UNIVERSIDAD DE GUAYAQUIL - repositorio.ug.edu.ecrepositorio.ug.edu.ec/bitstream/redug/44513/1/BFILO-PLL-19P066... · RESUMEN: En el presente estudio se ha investigado la incidencia

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN ESCUELA DE LENGUAS Y LINGUÍSTICA SISTEMA DE EDUCACIÓN

PRESENCIAL CENTRO UNIVERSITARIO: GUAYAQUIL

Front Page

EDUCATIONAL PROJECT

EDUCATIVE PROJECT PREVIOUS TO OBTAINING THE

BACHELOR’S DEGREE IN ENGLISH LANGUAGE AND LINGUISTICS

TOPIC

THE INCIDENCE OF VOCABULARY ACQUISITION IN THE

DEVELOPMENT OF ORAL PRODUCTION

PROPOSAL

DESIGN A SYSTEM OF VOCABULARY ACTIVITIES TO IMPROVE THE

ORAL PRODUCTION.

AUTHOR: ANA MARÍA AVENDAÑO HINOJOSA

ADVISOR: SARA ANAGUANO PÉREZ

Guayaquil, septiembre del 2019

ii


FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGUÍSTICA SISTEMA DE EDUCACIÓN


Directives

AUTHORITIES

__________________________ __________________________

MSc .Santiago Galindo Mosquera MSc. Pedro Rizzo Bajaña

DECANO VICE – DECANO

__________________________ __________________________

MSc. Sara Anaguano Pérez Ab. Sebastián Cadena Alvarado

DIRECTORA DE LENGUAS Y SECRETARIO GENERAL

LINGUÍSTICA

iii



ESCUELA DE LENGUAS Y LINGUÍSTICAS SISTEMA DE EDUCACIÓN


Approval of the court

PROJECT

TOPIC: The incidence of vocabulary acquisition in the development of oral

production. Design a system of vocabulary activities to improve oral

production

APROBADO

_________________________

Tribunal N°1

_________________________ _________________________

Tribunal N° 2 Tribunal N° 3

_________________________

Avendaño Hinojosa Ana María

C.I.: 0926624313

iv

EL TRIBUNAL EXAMINADOR OTORGA AL

PRESENTE TRABAJO

Qualification of the court

LA CALIFICACIÓN DE: _________________________

EQUIVALENTE A: ___________________________

TRIBUNAL

_________________________ _________________________

_________________________

v

Approval of the project letter

vi

DEDICATION

Dedication

I dedicate this project to my little daughter Isabella Guilcapi

Avendaño, since she came into my life since I started the process of carrying

out the thesis and for her I put all my effort into being able to finish the

research work, and my mother Ingrid Hinojosa Saquicela, who was one of

the people who motivated me to continue in this process.

Ana María Avendaño Hinojosa

vii

ACKNOWLEDGEMENTS

Acknowledgements

My thankfulness is for the people who made it possible to carry out this

project. To the MSc. Ivonne Apraez, director of the Educational Institution

who allowed me to do my job at the institution she directs. In addition, I

mainly thank my tutor MSc. Sara Anaguano, MSc, Heiddy Marriot and MSc

Hilda Alvarez for guiding me in the elaboration of the project providing me

with enough teaching in these months of tutoring.

Ana María Avendaño Hinojosa

viii

GENERAL INDEX

General index

Front Page .................................................................................................. i

Directives ................................................................................................... ii

Approval of the court ................................................................................. iii

Qualification of the court ........................................................................... iv

Approval of the project letter ...................................................................... v

Dedication ................................................................................................ vi

Acknowledgements .................................................................................. vii

General index ......................................................................................... viii

Index of Tables ........................................................................................ xii

Index of Graphics.................................................................................... xiii

Index of Appendices or Annexes ............................................................ xiv

Resumen Annexe 13 ............................................................................... xv

Abstract Annexe 14 ............................................................................... xvi

Repositorio Nacional en Ciencia y Tecnología ...................................... xvii

National Repository in Science and Technology .................................... xviii

Introduction ................................................................................................1

CHAPTER I ...............................................................................................3

THE PROBLEM .........................................................................................3

Context of the Investigation ....................................................................3

Problem of Investigation .........................................................................3

Conflict Situation ....................................................................................3

Scientific Fact .........................................................................................4

Causes ...................................................................................................4

ix

Statement of the Problem .......................................................................4

Objectives of Investigation .....................................................................5

General Objective ...............................................................................5

Specific Objectives .............................................................................5

Questions of Investigation ......................................................................5

Justification ............................................................................................5

CHAPTER II ..............................................................................................9

THEORETICAL FRAMEWORK .................................................................9

Background of the Investigation .............................................................9

Theoretical- Conceptual Framework.....................................................11

Vocabulary ...........................................................................................11

Importance of vocabulary .....................................................................12

Types of vocabulary .............................................................................13

Active Vocabulary .............................................................................13

Passive Vocabulary ..........................................................................14

Receptive Vocabulary .......................................................................14

Productive Vocabulary ......................................................................15

Principles of Vocabulary Learning ........................................................15

1. Cognitive Depth .......................................................................15

2. Retrieval ..................................................................................16

3. Associations ............................................................................16

4. Re-contextualization ................................................................17

5. Multiple Encounters .................................................................17

Techniques for teaching vocabulary .....................................................18

Teaching the form of a word .................................................................18

Teaching the meaning of a word ..........................................................19

x

Helping the learner connect form and meaning ....................................19

Oral Production ........................................................................................19

Importance of oral production ...............................................................21

Strategies to develop oral production ...................................................21

Characteristics of oral production .........................................................23

Grammar ..............................................................................................23

Vocabulary ...........................................................................................23

Intonation .............................................................................................24

Fluency ................................................................................................24

Pedagogical Foundation .......................................................................25

Didactic Foundation .............................................................................26

Psychological Foundation ....................................................................27

Contextual Framework .........................................................................28

Legal Foundation .................................................................................28

CHAPTER III ...........................................................................................31

METHODOLOGY, ANALYSIS AND DISCUSSION OF RESULTS ...........31

Methodological Design .........................................................................31

Types of Research ...............................................................................32

Methods of Investigation ......................................................................33

Population and Sample ........................................................................34

Sample .................................................................................................35

Operationalization of Variables .............................................................36

Techniques and Instruments of Investigation .......................................38

Techniques of Investigation ..................................................................38

Observation ......................................................................................38

Survey ..............................................................................................38

xi

Interview ...........................................................................................38

Instruments of the investigation ............................................................39

Analysis and Interpretation of result of the instrument of investigation. .40

Analysis of results of the survey to the students ...................................42

Tabulated results of student survey ......................................................57

Analysis of results of the Teacher Interview .........................................58

CHAPTER IV ...........................................................................................61

THE PROPOSAL .....................................................................................61

Title ......................................................................................................61

Justification ..........................................................................................61

Objectives ............................................................................................62

General Objective .............................................................................62

Specific Objectives ...........................................................................62

Theoretical Aspects ..............................................................................62

Legal Aspect ........................................................................................63

Feasibility of its Application ..................................................................64

Technical Feasibility .........................................................................64

Human Resources ............................................................................64

Economic Feasibility .........................................................................65

Description of the proposal ...................................................................65

Conclusions .........................................................................................67

Recommendations ...............................................................................68

Proposal ...............................................................................................69

References ......................................................................................... 114

xii

Index of Tables

Table N° 1 Population ..............................................................................35

Table N° 2 Sample Distribution ................................................................36

Table N° 3 Table of the operationalization of variables ............................37

Table N° 4 Guide of Observation .............................................................40

Table N° 5 Importance of vocabulary to have a conversation ..................42

Table N° 6 The necessity to learn new words. .........................................43

Table N° 7 Learn more vocabulary for better comprehension ..................44

Table N° 8 Demotivation due to ignorance the words ..............................45

Table N° 9 Have the idea without know how to express ...........................46

Table N° 10 Keep a conversation in English ...........................................47

Table N° 11 The role of teacher in the oral production .............................48

Table N° 12 Teacher’s help to speak English ..........................................49

Table N° 13 Insecurity for not knowing how to express in English............50

Table N° 14 Congratulations as motivation in students ............................51

Table N° 15 Learning English through pictures ........................................52

Table N° 16 Dynamic activities to develop oral production .......................53

Table N° 17 Importance of a system based of vocabulary acquisition ......54

Table N° 18 Activities applied to motivate to speak ..................................55

Table N° 19 Learning of vocabulary with real examples ...........................56

.Table N° 20 Tabulated results of student survey .....................................57

xiii

Index of Graphics

Graphic N° 1 Importance of vocabulary to have a conversation ...............42

Graphic N° 2 The necessity to learn new words. .....................................43

Graphic N° 3 Learn more vocabulary for better comprehension ...............44

Graphic N° 4 Demotivation due to ignorance the words. ..........................45

Graphic N° 5 Have the idea without know how to express .......................46

Graphic N° 6 Keep a conversation in English ..........................................47

Graphic N° 7 The role of teacher in the oral production ...........................48

Graphic N° 8 Teacher’s help to speak English .........................................49

Graphic N° 9 Insecurity for not knowing how to express in English ..........50

Graphic N° 10 Congratulations as motivation in students ........................51

Graphic N° 11 Learning English through pictures ....................................52

Graphic N° 12 Dynamic activities to develop oral production ...................53

Graphic N° 13 Importance of a system based of vocabulary acquisition ..54

Graphic N° 14 Activities applied to motivate to speak ..............................55

Graphic N° 15 Learning of vocabulary with real examples .......................56

xiv

Index of Appendices or Annexes

Annex I A Annexes I Legal Documents .................................................. 119

Annex I B Tutor designation letter .......................................................... 120

Annex I C Institution letter ...................................................................... 121

Annex I D Urkund Results ...................................................................... 122

Annex I E Urkund Results Approved ...................................................... 123

Annex I F Theme Complaint Letter ........................................................ 124

Annex I G Tutorial Plan Agreement ....................................................... 125

Annex I H Management Progress Report – Sheet 1 .............................. 126

Annex I I Management Progress Report – Sheet 2 ................................ 127

Annex I J Management Progress Report – Sheet 3 ............................... 128

Annex I K Thesis completion certificate ................................................. 129

Annex I L Evaluation Rubric ................................................................... 130

Annex I M Final Review Report.............................................................. 131

Annex I N Evaluation rubric written report .............................................. 132

Annex I O Certification of tutor reviser ................................................... 133

Annex I P Repositorio Nacional en Ciencia y Tecnología ...................... 134

Annex I Q National Repository in Science and Technology ................... 135

Annex I R Free nontransferable license ................................................. 136

Annex II A Evidences (Photos and Instruments a .................................. 138

Annex II B Photos with Project advisor Msc. Sara Anaguano in tutoring

classes .................................................................................................. 139

Annex II C Photos with the Director of the institution and outside the

installation of the institution Victor Emilio Estrada .................................. 140

Annex II D Photos applying the instrument of research in the students . 141

Annex II E Photos with the English teacher in the student’s survey and after

to surveying her ..................................................................................... 142

Annex II F Interview to English teacher ................................................. 143

Annex II G Student Survey ................................................................... 144

xv

THE INCIDENCE OF VOCABULARY ACQUISITION IN

THE DEVELOPMENT OF ORAL PRODUCTION. DESIGN

A SYSTEM OF VOCABULARY ACTIVITIES TO IMPROVE

THE ORAL PRODUCTION

Autor: Ana María

Avendaño Hinojosa

Tutor: MSc. Sara

Anaguano Pérez

Resumen Annexe 13

En el presente estudio se ha investigado la incidencia de la adquisición

del vocabulario para desarrollar la producción oral en los estudiantes de

décimo año sección A, en la institución educativa Víctor Emilio Estrada,

año lectivo 2019 – 2020, en la cual debido a la carencia de material

didáctico, métodos y técnicas de enseñanza de un segundo idioma los

estudiantes demostraron tener insuficiencia en el desarrollo de la

producción oral. Este proyecto se llevó a cabo a través de un estudio

bibliográfico y estadístico, además se implementó como instrumento de

investigación, la observación, la encuesta y la entrevista con el fin de

tener una visión más amplia del problema. Después de un profundo

análisis de la situación se propuso diseñar un sistema de actividades

basadas en la adquisición del vocabulario enfocado a desarrollar la

producción oral en los estudiantes y ayudar de manera significativa al

docente a implementar esta propuesta con la finalidad de exista una

mejor comunicación oral durante clases.

