Recitation games these games are any games that involve students
repeating language they have had demonstrated or written down for them.
Chinese Whispers, Jazz Chants, and Karaoke Night are good examples of
these kinds of games. Karaoke Night is an especially good game in Japan,
where most students will be used to the idea of singing for workmates. It's
not unusual to have a student ask you for help with preparing a song in
English for a business party.
If you are you teach adults who are more conservative, use a variation of
Jazz Chants with a short rhythmic dialog and a metronome, or hand
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clapping, and emphasize the fluency practice. You might also teach a
lesson on the history of jazz in the United States. That kind of lesson
works very well in classes where students are studying English as a
hobby, or for travel.
Listening games EFL Students studying English in their own country often
express concern that they can understand their teacher but not other
native speakers. In the language classroom you can practice listening by
using tapes or videos with short dialogs for listening games like
Vocabulary Scavenger Hunt, which involves trying to locate the necessary
vocabulary words on multiple tapes at different listening stations.
There are also Cloze Passages where the students listen to a prepared
tape while reading a transcription and filling in any blanks with words they
have just heard, and Jigsaw Listening. Jigsaw listening is also an excellent
team building game, as teams send representatives to different listening
stations, and then try to reconstruct the story when all the listeners have
returned to the team. These kinds of games also help students learn how
to make use of TV and radio broadcasts in English to practice on their
own.
Quiz and story building games quiz games like Jeopardy, grammar
knockout type games and listening memory games are great for auditory
learners of any level, since you can go from basic questions like spelling
and definitions, to more challenging ones like asking for a word to be used
in a sentence, explanation of grammar rules, or cultural trivia.
Another set of games to teach auditory learners are story and sentence
building games like Madlibs, either the store bought variety, or homemade,
where the students fill in words to make funny and nonsensical stories.
These types of games require excellent listening skills as the student
keeps track of what will be required in the next turn, plus they usually end
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with a verbal recap of the finished story or sentence allowing students to
check their understanding.
All these games are included in the English Language Games Digital Book
for adults, a gold mine of games and activities for teens and adults!
Visual Learners
Visual learners prefer to read silently and make good use of any
illustrations that go with the text. They will generally prefer you to teach
with written instructions and will benefit from you acting out situations,
watching a demonstration or presenting scenarios in videos.
If you have a student who seems to retain what they read better than what
they hear then that student is a perfect example of someone who prefers
visual learning. There are many readily available language games that
work with this kind of student, as well as helping non-visual learners make
the most of visual cues that can help them with learning and using English.
Board games – There are plenty of commercial board games that can be
used in the classroom, but you can also make your own. "Folder games"
involve making a game board, often based on commercial boards, and
using them to practice grammar, vocabulary, phonics, and spelling. The
boards can be laminated onto a manila folder and then the pieces and
cards needed for the game stuck in a baggie stapled to the inside.
Grammatical Chutes and Ladders, Parts of Speech Path Finding (based
on the Candy Land Board), and A Day in the Life (based on the game Life)
where students participate in mini-role-plays generated by the roll of the
die and scenario cards are all fun to play. The boards should not be
decorated in a childish way, since that will turn off your adult students, but
they can still be colorful.
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Picture games these games include anything played with pictures as their
main starting point. Playing games with picture flashcards, or adapting
Jeopardy to use picture prompts is one example. Another one that is a lot
of fun with advanced students is picture captioning or comic strip re-writes.
If you use comics from different countries, you can get into some very
sophisticated discussions about what constitutes humor in different
countries. Many students get to a certain level of advanced English, and
then plateau. One reason for this is that they have a difficult time taking
their English outside of academic or basic survival situations. Studying
humor through these visual games can help to bridge that gap.
Reading games reading is an essential skill for all students and will work
especially well with visual learners. Language games like Reading
Treasure Hunts with color-coded pencils, where the students look for
particular parts of speech or vocabulary, teaches skimming as well as
reviewing grammar and/or vocabulary. Ten Important Sentences with
Watermelon, where teams send a representative to put sentences in
order, helps with summarizing, working under pressure, and team building.
This game has the added bonus of fitting tactile learners as well.
All these games are included in the English Language Games Digital Book
for adults with 175 games and activities with printable appendix of ready-
made accessories!
Tactile and Kinesthetic Learners
Tactile and Kinesthetic learners are often the students who just don't get
what you're trying to teach in a traditional lecture or worksheet based
lesson. Kinesthetic learners take in information best when they use their
whole bodies to complete practice exercises. Tactile learners are also
physical learners, but they are more likely to learn things form model
building and hands on instruction.
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Interestingly, there was a study done in the late 1980s (Reid, 1987) that
found the self-reported preference among English Language Learners for
language lessons was Tactile/Kinesthetic by a wide margin. This just goes
to show how important it is to try and integrate more physical and
experiential elements into our English lessons.
What makes a game kinesthetic or tactile? Look for games that involve
whole body responses, or have the students touching and moving things
around as part of the game activity. Games with these elements are
associating physical activity and touch with specific meanings. They can
be divided into three broad groups: Touch Games, Spatial Games, and
Craft Games.
Touch Games the most common games involving touch are those based
around having real items inside a bag, so that students have to touch the
items and then perform certain tasks. These tasks are what differentiate
the level of difficulty. The easiest version simply has students identify the
objects that they touch in the bag. This is often a vocabulary game. To
make it more difficult, the students have to describe what they are feeling,
while the rest of the class tries to guess what it is.
Spatial Games these games involve rearranging items or people and can
be both kinesthetic and tactile. They include traditional games like
charades and less traditional games, like Population Punctuation, where
all but one person in class has a card with words or punctuation on it and
the one person who is 'it' tries to arrange the people at the front of the
class so that the cards make a correctly punctuated sentence using as
many people as possible.
Craft Games any game where the students have to actually assemble
something, like Lego Negotiations where students have to negotiate with
other teams for certain pieces to create their Lego creature according to
the directions they've been given. This can be done with home made
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tangrams if you don't have access to Legos. Map drawing is another good
example, and it can also combine elements of auditory learning since the
teacher will tell the students what to draw on their map.
Variety Brings Success Language games are the single easiest way to
address different learning styles in the classroom. By putting students at
ease, and stimulating their senses, you create a wealth of learning
opportunities. These opportunities aren't just for learning language, but
also for broadening the students' learning styles to include those that
aren't the first choice.
Will paying attention to learning styles solve all your classroom problems?
No, of course not. But using games to diversify your teaching style will
allow you to reach more of your students more effectively than ever
before. It will cut down on boredom as it increases student interest, and it
will give students essential practice in integrating different learning styles
into their own style. Students will be doing more than just expanding their
English when they play games. They will be expanding their minds.
Importance
The English Language is considered to be one of the most important
languages in the world. There are other languages such as French,
Spanish, Chinese etc, but they are not important for the same reasons as
the English Language. English is a universal language that links the world
together which is the most important fact considering the changing times.
Many people travel to the UK to study English as a language and there are
many schools and institutes that offer English language courses during the
summer for adults, as well as young learners. It is certainly an ideal
method of learning the language and since UK is the birthplace of the
language itself, where could be a better place?
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Education is one of the main reasons why people leave their home country
and travel to the UK. Education has multiplied the role of English
Language because universities worldwide, when completing a degree or
course, often use English as the common mode of learning and
communication.
English is important when travelling to any part of the world, be it business
or leisure. You have to communicate with so many individuals and
colleagues starting from the airport, to the hotel and business meetings
etc. There are instances where people have to use English to
communicate with people in the same country since different regions
speak different languages.
