UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGÜÍSTICA

EDUCATIONAL PROJECT

Topic

IMPROVE THE WRITING SKILLS THROUGH ESSENTIAL BASIC

GRAMMAR.

Proposal

DESIGN AND APPLICATION OF A HANDBOOK WITH

INNOVATIVE GRAMMAR EXERCISES.

In Partial Fulfillment of the Requirements for the Degree of:

LICENCIADOS EN CIENCIAS DE LA EDUCACIÓN Major

in lengua y lingüística inglesa

Researchers

SANCHEZ RIVAS OLGA PAOLA

LOPEZ MENDOZA DIANA FERNANDA

Counselor

DR. VICENTE TORRES VIVAR

GUAYAQUIL-ECUADOR

2015

II

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGÜÍSTICA

Arq. Silvia Foy-SangMSc. MSc. MSc. José Zambrano DECANA SUBDECANO

FACULTAD DE FILOSOFÍA FACULTAD DE FILOSOFÍA

MSc. JACINTO CALDERÓN MSc. ALFONSO SÁNCHEZ DIRECTOR SUB-DIRECTOR ESCUELA

DE LENGUAS ESCUELA DE LENGUAS

ABG. SEBASTIÁN CADENA SECRETARIO GENERAL

III

Guayaquil, Mayo del 2015

Arq. Silvia_ Moy Sang Castro MSc.

Decana de la Facultad de Filosofía, Letras y Ciencias de la Educación

Ciudad.

De mis consideraciones:

En virtud de la resolución del H. Consejo Directivo de la Facultad, de

fecha 21 de Octubre del 2013. La cual se me designó asesor del proyecto

educativo de la licenciatura en Ciencias de la Educación especialización

LENGUAS Y LINGÜÍSTICAS.

Tengo bien a informar lo siguiente:

Que los integrantes Olga Sanchez Rivas con C. I: 0930026943 Diana Lopez

Mendoza C. I: 1204749830, diseñó y ejecutó el proyecto educativo con el

tema:

Topic: IMPROVE THE WRITING SKILLS THROUGH ESSENTIAL BASIC

GRAMMAR.

Tema: MEJORAR LAS HABILIDADES DE ESCRITURA A TRAVÉS DE

UNA GRAMÁTICA BÁSICA.

Proposal: DESIGN AND APPLICATION OF A HANDBOOK WITH

INNOVATIVE GRAMMAR EXERCISES.

PROPUESTA: DISEÑO Y APLICACIÓN DE UN MANUAL DE

ACTIVIDADES CON EJERCICIOS GRAMATICALES INNOVADORES.

El mismo que ha cumplido con las directrices y recomendaciones dadas por

el suscrito. Los participantes satisfactoriamente han ejecutado las

diferentes etapas constitutivas del proyecto, por lo que se procede a la

APROBACIÓN del proyecto, y pongo a vuestra consideración el informe

de rigor para los efectos correspondientes.

Atentamente

Doctor Eduardo Torres Vivar

CONSULTOR ACADÉMICO

IV

DEDICATION

This project is dedicated to God because it has given me wisdom and

has blessed me throughout my academic career.

This project is dedicated to my parents for their constant support in my

education to finish my career which will serve me for all my life.

Olga Sánchez Rivas

V

DEDICATION

This project is dedicated to my parents who have supported me during

my education giving me the opportunity to finish my career and believe

that I could make it

This project is dedicated to my parents for their constant support in my

education to finish my career which will serve me for all my life.

Diana Lopez Mendoza

VI

THANKFULNESS

It is with immense gratitude that I thank for the support and help of my

counselor Doctor Vicente Torres Vivar who was a great guide in

achieving my educational project, for his knowledge and patience may

God always bless him.

Olga Sánchez Rivas

VII

THANKFULNESS

It gives me pleasure in acknowledging the support and unconditional

assistance of my counselor Doctor Vicente Torres Vivar.

Diana López Mendoza

VIII

CONTENT

FRONT PAGE II

DIRECTIVE III

TUTOR´S REPORT IV

DEDICATION V

THANKFULNESS VII

CONTENT IX

REPOSITORY XIII

ABSTRACT XV

INTRODUCTION 1

CHAPTER 1: THE PROBLEM

Outline of the Problem

Location of the problem in context 3

Conflict situation 4

Causes and consequences 4

Delimitation of the problem 5

Formulation of the problem 5

Variables of the investigation 5

Evaluation of the problem 6

Objectives 6

General objective 6

Specific objectives 6

Questions of the investigation 7

Justification 8

IX

CHAPTER 2: THE THEORETICAL FRAMEWORK

Background

9

Independent Variable 10

Grammar 10

Importance of Grammar 12

Characteristics of Grammar 14

Types of Grammar 16

Dependent Variable 19

Writing 19

Importance 21

Characteristics 23

Types of Writing 24

Theoretical foundation 28

Epistemological foundation 28

Philosophical foundation 29

Psychological foundation 30

Sociological foundation 30

Pedagogical Foundation 31

Andragogical Foundation 31

Scientific Foundation 32

Technological Foundation 32

Legal foundation 33

Contextual framework 37

Human Talents 37

CHAPTER 3: THE METHODOLOGY

Scientific research

38

Types of research 39

Field Research 39

Bibliographic Research 40

X

Feasible Research 40

Levels of the research 41

Exploratory 41

Descriptive 41

Explanatory 42

Methods of Investigation 42

Deductive method 43

Inductive method 43

Technique and Instruments 44

Interview 44

Survey 45

Questionnaire 45

Population 46

Sample 46

Stratum universe 48

Interview to the chairman 49

Interview to the English teacher 50

Interview to the parents ‗representative 51

Survey to students 52

Analysis of the results 53

Conclusions 63

Recommendations 64

CHAPTER 4: THE PROPOSAL

Background

65

Justification 66

Summarizing the diagnosis 66

Main problem 67

XI

Objectives 67

General objective 67

Specific objectives 67

Importance 68

Feasibility 68

Description of the institution 70

Materials and resources 70

Location 71

Legal framework 71

Sociological aspect 73

Pedagogical aspect 74

Psychological aspect 74

Mission 75

Vision 75

Policies 75

Beneficiaries 76

Social impact 76

Conclusions 76

Glossary 77

Bibliographies 81

Websites 84

ANNEXES 90

Annex one: Documents

91

Annex two: Surveys and interviews 101

Annex three: Photos 104

Annex four: Proposal 109

XII

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO: Improve the writing skills through essential basic. Design and

application of a handbook with innovative grammar exercises.