Palabras Claves: Producción oral, adquisición, vocabulario, técnicas de

enseñanza, métodos de enseñanza.

ANEXO 13

xvi

THE INCIDENCE OF VOCABULARY ACQUISITION IN THE

DEVELOPMENT OF ORAL PRODUCTION. DESIGN A SYSTEM OF

VOCABULARY ACTIVITIES TO IMPROVE THE ORAL PRODUCTION

Author: Ana María

Avendaño Hinojosa

Advisor: MSc. Sara

Anaguano

Abstract Annexe 14

In the present study it has been investigated the incidence of vocabulary

acquisition in the development of oral production in students of tenth year

section A, in the elementary school Victor Emilio Estrada, 2019 – 2020

school year, in which due to the absence of didactic material, methods and

techniques of teaching a second language, the students demonstrated to

have insufficiency in the development of oral production. This projects was

carried out through a bibliographic and statistical study, in addition it was

implemented as a research instrument, observation, survey and interview

in order to have a broader view of the problem. After a deep analysis of the

situation, it was proposed to design a system of activities based on the

acquisition of vocabulary focused on developing oral production in students

and significantly helping the teacher to implement this proposal in order to

have a better communication during English class.

Keywords: Oral production, acquisition, vocabulary, teaching techniques,

teaching methods.

ANEXO 14

xvii

Repositorio Nacional en Ciencia y Tecnología

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS/TRABAJO DE GRADUACIÓN

TÍTULO Y SUBTÍTULO: THE INCIDENCE OF VOCABULARY ACQUISITION IN THE DEVELOPMENT OF ORAL PRODUCTION. DESIGN A SYSTEM OF VOCABULARY ACTIVITIES TO IMPROVE THE ORAL PRODUCTION.

AUTORA: AVENDAÑO HINOJOSA ANA MARÍA

REVISORA/TUTORA ANAGUANO PÉREZ SARA

INSTITUCIÓN: UNIVERSIDAD DE GUAYAQUIL

UNIDAD/FACULTAD: FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

MAESTRÍA/ESPECIALIDAD: LENGUAS Y LINGÜÍSTICA

GRADO OBTENIDO: LICENCIATURA EN LENGUAS Y LINGÜÍSTICA.

FECHA DE PUBLICACIÓN: SEPTIEMBRE, 2019 No. DE PÁGINAS: 144

ÁREAS TEMÁTICAS: LENGUA INGLESA

PALABRAS CLAVES: Producción oral, adquisición, vocabulario, técnicas de enseñanza, métodos

de enseñanza.

RESUMEN: En el presente estudio se ha investigado la incidencia de la adquisición del vocabulario para

desarrollar la producción oral en los estudiantes de décimo año sección A, en la institución educativa

Víctor Emilio Estrada, año lectivo 2019 – 2020, en la cual debido a la carencia de material didáctico,

métodos y técnicas de enseñanza de un segundo idioma los estudiantes demostraron tener

insuficiencia en el desarrollo de la producción oral. Este proyecto se llevó a cabo a través de un estudio

bibliográfico y estadístico, además se implementó como instrumento de investigación, la observación,

la encuesta y la entrevista con el fin de tener una visión más amplia del problema. Después de un

profundo análisis de la situación se propuso diseñar un sistema de actividades basadas en la adquisición

del vocabulario enfocado a desarrollar la producción oral en los estudiantes y ayudar de manera

significativa al docente a implementar esta propuesta con la finalidad de exista una mejor

comunicación oral durante clases.

ADJUNTO PDF: X SI NO

CONTACTO CON AUTORA: Teléfono: 0985378546 E-mail:

[email protected]

CONTACTO CON LA

INSTITUCIÓN:

Nombre: SECRETARÍA DE LA ESCUELA DE LENGUAS Y LINGÜÍSTICAS

Teléfono: (04)2294888 Ext. 123

E-mail: [email protected]

ANEXO 10

xviii

National Repository in Science and Technology

NATIONAL REPOSITORY IN SCIENCE AND TECHNOLOGY


TITLE AND SUBTITLE: THE INCIDENCE OF VOCABULARY ACQUISITION IN THE DEVELOPMENT OF ORAL

PRODUCTION. DESIGN A SYSTEM OF VOCABULARY ACTIVITIES TO IMPROVE

THE ORAL PRODUCTION.

AUTHOR: AVENDAÑO HINOJOSA ANA MARÍA

REVISOR/TUTOR ANAGUANO PÉREZ SARA

INSTITUTION: UNIVERSIDAD DE GUAYAQUIL

FACULTY: FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN



FECHA DE PUBLICACIÓN: SEPTEMBER, 2019 No. DE PÁGINAS: 144

ÁREAS TEMÁTICAS: ENGLISH LANGUAGE

KEYWORDS: Oral production, acquisition, vocabulary, teaching techniques, teaching methods.

ABSTRACT: In the present study it has been investigated the incidence of vocabulary acquisition in the

development of oral production in students of tenth year section A, in the elementary school Victor Emilio

Estrada, 2019 – 2020 school year, in which due to the absence of didactic material, methods and techniques of

teaching a second language, the students demonstrated to have insufficiency in the development of oral

production. This projects was carried out through a bibliographic and statistical study, in addition it was

implemented as a research instrument, observation, survey and interview in order to have a broader view of the

problem. After a deep analysis of the situation, it was proposed to design a system of activities based on the

acquisition of vocabulary focused on developing oral production in students and significantly helping the teacher

to implement this proposal in order to have a better communication during English class.



[email protected]

CONTACTO CON LA

INSTITUCIÓN:


Teléfono: (04)2294888 Ext. 123


ANEXO 10-A

1

INTRODUCTION

Introduction

Nowadays in our country the learning of the English language has

become a challenge, since to learn the language in such a way that people

can communicate well with other people who speak this language, for this

there must be a teaching that is equipped with techniques and

methodologies focused on learning a foreign language. English is one of the

most spoken languages in the world, therefore it is worth highlighting the

importance of learning it, since it is currently required for many things such

as: studies, work, travel, etc.

In order to teach a foreign language, all the skills that it implies must

be taught, but in this project the development of one of the specific skills

such as oral production will be emphasized. This ability is of the utmost

importance since schools currently emphasize grammar and reading

learning more, but speech skills are not being properly developed, so that

students lose interest by not knowing how to express themselves in another

language.

This research project is useful because it is consistent with being able to

achieve what is established in the National Good Living Plan (GLNP),

allowing students to reach the required level in the English language, in

relation to the expected standards, developing their oral expression with the

purpose of forming them as productive elements for society. Finally, this

research will analyze the interaction that the teacher has with his students

in the classroom, developing oral production in the English language

through bibliographic and statistical research.

Chapter I: This chapter describes the problem in context, the conflict

situation and the main causes of the problem, as well as the general

2

objective of the investigation and its respective objectives, will also detail

the questions that will help to develop the project and finally the justification.

Chapter II: This contains the theoretical framework, which includes

the theories and aspects that underlie the variables of this research, as well

as the various foundations around education and the respective legal

foundation of the project.

Chapter III: This chapter is based on the methodology of research

techniques applied in the project, as well as data collection, analysis,

interpretation and results.

Chapter IV: This chapter details the project proposal, its justification,

the feasibility it has, as well as the description of the proposal and finally the

conclusions.

3

CHAPTER I

THE PROBLEM

Context of the Investigation

This research analysis is based on the incidence of vocabulary

acquisition in the development of the oral production at “Victor Emilio

Estrada” elementary school with the students of 10 “A” of General Basic

Education, in the Guayas province, in Guayaquil, District 3, school year

2019 -2020.

The educative unit has as a mission to be an institution committed to

the integral education of the students, providing inclusive educational

services to guarantee a human training that contributes to the community,

strengthening human values, and developing the logic and critical thinking

in the students. Starting from the perspective of the institution and concern

for the learning of the students, it is decided to carry out this research to

determine the most relevant aspects and to develop an innovative proposal

that allows the students of this institution to improve oral production.

Problem of Investigation

Conflict Situation

The research problem is perceived by an empirical observation to the

English classes revealed which the insufficient oral production.

One of the fundamental problems that students present is the limited

development of the oral ability. The students do not feel secure in

expressing an idea in foreign language. Therefore, the teacher should work

on promoting more activities that develop this fundamental skill in the

4

students of this institution. Other negative aspects that do not allow the

students to develop the oral production is the lack of knowledge of teacher

to apply the methodologies to develop this skill, the lack of internet and

visual resources. These are some reasons why the students have been

limited in the process of learning of a foreign language, being the most

affected.

It is important to mention that the development of the oral production

is one of the skills that the teacher needs to improve through the motivation

or dynamism applying different methodologies to teach. It is relevant the

kind of didactic material that the teacher implements to expand the

vocabulary acquisition in their students to improve the oral production.

Scientific Fact

Insufficiency in the oral production in the students of 10° “A” at “Víctor

Emilio Estrada” elementary school, in the Guayas Province, in Guayaquil ,

District 3, school year 2019 -2020.

Causes

Deficiency of teaching strategies to develop the oral production.

Limited vocabulary of students.

Lack of a visual resources that allow students to speak

Statement of the Problem

How does vocabulary acquisition influence in the development of the

oral production in students of 10° “A” at “Víctor Emilio Estrada” elementary

school, in the Guayas province, in Guayaquil city, district 3, and school year

2019 -2020?

5

Objectives of Investigation

General Objective

To analyze the incidence of the vocabulary acquisition in the

development of the oral production through a bibliographical research, field

study and statistical analysis.

Specific Objectives

To describe the incidence of the vocabulary acquisition through

bibliographical review.

To characterize the oral production through statistical, bibliographical

study, and surveys.

To select the most important aspects to design a system of

vocabulary activities through the information obtained.

Questions of Investigation

1. What is the current relation between vocabulary acquisition and oral

production of students of 10 “A”?

2. What role does the vocabulary play in the learning process of the

students?

3. What kind of methodology is necessary to develop the oral

production?

4. In which way the vocabulary acquisition can promote the

development of oral production?

5. How important is the use of a system of vocabulary activities during

the development of oral production?

Justification

This investigation aims to resolve a conflict situation in the oral

production of the students of tenth grade Basic Education, room A, at the

“Victor Emilio Estrada” elementary school, Zone 8, District 3, belonging to

6

the Guayas province, Guayaquil city, Garcia Moreno Parish, for the

academic year 2019 – 2020.

English as one of the dominant languages in the world, is one of the

languages that people often speak; occupying the ranked number 3 after

the Chinese and Spanish language according to Lane (2018) in his article

in the Babbel magazine, in which he states that there are 360 million people

in the world who speak English language as their mother tongue and

another 500 million speak it as a second language.

According to EF Education First English Proficiency Index (2018)

Ecuador is in as number 65 of 88 countries, with a regional qualification of

48, 52% that represents a lower level in knowledge of the English language.

In the Costa region it has a level of 49.08% of speaking in English while in

the Sierra region it has a level of 48.35% and the Oriente region it has a

level of 47.95%. At the city level, Quito city is the one that has a higher level

than other cities with 51.91%, while Guayaquil city has a level of 51.57%.

At a gender level the men have an English level of 48.04, while the women

have a level of 48.82%.

Taking into account the results, this evidence indicates the low level

of English that still remains in Ecuador, and exactly in Guayaquil there is

still the need to develop the different skills to master the English language.

This is the reason why this project is feasible because contains a system

based of vocabulary activities that develop the oral production in the

students of 10 "A" at "Victor Emilio Estrada" elementary school which will

contribute to the fluency and communication that students need to speak a

foreign language such as English. And finally the results of the observation

in classroom had as a result the idea to design a system of vocabulary

activities to improve the oral production.