English is also the main language when it comes to the Internet. There are
various languages and translations available but the main language has
always been English. Since the importance of the Internet has also grown,
English grows with it.
After Mandarin, English is spoken by more people than any other
language, and is the native language of more than 350 million people.
More people speak English than those who speak the Arabic and French
languages combined.
Moreover, English is the international language of diplomacy, business,
science, technology, banking, computing, medicine, aviation, UN & NATO
armed forces, engineering, tourism, Hollywood films and arguably the best
pop and rock music in the world.
English has plenty of words to choose from. In fact, an English speaker is
offered the biggest vocabulary of any language with a choice of 500,000 to
1,000,000 words (including technical and scientific terms).
Most English speakers do very well with a vocabulary of around 20,000
words.
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English can be fun too. For instance, the music of such stars as Elvis
Presley, The Beatles, Led Zeppelin, Michael Jackson and Madonna has
encouraged fans to speak the language of their idols, whilst others have
enrolled in English classes to improve their understanding of the dialogue
in films and TV shows.
Or perhaps they have embraced English to enjoy the writing of Stephen
King, George Orwell or J.K. Rowling. They may even have an interest in
speaking English just to converse with travelers from other countries, who
communicate by using the English global interlingua while travelling
abroad.
Finally, if you are studying English at school, college or university,
remember that getting an ‘A’ grade in English is almost worthless, in terms
of communication, if you cannot speak the language. Spoken English is
used in the best careers, the best universities, and is increasingly being
used at job interviews. So like it or not, English is a very important
language to learn how to speak.
Advantages
The English language is one of the most widely spoken languages in the
world, second only to Mandarin. That English is used almost everywhere
is only one of the many advantages of learning the language.
Business
English is the primary language of business throughout the world. Most
international business transactions, including emails, memos, reports and
contracts, are written in English.
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Employment Opportunities
The ability to fluently speak the English language in addition to your native
language can be beneficial if you're seeking job opportunities with
international companies.
The ability to speak a language spoken by most business people can
place you a step ahead of the competition.
Movies
Major Hollywood movies have dialogue in English. The plot of these
movies is easier to follow if the person watching the movie speaks English.
Subtitles in other languages can sometimes cause the meanings of words
to be lost in the translation, and they can be a distraction or even block the
action taking place on the screen.
Travel
The English language is predominantly spoken throughout the world, so
international travelers may find that speaking English can make their
travels a little easier. Most hotel and restaurant employees, as well as
store merchants, probably speak English to some degree.
Schools
Students from other countries who attend school in the United States will
benefit greatly if they can know basic English. This knowledge will help
them communicate better with both their students and teachers. The
students also will have an easier time with any research or readings they
are assigned.
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Academics
The English language is the predominant language of academics all over
the world, with a large amount of research conducted, written and
presented in English. Knowing English can helpful for scholars who wish
to communicate their ideas and research findings to peers in their field.
Computers
Most software programs are written in English. Those seeking to expand
their computer knowledge can find the ability to read and understand the
English language invaluable.
Internet
Most of the web pages on the Internet are in English. The Internet has a
huge amount of information, some of which can only be accessed in
English. English will allow you to chat with people from all over the world in
chat-rooms, email and other services.
News
International news is broadcast in English. Examples include networks
such as CNN and NBC International. These are much faster and more up-
to-date than local networks, and a knowledge of English allows you to
follow news all over the world. Likewise, international newspapers written
in English can be found all over the world.
Science
Around 90% of scientific journals are written in English. Therefore, if you
want to remain current in the world of science, an understanding of
English is vital. For the scientists, imagine being able to go to conferences
around the world and improve your understanding in this field.
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There is a satisfaction that comes with learning a language. It will be very
rewarding the first time you understand a movie in full, or read a book
completely. Or what about helping an English speaking tourist find their
way around your city? It is also very fun to tell your friends what exactly
the new song on the radio is talking about.
Nothing is more satisfying than having a mistake-free conversation when
traveling in an English speaking country. It will be a great moment when
you walk away and say to yourself: Hey, I understood everything.
Knowing English will open the door to many new and exciting jobs in
countries all over the world. As well, you will be able to obtain jobs in your
own country because you can speak English. Your resume will be stronger
because you are bilingual and have a knowledge of the English language.
Your opportunities will be numerous when you can speak and read
English.
Applications
English is a language that can be used in many parts of the world since
the schools nowadays are likely to have English as the first or second
language or have educated people who would know the basics of English.
People from other countries might have different accents when speaking
English but the language is the same and should therefore be
comprehensible.
The majority of media publications including newspapers and magazines
are in English. If you are hungry for information with regards to what is
happening at the other side of the world, you can always acquire a
newspaper and start reading. But when you started to read the first
sentences, there were already some words which you didn't understand,
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and instead of reading further, you just set aside the material and chose
some other activity.
Now, if you have learned English continuously and have become familiar
with most English words, you could have finished the whole reading
material and have gotten the information that you wanted.
If you are interested in advancing in the business world, English is a key to
success. Most countries in some way will do business with English
speaking countries. As well, English has become the international
language of business and is often used as a neutral language for business
between various countries. It is now common for an engineer in Mexico to
get technical support in English from an expert in China. With English you
can communicate with technicians and experts from the United States in
order to help your company. You can also communicate with business
people from other countries in the neutral language of English. Companies
are also recognizing the value of English and now pay more for
employees.
CONCLUSION
Writing is a form of communication, a way to express what we think, feel,
and helps the reader use the senses of feeling, seeing, hearing, smell,
taste and experience the feelings of the writer. Helps the reader
understand more clearly to people, places and things that the writer is
writing, find descriptive writing in newspapers, magazines, books, help to
language learning in any field.
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EPISTEMOLOGICAL FOUNDATION
This project is a work that has been got from a practical investigation and
when formulating the problem. We have realized ourselves that there are
many situations of the life, for what we have considered to support it
through the cognitism and constructivist theories
COGNITIVISM
Like behaviorism, cognitivism is a label for a variety of diverse theories in
psychology that endeavor to explain internal mental functions through
scientific methods. From this perspective, learners use their memory and
thought processes to generate strategies as well as store and manipulate
mental representations and ideas. The Scottish psychologist Kenneth
Craik theorized that thinking and reasoning take place through the internal
manipulation of mental models.
A generation later, Johnson-Laird built on Craik’s foundation, elaborating
a theory that when people participate in discourse they construct a mental
model of the situation being discussed. Other theories that would later
become very influential were being developed by Jean Piaget in
Switzerland and Lev Vygotsky in Russia, but these did not have
significant impact on American educational psychology until translations
were widely circulated. Cognitive theories gained momentum in the United
States with the publication of Jerome
CONSTRUCTIVISM
A perspective on learning and instruction known as Constructivism
entered the vocabulary of the educational technology field in North
America by means of a provocative presentation by David Jonassen at the
meeting of Professors of Instructional Design and Technology, a
presentation later recorded and amplified in Jonassen’s column in
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Educational Technology and in a lead article in Educational Technology
Research and Development.
He challenged instructional design and technology people to question the
“objectivist epistemology” underlying practice in the field. He attributed the
field’s failure to change in a revolutionary way to its acceptance of the
epistemology, which he claimed undergirded both behaviorist learning
theories and cognitivist learning theories.