AUTORES: Sánchez Rivas Olga

Diana Lopez Mendoza

REVISOR:

Dr. Vicente torres Vivar

INSTITUCIÓN:

Universidad de Guayaquil

FACULTAD: Filosofía letras y

ciencias de la educación

CARRERA: Lenguas y lingüística

FECHA DE PUBLICACIÓN: Mayo 2015 Nª DE PÁGS: 109

ÁREAS TEMÁTICAS: Basic grammar, Writing skills, Motivation

PALABRAS CLAVE:. Writing skills, basic Grammar, methodologies

ABSTRACT:

Most of public schools in our country have a low level of learning in this language due the lack of necessary resources to develop the teaching – learning process. With innovative grammar exercises the students are going to improve their knowledge in the learning process. In the observation classes, we realized that students have serious difficulties in English learning, because teachers use few strategies to reinforce grammar, therefore students do not have interest in class and their vocabulary is poor. Finally, Our proposal is very important because through the daily use of the handbook students of Eighth Grade at ―Oswaldo Guayasamín Calero‖ School of Basic Education, which is located in Duran city, will increase their interest in learning this language and thus can achieve that these children develop their writing skills, therefore they will have a basic knowledge of the language which will help them in the lapse of their school years. Also will benefit teachers, thus they can use it to facilitate the teaching learning process.

Nº DE REGISTRO (en base de datos): Nº DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO PDF: X SI NO

CONTACTO CON AUTOR: Teléfono:

E-mail:

CONTACTO EN LA INSTITUCIÓN:

Nombre:

Teléfono:

E-mail:

XIII

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO: Mejorar las habilidades de escritura a través de una gramática

básica. Diseño y aplicación de un manual de actividades con ejercicios gramaticales

innovadores.

AUTORES: Sánchez Rivas Olga

Diana Lopez Mendoza

REVISOR:

Dr. Vicente torres Vivar

INSTITUCIÓN:

Universidad de Guayaquil

FACULTAD: Filosofía letras y

ciencias de la educación

CARRERA: Lenguas y lingüística

FECHA DE PUBLICACIÓN: Mayo 2015 Nª DE PÁGS: 109

ÁREAS TEMÁTICAS: Gramática básica, Habilidades de escritura, Motivación

PALABRAS CLAVE:. Habilidades de escritura, gramática básica, metodologías.

RESUMEN: La mayoría de las escuelas públicas de nuestro país tienen un bajo nivel de aprendizaje en

este idioma debido a la falta de recursos necesarios para desarrollar el proceso de enseñanza

- aprendizaje. Con los ejercicios de gramática innovadores los estudiantes van a mejorar sus

conocimientos en el proceso de aprendizaje.

En las clases de observación, nos dimos cuenta que los estudiantes tienen serias dificultades

en el aprendizaje de inglés, ya que los profesores utilizan pocas estrategias para reforzar

la gramática, por lo tanto, los estudiantes no tienen interés en la clase y su vocabulario es

pobre. Finalmente, nuestra propuesta es muy importante porque a través del uso diario del

manual de actividades , los estudiantes los estudiantes de octavo grado de la Escuela de

Educación Básica "Oswaldo Guayasamín Calero" la cual está ubicada en la ciudad de duran;

aumentará su interés en el aprendizaje de esta lengua y por lo tanto poder lograr que estos

niños desarrollen sus habilidades de escritura, por lo tanto, van a tener un conocimiento

básico de la lengua que les ayudará en el lapso de sus años escolares. También beneficiará

a los profesores de inglés, ya que pueden utilizarlo para facilitar el proceso enseñanza

aprendizaje.

Nº DE REGISTRO (en base de datos): Nº DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO PDF: X SI NO

CONTACTO CON AUTOR: Teléfono:

E-mail:

CONTACTO EN LA INSTITUCIÓN:

Nombre:

Teléfono:

E-mail:

XIV

ABSTRACT

Most of public schools in our country have a low level of learning in this

language due the lack of necessary resources to develop the teaching –

learning process. With innovative grammar exercises the students are

going to improve their knowledge in the learning process.

In the observation classes, we realized that students have serious

difficulties in English learning, because teachers use few strategies to

reinforce grammar, therefore students do not have interest in class and their

vocabulary is poor.

Finally, Our proposal is very important because through the daily use of

the handbook students of Eighth Grade at ―Oswaldo Guayasamín Calero‖

School of Basic Education, which is located in Duran city, will increase

their interest in learning this language and thus can achieve that these

children develop their writing skills, therefore they will have a basic

knowledge of the language which will help them in the lapse of their school

years. Also will benefit teachers, thus they can use it to facilitate the

teaching learning process.

XV

RESUMEN

La mayoría de las escuelas públicas en nuestro país tienen un bajo nivel de

aprendizaje en este idioma debido a la falta de recursos necesarios para

desarrollar el proceso de enseñanza - aprendizaje. Con ejercicios de

gramática innovadores, los estudiantes mejorarán sus conocimientos en el

proceso de aprendizaje.