7

The learning of a foreign language with quality levels is formed in the

Plan Nacional de Desarrollo “Toda Una Vida” (2017), “In order to

strengthen intercultural bilingual education, it must retake its foundations

and structures, processes of teacher education and training must be

promoted, to accept the need to have openness for the adaptability of

programmes, to provide adequate and dignified material conditions, and to

develop monitoring and evaluation mechanisms that go beyond curricular

performance and understand learning more broadly” page 55 (translated by

Ana Avendaño).

For this reason it is necessary to apply the learning of a foreign

language that guarantees the quality of the education, using strategies that

contribute to the development of the ability of the oral production where the

beneficiaries of the principal research are the students of the 10th "A" of the

educational unit "Víctor Emilio Estrada" in the province of Guayas, in

Guayaquil, District 3, school year 2019-2020.

This research have the finality of increase the educational quality,

reflected by the Constitution of Ecuador (2011) in the article 26 said that

“The education is a right of the people, and is an inevitable work that the

state must guarantee that”, page 33 and in the article 27 said “The education

is essential to the knowledge, the exercise of the rights and the construction

of autonomous country, and constitute a strategic axis to the national

develop “ page 33 (translated by Ana Avendaño), for that reason it is

important that state guarantee all the possible resources that the elementary

school needs, and the teacher changes the style of work in the moment of

teaching, applying the strategies of learning to teach the vocabulary

developing the oral production.

According to the LOEI (2015) in the article 3, section b, said “ The

strengthening and the involution of the education to contribute the keeping

and preservation of the entities according to the cultural diversity and the

8

particulars methodologies of teaching, from the initial level to superior level,

by standard of quality” page 13 (translated by Ana Avendaño). It is

necessary to develop the different methodologies of learning of a foreign

language that guarantee the quality of the teaching and the development of

the critical thinking in the students because nowadays it is a basic necessity

to maintain a good communication with people from other countries,

because it allows us to understand other cultures, but mainly because

society requires learning this foreign language as English to have the best

job opportunities and have a better quality of life. Therefore, it is essential

to develop the oral production in the students through a system based on

vocabulary activities.

9

CHAPTER II

THEORETICAL FRAMEWORK

Background of the Investigation

In the present work will detail all research aimed at the influence of

the vocabulary in the oral production, for this reason was performed a

general and local level research, which resulted in the need to improve oral

production for the learning of a second language. One of the characteristics

of all research is that teachers need to develop different types of teaching

strategies, and some of them have proposed to improve the oral production

through the vocabulary acquisition applying it of different ways. Below are

some of the works that are related to this work.

Olivares’s (2017) who investigated whether oral expression could be

improved through strategies that develop this ability in second – year high

school students in the city of Puebla. For that study he mentions some of

strategies such as: organize and encourage learning situations, develop

and envolve differentiation devices, refers to the whole of strategies to work

with the different groups and skills of the students, Involve students in their

learning and their work, work as a team, inform and involve the active

participation of parents in the construction of the integral learning of the

students, involve the use of resources technology for the optimization of the

teaching- learning process, propose to establish a program of constant

tracher update for oneself and for classmates. A diagnosis was made to

know the domain of the oral production, while the questionnaire contributed

to identify the strategies that should be use to express in another language;

for which the author considered pertinent make a didactic proposal that

contains a series of strategies that allow to reduce the problems of the oral

expression.

10

Zúñiga (2016) who investigated about the oral production from the

use of techniques interactive. The research was aimed at developing the

oral production of the English language in the students of Tenth year of

Basic Education of the Educational Unit Álvaro Valladares in the Puyo city,

the researcher worked with 28 students. The author used a research

instruments the interview and observation guide to diagnose the academics

results of students, the final result allowed to develop the proposal called

Interactive Guide for speaking skill, which served as an instrument to apply

activities for the development of oral expression skills, allowing students to

learn new meanings and interact with each other.

In the archives of the University of Guayaquil, Faculty of Philosophy,

Letters and Science of the Education, another project that was found had a

relation with one of the variables of the present research with the title:

Influence of vocabulary for the development of the oral expression, with the

proposal related to the design of a picture booklet focused on the vocabulary

to develop oral expression.

Merchán (2017) present arguments to emphazise el relation

between vocabulary and oral expression, through a field research and

quantitative and qualitative reasearh, applying as research instruments the

interview directed towards the teacher that allowed to know about the

methodologies that the teacher uses to develop the oral expression, the

observation in the classroom, which allowed to observe the behavior of the

students; the survey directed towards the students which aloowed them to

know more accurately their point of view regarding the development of oral

expression through vocabulary and finally an observation guide toward the

teacher that aloowed to define what teaching strategies the teacher applied,

which showed that the teacher motivates and interacts with the students. As

a result of the survey, it was evident that students do not properly apply

vocabulary- containing activities as well as not having developed English

speaking skills well. His proposal was designed according to the problem

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and this facilitated the interaction between the teacher and students since

the booklet contained activities that developed the oral expression and

vocabulary according to the required level.

After reviewing the research projects mentioned above, it was

evident that there are similar work with this project, but that it it necessary

to continue implementinf solutions to develop oral production through the

acquisition of vocabulary for which it is essential that apply strategies that

develop speech. For this reason, this research is feasible since it is focused

on solving the problems that students face, applying activities aimed at

increasing the level of vocabulary that students should have as well as A2.1

level that correspons to the level the students attend.

Theoretical- Conceptual Framework

Vocabulary

According to Cameron (2001) cited by to Alqahtani (2015) in the

article about The Importance of Vocabulary in language learning and how

to be taught) talks about the vocabulary “as one of the knowledge areas in

language, plays a great role for learners in acquiring a language”. (pp 22)

From this perspective, vocabulary plays a very important role in the

development of language as well as essential for the communication of

people in learning a second language. The learning of vocabulary is very

relevant for the human being, since it allows him to express himself either

orally or in written form, the level of vocabulary varies according to the age

of the person and even the level of education he has.

According to Avan Kamal (2015) citing to While Lehr, Osborn and

Hiebert (2004) define vocabulary as:

Knowledge of words and meanings that they have two form of oral

and print. Oral words are those vocabulary words that the learner recognize

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and use in listening and speaking. Print vocabulary words incorporate those

vocabulary items that the learner recognize and deploy in reading and

writing. p1.

To these authors the vocabulary is one of the language components

most important, because through it, people can express their feelings and

thinkings, using specifics words according to the place or country that the

people belong.

(Multicultural & ESOL Program Services Education (2007)

comments in the article about the vocabulary that “it refers to the knowledge

of accumulated information that people have about the meanings and

pronunciations of words that are necessary to communicate among them”.

Importance of vocabulary

McCarty (1990) cited by Avan Kamal (2015) argues that “no matter

how well the students learns grammar, no matter how successful the

sounds of L2 are mastered, without words to express a wide range of

meanings, communication in an L2 just cannot happen in any meaningful

way” (p.p11). Vocabulary is one of the fundamental parts in the teaching of

the English language, since without an adequate vocabulary, students will

not be able to understand the ideas and expressions that another person

wishes to express.

Nation (2001) cited by Alqahtani (2015) emphasizes that knowledge

of vocabulary and the use of language are important complements in the

development of language because through the use of language can

significantly increase vocabulary knowledge, as having sufficient

vocabulary the student can express in a timely manner while if the student

has limited vocabulary the communication will also be limited.

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According to the website Solopress (2015) indicates that having an

extensive vocabulary will help the student to express himself clearly, and

although much of the vocabulry is built throuhout childhood, it is true that

after completing the study it stops expanding, for that reason it recommends

that in order to maintain a successful vocabulary, realize various activities

such as reading, play word games, and propose to learn a word everyday.

Types of vocabulary

There are two types of vocabulary, despite the various

classifications that have been given according to the needs of each person

and each subject in which it is studied, and which are: passive vocabulary

and active vocabulary.

Active Vocabulary

According to Alqahtani (2015) citing to Hammer (1991) states that:

“Passive vocabulary refers to the type of vocabulary that students have

learned and are expected to use. Meanwhile, the Active vocabulary refers

to the words that students will recognize when they meet them, but probably

will not be able to pronounce them”.

According to Gunaprova (2015) in his article in The Criterion an

International Journal in English states that “The Active Vocabulary consists

of those words that a person can use when speaking and writing. Active

vocabulary refers to the productive side of language. It consists of the words

that people use with confidence since they understand their meanings and

use”.

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The autors indicates that the active vocabulary is all those words that

students frequently use in their daily lives, and although they can may

understand many difficult words when they read or listen, they do not always

apply that vocabulary when speaking or writing, this it usually becomes a

problems for studnets since they would like to be able to use many words

they understand in their conversations, but it is also important to emphasize

that the level of active vocabulary that person possesses will be significant

if it alows to express the desired.

Passive Vocabulary

Gunaprova (2015) affirms that the passive vocabulary consists in the

words that can be understood when they appear in the speaking or in the

writing of others, but which are not used when speaking since they are not

completely familiar with the words. Many times the learners can understand

the meaning of a word but only up to a certain point since it depends on the

context of the sentence.

In addition Alqathani citing Haycraft indicates that exist two types of

vocabulary: Receptive vocabulary and Productive vocabulary

Receptive Vocabulary

Alqahtani (2015) citing to Stuart Webb (2009) affirms that receptive

vocabulary are words that learners recognize and understand when they

are used in context, but which they cannot produce. It is vocabulary that

learners recognize when they see or meet in reading text but do not use it

in speaking and writing. In this case the students have to read and listen to

understand the message, and while they doing this, they become Passive,

because it only collects the information and saves it in the long term.

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Productive Vocabulary

Stuart Webb (2009) as cited by Alqahtani (2015) affirms that:

Productive vocabulary are the words that the learners understand

and can pronounce correctly and use constructively in speaking and

writing. It involves what is needed for receptive vocabulary plus the

ability to speak or write at the appropriate time. Therefore, productive

vocabulary can be addressed as an active process, because the

learners can produce the words to express their thoughts to others.

Productive vocabulary can be defined as words that are used

regularly as opposed to those that can be understood. In order for a word

to become active vocabulary, the students puts into practice the words

learned in such a way that he can express them daily, since he knows their

meaning and at what time to use it for this reason can apply them.

Principles of Vocabulary Learning

Vocabulary is a very important part of learning a language, therefore,

the more words a person knows, the better will be their understanding when

they listen, read and express themselves orally, therefore learning the

vocabulary is based on the following principles:

1. Cognitive Depth

Rhalmi (2017) in his article how to teach vocabulary argues that the

principle of cognitive depth includes many activities such as relating words

with their synonyms or antonyms, using a dictionary to search for a word,

identifying assignments, sequencing words; this means that students

manipulate words conveniently.

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The objective of the students to learn vocabulary is, mainly, to be

able to remember a word at will and recognize it in its oral and written form.

Ulloa Tejera (2017) citing to Schmitt (2000) emphasizes:

The more one manipulates, thinks about, and uses mental information, the

more likely it is that one will retain that information. In the case of vocabulary,

the more one engages with a word, the more likely the word will be

remembered for later use.

2. Retrieval

The human being depends on the memory every time he remembers a

personal event, when he remembers for example a person's birthday, his

first day of classes, or a specific trip. Memory is also obviously involved

when we remember information about historical events, or events that have

been transcendent in your life. Baddeley (1997) cited by Ulloa Tejera (2017)

consider that “The act of successfully recalling an item increases the chance

that the item will be remembered. It appears that the retrieval route to that

item is in some way strengthened by being successfully used.”

3. Associations

The principle of association Sökmen (1997) cited by Ulloa Tejera (2017)

consider:

The human lexicon is believed to be a network of associations, a web-

like structure of interconnected links. When students are asked to

manipulate words, relate them to other words and to their own

experiences, and then to justify their choices, these word associations

are reinforced

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As students acquire more vocabulary, by expressing them, they adopt them

based on their experiences in a way that facilitates their interpretation and

communication.

4. Re-contextualization

According to Mohammed (2017) refers about of Re-contextualization as

one of the principles has a positive impact on the learning of vocabulary

since students when finding new words should use them in different

contexts, whether reading, listening, speaking and writing.