Early advocates of constructivism used the term as an umbrella term for a
wide range of innovative instructional methods drawn primarily from recent
developments in cognitive psychology. Piaget and Vygotsky were
frequently cited as foundational influences on the development of this
perspective. Because of the importance of social and cultural influences in
Vygotsky’s theory, it is termed a sociocultural approach to learning and the
branch that follows this theory is often termed social constructivism.
Constructivist Movement
Irrespective of ambiguity about its theoretical basis, the constructivist
message struck a chord among many academics in educational
technology. For those attracted to postmodernism, constructivism shared a
foundation in a subjectivist epistemology. For those leery of behaviorism’s
reductionist tendencies, constructivism projected a vision of holism.
It hearkened back to the era in which Bruner called for a learner centered
approach to meaningful learning. Perhaps most importantly for those in
educational technology, it coincided with the new capabilities of digital
media.
Constructivism recommended instructional strategies that followed several
broad principles:
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1. Embed learning in complex, realistic, and relevant environments.
2. Provide for social negotiation as an integral part of learning.
3. Support multiple perspectives and the use of multiple modes of
representation.
4. Encourage ownership in learning.
5. Nurture self-awareness of the knowledge construction process.
At least the first three of these principles lend themselves better to
technology-based delivery than face-to-face conventional instruction. First,
complex, realistic environments (or microworlds) can be created using
simulation software. Second, e-mail, chat rooms, and threaded
discussions can facilitate social negotiation.
Constructivism as a New Paradigm
In recent years, theorists have been seeking a resolution to the paradigm
wars among the competing learning theories. A synthesis offered by M.
David Merrill suggests a lesson design framework incorporating
behaviorist, cognitivist, and constructivist conceptions.
Merrill’s framework, which he refers to as first principles of instruction,
proposes four phases to the instructional process: activation of prior
experience, demonstration of skills, application of skills, and integration of
these skills into real-world activities, with all four phases revolving around
a problem or realistic task. Diana Laurillard of the British Open University
characterizes academic instruction as essentially a conversation, an
interactive dialogue between a teacher and a student that is focused on a
particular topic or goal. She proposes that media may play four roles in the
instructional dialogue: discursive, adaptive, interactive, or reflective.
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These roles reflect the emphasis of the different psychological
perspectives; hence, Laurillard’s model also may be viewed as an attempt
at a theoretical synthesis.
PEDAGOGICAL FOUNDATION
In fact, there is much pedagogy that leverages constructivist theory. Most
approaches that have grown from constructivism suggest that learning is
accomplished best using a hands-on approach. Learners learn by
experimentation, and not by being told what will happen. They are left to
make their own inferences, discoveries and conclusions.
It also emphasizes that learning is not an "all or nothing" process but that
students learn the new information that is presented to them by building
upon knowledge that they already possess. It is therefore important that
teachers constantly assess the knowledge their students have gained to
make sure that the students' perceptions of the new knowledge are what
the teacher had intended.
Teachers will find that since the students build upon already existing
knowledge, when they are called upon to retrieve the new information,
they may make errors. It is known as reconstruction error when we fill in
the gaps of our understanding with logical, though incorrect, thoughts`.
Teachers need to catch and try to correct these errors, though it is
inevitable that some reconstruction error will continue to occur because of
our innate retrieval limitations.
In most pedagogies based on constructivism, the teacher's role is not only
to observe and assess but to also engage with the students while they are
completing activities, wondering aloud and posing questions to the
students for promotion of reasoning.
40
Teachers also intervene when there are conflicts that arise; however, they
simply facilitate the students' resolutions and self-regulation, with an
emphasis on the conflict being the students' and that they must figure
things out for themselves. For example, promotion of literacy is
accomplished by integrating the need to read and write throughout
individual activities within print-rich classrooms.
The teacher, after reading a story, encourages the students to write or
draw stories of their own, or by having the students reenact a story that
they may know well, both activities encourage the students to conceive
themselves as reader and writers.
SOCIOLOGICAL FOUNDATION
One version of social constructivism contends that categories of
knowledge and reality are actively created by social relationships and
interactions. These interactions also after the way in which scientific
episteme is organized.
Social activity presupposes human beings inhabiting shared forms of life,
and in the case of social construction, utilizing semiotic resources
(meaning making and meaning signifying) with reference to social
structures and institutions.
It is a sociological theory of knowledge that applies the general
philosophical constructionism into social setting, where in groups construct
knowledge for one another, collaboratively creating a small culture of
shared artifacts with shared meanings.
When one is immersed within a culture of this sort, one is learning all the
time about how to be a part of that culture on many levels. Its origins are
largely attributed to Lev Vygotsky.
41
Social constructivism has been studied by many educational
psychologists, who are concerned with its implications for teaching and
learning. Constructivism forms one of the major theories (behaviorism,
social learning, constructivism and social constructivism) of child
development.
Piaget’s stage theory (describing four successive stages of development)
also became known as constructivism, because he believed children
needed to construct an understanding of the world for themselves.
LEGAL FRAME
The regulation to develop the design and execution of the educative
project was approved in session of the Honorable Directive Council on
January 15th. 1999 and ratified on February 9th of the same year.
The Directive Council arranged that the educative project must be
performed by two under-graduates.
Among the objectives of the regulations we have:
To design and execute the educative projects, by applying the
scientific method to contribute the improvement of the education
quality.
To contribute the integral, harmonic and permanent development of
future professionals.
To guarantee the research through technical resources to make an
efficient investigation.
42
CONTEXTUAL FRAME
Doctor Alfredo Pérez Guerrero public High School is located on Rio
Santiago Tarqui and Jubones streets in Milagro in the Guayas Province. It
works in morning and evening shifts. It has 780 students. The staff is
integrated of a Headmaster, a subhead master, 28 teachers, 1
psychology, a general inspector, an accountant, a secretary, a keeper and
a janitor. It has ten classrooms, a headmaster office, an account office, a
secretary office, an inspector office, a psychology office, a computing lab,
teachers room, a snack bar, bathrooms one football coach and a little
yard.
The geographical area in which it is located comprised with middle
economic situation families.
GLOSSARY
Acquaint (verb) [with object] (acquaint someone with) Make someone
aware of or familiar with
Aid (noun)
[mass noun] help, typically of a practical nature
Appeal (noun)
An urgent public request for help, money, information.
Approach (noun)
A way of doing something or dealing with a problem
Awareness (noun)
To have knowledge
43
Boost (verb)
To increase or improve something
Commitment
Something that you must do or deal with that takes your time.
Consciousness
the condition of being awake and understanding what is happening. Clapping
To clap your hands repeatedly to show that you like or admire someone or
have enjoyed a performance.
Digital
Describes information, music, an image, etc. that is recorded or broadcast
using computer technology
Devices
A machine or tool used for a particular purpose. A special way of doing
something that makes it easier to do.
Enable
To make a possible for someone to do something or for something to
happen
Epistemological
A branch of philosophy that investigates the origin, nature, methods, and
limits of human knowledge.
Engage
If something engages your interest or attention, it makes you stay
interested.
44
Environment
The people and things around you that affect you life.
Feasible
Capable of being done, effected, or accomplished: a feasible plan.
Probable
likely: a feasible theory.
Field
The area or region drawn on or serviced by a business or profession;
outlying areas where business activities or operations are carried on, as
opposed to a home or branch office: our representatives in the field.
Gather
To believe that something is true based in the information you have. To
bring thing from different places together
Handbook-
A book of instruction or guidance, as for an occupation; manual: a
handbook of radio, a reference book in a particular field: a medical
handbook, a mark, or the like, to catch the eye and thus provide quick
reference.
Helpful
Useful. Willing to help.