In the observation classes, we realized that students have serious

difficulties in English learning, because teachers use few strategies to

reinforce grammar, therefore students do not have interest in class and

their vocabulary is poor.

Finally, Our proposal is very important because through the daily use of the

handbook students of Eighth Grade at ―Oswaldo Guayasamín Calero‖

School of Basic Education, which is located in Duran city, will increase their

interest in learning this language and thus can achieve that these children

develop their writing skills, therefore they will have a basic knowledge of the

language which will help them in the lapse of their school years. Also will

benefit teachers, thus they can use it to facilitate the teaching learning

process.

Finalmente, nuestra propuesta es muy importante porque a través del uso

diario del manual los estudiantes de Octavo Grado en la Escuela de

Educación Básica "Oswaldo Guayasamín Calero", que se encuentra en la

ciudad de Duran, aumentarán su interés en aprender este idioma y así

lograrlo estos niños desarrollan sus habilidades de escritura, por lo tanto,

tendrán un conocimiento básico del idioma que los ayudará en el transcurso

de sus años escolares. También benificiara a los profesores, por lo que

pueden usarlo para facilitar el proceso de aprendizaje de la enseñanza.

1 1

INTRODUCTION

This educative project is to help the whole teaching community to improve

the writing skills, because the lack of appropriate methodology make

students do not understand the grammatical rules therefore students do

not learn the new knowledge.

This work will help students because through innovative exercises of basic

grammar they are more motivated and interested in learning English. The

project has some characteristics like: clear, evidence, relevant, feasible

and original.

This project has been developed for students of Eighth Grade at the

―Oswaldo Guayasamin Calero‖ school, where we have applied a new

handbook with innovative exercises of basic grammar and vocabulary.

Our project has been performed according to the following steps:

Chapter I

In this chapter, the problem is identified in context, its causes and its

consequences are analyzed. There is an evaluation of the problem and

the proposal to solve it is formulated. The general objective where we

evaluate the effectiveness of using innovative grammar exercises to improve

the writing skills.

2 2

Chapter II

This chapter is constituted for the theoretical framework where the

theoretical concepts related to the topic are evaluated. The contextual and

legal aspects are also reviewed and analyzed. It is included the human

talents which mention all the people participating in the research.

Chapter III

Provides an overview of the methodology, the types and levels of

research, the methods and techniques applied in the performing of our work.

As well as, the instruments used for the research and the corresponding

analysis of the results. And finally conclusions and recommendations.

Chapter IV

It refers to the proposal, summarizing with the diagnosis, main problem,

objective, importance, and feasibility, description of the proposal, materials

and recourses, location, legal, sociological pedagogical and psychological

aspects are also review. As well as mission, vision, politicies,

beneficiaries, social impact and conclusions.

For evidence of our project we have included, interviews, surveys forms and

photos which are included at the Annex section.

3 3

CHAPTER I

THE PROBLEM

Location of the problem

Most of public schools in our country have a low level of learning in this

language due the lack of necessary resources to develop the teaching –

learning process easily, for this reason; students have a poor knowledge

of the language.

Nowadays, government is evaluating teachers to improve education in the

country. In this way requires teachers to be trained and update in the

knowledge of new teaching techniques. With the information mentioned

above, we have decided to do this project in order to improve the

academic level of students, of Eighth Grade at ―Oswaldo Guayasamín

Calero‖ School of Basic Education, which is situated in Duran City in Guayas

province in Ecuador.

In the observation classes, we realized that students have serious difficulties

in English learning , because teacher uses few strategies to reinforce

grammar, so they have a lack of motivation due to the teacher does not

use appropriated strategies therefore, students show little interest in

the English language which causes a poor performance of the basic

grammar structures.

4 4

Conflict situation

It is well known that, English is a universal language and it is a tool to

achieve a true career successfully and get a better job. Therefore, English

Teachers have to be better prepared because technology and

modernization Ecuadorian government requires high school students with

a high level to interact with foreigners and obtain scholarship to improve their

life.

The students show difficulties in the EL due to the lack of teaching in the

primary school, so they have poor vocabulary, and for this reason they

cannot make basic sentences.

Causes and consequences

Causes

Poor motivation.

Teacher uses an inappropriate methodology.

Poor preparation by teaching in this language.

English is not spoken in class.

Poor vocabulary.

Lack of didactic resources.

Consequences

Students do not have interest to learn English.

Students do not understand the grammatical rules.

Students are not able to write basic sentences.

Students do not learn the new language.

Students cannot make sentences correctly.

The English classes are boring.

5 5

Delimitation of the problem

Field: Basic Education

Area: Foreign language English

Aspect: High school

Topic: Improve the writing skills through essential basic grammar.

Proposal: Design and application of a handbook with innovative

grammar exercises.

FORMULATION OF THE PROBLEM

What is the impact when applying a handbook with innovative grammar

exercises to improve the writing skills in students of Eighth Grade at

―Oswaldo Guayasamín Calero‖ School of Basic Education, school year

2013 - 2014, in Duran?

VARIABLES

Independent

Grammar exercises

Dependent

Improvement the writing skill

6 6

EVALUATION OF THE PROBLEM

Clear: This project is clear because it has an easy way to get to the reader

and so they will be able to identify the principle ideas.

Evident: It´s evident, because it is not far to understand that the problem

exists.

Relevant: It´s relevant, because through the application of this project, we

are going to increase the vocabulary and the writing skills of students.

Feasible: This Project is viable, because we have the collaboration of the

authorities; the English teacher and students. They all agree and have the

conviction that our proposal is the best option to improve the language

learning of the students.

Original: Our project is unique, because nobody has elaborated a similar

project before and we are addressing the information in a very different way.

OBJECTIVES

General

To evaluate the effectiveness of using innovative grammar

exercises in Eighth Grade at ―Oswaldo Guayasamín Calero‖

School of Basic Education, school year 2013-2014 to improve the

basic writing skills.