Nation (2001) cited by Ulloa Tejera (2017) argues:

When words are met in reading and listening or used in speaking and

writing, the generative of the context will influence learning. That is, if the

words occur in new sentence contexts in the reading text, learning will

be helped. Similarly, having to use the word to say new things will add

to learning.

The importance to employ the Re-contextualization contributes significantly

to the acquisition of new vocabulary that students can then use in different

language skills.

5. Multiple Encounters

According to Schmitt & Carter (2000) cited by Ulloa Tejera (2017)

consider that for the increase of the acquisition of the vocabulary it is

necessary that the student obtains a repeated number of times the exposure

of a word so that it is recorded in the mind of the student.

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Techniques for teaching vocabulary

To vocabulary teaching, it is necessary for the teacher to develop in

students an interest in learning new words and to reproduce them, but to do

this it is necessary to implement techniques that are in accordance with the

level that students should have and contribute to the development of the

same.

According to Nation & New Zealand (1974) considers three important

aspects that teacher must to teach vocabulary such as:

1. To teach the form of the word.

2. To teach the meaning of a word.

3. To help the learner connect form and meaning of a word.

Teaching the form of a word

According to the author the form of a word can be taught in different

ways and can classified in three senses such as:

Visually: This refers to the ways in which the movements of the mouth

are shown by saying the word, showing the movements of the hands

drawing the word and showing wooden or plastic letters that spell the

word.

Tactilely: This consists that the learners use their sense of touch, for

example using wooden letter, cardboard, materials that can be

sensitive to the touch having the form of the word, writing the word

letter by letter in the palm of the learner’s hand.

Aurally: This consists of saying the word or producing in morse code

or some other oral code.

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Teaching the meaning of a word

This technique is to help learners to understand the meanings of words,

using different approaches such as:

Demonstration: This refers to showing an object or a cut-out figure,

by means of gestures or simulating an action is carried out making

the learners understand the meaning of a word.

Pictures: This explains that to teach the meaning of a word the

teacher needs visual resources such as: photographs, drawings on

the board, flashcards, slides and cuttings from magazines or

newspapers.

Explanation: This consists that the teacher teach the meaning of the

word to the learner through the description, giving synonyms and

opposites and translating.

Helping the learner connect form and meaning

Through this technique the learner is helped to connect the form of

word with the meaning, so that the form and the meaning have to be

presented at the same time to the learner knows that they are connected

with each other, in such a way the knowledge will be firmly implanted in their

automatic responses and increases the number of words the student needs.

Oral Production

According to Fernández (2002) cited by Garay & Triana (2017)

explain that this ability is understood as verbal exchange between a speaker

and a listener, which is expected to respond to what has been expressed.

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The Common European Framework of Reference (2002) cited by

Garay & Triana (2017), present arguments to emphasize that in order to

develop oral production, the level that students should develop is a level A2,

for which it refers that three fundamental aspects should be taken into

account: fluency, oral expression and oral interaction.

According to the authors with respect to fluency, the student only

uses very short expressions, and prepared in advance, making many

breaks to look for expressions and articulate less common words to be able

to correct the communication. While the oral expression, the speaker uses

a series of expressions and phrases to describe with simple words the family

or people, their living conditions, their educational background and their

work. And finally with regard to oral interaction the student can communicate

in simple and common tasks that require a simple and direct exchange of

information about activities and everyday things, although usually this

cannot be understood enough to be able to hold a conversation.

Bygates (1991) cited by Suaza Mena (2014) consider that the oral

production is the ability to assemble sentences in the abstract, which are

reproduced and adapted to the circumstances of the moment, in other

words it is the ability to exchange words between two or more people who

adjust according to the context of the conversation.

Brown (1994) and Richard (2008) cited by Maigua Ramos (2016) in

her thesis project about working in pairs in the development of oral

production, indicates that one of the difficulties that students have at the

moment of communicating are: to speak slowly, to delay in organizing the

ideas that will express and to build incomplete sentences since the student

having a lack of necessary vocabulary can not complete an idea and this

complements that it can not ponounce the words well.

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Importance of oral production

Evans (2015) concludes that “the goal of learning a language is to

communicate. Oral communication skills are fundamental to the

development of literacy and essential for thinking and learning. It is the glue

that puts all the components of a language together”. Speaking is one of the

most important skill that students need to develop, since this ability helps to

express the feeling and thoughts as well as to identify and solve problems

through communication.

Olivares’s (2017) study emphasize that “the importance of oral

expression in communication implies a precess that allows interaction

between people in order to achieve different types of purposes that use a

common language. It is the way to share the meaning personal with other

and, in turn, allow us to understand the meaninf of a message.” It is very

important that the teacher makes the students have a direct contact with the

language in which they can interconnect information and above all these

are expressed through their experience.

Strategies to develop oral production

In order for teachers to develop the skill of oral production, It is

necessary to take into account which are the strategies that the teacher

needs to be able to improve this skill. Perrenoud(2004) cited by Olivares

(2017) mentions that exist ten competences to improve teacher

performance such as:

1. Organize and harmonize learning situations, in this case situations

that have to do with real life, so that students to learn to solve problems.

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2. Manage the progression of learning that is to say that the teacher

has to observe and evaluate in an objective and coherent way their

students.

3. Develop and evolve differentiation devices, in this case the teacher

must apply different strategies to work the different skills of the students.

4. Involve students in learning their work, for which the objective is

for students to feel the desire to learn and self-assess according to the

knowledge they have.

5. Teamwork objectively and critically focusing on problem solving

learning.

6. Participate in the management of the school, which propose that

the teacher must be involved in efforts of the institution to improve learning.

7. Inform and make parents become involved in the students learning

process.

8. Use new technologies, the teacher must involve resources

technology to improve the teaching-learning process.

9. Facing the duties and ethical dilemmas of the profession, this has

to do with promoting of the sense of responsibility, solidarity and justice.

10. Organize the continuous training itself, this proposes to establish

a program of constant teaching update for oneself and classmates.

Oxford (1990) cited by Olivares (2017) mentions that the strategies

are divided by two variants: direct an indirect and which in turn are

subdivided into six soubgroups (memory, cognitive, compesantion,

metacognitive, affective and social). Oxford also mentions that learning

strategies are directly involved directly to language to learn (in this case

English language).

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The direct startegies and all of these require mental processing of

language, while memory strategies help to students to store and retrieve

new information, through strategies congnitives students can understand

and produce a new language in many ways and finally the compensation

strategies allow students use language despite the cracks that may exist in

their knowledge.

Characteristics of oral production

The characteristics that the oral production entails are tools that the

speaker puts into practice with the aim of keeping the public’s attention alive

and transmitting/ receiving properly the message that is intended to be

given. There are four fundamental characteristic such as: grammar,

vocabulary, intonation and fluency.

Grammar

Nordquist (2018) states about grammar that is “a set of rules and

examples dealing with the syntax and word structures (morphology) of a

language”. The author emphazise the importance of grammar such as a

key; through this the speaker and listeners can to communicate effectively

because without grammar a language can not work.

Vocabulary

Nordquist (2018) consider that “vocabulary refers to all the words of

a language, or to the words used by a particular person or group. Also called

24

wordstock, lexicon and lexis. According to the author the vocabulary are

words used for people to can express an idea, through it people also can to

communicate, it is one of the fundamental characteristics to be able to

develop oral production.

According to Patel (2017) concludes that “learning vocabulary is an

important part of a students’s development process, but vocabulary

instruction can be a challenge for educator, especially when it comes to

making it effective and engaging”. Therefore, it is important to develop the

necessary strategies so that student can acquire vocabulary

Intonation

Muniem (2015) comments that “Intonation is a feature of

pronuntiation and common to all languages. Other features of pronutiation

include stress, rhythm, connected speech and accent. As with these other

features, intonation is about how we say something rather than what we

say”. It is improtant to emphasize that the intonation refers the way the voice

of speaker change when speak something, for example when speaker make

asks a question, the intonation changes and in this way the lsitener can

understand what the other person is talking about, that is whay intonation

plays a very important role in oral production.

Fluency

Nation and Newton (2009) cited by Barrios (2017) mention that

“Fluency development is important at all levels of proficiency, and even

beginners need to become fluent with the few items of language that they

know”. Fluency is importante because through it you can use basic

25

vocabulary to express ideas and thoughts clearly, effectively and be

unterstood by listeners.

Barrios (2017) citing to The Common European Framework (2001)

additionally emphasize that “a person fluent when he or she uses the

language structures accurately but at the same time concentrates meaning

not from” According to this the author emphasize that people fluent speak

language effectively and easily because use the correct structure and

meaning to can express some idea.

Pedagogical Foundation

This project is based on an important theory such as constructivism,

because it is focused on students learning through practice and not

memorizing. According to Ortiz (2015) concludes that the constructivism is

“a dialectical interaction between the teacher’s knowledge and those of the

student, who enter into discussion, opposition and dialogue, to lead to a

productive and meaniful synthesis: learning”.

The influence of learning on students depends very much on the

teacher, on how to direct the class by applying the necessary knowledge

and assessing the level of learning that they have to acquire. It is also

essential that the teacher has the support of teaching materials as well as

teaching-learning strategies and methodologies that allow the student to

actively participate in developing their oral expression skills as well as

fluency in knowledge according to their needs.

Ortiz (2015) mention about the Vygotsky’s social learning that

“Learning is the result of the individual’s interaction with the environment”.

It should be emphasized with this argument that learning is the result of a

process of personal-collective construction of new knowledge, attitudes and

26

life, from existing ones and in cooperation with the partners and the

facilitator in this case the teacher.

Didactic Foundation

The acquisition of vocabulary, as a didactic resource, helps student

to strengthen oral production in the student, in this case is necessary to

apply the techniques to teach vocabulary such as: teach the form of a word,

the meaning of a word and help the student connect the form with the

meaning through activities to develop oral production such as: discussion,

role play, simulations, brainstorming, describing pictures, etc. For the

application of these techniques the researcher is based on some hypothesis

to acquire a second language by Krashen such as: The acquisition-learning,

hypothesis, the input hypothesis and the affective hypothesis.

The acquisition-learning includes two independent performance

systems in a second language: the acquired is which students will

concentrate more on the communicative act but not on the form of their

expression and the other is the system learned this it focuses more on

knowledge of grammar rules.

The input hypothesis refers to acquisition but no to learning; through

this hypothesis the student improves and progress along the natural order

when he receives an input of a second language that is more advanced than

his current stage of linguistic competence, since not all student are at the

same level it is suggested that the natural communicative input is essential

to design a study program, thus ensuring that each student receives an

input.

In the affective filter hypothesis, affective variables play an important

role in student development where the teacher is also the key to the

27

acquisition of a second language. These variables include: the motivation,

self-confidence and anxiety. Therefore it is necessary that students are very

motivated, have confidence and a low level of anxiety since if these factor

do not occur, the acquisition of a second language wil not be successful and

if the affective filter is high the students will be able to develop oral

production better.

Psychological Foundation

The project in its psychological bases is based on three authors who talk

about learning theories such as Piaget, Ausubel and Vygotsky, theories that

are closer to constructivism.

According to Ortiz (2015) citing to Piaget mentions that the cognitive

theory that is also known as evolutionary theory, it talks about a progressive

process that progresses as the child physically and psychologically

matures, in this way it is expressed that the tenth year students will learn

gradually as they mature and each once you can learn more complex things

in conclusion is a learning that contributes to a better adaptation.

Ausubel talks about meaningful learning applied to students by relating new

ideas to ideas they have previously had. The process of meaningful learning

is combined with three aspects that are: logical, cognitive and affective in

which, through the logical aspect, the subject that is to be learned must have

internal coherence that contributes to its learning, the cognitive aspect is

instead taken It counts on the development of the abilities of the thought

and the processing of the information while it is physical aspect the

emotions of both the teacher and the student intervene that will be those

that favor or hinder the formation

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Vygotsky proposes his theory called the zone of next development,

this has to do with the knowledge that the apprentice has and the knowledge

that he can acquire through the help of the teacher or an expert.