Instead
Use to say that something is done, used, when something else is not done
or used
45
Introspective-
Examining and considering your own ideas, thoughts and feelings, instead
of talking to other people about them
Kinesthetic
The sense a person has of where the parts of their body are and how they
are moving.
Knockout
In boxing, the act of hitting the other fighter so that they fall to the ground
and are unable to get up again within ten seconds
Lack.-
Deficiency or absence of something needed, desirable, or customary: lack
of money; lack of skill. Something missing or needed: After he left, they
really felt the lack, to be without or deficient in: to lack ability; to lack the
necessities of life.
Ladder.-
A piece of equipment used for climbing up and down, which consists of
two vertical bars or pieces of rope joined to each other by a set of
horizontal steps
Learning.-
To adquire knowledge of or skill in by study, instruction, or experience. To
become informed of or acquainted with; ascertain: to learn the truth.
Leisure.-
The time when you are not working or doing other duties
46
Metronome.-
A device that produces a regular repeated sound like a clock, to help
musicians play music at a particular speed
Moreover.-
(Used to add information) also and more importantly
Nonsensical:
Silly or stupid
Project.-
It is a supplementary, long-term educational assignment necessitating
personal initiative, undertaken by an individual student or a group of
students. To propose, contemplate, or plan.
Randomly
Happening, done or chosen by chance rather than according to a plan.
Recap
To repeat the main points of an explanation or description
Requisite
Formal needed for a particular purpose.
Sensory
Relating to your sense of sight, hearing, smell, taste, or touch
Software.
Computer program
47
Strive
To try very hard to do something
Trend
The way a situation is generally developing or changing
Truly
Used to emphasize that what you are saying is true
Undergraduate
A student who is doing their first degree at university
Visual
Relating to seeing
Technique
The manner and ability with which an artist, writer, dance, athlete, or the
like employs the technical skills of a particular art or field of endeavor.
Method of performance way of accomplishing.
Topic
A subject of conversation or discussion: to provide a topic for discussion.
The subject or theme of a discourse or of one of its parts.
48
CHAPTER III
THE METHODOLOGY
ANTECEDENTS
This project is being developed according to the field form, since it is
focused to the place where it has been developed, that is at Doctor
Alfredo Pérez Guerrero public high school.
As for the objectives, it is applied because it uses enough tools for the
basic investigation and its application is immediate in the development of
the education, besides it is encouraged to solve the problem related to the
low technical English knowledge that the students have from the basic
education.
For its evidence, it is an option investigation because it attempts to solve
o real problem, the objectives consist to improve the real education in a
determined place.
TYPES OF INVESTIGATION
For the nature is descriptive and explorative
For its application is feasible, because there is the help and the support
of the authorities of Doctor Alfredo Pérez Guerrero public high school and
also we have confirmed the necessary resources for the applications of
the instruments to collect data.
LEVEL OF INVESTIGATION
This investigation has three levels:
Exploratory, descriptive and explanatory.
49
In a first level, the investigation is exploratory because its objective is to
clear concepts and establish references in order to get contact with the
investigate phenomena and facilitate the formulation of the problem.
In a second level the investigation is descriptive, because it describes the
characteristics and relationships with the elements and components of the
object to be studied.
In a third level the investigation is explanatory because it contributed with
the development of the scientific knowledge when we carried out the
analysis of the causes and consequences of the problem.
PROCEDURES OF THE INVESTIGATION
The mechanisms to be used for this investigation, as the criteria to be
used for the analysis of data, are the following:
Formulation of the problem.
Development of the theoretical frame
Application of the instruments
Analysis of results
Conclusions and recommendations
INSTRUMENTS OF THE INVESTIGATION
METHODS
It refers to the elements used in pedagogical scenery or referred to a
pedagogical strategy.
The teachers use vocabulary or different teaching strategies or methods. It
is not always obvious to distinguish strategy from method.
50
Deductive
The above-mentioned criteria for creditable PG rules are particularly
relevant to deductive (rule-driven, top-down) teaching, which leads from
an explicit presentation of metalinguistic information, the provision of a set
of abstractions, isolated language rules at autonomous levels of
description subsequently accompanied by model sentences, to their
application to concrete L2 representations and practice tasks only after the
clarification has been studied and digested. This technique simply means
providing learners with the ready grammar rule, describing detail how the
new structure is formed, what its components are, and in what type of
context it can be used.
All the information is given in the form of a mini-lecture, during which the
teacher usually employs grammatical terminology. After the explanation,
the learners are provided with examples illustrating the new structure,
which they analyze, and are subsequently asked to apply the rule to new
sentences. They are typically expected to memorize the rule (and relevant
‘exceptions’).
This form of teaching offers a clear clarification of new language items,
which makes the learning task easier and less intimidating and is time-
effective, leaving more time for practicing the new structures. Among other
advantages,
It gets straight to the point, and therefore can be time-saving.
It respects the intelligence and maturity of many – especially adult –
students and acknowledges the role of cognitive processes in language
acquisition.
This type of teaching is prevalent in the majority of traditional educational
in Institutions.
51
Inductive
The inductive method or process goes from the specific (teacher) to the
general (students) and may be based on specific experiments or
experimental learning exercises.
Inductive reasoning works the other way, moving from specific
observations to broader generalization and theories.
Informally, we sometimes call this a “bottom up” approach. Conclusion is
likely based on premises. It involves a degree of uncertainty.
Observation
Observation plays an important role. However the need for reproducibility
requires that observations by different observers be comparable. Human
sense impressions are subjective and qualitative making them difficult to
record or compare.
The idea of measurement evolved to allow recording and comparison of
observations made at different times and places by different people.
Measurement consists of using observation to compare the thing being
measured to a standard; an artifact, process or definition which can be
duplicated or shared by all observers, and counting how many of the
standard units are comparable to the object.
Measurement reduces an observation to a number which can be recorded,
and two observations which result in the same number are equal within
the resolution of the process.
Heuristic
It is a method to help to solve a problem, commonly informal. It is a
particular used for a method that often rapidly leads to solution that is
usually reasonably closed to the best possible answer.
52
In more precise term, heurists stand for strategies using really accessible,
though loosely applicable information to control problem solving in human
beings and machines.
Analytical
All the analysis we have to perform about the analysis results, will serve to
obtain the recommendations and conclusions.
TECHNIQUES
Boyle defines the techniques as the form used to present material to be
learned. The learning is carried out with the gathering of data about the
investigation.
The techniques that are going to be applied in this project are:
We are going to apply survey for students and parents and interview for
the authorities teachers and representative.
Interviews
It is a conversation among two or more people (the interviewer and the
interview) where questions are asked by the interviewer especially for the
purpose of obtaining information
Survey
The survey is a non- experimental, descriptive research method. Survey
can be useful when a research wants to collect data on phenomena that
cannot be directly observed (such as opinions on library services).
Surveys are used extensively in library and information science to assess
attitudes and characteristics of a wide range of subjects, from the quality
of user-system interfaces to library user reading habits.
53
Questionnaire
It is a technical instrument used for the survey and the interview. For the
survey it is called survey quiz, and for the interview, it is called interview
guide.
In this project the students and the headmaster will be surveyed and
interviewed.
UNIVERSE AND SAMPLING
Universe or Population
The universe or population is the whole of the people that take part in an
investigation, in this one, they are all the Authorities, teachers, students
and parent representatives; They are the elements that constitute the
development and results of the problem.
Sample: It is a small amount from the whole or the universe, something
which shows what the rest is or should be like. In our project the sample
will be 51 students of ninth Basic grade.