Specifics

To select interesting exercises according to the level of the

students.

To elaborate and apply strategies for a better learning.

To teach students through innovative grammar exercises .

7 7

QUESTIONS OF THE INVESTIGATION

What didactic resources does the teacher use to teach this

language?

What strategies does the teacher use to motivate the interest to

students?

What techniques does the teacher use to improve the learning?

How does the teacher evaluate the level of knowledge of the

students?

What problems do the students have to learn the grammatical

rules?

What percentage of students have a lack of knowledge?

What are the benefits when applying this project?

How important is the application of this project?

Why should the English vocabulary be strengthened?

What support will authorities of the institution give?

8 8

JUSTIFICATION

Our project is very important because through this, the students will have

a better performance in writing, and will also have the appropriate use of

different grammatical rules.They will also develop their intellectual and

emotional abilities and thus improve the quality of education.

Furthermore, with innovative grammar exercises students are going to

improve their knowledge in the learning process. Also, they will get an

excellent knowledge that would help them to improve the reading and writing

skills, so that writing and grammar is one of the main skills that help the

students learn English.

On the other hand, the teachers will be benefited too. Because this resource

help them to create a nice environment at the moment to develop

the english classes, which is nessesary in the teaching learning procces.

In other way, the institution is benefited because the education is going to

improve its academic level. In the same way family‘s parents will be

grateful for the given learning to their children. In additon, the community

will benefit too because through this language, it will find at any time a

new member of the society.

Finally, this project is realible and feasible because it has everything to be

taken account in a good way.

9 9

CHAPTER II

THE THEORETICAL FRAMEWORK

BACKGROUND

After the research that we made at the library of the faculty of languages

and linguistics,we could realize that there are some similar projects, but

they are not focused on the necessities that we are concerned.

Through the basic grammar we intend to develop the writing skills, on the

students of 8th grade at ―Oswaldo Guayasamin Calero‖ school of basic

education , and it is going to be applied in a very dynamic way to encourage

their learning. and it is going to apply with another group of students.

It is important to lay the grounds of the theoritical structure of this study by

defining and providing the background of the key concepts which are

important in this research that have been reviewed from scholar articles

and books.

This second chapter is based on the following foundation theoretical,

epistemologycal, philosophical, psichological, sociological, pedagogical,

andragogical, scientific, technological and legal.

10 10

INDEPENDENT VARIABLE

Grammar

Definition

(Baleghizadeh, 2011)Mentions Brown (2001, p 362) who defines grammar

as ―the system of rules governing the conventional arrangement and

relationship of words in a sentence…. Technically grammar refers to

sentence - level rules only, and not rules governing the relationship among

sentences, which we refer to as discourse rules.‖

According to (Schlogel, 2010) defines grammar as‖ the way words are put

together to make correct sentences.‖

According to (Villemaire, 2001, pág. ix) grammar is: A set of rules about

words and how they are used in sentences for the purpose of conveying a

message. A sentence is a group of words that express a complete

thought. Words improperly arranged in a sentence cannot be understood.

Grammar

For Philida Schellekens, (2007) grammar is the way that language is

organized. It refers to the collection of rules which are to create words and

sentences. (Schellekens, 2007).

For Pachler (1999), grammar allows us to keep manageable the

vocabulary we need to communicate effectively and accurately about both

simple and complex matters (p.94). Furthermore, it enables us to form

longer spoken utterances and written sentences, take part in linguistic

interaction with other participants and behave in accordance with the

socio-cultural rules of appropriateness in different contexts (Ibid, p.94).

11 11

According to (David Crystal, 2004), grammar is the structural foundation of

our ability to express ourselves. The more we are aware of how it works, the

more we can monitor the meaning and effectiveness of the way we and

others use language. It can help foster precision, detect ambiguity, and

exploit the richness of expression available in English. And it can help

everyone--not only teachers of English, but teachers of anything, for all

teaching are ultimately a matter of getting to grips with meaning.

(David Crystal, "In Word and Deed." TES Teacher, April 30, 2004) It is

necessary to know grammar, and it is better to write grammatically than not,

but it is well to remember that grammar is common speech

formulated. Usage is the only test.

The Longman Dictionary of Contemporary English defines grammar as the

rules by which words change their forms and are combined into

sentences. There are two basic elements in this definition: the rules of

grammar; and the study and practice of the rules. The rules of grammar

are about how words change and how they are put together into

sentences. The knowledge of grammar also tells the learner what to do if he

wants to put the some phrase into the sentence. Grammar should be called

the way in which words change themselves and group together to make

sentences.‖ (Jeremy Harmer, 1991, p. 1)

Comment

It is very important because through it we can express different ideas in

our daily life. In the ―Oswaldo Guayasamin Calero‖ School students have

problems to write short sentences for them grammar is difficult out to teacher

do not use the appropriate methodology in class.

12 12

Importance of grammar

According to (DCapua, 2008, pág. 6)

From the linguist‘s point of view, grammar is not a collection of rules, often

obscure, arcane and often illogical, that must be taught, but rather set of

blueprints that guide speakers in producing comprehensible and predictable

language. Every language, including its dialects or variants, is systematic

and orderly.

(Kim, 2014)Mentions to Odin (1994) who notes that ―pedagogical grammar

is necessarily a hybrid discipline, one which draws from several areas of

study.‖

(K. lynn Savage, 2010)Quote to (Larsen free-Freeman, 2001) who says that:

―Grammar knowledge is important, but only insofar as it enables students to

communicate accurately, meaningfully, and appropriately.‖

(Mary Ann Christison, 2015) Point out that:

As important to the successfully mastery of any foreign language as

grammar may be, knowledge of grammar structure alone will not

suffice. An entire conversation may come to a half simply owing to a

lack of knowledge of one or two lexical items.