Contextual Framework

The Educative Unit “Victor Emilio Estrada” was created in August,

6th, 1949 in Ecuador neighborhood, and was born with the name of

“Suburbana N° 4”, at the beginning it was thought to be an elementary

school and began working with just three classrooms. Therefore after

period of four years, it moved on to a bigger place; on October 4th, 1960.

Finally Victor Emilio Estrada elementary school moved definitely to its own

installations with the name of “Victor Emilio Estrada”. On 25th April 2013, the

school was called as an Educative Unit “Víctor Emilio Estrada” with the level

of Basic General Education.

The institution is located in the south of Guayaquil. It has its own

anthem created in 2013 by Lcdo. José Jurado Zerna. In 2016 the institution

became to work only in the morning day, its infrastructure is extensive, has

a computer room without access to the internet, and has 14 teachers, they

receive the school food, but nevertheless books that used to develop the

different subjects do not always arrive on time.

Legal Foundation

The main research is based on LOEI (2015) Title VIII of the bilingual

interculture education system in his art. 244 Transversalization of

interculturality mentions about includig interculturality as a transversal axis

in standars and indicator of educational quality and in the framework of

evaluation.

29

The project is also supported on Plan Nacional de Desarrollo, Toda

una vida (2017) in his first objective that is to cerify a difnified life with equal

opportunities for all people, it is about of access to education to the third

level in an inclusive, participatory and relevant way with availability the

population of its own territory, also manifests implementing alternative

modalities of education that specifies buildind society .

In addition the Ministerio de Educación in the curriculm of Foreing

Language (2016) it explains the levels that the students must develop

according to the year that the students attend, in this case the tenth year

students of the institution in which the project is carried out corresponds to

level A2.1. In the EFL curriculum in the curricular thread oral communication

recognizes the importance of listening and speaking as skills essential in

the communicative competence of English language learning, below are two

of the three sub-threads that are:

Spoken Production: students will learns the sounds of English

through motivating and engaging tasks aimed at increasing their levels of

confidence regarding language, the focus on fluency on accuracy, will also

increase student’s self-confidence, motivation and in turn decrease the

affective filter, which leads to motivation to continue learning and producing.

Spoken Interaction: Oral communication comprises a set of key

skills that can be used for collaborative learning. This includes not only what

is traditionally though such as speaking and listening skills, necessary to

develop interaction skills, but also other skills necessary to develop

interaction skills: the role of group work, as well as the social element of

group work, which increases confidence and motivation; problem solution;

participation in risk taking by accepting trial and error and the role of error

in language learning; and promotion of linguistic creativity and expression.

30

According to British Council School (w.d.) mentions some aspects

that the students with level A2 have to dominate such as:

Student is able to understand frequently used phrases and

expression related to areas of expertise that are especially relevant

(basic information about himself and his family, shopping, places of

interest, occupations, etc).

Knows how to communicate when carrying out simple and daily tasks

that do not require more than simple and direct exchanges of

information on issues that are known or common.

Knows how to describe in simple terms aspects of his past and his

environment as well as issues related to your immediate needs.

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CHAPTER III

METHODOLOGY, ANALYSIS AND DISCUSSION OF RESULTS

Methodological Design

The design of this investigation follows a mixed methods such as

quantitative and qualitative approach. According to Hernández, Fernández

& Baptista (2014) explain about the mixed methos:

Mixed methods represent a set of systematic, empirical and critical

processes of research and involve the collection and analysis of

quantitive and qualitative data, as well as their integration and joint

discussion, to make inferences product of all the information

collected and gain a better understanding of the phenomenon under

study.

In the present project the qualitative aspect will be used while in the

selection and collection of information that is collected or consulted in

documents of material or digital nature that will reinforce the relevance

between the two variables. The project has a quantitative approach with

highly relevant methods that will help the structure of the problem raised,

the research was carried out in the educational institution "Victor Emilio

Estrada", to then determine the possible causes that affect the development

of oral production. This research seeks to analyze the causes or factors that

could optimally develop the variables, in order to find possible solutions to

the problem posed by the students of this institution.

The first step was to request the permission from the authority of the

observed elementary school, then make an interview with the director, know

her perspective about the subject, her position according to the work that is

32

intended to be done in the institution, and her point of view on the proposal

that the researcher seeks to implement.

After obtaining the permission of the elementary school authority, it

proceeds to apply a survey to the teacher, where quantifiable information is

collected, as well as to students of 10 ° B of Basic General Education, their

point of view regarding the Learning of the English language emphasizing

the development of oral production. All data were tabulated and expressed

graphically, to be analyzed and interpreted.

Types of Research

It is very important the types of research that were used in this work

to improve the oral production reflected in students, in which the following

will apply:

This project is based on the new paradigm that will indicate the types

of research that will be used; descriptive, explanatory and purposeful.

Descriptive: The research is descriptive because due to the

incidence of the vocabulary acquisition to develop oral production of the

students of tenth grade General Basic Education, room A, has been

characterized.

Hernández, Fernández & Baptista (2014) study emphasize that

“Descriptive studies seek to specify the properties, characteristics and

profiles of people, groups, communities, processes, objects or any other

phenomenon that is submit for analysis”.

33

The study was framed within a descriptive research since its

application consists in characterizing a fact, studying, analyzing, interpreting

or describing current reality, circumstances and people, etc., analysis and

interpretation of the subject.

Explanatory: The investigation is of an explanatory nature since it is

used to specifically investigate a phenomenon that had not been studied

before, or that had not been explained well before, that of this type of

research is to provide details where there is a small amount of information

in this case due to the inquiring and interpretation of the incidence of

vocabulary acquisition to develop the oral production.

Hernández, Fernández & Baptista Lucio (2014) concludes that:

Explanatory studies go beyond the description of concepts of phenomena

or for establishing relationships between concepts; that is, they are directed

to respond for the causes of physical and social events and pehnomena.

Purposeful: This type of research proposes solutions to a given

situation based on an inquiry process. It involves exploring, describing,

explaining and proposing alternatives for change. For this reason it is

prposed to design a solution for the problrm, in this case, one that helps to

improve oral production in students.

Methods of Investigation

In the present research the inductive-deductive and functional

Structural Systemic method were used. According to Rodríguez & Pérez

(2017) indicate that:

Induction and deduction complement each other: through induction

they establish generalizations from the common in several cases, then from

34

that generalization they draw several logical conclusions, which through

induction translate into generalizations enriched, so they form a dialectical

unit. In this way, the use of the method inductive-deductive has many

potentials as a method of building knowledge at a first level, related to

external regularities of the object of investigation. Pp.12

According to de authors, the investigation is inductive-deductive

because the induction proceeds from particular statements to the generals

while in the deduction it is about using the generalizations that the induction

has provided as premises for the deduction of statements about the initial

observations.

The Funcional Structural Systemic method is used as logic or order

of procedures to be followed by the researcher, based on the categories of

mention theory: frontier, context, environment, purpose or objective.

Through this method was applied with the purpose to design a system of

vocabulary activities to develop the oral production in the students.

Population and Sample

It is the set of subjects or objects for and in which the research is

going to take place. They are all the subjects that are in a course, in a city,

in a school, in an institution, or in several courses, cities, schools,

institutions, etc. that will constitute the object to whom the problem is

intended to solve.

Hernández, Fernández & Baptista (2014) states in their document

about document Research Methodology that the population is “the set of all

cases that match a series of specifications”.

35

The authors explains about the population as the number of habitats

that make up a state, whether the world as a whole or to each of the

continents, countries, provinces or municipalities that make it up; and can

also refer to that population act that means giving people a place.

The population of this research is finite because it knows the specific

amount of the individuals that confirm it. In this research, the population was

obtained from those who make up the Educational Institution Victor Emilio

Estrada.

Among the strata taken into account for the collection of data, it is

considered: 14 teachers of the elementary school, the 29 students who were

applied the survey and the director was interviewed with the objective of

knowing her opinion about the project and, at the same time, request the

respective permission into the elementary school.

Table N° 1 Population

ITEM DETAIL POPULATION

1 Director 1

2 Teacher 14

3 Students 29

TOTAL 44

Source: Elementary School “Victor Emilio Estrada” Author: Avendaño Hinojosa Ana María

Sample

The sample is a significant representation of the characteristics of a

population that under, the assumption of an error we study the

characteristics of a population group much smaller than the global

population.

36

Hernández, Fernández & Baptista ( 2014) arguments “The sample is

a subgroup of the population of interest about which data will be collected,

and that has to be defined and delimited in advance precisely, in addition to

that it must be representative of the population”.

The size of the sample depends on the precision with which the

researcher wishes to carry out his work, but as a rule, a sample as large as

possible should be used according to the resources available. The greater

the sample the greater possibility of being more representative of the

population.

Table N° 2 Sample Distribution

ITEM DETAIL POPULATION

1 Director 1

2 Teacher 1

3 Students 29

TOTAL 31


Operationalization of Variables

For purposes of this research, two variables are defined on which

data collection is based, each of which is related to the education of students

of 10 ° E.G.B.

The relationship between the variables was performed, each one is

broken down into indicators, which were developed and compared with the

opinion of the respondents. It also analyzes the different theories on which

research is being based on a better understanding of the subject.

37

Table N° 3 Table of the operationalization of variables

VARIABLES DIMENSIONS INDICATORS

Independent Vocabulary

Vocabulary Definition

Importance

Kinds of vocabulary

Active Vocabulary

Passive Vocabulary

Receptive Vocabulary

Productive Vocabulary

Principles of Vocabulary Learning

The Principle of Cognitive Depth

The Principle of Retrieval

The Principle of Associations

The Principle of Re-contextualization

The Principle of Multiple Encounters

Techniques for teaching vocabulary

Teaching the form of a word

Teaching the meaning of a word

Helping the learner connect form and meaning

Dependent Oral

production

Oral Production

Definition

Importance

Strategies to develop oral production

Characteristics of oral production

Grammar

Vocabulary

Intonation

Fluency Source: Elementary School “Victor Emilio Estrada”

Author: Avendaño Hinojosa Ana María

38

Techniques and Instruments of Investigation

In the present project three main techniques and three instruments

of investigation were carried out, which allowed the researcher to elaborate

this project with the purpose to inform about the aspects related to the

deficiency in oral production.

Techniques of Investigation

Observation

This technique is to carefully observe the phenomenon, fact or case,

take information and record for after analysis. The observation is a

fundamental element of very research process; the researcher relies on it

to obtain the greatest number of data.

Survey

This technique is used to obtain data consisting of a dialogue

between two people: The interviewer who in this case is the researcher and

the interviewee; it is done in order to obtain information from it, which is

usually a person who is knowledgeable in the field of research.

Interview

This technique is applied to obtain data from several people whose

impersonal opinions interest the researcher. Unlike the interview, a list of

written questions that are given to the subjects is used, so that they can also

answer them in writing.

39

Instruments of the investigation

The Observation guide allowed the researcher to analyze the

development of the activities that the teacher executes in classes, therefore

the guide showed that motivation is an important technique that helps the

English teacher and students during the application of classroom strategies,

as well as the interaction and dynamics allowed to reinforce the knowledge

and communication between both. Therefore, through observation, it was

possible to take into account the need for students to acquire vocabulary to

develop oral production, so it also served to provide a solution to them.

The Survey Questionnaire was applied to assess the necessity of

the vocabulary acquisition to develop the oral production in the students of

Victor Emilio Estrada elementary school. The survey contains fifteen

question about the two variables and the proposal, as well as used a Likert

scale with response option ranging from:

1 = Strongly Agree, 2 = Agree, 3 = Neither Agree nor Disagree, 4 = Disagree

and 5 = Strongly Disagree.

The Interview to the Teacher was applied in order to know the

methodology used by the teacher to promote oral production and with

respect to know her opinion about implementing a system of activities based

on the acquisition of vocabulary. The interview had 10 open question for

which the answers obtained will be transcribed and then analyzed.

40

Analysis and Interpretation of result of the instrument of

investigation.