Sampling
It is a technique used especially when a descriptive investigation is made.
54
STRATUM
STAFF POPULATION SAMPLE
DIRECTIVES
3 1
TEACHERS
3 1
STUDENTS
285 51
PARENTS
REPRESENTATIVE
285 1
TOTAL 676 54
55
APPLICATION OF THE INVESTIGATION INSTRUMENTS
SURVEY TO THE STUDENTS
Answer with an “x” each question according to your opinion.
QUESTIONS YES NO INDIFFERENT
1. Do you like English?
2. Do you like to speak English?
3. Do you enjoy your English class?
4. Is your English class fun?
5. Does your teacher use pictures or
videos in the class?
6. Do you think the audiovisual will help
to improve your English class?
7. Would you like to work with other
materials in your class?
8. Would you like to learn English with
interactive activities?
9. Would you like to work in a
participative English class?
10. Would you like to use slides in the
audiovisual room?
56
INTERVIEW
To The Chairman
Do you think it is necessary to use a good didactic material to
improve the English learning on the students?
Yes, because the didactic material is an important tool, that help to the
students understand the context the lesson, and then they can apply their
knowledge learnt in class. We are consent that each day is very important
to learn speak English and is in our hand can help the student
development this knowledge in our students.
Would you support the development of this project whose goal is to
improve the English learning?
Yes, y am very interested in the project, so world give the facilities for you
can develop this interesting project in our institution.
To The Parent Representative
Do you believe that interactive activities will help to learn English ?
Why?
Yes, I believe the Teachers should apply interactive activities in language
learning because the students will be motivated in the class and that will
help to improve their skills in learning English.
To The Teacher
1. Do you think the didactic materials are important for the English
classes? Why?
Yes, I do. Because didactic materials are tools that help the students to
understand the context of classes. In addition, they will help to develop
their skills.
57
2. Would you like use slides and any handbook with interactive
activities?
Yes, I would. That sounds interesting. We need this kind of material
because in our institution there are not any. I think it will to the students a
lot and they could increase their interest in English classes.
58
CHAPTER IV
ANALYSIS OF THE RESULTS
SURVEY TO THE STUDENTS
SAMPLE: 51 STUDENTS
Question No 1: Do you like English?
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
YES 36 61%
NO 10 29%
INDIFFERENT 5 10%
TOTAL 51 100%
GRAPHIC
COMMENT
Most the students answered YES, because they think it is important the
English Learning.
0%
20%
40%
60%
80%61%
29%
10%
YES
NO
INDIFFERENT
59
SURVEY TO THE STUDENTS
SAMPLE: 51 STUDENTS
Question No 2: Do you like to speak English?
GRAPHIC
COMMENT
Most of the students do not like to speak English because they do not
have good pronunciation, maybe that is the reason why they feel reluctant.
SURVEY TO THE STUDENTS
0%
10%
20%
30%
40%
50%
60%
37%
53%
10%
YES
NO
INDIFFERENT
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
YES 19 37%
NO 27 53%
INDIFFERENT 5 10%
TOTAL 51 100%
60
SAMPLE: 51 STUDENTS
Question No 3: Do you enjoy your English class?
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
YES 19 37%
NO 22 43%
INDIFFERENT 10 20%
TOTAL 51 100%
GRAPHIC
COMMENT
Most of the students do not enjoy the English class because sometimes
they do not understand, the teacher should pay more attention to this
problem.
SURVEY TO THE STUDENTS
0%
10%
20%
30%
40%
50% 37%
43%
20%
YES
NO
INDIFFERENT
61
SAMPLE: 51 STUDENTS
Question No 4: Is your English class fun?
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
YES 19 37%
NO 22 43%
INDIFFERENT 10 20%
TOTAL 51 100%
GRAPHIC
COMMENT
Most of the students answered their English class is not fun, they would
like to do other activities.
SURVEY TO THE STUDENTS
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%37%
43%
20%
YES
NO
INDIFFERENT
62
SAMPLE: 51 STUDENTS
Question No 5: Does your teacher use pictures or videos in the class?
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
YES 2 4%
NO 45 88%
INDIFFERENT 4 8%
TOTAL 51 100%
GRAPHIC
COMMENT
A large number of students, answered that their English teacher does not
use videos or pictures.
SURVEY TO THE STUDENTS
0%
10%
20%
30%
40%
50%
60%
70%
18%
65%
18%
YES
NO
INDIFFERENT
63
SAMPLE: 51 STUDENTS
Question No 6: Do you think that the audiovisual will help to improve your
English class?
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
YES 45 88%
NO 3 6%
INDIFFERENT 3 6%
TOTAL 51 100%
GRAPHIC
COMMENT
A high percentage of students answered that the audiovisual resources
will improve their English class because when they watch a video they can
remember the images and vocabulary.
SURVEY TO THE STUDENTS
0%
20%
40%
60%
80%
100%88%
6% 6%
YES
NO
INDIFFERENT
64
SAMPLE: 51 STUDENTS
Question No 7: Would you like to work with other materials in your class?
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
YES 45 88%
NO 4 8%
INDIFFERENT 2 4%
TOTAL 51 100%
GRAPHIC
COMMENT
Most of the students would like to work with other materials in the English
class, because they think the material motivate them.
SURVEY TO THE STUDENTS
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
88%
8%4%
YES
NO
INDIFFERENT
65
SAMPLE: 51 STUDENTS
Question No 8: Would you like to learn English with interactive activities?
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
YES 51 100%
NO 0 0%
INDIFFERENT 0 0%
TOTAL 51 100%
GRAPHIC
COMMENT
All the students answered they would like to learn English with interactive
activities, they think the class will be fun and this way they can learn
English.
SURVEY TO THE STUDENTS
0%
20%
40%
60%
80%
100%
100%
0% 0%
YES
NO
INDIFFERENT
66
SAMPLE: 51 STUDENTS
Question No 9: Would you like to work in a participative English class?
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
YES 30 59%
NO 12 24%
INDIFFERENT 9 18%
TOTAL 51 100%
GRAPHIC
COMMENT
Most of the student answered they would like to work in a participative
English class.
SURVEY TO THE STUDENTS
0%
10%
20%
30%
40%
50%
60%
59%
24%
18%
YES
NO
INDIFFERENT
67
SAMPLE: 51 STUDENTS
Question No 10: Would you like to use slides in the audiovisual room?
CHART OF FREQUENCY
ALTERNATIVES FREQUENCY PERCENTAGE
YES 40 78%
NO 8 16%
INDIFFERENT 3 6%
TOTAL 51 100%
GRAPHIC
COMMENT
Most of the students would like to use slides in the audiovisual room,
because the images in videos are more interesting than the books.
CONCLUSIONS AND RECOMMENDATIONS
0%
10%
20%
30%
40%
50%
60%
70%
80%
78%
16%
6%
YES
NO
INDIFFERENT
68
Conclusions
The students at the beginning were a little shy with the English
learning.
They do not have a deep motivation to learn the language
They would like to learn English but there is not appropriate
material
Students want other didactic materials in their English class
They would like to use the audiovisual room with videos, games
interactive.
The students would like to work in an participative English class.
Recommendations
It is necessary to strengthen the student’s motivation, using
interactive techniques for the English learning more frequently.
The teachers have to improve their students motivation with new
didactic material.
Teachers should implement audiovisual resources.
The students long to improve their performance with the use of
new techniques
The students demonstrate more motivation in the English learning
with the use of new resources
The adaptation of handbook created in the student a favorable for
the English Basic Learning.