Grammar knowledge is important, but only insofar as it enables students

to communicate ―accurately, meaningfully, and appropriately‖ (Larsen-

Freeman, 2001).

Grammar instruction assists English learners in becoming aware of a

structure and then continuing to notice it in subsequent encounters (Fotos,

2001)

For Julio Foppoli n/d, in his article describes why grammar is important, he

describes: ―This is a typical question that I receive from many new

students and website visitors. My answer is clear and simple: "indeed."

13 13

Grammar is the backbone of a language and without it any single thing

you know may be flux, in a sort of jelly without much consistency‖. ―In a

nutshell, grammar provides you with the structure you need in order to

organize and put your messages and ideas across. It is the railway

through which your messages will be transported. Without it, in the same

way as a train cannot move without railways, you won‘t be able to convey

your ideas to their full extension without a good command of the

underlying grammar patterns and structures of the language.‖

In their book, the role of grammar teaching by José López Rama Gloria

LuqueAgulló, they remark the following: ―Communicative language

teaching was initially influenced by linguists with a notional functional view

of language. With Hymes, Austin and especially Halliday‘s theories,

grammar was considered as both semantic and functional (Bloor, 2004:2),

or as the study of linguistic forms realizing meanings, the so-called

Systemic-Functional Grammar (SFG).According to this new concept of

grammar, which appeared in Halliday‘s writings in the 70s and which was

consolidated in the 80s with his Introduction to Functional Grammar, the

dichotomies previously mentioned would be irrelevant, since the concepts

of function, meaning and communication would be included within the

study of grammar and linguists should focus on the use of language rather

than on its form itself. Thus, grammatical knowledge was performance,

rather than competence, and grammar was considered as a sub-skill to be

learned as procedural knowledge (doing rather than just knowing).

According to Richard Nordquist Grammar is important because it is the

language that makes it possible for us to talk about language. Grammar

names the types of words and word groups that make not only in but in

any language.

14 14

Comment

We could notice that students of the Eighth Grade do not pay attention in

grammar classes, because their teacher uses traditional strategies to

explain the grammatical rules therefore students are unmotivated and they

do not understand the explanation.

Characteristics of grammar

Many linguists and researchers have given support to grammar instruction

in ESL and EFL language teaching and learning. For example, the

communicative competence model of Canale and Swain (1980) clearly

illustrates the significance of grammar. In this model, grammar is viewed

as one component of communicative competence. Without grammar,

learners can communicate effectively only in a limited number of

situations. In addition, Hannan (1989), Lewis (1986) and Garner (1989)

strongly support the teaching of grammar. According to Hannan, grammar

is highly valuable as an important part of the study of language, of ideas,

and of writing. Besides, he points out that grammar reflects the power and

order of the human mind and it also helps us to understand the diversity of

human culture.

Garner believes that grammar gives us a means to analyze and describe

our language. Furthermore, many EFL learners in Thailand who want to

further their studies abroad still have to take an intensive course in grammar

in order to pass such exams as the Test of English as a Foreign

Language(TOEFL) and the International English Language Testing

System(IELTS). Research in second language acquisition, as noted by

Celce-Murcia (1991), indicates that post pubescent adolescent adults

need to pay attention to the form of the target language. If they do not,

15 15

they ultimately develop an incomplete and imperfect interlanguage that

reflects learning problems.

According to this framework, grammatical structures have three dimensions:

form, meaning, and use. Let us take the modal must as an example:

If a student tells an American friend, ―I must take my baby to the doctor,‖ the

friend will have no trouble understanding the student‘s meaning, but she

might find the sentence strangely formal. Thus, Larsen-Freeman‘s

framework has implications for the way we teach grammar. If students are

unaware of all three dimensions of a grammatical structure, they may

make mistakes even if they form the structure correctly.

Grammar as any other complex structural background needs rules to be

taken into account, not to follow them consequently, all the context becomes

a mess. Grammar does not only have to do with the order of words in a

sentence, punctuation also takes part in it. Inside them stress and intonation

is part of the good way of using grammar. According to Ur (1999), in the

case of the learners, grammatical rules enable them to know and apply how

such sentence patterns should be put together.

It is important to consider that grammar permits us to accommodate the

basis of a good production of language not only in writing but listening,

speaking and reading. In writing and speaking, grammar plays an

important role, since learning the grammar of a language is considered

necessary to acquire the capability of producing grammatically acceptable

utterances in the language (Corder, 1988; Widodo, 2004).

When reading, a student can decrypting sentence if a good grammar is

shown, not only sentences but paragraphs of a text. On the other hand

vocabulary provides a set of imaginative way to interweave ideas

16 16

combined in a sentence so that statements can be formed. In other words,

Doff (2000) says that by learning grammar students can express meanings

in the form of phrases, clauses and sentences. Long and Richards (1987)

add that it cannot be ignored that grammar plays a central role in the four

language skills and vocabulary to establish communicative tasks.

Consequently, Larsen-Freeman (2000) and Richards and Rodgers (2002),

conclude that in such a method learners are required to learn about

grammar rules and vocabulary of the target language.

TYPES OF GRAMMAR

According David Crystal n/d there are six types of Grammar:

Descriptive Grammar

An approach that describes the grammatical constructions that are used in

a language, without making any evaluative judgments about their standing

in society. These grammars are commonplace in linguistics, where it is

standard practice to investigate a 'corpus' of spoken or written material,

and to describe in detail the patterns it contains.

Comment

This type of grammar refers to the form of language that is use for speakers,

which does not judge the good or bad use of the language. That is not based

on grammar rules and for this reason, people speak without any condition.

17 17

Pedagogical Grammar

A book specifically designed for teaching a foreign language, or for

developing an awareness of the mother tongue. Such 'teaching grammars'

are widely used in schools, so much so that many people have only one

meaning for the term 'grammar': a grammar book.