Analysis of the Observation Result

The purpose of the observation guide was to obtain qualitative data

on the methodology used in the classroom at the time of giving a class and

also observe the attitudes of the students during the English classes, as well

as their environment.

Table N° 4 Guide of Observation

N° STATEMENTS YES NO SOMEWHAT

1 Teacher clearly states the purposes of the class X

2 Guides properly the students towards the proposed objectives X

3 The introduction of the class is related to the proposed topic X

4

Teacher interacts with the students transmitting enthusiasm and interest in the students X

5 Encourage students to speak English among themselves X

6 Stimulates the search for new knowledge X

7

Take advantage of the didactic possibilities of the resources used (blackboard, textbooks, recorder, videos, projector) X

8

The teacher moves through different sector of the classroom, to facility the attention of students X

9 The teacher facilities and supports the development of collaborative activities. X

10 Teacher cares about knowing what the students want to learn. x


Comment: Through the observation it was possible to show that the

students were a little distracted in class when teacher explaining something

41

on the board, in addition to what is considered that the class becomes a bit

boring, it could also be evidenced that the teacher not focused the

objectives to be fulfilled in an adequate manner, but if you try to motivate

the students to get along speaking, it is also evident that you do not have

control of the classroom since it remains in one place and cannot be

monitoring the rest of the students, but there were positive aspects since

the teacher gives importance to the learning needs of the students,

encouraging collaborative work and trying to motivate students to be able to

speak without fear and have confidence in themselves, therefore it is

necessary to provide teaching techniques that the teacher can apply though

a system based on the acquisition of vocabulary to develop oral production.

42

Analysis of results of the survey to the students

Item 1: The knowledge of vocabulary is important for having a conversation

Sample: 29 students Tenth Grade Room A

Table N° 5 Importance of vocabulary to have a conversation

CODE CATEGORIES FREQUENCIES PERCENTAGES

Ítem

N° 1

Strongly Agree 21 75%

Agree 8 25%

Neither Agree Nor Disagree 0 0%

Disagree 0 0%

Strongly Disagree 0 0%

Total 29 100%


Graphic N° 1 Importance of vocabulary to have a conversation


Comment: The results show that most of students consider that is more

relevant the idea to know vocabulary to have gratifying a conversation,

because sometimes they prefer to do not speak to lack of words to structure

a sentence.

72%

28%Totally agree

Agree

Neither agree nor disagree

In disagreement

Totally Disagree

43

Item 2: You consider necessary the learning of new words.


Table N° 6 The necessity to learn new words.


Ítem

N° 2


Agree 15 52%


Disagree 0 0%


Total 29 100%


Graphic N° 2 The necessity to learn new words.


Comment: The results shows that all of students consider important to learn

new words, arguing that people need to increase their lexical to can to

express well.

48%52%

Totally agree

Agree


In disagreement

Totally Disagree

44

Item 3: You need to learn more vocabulary to comprehend what your

teacher say.


Table N° 7 Learn more vocabulary for better comprehension


Ítem

N° 3


Agree 13 45%


Disagree 0 0%


Total 29 100%


Graphic N° 3 Learn more vocabulary for better comprehension


Comment: According to the results almost all the students consider that is

essential to learn more vocabulary to comprehend their teacher while she

speaks.

48%

45%

7% Totally agree

Agree


In disagreement

Totally Disagree

45

Item 4: You feel disappointment when you speak and do not remember a

word.


Table N° 8 Demotivation due to ignorance the words


Ítem

N° 4


Agree 7 24%


Disagree 2 7%


Total 29 100%


Graphic N° 4 Demotivation due to ignorance the words.


Comment: This graphic shows that more than a half of the population feel

disappointment when they are speak and do not remember a word, because

this does not allow them to express themselves as they want. While the

other part of students consider that is not relevant feel disappointment if

they do not remember a word, because usually they ask their teacher for

help and consider this such as part of the learning.

31%

24%

38%

7%Totally agree

Agree


In disagreement

Totally Disagree

46

Item 5: You have the idea, but you do not know how to express.


Table N° 9 Have the idea without know how to express


Ítem

N° 5


Agree 10 35%


Disagree 0 0%


Total 29 100%


Graphic N° 5 Have the idea without know how to express


Comment: The data presented indicate that sometimes they have good

ideas, but they do not know how to express and this situation limited them

to speak.

41%

35%

24%Totally agree

Agree


In disagreement

Totally Disagree

47

Item 6: You can establish conversations in English.


Table N° 10 Keep a conversation in English


Ítem

N° 6


Agree 2 7%


Disagree 9 31%


Total 29 100%


Graphic N° 6 Keep a conversation in English

Source: Elementary School “Victor Emilio Estrada”

Author: Avendaño Hinojosa Ana María

Comment: The result show that a small group of students can stablish a

conversation in English, because usually they do not have problems to keep

a conversation in another language. However the other group of students

that represent the majority consider difficult to speak English well, for this

reason they do not to stablish a conversation easily.

14% 7%

27%31%

21% Totally agree

Agree


In disagreement

Totally Disagree

48

Item 7: It is important the role of teacher develop the oral production.


Table N° 11 The role of teacher in the oral production


Ítem

N° 7


Agree 7 24%


Disagree 0 0%


Total 29 100%


Graphic N° 7 The role of teacher in the oral production


Comment: This graphic shows that all the students consider essential the

role of the teacher to develop the oral production because they consider that

it is important can to speak in other language, and the most importantly, to

be able to master it.

72%

24%

4% Totally agree

Agree

Neither agree nordisagree

In disagreement

Totally Disagree

49

Item 8: You need help from your teacher when you speak.


Table N° 12 Teacher’s help to speak English


Ítem

N° 8


Agree 11 38%


Disagree 0 0%


Total 29 100%


Graphic N° 8 Teacher’s help to speak English


Comment: According to the results most of the students need help from

their teacher when they are speaking, because in this way students feel

confident and motivated to continue speaking in English.

45%

38%

17% Totally agree

Agree


In disagreement

Totally Disagree

50

Item 9: You feel nervous when you do not know what to say.


Table N° 13 Insecurity for not knowing how to express in English


Ítem

N° 9


Agree 6 21%


Disagree 1 4%


Total 29 100%


Graphic N° 9 Insecurity for not knowing how to express in English


Comment: The results shows that the most of the students feel nervous

when they do not know what to say when they are speaking in English, due

to lack of vocabulary they cannot structure a sentence correctly.

55%

21%

17%

4%3% Totally agree

Agree


In disagreement

Totally Disagree

51

Item 10: You feel well, if the teacher congratulates when trying to speak

English.


Table N° 14 Congratulations as motivation in students


Ítem

N° 10


Agree 12 41%


Disagree 0 0%


Total 29 100%


Graphic N° 10 Congratulations as motivation in students


Comment: The results show that the more of the students consider

important to feel motivated when they try to speak in English by their teacher

because they this makes students feel more secure.

45%

41%

7% 7%Totally agree

Agree


In disagreement

Totally Disagree

52

Item 11: You consider easy to learn English through pictures.


Table N° 15 Learning English through pictures


Ítem

N° 11


Agree 14 48%


Disagree 0 0%


Total 29 100%


Graphic N° 11 Learning English through pictures


Comment: The data presented indicate that for the students is easy to learn

English through pictures, because they consider that is better for them to

learn new words in a didactic way.

38%

48%

4%

10% Totally agree

Agree


In disagreement

Totally Disagree

53

Item 12: You consider important to apply dynamic activities to develop the

oral production


Table N° 16 Dynamic activities to develop oral production


Ítem

N° 12


Agree 9 31%


Disagree 1 4%


Total 29 100%


Graphic N° 12 Dynamic activities to develop oral production


Comment: The result show that a big part of students consider important to

apply dynamic activities to develop the oral production, because they feel

motivated to learn a new language through that help to capture better the

vocabulary and develop the oral production in class.

41%

31%

24%

4%

Totally agree

Agree


In disagreement

Totally Disagree

54

Item 13: You consider important to include a system of activities based on

vocabulary acquisition to learn English.


Table N° 17 Importance of a system based of vocabulary acquisition


Ítem

N° 13


Agree 10 34%


Disagree 0 0%


Total 29 100%


Graphic N° 13 Importance of a system based of vocabulary acquisition


Comment: The results shows that the students consider important to apply

a system of activities based on vocabulary acquisition to learn English,

because they consider necessary to implement other material that allow to

develop the learning of vocabulary to improve oral production.

45%

34%

21% Totally agree

Agree


In disagreement

Totally Disagree

55

Item 14: You consider that the teacher needs to apply other activities that

motivate you to speak.


Table N° 18 Activities applied to motivate to speak


Ítem

N° 14


Agree 10 35%


Disagree 0 0%


Total 29 100%


Graphic N° 14 Activities applied to motivate to speak


Comment: According to the results the students consider necessary to

apply other activities that motivate to speak in English, because they

argument that is boring only to repeat words or underline unknown words,

they need other activities that motivated to learn in a funny way.

55%35%

10%Totally agree

Agree


In disagreement

Totally Disagree

56

Item 15: You assimilate new words with pictures or real examples


Table N° 19 Learning of vocabulary with real examples


Ítem

N° 15


Agree 11 38%


Disagree 1 4%


Total 29 100%

Source: Elementary School “Victor Emilio Estrada” Elaborated by: Avendaño Hinojosa Ana María

Graphic N° 15 Learning of vocabulary with real examples

Source: Elementary School “Victor Emilio Estrada” Elaborated by: Avendaño Hinojosa Ana María

Comment: The most of the students conclude that is better to assimilate

new words with pictures or real examples because through the technique of

association the learning is more significant.

31%

38%

24%

4%3% Totally agree

Agree


In disagreement

Totally Disagree

57

Tabulated results of student survey

.Table N° 20 Tabulated results of student survey

Items Strongly

Agree Agree

Neither

Agree

Nor

Disagree

Disagree Strongly

Disagree

1. - The knowledge of vocabulary is important for

having a conversation. 21 8 0 0 0

2. - You consider necessary the learning of new

words. 14 15 0 0 0

3. - You need to learn more vocabulary to

comprehend what your teachers say. 14 13 2 0 0

4.- You feel disappointment when you speak

and do not remember a word 9 7 11 2 0

5.- You have the idea, but you do not know how

to express 12 10 7 0 0

6.-You can stablish conversations in English 4 2 8 9 6

7.- It is important the role of teacher to develop

the oral production 21 7 1 0 0

8. - You need help from your teacher when you

speak. 13 11 5 0 0

9. - You feel nervous when you do not know

what to say. 16 6 5 1 1

10. - You feel good, if the teacher congratulates

to try to speak in English. 13 12 2 0 2

11. - You consider easy to learn English through

pictures. 11 14 1 0 3

12. - You consider important to apply dynamic

activities to develop the oral production. 12 9 7 1 0

13. - You consider important to include a booklet

that contains vocabulary to learn English. 13 10 6 0 0

14. - You consider that the teacher needs to

apply others activities that motivate you to

speak.

16 10 3 0 0

15. - You assimilate the new words with pictures

or real examples. 9 11 7 1 1

58

Analysis of results of the Teacher Interview

The following questions expressed in the interview contain their

respective answers given by the English teacher of the Victor Emilio Estrada

elementary school. The answers obtained are literally transcribed in the

following paragraphs:

1. Do you consider vocabulary is an essential part for learning of

English?

Vocabulary is important, but not essential since it is more relevant to

express oneself with logic, developing critical thinking.

2. Do you consider that students are limited to speaking in English for

not having enough vocabulary?

Yes, since students do not have enough vocabulary that is consistent with

the subject, they cannot speak. Each theme in particular requires its own

vocabulary for students to better assimilate.

3. What are the reasons you consider the students are limited to

speaking in another language?

I consider that they are due to the lack of creating an atmosphere or a place

where they wish to speak English, the need for the student to want to learn

and speak it must be created.

4. Have you received trainings or seminars about teaching oral

production to employ in teaching process?

Usually I have prepared myself. Yes, I have done some seminar that have

helped me to teach a foreign language, but I have done them on my own,

by the Ministry of Education, no.

59

5. Do you consider that the book you use in classes, contributes to the

development of oral production in students?