69
THE PROPOSAL
DESIGN A HANDBOOK WITIH DIDACTIC MATERIAL WITH
INTERACTIVE TECHNIQUES
BACKGROUND
After reviewing the results of the survey to the students, interviews to the
chairman, teachers, and parents, I could realize that teachers are not
totally satisfied with the use of the board and marker and students demand
an innovative and improve the way to learn English.
The workshop for teaching training was born out from the needs of
teachers who want to find new strategies to help their students to learn
better and the desire of the students who want to learn in an interactive
way using audiovisual resources.
JUSTIFICATION
Due to the problematic facts it is going to be complemented a
methodology that involves students own context when learning new
vocabulary or any other topic making an useful and meaningful connection
between what they learn and what surrounds them in a social and cultural
way by improving not only linguistically knowledge but also cultural
knowledge of the world and their own country background.
It is going to be implemented a workshop with new resources for
teaching - learning process at Doctor Alfredo Pérez Guerrero public High
School to the 9° grade students of basic education in which teachers
learn how to get involved to the students to make them learn vocabulary
and any other topic making connections with their socio cultural context.
This will also allow them to understand the relationship that English has
with their daily life in a fun way.
70
This research proposal is going to be involved in a public school and more
specifically among 9° grade students, and they will be chosen taking into
account their interest for the class along the course.
OUTLINE OF THE DIAGNOSTIC
After the survey to the students and the interview to the teachers and
once the problem was detected I am very concerned in creating a
handbook with interactive activities that can be helpful for both teachers
and students.
According to the diagnostic, It has been considered the following
aspects:
Principal concern: Identify the problem.
Aspects of the information to obtain: Elaboration of the diagnostic
exam.
Collection of the information: Sources of the information.
Process of the information: Classification, relation and reflection.
Socialization of the result: Communication and motivation.
THE FUNDAMENTAL PROBLEM
The fundamental problem that was detected in the English area, was the
low interest in the English class.
71
OBJECTIVES
GENERAL
To develop the learning of English through teaching materials to help the
motivation of students at Doctor Alfredo Pérez Guerrero public high
school.
Specifics
To improve the teacher techniques.
To strengthen the motivation constantly.
To encourage the interest of the English language learning.
To develop strategies and skills of the English language.
IMPORTANCE
With the development of this proposal, teachers will get better results in
the skills and techniques that will serve to increase the participation and
interest of students towards the English language.
FEASIBILITY
The principal aspect that has been considered for the development of the
proposal is the low interest of teachers and students in the English
language. Therefore this proposal is feasible under the following
considerations:
There is an excellent theoretical support.
We have enough time.
There are available resources.
This proposal will be applied with different activities and will be performed
in three phases:
Presentation of the proposal.
72
Performance of the proposal.
Evaluation of the proposal
DESCRIPCION OF THE PROPOSAL
To get a better idea about this proposal we are going to expand and
clarify what is the meaning of certain audiovisual resources concepts.
Our project has the proposal to make a handbook with interactive
activities to eliminate the little interest in the English class and besides
stop the students flunk in this subject.
We will perform the proposal with the help of the authority, some teachers,
the parents and students of the institution. This work will be carried out
through the school year 2013-2014 and others.
Our proposal will serve in order to the students and teachers can be
encouraged in the English class.
LEGAL ASPECT
It will comply with the internal regulations of the school and the
government rules of Education.
PEDAGOGICAL ASPECT
This aspect is based on the potentialities that the students have
internally, this force that emanates of the interior, is the one that allows
the students to simulate the knowledge. It is respected and the
spontaneous development of the students through his vital experience and
their desire to learn.
This proposal will improve the pedagogical aspect and will help the
activities.
73
SOCIOLOGICAL ASPECT
With the implementation of the proposal I will contribute partly to solve
this pedagogical problem that the students and teachers present in this
language.
All educator should give solutions and not ignore the pupils´ thinking
about the English language techniques
To get a harmonic and happy living together, it is of vital importance the
respect to the family, and other components of this society.
MISSION
We hope that our proposal will increase the enthusiasm of the teacher to
learn new techniques for teaching English and can disseminate them in
their classes and students have good interest.
VISION
To develop a strong Basic English learning education, with students that
have their personality well defined, without fears, with security, that shows
this formation through a good behavior at home and school, to benefit the
Ecuadorian society and teachers to learn skills that can make a kind of
English interactive.
BENEFICIARIES
This proposal will benefit the educational community and society in
general, because the students will have a better knowledge, not only in
English learning but also in all of the school subject, therefore they can
defend themselves in this field.
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SOCIAL IMPACT
The relationship among the classmate even as the teachers will raise the
image of the institution and its prestige because of the comments about
the high quality of the teaching will speak inside the community.
GLOSSARY
Activities: When a lot of things are happening or people are moving
around.
Aspect : One part of a situation, problem, subject, etc.
Behavior : Someone's behavior is how they behave.
Beneficiaries: A person or group who receives money, advantages, etc.
as a result of something else
Community : The people living in one particular area or people who are
considered as a unit because of their common interests, social group or
nationality.
Educational : Providing education or relating to education.
Encourage : To make someone more likely to do something, or to make
something more likely to happen.
Enthusiasm : A feeling of energetic interest in a particular subject or
activity and an eagerness to be involved in it.
Feasibility : Whether something can be made, done or achieved, or is
reasonable.
Handbook : A book which contains instructions or advice about how to do
something or the most important and useful information about a subject.
75
Harmonic: A special note that a musical instrument can play which
sounds different from the usual notes.
Interactive: Involving communication between people.
Internal: Existing or happening inside a person, object, organization,
place or country
Mission: To offer something or a proposal to improve.
Potentiality: An ability for development, achievement or success which is
natural or has not been used.
Proposal: A suggestion, sometimes a written one.
Pupils: A person, especially a child at school, who is being taught.
Quality: How good or bad something is.
Relationship: The way in which two things are connected.
Vision: To see or know beforehand.
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BIBLIOGRAPHY
Fosnot, C.(1996) : “Constructivism: A psychological theory of
learning”
Gergen, K (1995) : Social construction and the educational
process”.
Moran, Francisco : “Metodología de la investigación”
Pacheco, Osvaldo : “Proyecto educativo de investigación”
PONCE VICENTE Guia para proyectos educativos
Gergen, K.(1995) : “Social construction and the educational
Process”
LOGMAN DICTIONARY
WEBSITES
http://dictionary.cambridge.org/dictionary/britishi
Types of Audiovisual Aids |
eHow.comhttp://www.ehow.com/facts_6142245_types-
http://www.ehow.com/facts_6142245_types-audiovisual-
aids.htmlaudiovisual-aids.html#ixzz27WJgFLu4
The Importance of Visual Aids for Memory |
eHow.com http://www.ehow.com/facts_5285939_importance-visual-aids-
memory.html#ixzz27WK5k3oI
http://www.ehow.com/how_5138912_teach-pronunciation-visual-aids.html
http://www.articlesbase.com/languages-articles/why-use-audio-visual-aids-
in-language-teaching-2954769.html http://vox-vocis.hubpages.com/hub/Foreign-language-teaching-methods-
approaches
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THE ADMINISTRATIVE FRAME
RESOURCES
Human Talents
Students
Teachers
Public School authorities
Parents
Tutor
Specialist
Investigators
Community
Materials
Public School
Dictionaries
Classrooms
Office supplies
Transportation
Folders
Didactic material
Texts and books
Photocopies
Prints
Electronics and Multimedia
Cell phone
Cd
Internet
Pen drive
Computer
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Projector
Economic
Photocopies $ 10
Folders $ 5
Office supplies $ 10
Prints $ 50
Transportation $100
Cd $ 10
Snacks $ 20
Handbook (Donation) $ 10
______
Total $215
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CHRONOGRAM OF ACTIVITIES
GANT´S DIAGRAM
ACTIVITIES
TIMES
JULY AUGUST SEPTEMBER OCTOBER MARCH
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
APROVAL OF THE TOPIC X
FIELD OBSERVATION AND APPOIMENT OF TUTOR X
METTING WITH THE TUTOR AND TUTORIAL X X
PREFOMANCE OF THE 1ST CHAPTER X X X X X X X X X X X X
THE ORETICAL FRAME X
SURVEY AND INTERVIEWS X
DEMOSTRATION ACTIVITIES X
THE PROPOSAL X
FINAL DRAFT X
ORAL PRESENTATION X
GRADUATION X
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ANNEXE TWO SURVEY AND INTERVIEW
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ENTREVISTA AL DIRECTOR
1. Piensa que es necesario un buen material didáctico para mejorar
el aprendizaje del idioma inglés en los estudiantes?