Comment

It is a description of how to use the grammar of a language to communicate,

and so people can transmit their ideas easier. Specifically this type of

grammar is targeted towards students, who have the interest to learn a new

different language than their mother tongue. Also it can be compared with

the reference grammar because it describes the grammar language.

Prescriptive Grammar

A manual that focuses on constructions where usage is divided, and lays

down rules governing the socially correct use of language. These grammars

were a formative influence on language attitudes in Europe and America

during the 18th and 19th centuries. Their influence lives on in handbooks of

usage widely found today, such as the Dictionary of Modern English Usage

(1926) by Henry Watson Fowler (1858-1933).

Comment

Prescriptive grammar is the opposite to descriptive grammar because, it

states rules about the structure of a language as certain people think it

should be used. On the other hand we can mention to the editors and

teachers who, tell us as the language should be spoken.

18 18

Reference Grammar

A grammatical description that tries to be as comprehensive as possible,

so that it can act as a reference book for those interested in establishing

grammatical facts (in much the same way as a dictionary is used as a

'reference lexicon'). Several North European grammarians compiled

handbooks of this type in the early 19th century, the best known being the

seven-volume Modern English Grammar (1909-49) by the Danish

grammarian Otto Jespersen (1860-1943), and A Comprehensive Grammar

of the English Language (1985) by Randolph Quirk (1920) .

Comment

Grammar reference is important because it is a description of the grammar

of a language, with explanations of the construction of words, phrases,

clauses and sentences.

Theoretical Grammar

An approach that goes beyond the study of individual languages, to

determine what constructs are needed in order to do any kind of

grammatical analysis, and how these can be applied consistently in the

investigation of linguistic universals.

Comment

Theatrical grammar refers to the language in general. We can say this

type of grammar is a scientific theory, which is based on knowledge of the

listener speaker and so it facilities to make a research to the students.

19 19

Traditional Grammar

A term often used to summarize the range of attitudes and methods found

in the period of grammatical study before the advent of linguistic science.

The 'tradition' in question of over 2,000 years old, and includes the work of

classical Greek and Roman grammarians, Renaissance writers, and 18th-

century prescriptive grammarians. It is difficult to generalize about such a

wide variety of approaches, but linguist generally use the term pejoratively,

identifying an unscientific approach to grammatical study, in which

languages were analyzed in terms of Latin, with scant regard for empirical

facts. However, many basic notions used by modern approaches can be

found in these early writings, and there is now fresh interest in the study of

traditional grammar, as part of the history of linguistic ideas.

Comment

This type of grammar was established in the 18th century by the

Renaissance, where Roman and Greek grammarians emerged, so we can

say the language lacked of scientific knowledge, that is the grammatical

study was empirical, but nowadays exists an interest in the study of

traditional grammar.

DEPENDENT VARIABLE

WRITING

Definition

According to (Torildd Homstad, 1994)Writing has long been considered a

support skill used to reinforce the acquisition of grammar in foreign language

teaching.

According to Florian Coulmas

―Writing is a system of recording language by means of visible or tactile

marks which has as its main activity to putting such a system to use,

20 20

which consequently, will have as a result of such activity, a text which

later, become an artistic composition (Coulmas F, n/d)

Language and writing are two distinct systems of signs; the second exists

for the sole purpose of representing the first. The linguistic object is not both

the written and the spoken forms of words; the spoken forms alone

constitute the object. (Saussure 1959: 23)

(Panofsky C. et al, n/d) mentions Hedgcock (2005)who describes the

second language writing as an ―embryonic‖ field and an ―emergent

discipline,‖ noting, ―writing research has a comparatively short biography‖

(pp. 597-598). Scholars have accounted for this ―short biography‖ in different

ways. Unlike Hedgcock (2005), Matsuda (2003b) finds considerable growth

in the field of L2 writing; however, he sees a need for change. He has written

extensively about a ―disciplinary division of labor‖ between ESL and

composition teaching, and argues that, although an interdisciplinary field has

developed, both ESL and mainstream English teachers need to do more

to share knowledge and perspectives. (Panofsky C. et al, n/d)

For Reis A, 2008, writing to be effective is dependent on a number of

features which are not shared by spoken language, not only in terms of

linguistic and pragmatic features but also the context in which it will be

interpreted (Nunan, 1999).

Reis A, 2008 insists that writing is a ‗complex, cognitive process that

requires sustained intellectual effort over a considerable period of time‘

(Nunan, 1999:273) as, according to Hedge (2005), there is a need to

organize the development of ideas or information; ambiguity in meaning

21 21

must be avoided through accuracy; the writer must choose from complex

grammatical devices for emphasis or focus; and finally, they must pay

attention to the choice of vocabulary, grammatical patterns and sentence

structures to create a feasible meaning and an appropriate style to the

subject matter and reader.

For Richard Nordquist, n/d, writing is a symbolic method for visually

recording language. The term script refers to the graphic form of the units

of a writing system, and the individual units are calledletters.

(Nordquist R, n/d) coins that according to Henry Rogers, "Writing is

systematic in two ways: it has a systematic relationship to language, and it

has a systematic internal organization of its own" (Writing Systems, 2005).

Importance of writing

(Tolchinsky, 2001) Mentions to (Cazden, 1996) who say that Vygotsky

affirms: ―what is important for the teaching of writing is the set of

transformations by which inner speech and thought are generated from

social experience.

The written language has nowadays an important social and educational

function and its status has a high social prestige (Urbanova and Oakland,

2002: 31).

Writing is essential, it brings about a lot of advantages (cf. Chappell,

2011); since it helps to: • express one‘s personality; • foster

communication; • develop thinking skills; • make logical and persuasive

arguments; • give a person a chance to later reflect on his/her ideas and

re-evaluate them; • provide and receive feedback; and • prepare for school

and employment.