The book does have important content, but it is necessary to know how to

apply it, especially if we measure the level that the students have, they are

not in accordance with what is stipulated in the CEFR, for this reason

sometimes I use other types of didactic materials that allow the best student

understanding.

6. What skill do you consider students need more emphasis on

learning?

I consider that all skills are important in learning a foreign language, but it is

necessary to give more emphasis to oral production, because many times

teachers focus only to teach grammar and reading, but we do not develop

the ability to speak.

7. Do you consider that students have a considerable deficiency in the

development of oral production?

Yes, the deficiency that students have in developing oral production is

notorious, since many times out of fear they do not want to participate orally,

but I try to motivate and give them confidence so that they feel encouraged.

8. Do you consider that students need to develop more oral

production? Why?

Yes, it is very important that students develop oral production, because just

as speech is one of the ways of communicating, we must encourage that

the tenth year students can make basic conversations that at least manage

to communicate without using hard vocabulary.

60

9. Do you consider that there is a need to implement another didactic

material to learn vocabulary to develop oral production?

Vocabulary is an essential part of teaching a language, therefore all the

resources that allow meaningful teaching of English vocabulary would

represent a fundamental tool in the learning process of students.

10. What do you think about the implementation of a system that

containing exercises to develop oral production through the

vocabulary acquisition? Will it make a significant contribution to the

students?

I think I it would be an excellent purpose to apply in the students and can

to develop in better conditions the ability of oral production through activities

based on vocabulary acquisition, definitely it would have a significant impact

on students learning.

Comment: After having observed how the teacher performs her work in

the classroom, it can be said that she considers it important to develop oral

production and also mentions how relevant the vocabulary would be to

develop this skill, but does not mention under what techniques or strategies

the will apply, therefore, when asked about the proposal, she considered

that it would have a significant impact on student learning.

61

CHAPTER IV

THE PROPOSAL

Title

Design a system based on vocabulary to improve oral production.

Justification

The present work is about the incidence of vocabulary acquisition in

the development of oral production in students of tenth of Basic General

Education of the Elementary school Victor Emilio Estrada which is aimed at

the students of this educational institution.

The project is designed to specify general and specific objectives, the

same ones that are directed toward the development of oral production

through vocabulary.

Oral production is one of the most pronounced problems in students

and there is a need to foment it through learning strategies, in which the

student can understand, learn and apply them, in such a way that speaking

in class becomes an initiative of the students and not on an obligation.

One of the factors that has had a significant impact is the low level of

vocabulary, which is the reason why students are afraid of speaking

because they do not want to make mistakes. Considering these factors, the

proposal is focused on the improvement of oral production through the

acquisition of vocabulary, according to the level that students must reach in

indicated by the Ministry of Education which should be the A2.1 level

according to the CEFR.

62

Objectives

General Objective

To promote a system based on vocabulary acquisition to improve the

oral production.

Specific Objectives

To increase the oral production through diverse activities based on

vocabulary according to the level of students.

To increase the acquisition of vocabulary.

To motivate students to speak without fear.

Theoretical Aspects

The application of various activities focused on the acquisition of

vocabulary to develop oral production is very important since through this

proposal student will express themselves more effectively demonstrating

the level they should have in accordance with the curriculum of Ministry of

Education that corresponding to the level A2.1.

The present proposal will be based in the following aspects found in

the theoretical foundations:

From pedagogical aspect the proposal will be based on

constructivism, because through constructivism the student will learn based

on practice and not memorizing, applying the vocabulary obtained in oral

production as well as you can also apply the knowledge acquired in their

daily life.

From didactical aspect because strategies will applied that serve the

teacher to implement the acquisition of the vocabulary of the students

63

through diverse dynamic activities which will result in the student being able

to speak without fear and always motivated to participate.

From psychology aspects it is demonstrated in the proposal the importance

of learning methods that interfere in the development of students that also

imply that the student is motivated and predisposed to acquire new

knowledge

Legal Aspect

The legal basis is found in the first instance in The Constitution of the

Republic of Ecuador in 2008 approved by popular consultation, section five

is about Education and is covered in the following articles:

Art. 266. - Education is a right of people throughout their lives and an

inescapable and inexcusable duty of the State. It is a priority area of public

policy and state investment, guaranteeing even social equality and an

indispensable condition for good living.

The people, families and society have the right and responsibility to

participate in the educational process.

Art. 28.- Education will respond to the public interest and not be at

the service of individual and corporeal interest. Universal access,

permanence, mobility and dismissal will be guaranteed without any

discrimination and compulsory at the initial, basic and baccalaureate level

or its equivalent. It is the right of every person and community to interact

and participate in a society of learning. The state will promote intercultural

dialogue in its multiple dimensions.

64

The learning will be developed in a school and non-school. Public

education will be universal and secular at all levels, and free to the third

level of higher education inclusive.

In Title VI of Chapter One, No. 343 of the first section of education, it

is stated: "The National Education System will have as its purpose the

development of individual and collective capacities and potentialities of the

population that will enable learning, the use of knowledge, techniques,

knowledge, arts and cultures. The system will have as its center the subject

that learns, and will function in a flexible and dynamic, inclusive, effective

and efficient way ".

Article 347, section 3, of the section states: "It will be the

responsibility of the state to strengthen public education and co-education;

ensure the permanent improvement of quality, the expansion of coverage,

the physical infrastructure and the necessary equipment of public

educational institutions. (Translate by Ana Avendaño)

Feasibility of its Application

Technical Feasibility

Given the conditions that the proposal is a system based on the

acquisition of the vocabulary which is a printed document, it is not necessary

to have electronic devices for its application.

Human Resources

This project is feasible since it has the support of the director and the

teaching staff of the institution especially the legal representatives, because

it serves as an aid to all areas of work.

65

Economic Feasibility

It has its own resources for the development of the present research

work and the investment for the elaboration of a booklet based on

vocabulary to develop the oral production with the students of the 10th year

of basic general education of the Educational Unit "Victor Emilio Estrada".

Description of the proposal

The proposal is aimed at students of 10° year section A, at

elementary school Victor Emilio Estrada, and the English and the English

teacher who is the person that will help to improve oral production. In this

guide, it contains an essential illustrative brochure focused on vocabulary to

teach English as a second language according to English Level A2.1.

This system is designed to serve as a basic guide to develop the oral

production through the vocabulary with many kinds of activities using

strategies teaching as:

Presentation of vocabulary: Present a list of vocabulary with the

respective pictures to assimilate the meaning of words, and the

students can work each activity to develop in class.

Practice the Vocabulary: The students repeat the vocabulary to

strengthen the pronunciation and in small groups or individually they

use the words in a sentence.

Practice Conversation: Some activities have the exercises to practice

the vocabulary learned as a dialogues, role plays, discussions and it

can develop the following steps:

66

Teacher makes a preview of the vocabulary with the

respective pictures and the students discuss about all that the

pictures have.

Teacher gives some models of conversations to practice with

the specific vocabulary

Students make a conversation based on a model that the

teacher provided them by using the vocabulary.

Students present the conversation in class.

The proposal will be divided into 6 units with 3 activities each, which

were created, adapting and rebuilding the themes suggested by the

textbook, with an oral orientation for the communicative approach. These

activities are designed to work with an average of 30 students per

classroom. In addition, the proposal will allow students through vocabulary

activities to describe themselves, talk about people, places, special

moments and daily routines, which will result in students increasing their

vocabulary, acquiring new knowledge and improving their expression oral.

67

Conclusions

The conclusions of this research project which has been running at

elementary school “Victor Emilio Estrada are the followings:

1. The students of Tenth year of Victor Emilio Estrada elementary

school have not had the opportunity to develop oral production in

better conditions because there is no good relationship between

teacher and student.

2. It was evidenced that students wish to improve their oral production

through various dynamic activities that allow them to learn

vocabulary at the same time.

3. The research instruments revealed that the methodological strategy

that is implemented to develop oral production is not adequate to be

able to obtain the necessary learning results that students that

students require to develop level A2.1.

4. The teacher rarely does classes that allow students to be motivated

to receive new knowledge.

5. It was evidenced that the students expect the teacher to make real

examples that resemble their experiences in order to better

understand as well as to develop group work to interact better.

68

Recommendations

1. According to the information obtained in this research process it is

recommended that there should be a better relationship between the

teacher and the students, since the teacher plays an important role

in the learning process of his students and focuses more activities

aimed at developing the oral production.

2. It is recommended to use as a didactic resource the proposal

designed by the author focused on activities that allow acquiring

vocabulary to develop the ability of oral production in the students.

3. The teacher must use different teaching strategies that allow them to

reach students, to the point of having them motivated to continue

acquiring more knowledge.

4. The teacher should energize the classes, with exercises that arouse

the mood in their students, so that they are willing to learn new things.

5. The teacher must apply activities that have to do with a real life, with

the purpose that students can assimilate their knowledge and

experiences with the new content to learn.

69

Proposal

70

Introduction

This booklet is designed to serve as a basic guide to develop the oral

production through the vocabulary with many kinds of activities using

strategies teaching as:

Presentation of vocabulary: Present a list of vocabulary with the

respective pictures to assimilate the meaning of words, and the

students can work each activity to develop in class.

Practice the Vocabulary: The students repeat the vocabulary to

strengthen the pronunciation and in small groups or individually they

use the words in a sentence spoke.

Practice Conversation: Some activities have the exercises to practice

the vocabulary learned as a dialogues, role plays, following the

following steps:

Teacher makes a preview of the vocabulary with the

respective pictures and the students discuss about all that the

picture have.

Teacher gives some models of conversations to practice with

the specific vocabulary

Students make a conversation based in model that the

teacher gave using the vocabulary.

Students present the conversation in class.

71

72

UNIT 1

PERSONAL

INFORMATION

AND FAMILY

73

1. Look at the following pictures and repeat the new vocabulary.

PERSONAL INFORMATION

74

2. Complete the following information with Gloria’s data.

a. What’s her name? ……………………………………………………..

b. Where does she live? ………………………………………………….

c. When she was born? ……………………………………..……………

d. Where she was born? ………………………………………………….

e. What is her phone number? …………………………………………..

f. What is her e-mail address? …………………………………………..

3. Complete the following information about yourself and then ask the

same questions to your partner creating a conversation.

a. What’s your name? ……………………………………………………..

b. Where do you live? …………………………………………………….

c. When you was born? …………………………………………………..

d. Where you was born? …………………………………………………

e. What is your phone number? ………………………………………..

f. What is your e-mail address? ………………………………………..

75

FAMILY MEMBERS I

1. Look at the following pictures and repeat the new vocabulary

76

2. Complete the following crossword using the vocabulary learned.

3. Complete the descriptions with the following word bank.

their father - son – our son – his father - his mother - my father

my brother her father–– her mother – their mother – daughter

77


FAMILY MEMBERS II

78

2. Find the words about family members in the following word bank.

Grandfather – niece – father – grandmother – nephew – mother – uncle

cousin – daughter – son – brother – sister - aunt

3. Talk with your partner using the vocabulary learned with the

following questions.

1. What is your grandfather’s name?

2. How many cousins do you have?

3. How many grandchildren are in your family?

4. How many uncles do you have and what is each one's name?

5. What's your mom's name?

6. What's your dad’s name?

7. Do you have brothers? How many brothers you have?

8. How old is your grandmother?

9. What family members do you live in your home? name them.

79

UNIT 2

DESCRIBING

80


PHYSICAL DESCRIPTIONS

I

81

2. Describe your grandmother according to the vocabulary learned.

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

3. Describe the following people and after that expose in your class.

______________________ ______________________

______________________ ______________________

______________________ ______________________

82

1. Look at the following pictures and repeat the new vocabulary.

PHYSICAL DESCRIPTIONS II

83

2. Match the words with the pictures. Write the numbers.

1. He has a square face

2. He has a moustache

3. She has a fair hair

4. She has a straight hair

5. He has a beard

6. She has a curly hair

7. She has long brown hair

8. He has spiky hair

9. He has a round face

3. Describe yourself and then exchange information with your partner.

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

84


HOW ARE YOU FEELING TODAY?