Si, porque los materiales didácticos son una herramienta fundamental
en una clase puesto que ayuda a entender el contexto de una clase y
de esta manera pueden aplicar sus conocimientos en clases. Nosotros
estamos conscientes que cada día se vuelve más importante aprender
hablar Inglés, y está en nuestras manos desarrollar el conocimiento en
los estudiantes
2. Ayudaría a desarrollar este proyecto el cual su objetivo es
mejorar el conocimiento del idioma Inglés?
Por supuesto, le daría las facilidades para que ustedes puedan
desarrollar este interesante proyecto en nuestra institución
ENTREVISTA AL REPRESENTANTE DE LOS PADRES DE FAMILIA
1. Usted piensa que debería aplicarse actividades interactivas para
aprender el idioma Inglés? Por qué?
Pienso que si debería aplicarse las actividades interactivas en el
aprendizaje de un idioma porque el estudiante estaría motivado
en la clase y esto le ayudaría a mejorar sus destrezas en el idioma
Inglés
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ENTREVISTA AL PROFESOR DE INGLÉS
1. Usted piensa que los materiales didácticos son importantes
para las clases de inglés? Por qué?
Si, por que los materiales didácticos son herramientas que ayudan
a los estudiantes en el contexto de las clases. Además los
materiales didácticos les ayudan a desarrollar sus destrezas.
2. Usaría diapositivas y un librillo con actividades interactivas?
Sí, eso suena interesante. Necesitamos estos tipos de materiales
en nuestra institución pues no los hay. Pienso que ayuda a los
estudiantes mucho, ellos pueden incrementar el interés en las
clases de inglés
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APLICACIÓN DEL INSTRUMENTO DE EVALUACIÓN
ENCUESTA A LOS ESTUDIANTES
Responda con una x cada pregunta de acuerdo a su opinión
PREGUNTAS SI NO INDIFERENTE
1. Te gusta el Inglés?
3. Te gusta hablar Inglés?
4. Te agrada tu clase de Inglés?
5. Es divertida tu clase de Inglés?
6. Tu profesor usa gráficos o videos
en clase?
7. Tu piensas que las ayudas
audiovisuales mejorarían tus
clases?
8. Te gustaría trabajar con otros
materials en clases?
9. Te gustaría aprender Inglés con
actividades interactivas?
10. Te gustaría que tu clase de inglés
sea más participativa?
11. Te gustaría usar presentaciones
de Power Point en el salón
audiovisual?
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ANNEXE THREE
PHOTOS
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SURVEY TO THE STUDENTS
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THE AUDIOVISUALROOM
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DOCTOR ALFREDO PÉREZ GUERRERO PUBLIC HIGH SCHOOL
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IN THE TUTORIALS
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ANNEXE
FOUR
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STORY 1
A FRIEND IN NEED IS A FRIEND INDEED.
Once upon a time there lived a lion in a forest. One day after a
heavy meal. It was sleeping under a tree. After a while, there came
a mouse and it started to play on the lion. Suddenly the lion got up
with anger and looked for those who disturbed its nice sleep. Then
it saw a small mouse standing trembling with fear. The lion jumped
on it and started to kill it. The mouse requested the lion to forgive
it. The lion felt pity and left it. The mouse ran away.
On another day, the lion was caught in a net by a hunter. The
mouse came there and cut the net. Thus, it escaped. Thereafter,
the mouse and the lion became friends. They lived happily in the
forest afterwards.
SAMPLE ACTIVITY
The following is a list of sample items that teachers might include on a
Reading Guide:
What do you think this story is about?
What/Who were the characters, places, and events that took place?
What happened in the story?
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Why did the author write this story?
The author discusses the differences between ____ and ____ .
The main idea of this story is...
What new information have you learned from the story?
Exercise 1
Classify words in nouns, verbs and adjectives
Lion tree Play Anger Heavy
Forest sleep mouse nice meal
trembling small start fell Run away
net catch hunter forgive afterwards
NOUNS VERBS ADJECTIVES
Exercise 2
Answer the question, choose the correct option
What do you think this story is about?
A) It is a story about envy
B) It is a story about selfish
C) It is a story about friendship
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Exercise 3
Answer the question
What/Who were the characters, places, and events that took place?
characters The story take place in …
Exercise 4
Answer the question
What happened in the story?
True or false?
Lion helps mouse
In the beginning lion as kindly and friendly
Lion was caught by a net
Mouse helps lion to escaped
Exercise 5
Complete the chart with personal information
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What I knew about
the story..
What I know about the
story…
What I learned about
the story..
Story 2
A Town Mouse and A Country Mouse
A Town Mouse and a Country Mouse were friends. The Country
Mouse one day invited his friend to come and see him at his home
in the fields. The Town Mouse came, and they sat down to a dinner
of barleycorns and roots the latter of which had a distinctly earthy
flavour.
The flavour was not much to the taste of the guest and presently
he broke out with “My poor dear friend, you live here no better
than the ants. Now, you should just see how I fare! My larder is a
regular horn of plenty. You must come and stay with me and I
promise you shall live on the fat of the land."
So when he returned to town he took the Country Mouse with him
and showed him into a larder containing flour and oatmeal and figs
and honey and dates.
The Country Mouse had never seen anything like it and sat down
to enjoy the luxuries his friend provided. But before they had well
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begun, the door of the larder opened, and someone came in. The
two Mice scampered off and hid themselves in a narrow and
exceedingly uncomfortable hole. Presently, when all was quiet,
they ventured out again. But someone else came in, and off they
scuttled again. This was too much for the visitor. "Good bye," said
he, "I'm off. You live in the lap of luxury, I can see, but you are
surrounded by dangers whereas at home I can enjoy my simple
dinner of roots and corn in peace."
Moral: Safety is the first importance.
Story 3
ELEPHANT AND FRIENDS
One day an elephant wandered into a forest in search of friends.
He saw a monkey on a tree. “Will you be my friend?" asked the
elephant. Replied the monkey, “You are too big, you cannot swing
from trees like me." Next, the elephant met a rabbit. He asked him
to be his friends. But the rabbit said, “You are too big to play in my
burrow!" Then the elephant met a frog. “Will you be my friend? He
asked. “How can I?" asked the frog. “You are too big to leap about
like me." The elephant was upset. He met a fox next. “Will you be
my friend?" he asked the fox. The fox said, “Sorry, sir, you are too
big."