22 22

Walsh, (2010) remarks that it is important because it is used extensively

in higher education and in the workplace. If students do not know how to

express themselves in writing, they will not be able to communicate well with

professors, employers, peers, or just about anyone else. Much of

professional communication is done in writing: proposals, memos, reports,

applications, preliminary interviews, e-mails, and more are part of the daily

life of a college student or successful graduate.

Maley (2009), for example, emphasizes the following benefits of creative

writing: • it aids language development at all levels: grammar, vocabulary,

phonology and discourse; it requires learners to manipulate the language

in interesting and demanding ways as they attempt to express uniquely

personal meanings; • it requires a willingness to play with the language; and

• it concentrates more on the right side of the brain, with a focus on feelings,

physical sensations, intuition and musicality; it also affords scope for

learners who in the usual processes of formal instruction are therefore often

at a disadvantage.

For Reis A, 2008 Writing is apparently used to promote language learning,

through models, rather than to encourage creativity and communication

and language acquisition. To an extent, students simply have to follow a

structure that has been provided, ‗copy‘ the main structures and ‗fill in‘ the

rest depending on the context or writing task. An example might be a

commercial letter, I‘m writing to inform you that…, or report which are

made up of pre-set expressions and sentences.

23 23

Characteristics

Abdu A, (2009) describes why and effective writing should have the following

characteristics:

• Clear objective, in other words the purpose of the document is clear.

• Good organization, which means you, should consider the logical

sequence of the paragraphs according to their importance and relevance

to the subject you are writing about.

• Clear, brief and concise writing.

• Appropriate language so that the choice of words and complexity of

writing language is tailored to suite your readers.

• Correct spelling, grammar and punctuation. Abdu A, (2009).

Kit Reed, 2014 mentions as with most teaching and learning techniques, it

is important to stress consistency in the writing process. Establishing a

structured approach that is used for every assigned paper is one way to

create independent writers and ensure generalization of writing skills.

Reed K, (2014)

A typical writing process consists of steps. Essentially, it is a method used

by teachers to lead students from random thoughts to a cohesive, written

paper. The basic writing process for the purpose of this packet includes six

steps: brainstorming, outline, rough draft, evaluation, final draft, and

publishing.

24 24

Types of Writing

Syed Hunbeel Meer, n/d posts that a writer‘s style is a reflection of his or

her personality, unique voice, and way of approaching the audience and

readers.

Hunbeel S, n/d mentions that there are only four general purposes that

lead someone to write a piece, and these are known as the four styles, or

types, of writing. Knowing all four different types of writing and their

usages is important for any writer.

Here are the four categories of writing and their definitions:

1. Expository Writing:

Expository writing explains or informs, it describes a subject without giving

opinions.

Its main purpose is to explain. It is a subject-oriented writing style, in which

authors focus on telling you about a given topic or subject without voicing

their personal opinions. They furnish you with relevant facts and figures

but do not include their opinions. This is one of the most common types of

writing styles, which you always see in textbooks and how-to articles. The

author just tells you about a given subject, such as how to do something.

(Keith Williamson, n/d)

Key Points:

Expository writing usually explains something in a process.

Expository writing is often equipped with facts and figures.

Expository writing is usually in a logical order and sequence.

25 25

When You Would Use Expository Writing:

Textbook writing

How-to articles

Recipes

News stories (not including opinion or editorial pieces)

Business, technical, or scientific writing.

2. Descriptive Writing:

Descriptive writing's main purpose is to describe. It is a style of writing that

focuses on describing a character, an event, or a place in great detail. It can

be poetic when the author takes the time to be very specific in his or her

descriptions. (Andreas, n/d)

Example:

In good descriptive writing, the author will not just say: ―The vampire killed

his lover.‖ He or she will change the sentence, focusing on more details

and descriptions, like: ―The bloody, red-eyed vampire sunk his rust-colored

teeth into the soft skin of his lover and ended her life."

Key Points:

It is often poetic in nature

It describes places, people, events, situations, or locations in a highly-

detailed manner.

The author visualizes what he or she sees, hears, tastes, smells, and

feels.

26 26

When You Would Use Descriptive Writing:

Poetry

Journal or diary writing

Nature writing

Descriptive passages in fiction

3. Persuasive Writing:

Persuasive writing's main purpose is to persuade. Unlike expository

writing, persuasive writing contains the opinions and biases of the author.

To convince others to agree with the author's point of view, persuasive

writing contains justifications and reasons. It is often used in letters of

complaint, advertisements or commercials, affiliate marketing pitches, cover

letters, and newspaper opinion and editorial pieces. (Fischer T, n/d)

Key Points:

Persuasive writing is equipped with reasons, arguments, and

justifications.

In persuasive writing, the author takes a stand and asks you to

agree with his or her point of view.

It often asks for readers to do something about the situation (this is

called a call-to-action).

When You Would Use Persuasive Writing:

Opinion and editorial newspaper pieces

Advertisements

Reviews (of books, music, movie, restaurants, etc.)

Letter of recommendation

Letter of complaint

Cover letters

27 27

4. Narrative Writing:

Narrative writing's main purpose is to tell a story. The author will create

different characters and tell you what happens to them (sometimes the

author writes from the point of view of one of the characters—this is known

as first person narration). Novels, short stories, novellas, poetry, and

biographies can all fall in the narrative writing style. Simply, narrative

writing answers the question: ―What happened then?‖ (Anjanettew, n/d)

Key Points:

In narrative writing, a person tells a story or event.

Narrative writing has characters and dialogue.

Narrative writing has definite and logical beginnings, intervals, and

endings.

Narrative writing often has situations like actions, motivational

events, and disputes or conflicts with their eventual solutions.