85

2. Describe with one feeling: How would you feel if... ? And after that

speak in class about it.

a. ….. everyone forgot your birthday __________________

b. ….. someone stole your wallet __________________

c. ….. you won the lottery __________________

d. ….. you could meet your favourite celebrity ____________

e. ….. you were going on holiday tomorrow ______________

3.

86

UNIT 3

EVERYDAY

ACTIVITIES

AND

OCCUPATIONS

87


Wake up Take a shower Brush my teeth Wash my face

Get dressed Comb my hair Have breakfast Leave the house

Go to school Take a bus Leave to school Have lunch

Get home from school Have dinner Do my homework Take a bath

Make the bed Go to bed Sleep

EVERYDAY ROUTINES

88

2. Work in pairs. Make a list, interview with your partner and tell your

daily routines.

What do you do everyday?

___________________________________________________

___________________________________________________

___________________________________________________

3. Comment in class the activities that your partner usually does in

your daily routine

What does he/she do everyday?

First She/ he ______________, she/he ___________

Finally she/he ________________

89


EVERYDAY CONVERSATIONS

90

2) Talk in class, make a role-play according to the situation above and

use the vocabulary learned.

91


OCCUPATIONS

92

2. Answer the following questions about the occupations of your

family members?

a) What kind of occupation does your dad have?

_____________________________

b) What kind of occupation does your mom have?

________________________________

c) What kind of occupation does your grandpa have?

_________________________________

d) What kind of occupation does your grandma have?

__________________________________

e) What kind of occupation would you like to have when you grow up?

________________________________

3. Assimilate the pictures about occupations with their respective

meanings.

93

UNIT 4

PLACES

94


ZOO BARBERSHOP HOSPITAL

GYM CINEMA AMUSEMENT PARK

POOL RESTAURANT AIRPORT

DRUGSTORE BANK SUPERMARKET

WHAT’S THE PLACE ?

95

2.- Describe the different places with your partner and participate in

class explain the different places.

You go there to see the animal _____________________________

You go to there to get a haircut ____________________________

You go to there when you are sick __________________________

You go to there to make exercises __________________________

You go to there to watch movies ___________________________

You go to there to play and have fun ________________________

You go to there to swim __________________________________

You go to there to eat delicious food ________________________

You go to there to travel by plane or to receive family _________

You go to there to buy medicines __________________________

You go to there to save or extract money _____________________

You go to there to buy the food or house things ________________

96


GEOGRAPHY

97

2. Tell about the geography of your province. Describe the different

geographic features.

__________________________________________________

_________________________________________________

___________________________________________________

_________________________________________________

98


THE SCHOOL

99

2. Describe the school where you study. Tell about the rooms, offices

and people. Discuss in class.

_________________________________________________

_________________________________________________

_________________________________________________

3. Tell about the differences between the school in this lesson and

your school.

________________________________________________

________________________________________________

________________________________________________

________________________________________________

100

UNIT 5

THE WEATHER

AND THEIR

ACTIVITIES

101


HOW’S THE WEATHER?

102

2. Match the weather pictures with the right situations.

3. What’s the weather like today? What’s the temperature?

____________________________________________________

____________________________________________________

____________________________________________________

103


WINTER SPORTS

104

2. Match the weather pictures with the right situations.

3. What kind of winter sport would you like to try?. Mention it in class

and explain why.

105


WATER RECREATIONS

106

2. Comment in class which sports in this lesson have you tried? Which

sport would you like to try?

______________________________________________

______________________________________________

______________________________________________

3. Are any of these sports popular in your country? Which ones?

Comment this with your partner.

____________________________________________________

____________________________________________________

____________________________________________________

107

UNIT 6

VARIOUS

ACTIVITIES

108


EMERGENCY EXPRESSIONS

109

2. Practice conversations in classroom with your partners. Be a

tourist, and use the vocabulary learned.

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

110


1. earthquake 4 blizzard 7 tsunami 10 wildfire 13 avalanche

2 hurricane 5 tornado 8 drought 11 landside 14 volcanic

3 typoon 6 flood 9 forest fire 12 mudslide eruption

NATURAL DISASTER

111

2. Have you ever experienced a natural disaster? Comment in class.

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

3. Which natural disaster sometimes happen where you live? How do

people prepared for them?

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

112


SPORTS

113

2. Talk with your partner about what exercise do you do regularly?

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

3. Match the sports pictures with the right situations

114

References

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118

ANNEX I

119

LEGAL

DOCUMENTS

Annex I A Annexes I Legal Documents

120

Annex I B Tutor designation letter

121

Annex I C Institution letter

122

Annex I D Urkund Results

123

Annex I E Urkund Results Approved

124

Annex I F Theme Complaint Letter

125

Annex I G Tutorial Plan Agreement

126

Annex I H Management Progress Report – Sheet 1

127

Annex I I Management Progress Report – Sheet 2

128

Annex I J Management Progress Report – Sheet 3

129

Annex I K Thesis completion certificate

130

Annex I L Evaluation Rubric

131

Annex I M Final Review Report

132

Annex I N Evaluation rubric written report

133

Annex I O Certification of tutor reviser

134

Annex I P Repositorio Nacional en Ciencia y Tecnología

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA


TÍTULO Y SUBTÍTULO: THE INCIDENCE OF VOCABULARY ACQUISITION IN THE DEVELOPMENT OF ORAL PRODUCTION. DESIGN A SYSTEM OF VOCABULARY ACTIVITIES TO IMPROVE THE ORAL PRODUCTION.

AUTORA: AVENDAÑO HINOJOSA ANA MARÍA

REVISORA)/TUTORA ( ANAGUANO PÉREZ SARA

INSTITUCIÓN: UNIVERSIDAD DE GUAYAQUIL

UNIDAD/FACULTAD: FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN



FECHA DE PUBLICACIÓN: SEPTIEMBRE, 2019 No. DE PÁGINAS: 144

ÁREAS TEMÁTICAS: LENGUA INGLESA

PALABRAS CLAVES: Producción oral, adquisición, vocabulario, técnicas de enseñanza, métodos

de enseñanza.

RESUMEN: En el presente estudio se ha investigado la incidencia de la adquisición del vocabulario para

desarrollar la producción oral en los estudiantes de décimo año sección A, en la institución educativa

Víctor Emilio Estrada, año lectivo 2019 – 2020, en la cual debido a la carencia de material didáctico,

métodos y técnicas de enseñanza de un segundo idioma los estudiantes demostraron tener

insuficiencia en el desarrollo de la producción oral. Este proyecto se llevó a cabo a través de un estudio

bibliográfico y estadístico, además se implementó como instrumento de investigación, la observación,

la encuesta y la entrevista con el fin de tener una visión más amplia del problema. Después de un

profundo análisis de la situación se propuso diseñar un sistema de actividades basadas en la adquisición

del vocabulario enfocado a desarrollar la producción oral en los estudiantes y ayudar de manera

significativa al docente a implementar esta propuesta con la finalidad de exista una mejor

comunicación oral durante clases.



[email protected]

CONTACTO CON LA

INSTITUCIÓN:


Teléfono: (04)2294888 Ext. 123


ANEXO 10

135

Annex I Q National Repository in Science and Technology

NATIONAL REPOSITORY IN SCIENCE AND TECHNOLOGY


TITLE AND SUBTITLE: THE INCIDENCE OF VOCABULARY ACQUISITION IN THE DEVELOPMENT OF ORAL

PRODUCTION. DESIGN A SYSTEM OF VOCABULARY ACTIVITIES TO IMPROVE

THE ORAL PRODUCTION.

AUTHOR: AVENDAÑO HINOJOSA ANA MARÍA

REVISOR)/TUTOR ANAGUANO PÉREZ SARA

INSTITUTION: UNIVERSIDAD DE GUAYAQUIL

FACULTY: FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN



FECHA DE PUBLICACIÓN: SEPTEMBER, 2019 No. DE PÁGINAS: 144

ÁREAS TEMÁTICAS: ENGLISH LANGUAGE

KEYWORDS: Oral production, acquisition, vocabulary, teaching techniques, teaching methods.

ABSTRACT: In the present study it has been investigated the incidence of vocabulary acquisition in the

development of oral production in students of tenth year section A, in the elementary school Victor Emilio

Estrada, 2019 – 2020 school year, in which due to the absence of didactic material, methods and techniques of

teaching a second language, the students demonstrated to have insufficiency in the development of oral

production. This projects was carried out through a bibliographic and statistical study, in addition it was

implemented as a research instrument, observation, survey and interview in order to have a broader view of the

problem. After a deep analysis of the situation, it was proposed to design a system of activities based on the

acquisition of vocabulary focused on developing oral production in students and significantly helping the teacher

to implement this proposal in order to have a better communication during English class.



[email protected]

CONTACTO CON LA

INSTITUCIÓN:


Teléfono: (04)2294888 Ext. 123


ANEXO 10-A

136

Annex I R Free nontransferable license

137

ANNEX II

138

Annex II A Evidences (Photos and Instruments a

Evidences

Photos and

Instruments

applied

139

Annex II B Photos with Project advisor Msc. Sara Anaguano in tutoring classes

Title: Tutorial with project advisor Msc. Sara Anaguano Pérez

Title: MSc. Sara Anaguano giving me the last indications to finish the

project.

140

Annex II C Photos with the Director of the institution and outside the installation of the institution Victor Emilio Estrada

Title: Photo with the Director of the institution Victor Emilio Estrada,

the Msc Ivonne Apraez

Title: The author of the research outside the installation of the

institution Victor Emilio Estrada

141

Annex II D Photos applying the instrument of research in the students

Title: The researcher giving the instructions to the students to make

the survey

Title: Students answering the survey

142

Annex II E Photos with the English teacher in the student’s survey and after to surveying her

Title: The researcher and English teacher in the student’s survey

Title: The researcher and English teacher

143




Annex II F Interview to English teacher

INTERVIEW TO ENGLISH TEACHER

1. Do you consider vocabulary is essential part of learning of

English?

2. Do you consider that students are limited to speaking in English

for not having enough vocabulary?

3. What would you be the reasons that you consider the students

are limited to speaking in another language?

4. Have you received trainings or seminars about teaching oral

production to employ in students?

5. Do you consider that the book you use in classes, contributes

to the development of oral production in students?

6. What skill do you consider students need more emphasis on

learning?

7. Do you consider that students have a considerable deficiency

in the development of oral production?

8. Do you consider that students need to develop more oral

production? Why?

9. Do you consider that there is a need to implement another

didactic material to learn vocabulary to develop oral

production?

10. What do you think about the implementation of a system that

containing exercises to develop oral production through the

vocabulary acquisition? Will it make a significant contribution

to the students?

144




Annex II G Student Survey

Objective: To obtain information about the incidence of vocabulary in the development of

oral production in the students of 10° “A”. The information obtained in the following survey

will be treated with confidentiality, therefore no personal data is required.

STUDENT SURVEY

For each of the questions below, put a X in the response that best characterizes how

you the statement where 1 = Strongly Agree, 2 = Agree, 3 = Neither Agree Nor

Disagree, 4 = Disagree and 5 = Strongly Disagree.

Items

Strongly

Agree

1

Agree

2

Neither

Agree Nor

Disagree

3

Disagree

4

Strongly

Disagree

5

1. - The knowledge of vocabulary is important for having a

conversation.

2. - You consider necessary the learning of new words.

3. - You need to learn more vocabulary to comprehend what your

teachers say.

4.- You feel disappointment when you speak and do not remember

a word

5.- You have the idea, but you do not know how to express

6.-You can stablish conversations in English

7.- It is important the role of teacher to develop the oral production

8. - You need help from your teacher when you speak.

9. - You feel nervous when you do not know what to say.

10. - You feel good, if the teacher congratulates to try to speak in

English.

11. - You consider easy to learn English through pictures.

12. - You consider important to apply dynamic activities to develop

the oral production.

13. - You consider important to include a system of activities based

on vocabulary acquisition to learn English.

14. - You consider that the teacher needs to apply others activities

that motivate you to speak.

15. - You assimilate the new words with pictures or real examples.