The next day, the elephant saw all the animals in the forest running
for their lives. The elephant asked them what the matter was.
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The bear replied, “There is a tier in the forest. He’s trying to gobble
us all up!" The animals all ran away to hide. The elephant wondered
what he could do to solve everyone in the forest. Meanwhile, the
tiger kept eating up whoever he could find. The elephant walked
up to the tiger and said, “Please, Mr. Tiger, do not eat up these
poor animals."
“Mind your own business!" growled the tiger. The elephant has a
no choice but to give the tiger a hefty kick. The frightened tiger ran
for his life. The elephant ambled back into the forest to announce
the good news to everyone. All the animals thanked the
elephant. They said, “You are just the right size to be our friend."
Story 4
FOUR FRIENDS
Once upon a time in a small village lived four Brahmins named
Satyanand, Vidhyanand, Dharmanand and Sivanand. They had
grown up together to become good friends. Satyanand,
Vidhyanand and Dharmanand were very knowledgeable. But
Sivanand spent most of his time eating and sleeping. He was
considered foolish by everyone.
Once famine struck the village, All the crops failed. Rivers and lakes
started to dry up. The people of the villages started moving to
other villages to save their lives.
“We also need to move to another place soon or else we will also
die like many others," said Satyanand. They all agreed with him.
“But what about Sivanand?" Asked Satyanand
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“Do we need him with us? He has no skills or learning. We cannot
take him with us," replied Dharmanand. “He will be a burden on
us."
“How can we leave him behind? He grew up with us," said
Vidhyanand. “We will share whatever we earn equally among the
four of us."
They all agreed to take Sivanand along with them.
They packed all necessary things and set out for a nearby town. On
the way, they had to cross a forest.
As they were walking through the forest, they came across the
bones of an animal. They became curious and stopped to take a
closer look at the bones.
“Those are the bones of a lion," said Vidhyanand
The others agreed.
“This is a great opportunity to test our learning," said Satyanand.
“I can put the bones together." So saying, he brought the bones
together to form the skeleton of a lion.
“Dharmanand said, “I can put muscles and tissue on it." Soon a
lifeless lion lay before them.
“I can breathe life into that body." said Vidhyanand.
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But before he could continue, Sivanand jumped up to stop him.
“No. Don't! If you put life into that lion, it will kill us all," he cried.
“Oh you coward! You can’t stop me from testing my skills and
learning," shouted an angry Vidhyanand. “You are here with us
only because I requested the others to let you come along."
“Then please let me climb that tree first,’ said a frightened
Sivanand running towards the nearest tree. Just as Sivanand pulled
himself on to the tallest branch of the tree Vidhyanand brought life
into the lion. Getting up with a deafening roar, the lion attacked
and killed the three learned Brahmins.
Story 5
HUNGRY WOLF
This is a short story about Hungry Wolf.
Once, a wolf was very hungry. It looked for food here and there.
But it couldn't get any. At last it found a loaf of bread and piece of
meat in the hole of a tree.
The hungry wolf squeezed into the hole. It ate all the food. It was a
woodcutter's lunch. He was on his way back to the tree to have
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lunch. But he saw there was no food in the hole, instead, a wolf.
On seeing the woodcutter, the wolf tried to get out of the hole.
But it couldn't. Its tummy was swollen.
The woodcutter caught the wolf and gave it nice beatings.
Story 6
THE LION AND THE HARE
Once in a forest there lived a lion that was very proud of his
strength. He would kill any animal which came in his way just for
fun. All the animals in the forest were worried about their survival.
“If the lion keeps this up, none of us will be left in the forest," said
the bear.
“He kills much more than he really needs to," squeaked the little
hare.
“We have to come up with something to stop this massacre," said
the monkey. So they all joined together and went to meet the lion.
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“O king of the forest, we have come to make a small request," they
all said to the lion.
“Now what would that be?" asked the amused lion.
“You are the king of the forest, but soon there will be no animals
to rule over. So we beg you to stop this unreasonable killing and
we promise that one of us will come to you every day for your
food," pleaded all the animals with the lion.
So from that day, the animals drew lots to decide on who was to
go to the lion as his prey.
One day, the lots fell on the hare to visit the lion. All the animals
consoled him and sent him on his way to meet his doom. But the
hare was a clever animal. He did not want to die at the hands of the
cruel lion. He saw an old well on the way. It was very deep and was
a danger for all the animals. He thought of a plan.
The little hare went to sleep near the well all day. In the evening,
he made his way to the lion's den. The lion was terribly hungry by
then and when he saw a tiny hare coming towards him, he became
furious.
“You little thing, how dare you come so late? How dare they send
such a small animal? I will kill them all," the angry lion roared.
“It is not my fault, O mighty lion. There were three other hares
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with me. But on the way here, another lion attacked us. I just
managed to escape. The other three hares were eaten by that
lion,"said the hare.
“What? Another lion in my jungle? Take me to him immediately,"
said the lion in a fit of rage.
The hare took the lion to the well and pointed it out to him from a
distance. The other lion jumped out at us from inside the well when
we tried to drink some water from the well. The lion rushed angrily
to the well and peeped in.
There inside the well he could see another lion glaring at him. What
the foolish lion did not realise in his anger was that he was looking
at his reflection. He roared angrily at the other lion. He heard an
answering roar.
It was only the echo of his own roar. But the lion thought that the
other lion was challenging him. He jumped in and landed inside
with a loud splash. And that was the end of the wicked lion.
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Story 7
TWO GOATS
There were two goats. Over a river there was a very narrow
bridge.
One day a goat was crossing this bridge. Just at the middle of the
bridge he met another goat. There was no room for them to
pass. "Go back," said one goat to the other, "There is no room for
both of us". "Why should I go back?" said the other goat. "Better
you must go back." “You must go back", said the first goat,
"because I am stronger than you." "You are not stronger than I",
said the second goat. "We will see about that", said the first goat
and he put down his horns to fight.
"Stop!" said the second goat. “If we fight, we shall both fall into
the river and be drowned and instead I have a plan. I shall lie down
and you may walk over me." Then the wise one laid down on the
bridge and the other goat walked highly over him. They crossed
the bridge comfortably and went on their ways.
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Story 8
WHO BELL THE CAT?
A rat and its big family were living in a baker's shop. They scraped
the buns and cakes in the bakery. The baker tried his best to put an
end to the nuisance of the rats. But all were in vain. At last he
brought their real enemy-the cat to solve the problem.
In the very next day the cat got some tiny rats for its breakfast. The
rat family got worried of the loss of their dear ones. They arranged
a meeting soon. They looked for an idea to escape from the cat. In
the end, they decided to bell the cat. Then one of the elder rats
asked them, who is ready to bell the cat? Nobody said yes. Instead
they kept quiet.
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Story 9
THE SUN AND THE WIND
Once the Sun and The Wind happened to have a quarrel, both of
them claimed to be stronger. At last they agreed to have a trial of
strength.
"Here comes a traveler. Let us see who can strip him of his cloak?"
said the Sun.
The Wind agreed and did choose to have the first turn. He blew in
the hardest possible way. As a result, the traveler wrapped his
cloak even more tightly around him. Then it was the turn of the
Sun. At first he shone very gently. The sun went on shining brighter
and brighter. The traveler felt hot. Before long he took off his cloak
and put it in his bag. The Wind accepted his defeat.
Moral: Fury or force cuts no ice where gentleness does the job.
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