Examples of When You Would Use Persuasive Writing:

Novels

Short stories

Novellas

Poetry

Autobiographies or biographies

Anecdotes

28 28

Theoretical Foundation

According to (Spector J. M., 2008, pág. 21) says that Theoretical foundation

is: ―A related set of rules and principles that can be brought to bear as a

basis for making predictions and providing explanations for a variety of

phenomena.‖

Epistemology Foundation

(Horrigan, 2007, pág. vii)Defines to Epistemology like:

A branch of the theoretical part of the science of philosophy,

epistemology (from the Greek episteme= knowledge, science and

logos= study) is defined as the science of knowledge studied from the

philosophical point of view, or the science of knowledge in its ultimate

causes and first principles, studied using the light of natural

reason.

(Labbas, 2013, pág. 2)Says that epistemology in education is:

An analysis of the trajectory of epistemology in education shows

that research started with the Piaget‘s work on genetic

epistemology focuses on the fact that we cannot say there is a history

of knowledge, and then we speak about the current state of

knowledge. It is with the idea that knowledge is not static because it

is a process that the field of study of epistemology shifted to be a

psychological field of research.

29 29

Philosophical Foundation

The philosophy in the education according to (Dhawan, 2005, pág. 1)

says:

The philosophy of education classroom, like the school classroom is

strongly democratic and dialogical. In this way the energies of

students will be engaged, their values respected, and their insights

made available to fellow students and to professors. It is surprising

how often professors of education advocate democracy for schools

and yet do not practice it with their own students. If professors believe

in a democratic approach to inquiry they should model it theirselves,

so that the students understand what they mean and are given the

opportunity to develop a democratic pedagogy which they can in turn

employ in school.

The Philosophy in the education according to (Sharma, 2006, pág. 32)

argue that:

Our discussion of the concept of education and the concept of

philosophy form the basis of arriving at the definition of philosophy

of education. Thus philosophy of education is essentially a method

of approaching educational experience rather than a body of

conclusions. It is the specific method which makes it philosophical.

Philosophical method is critical, comprehensive and synthetic.

Therefore, philosophy of education is the criticism of the general

theory of education.

30 30

Psychological Foundation

According to (S.M.Mohsin, 2001, pág. 1) argues that: ―Psychology studies

man in his environment. From the very moment of his birth man lives and

grows in an environment of the objects and persons.‖

According to (Bruce W. Tuckman, 2010, pág. 5) argues that:

Education psychology is the science of human behavior and applied

to the teaching and learning processes. Like general psychology,

educational psychology is a science; therefore, its findings are

generated through research that relies heavily on the scientific

method. However, its purpose in study is to produce practical

knowledge about educational settings and behaviors.

Sociological Foundation

According to (Anthony Giddens, 2006, pág. 4) defines that: ―Sociology is the

scientific study of human social life, groups, and societies. It is a dazzling

and compelling enterprise, as its subject matter is our own behavior as social

being.‖

(S.S.Chandra, 1996, pág. 121)Mentions to (Carter) who says that:

Educational sociology is the study of those phases of sociology that are of

significance for educative processes, especially the study of those that point

to valuable programme of learning and control of learning processes.

31 31

Pedagogical Foundation

(Anderson, 2009, pág. 41) Describes that Merriam – Webster On Line

defines to the Pedagogy as: ―The field of study that deals mainly with

methods of teaching and learning in the schools.‖

The Pedagogy as rationale is argued by (Chapius, 2003, pág. 4):

Although pedagogy is sometimes seen as a nebulous concept,

it is essentially a combination of knowledge and skills required for

effective teaching. The more traditional definitions describe pedagogy

as either the science/theory or art/practice of teaching that makes

a difference in the intellectual and social development of students.

Andragogical Foundation

(Seel, 2012, pág. 145)Mentions to (Knowles, 1999, p. 271) who argues

that the Andragogy is ―a model of assumptions about learning or a

conceptual framework that serves as a basis for emergent theory‖.

(Malcolm S. Knowles, 2014, pág. 3) Mention to (Merriam et al., 2007, p.

83) who explains the complexity and present condition of adult learning

theory, offers the following:

Attempts at codifying differences between adults and children as a

set of principles, a model or even a theory of adult learning have

been, and continue to be, pursued by adult educators. However,

just as there is no single theory of adult learning. Instead, we have

a number of frameworks, or models, each of which contributes

something to our understanding of adults as learner. The best

known of these efforts is andragogy.

32 32

Scientific Foundation

According to (Nicholas, Introduction to Psychology, 2009, pág. 10) says that:

The term "the scientific method" might be misleading since it does not

refer to one single method; rather, it refers to principles that guide the

researcher from developing research questions, to collecting

empirical evidence, to answering the research questions. In general,

it can be stated that knowledge based on the scientific method is

tested through systematic controlled observation and experiments.

According to (Haig, 2014, pág. ix) explains that:

Scientists themselves, including psychologists, learn about

research method and how to use them to conduct their research.

However, the nature of this learning, and of the instruction they

receive about how to employ these methods, is better described as

a mix of training and indoctrination than as a genuine education

designed to provide a critical, in - depth understanding of the

methods.

Technological Foundation

(Pavlova, 2008, pág. 17)Argues that: ―The aims of technology education are

explicitly stated in the documents through the concept of

competencies. Different levels of competencies are required in each

country: creativity, capability, literacy.

(Gordon, 2007, pág. 179)Mentions to (Ekaterina Nemtchinova, Seattle

Pacific University) argues that Using Technology with Young English

Language Learners:

33 33

Technology has had an enormous impact on the world of education

is to state the obvious. Today, teachers and researchers attempt to

conceptualize the potential of technology for language teaching and

learning in relation to early English language education.

Specifically, technology benefits young learners by enhancing their

physical abilities such as hand-eye coordination and fine motor

skills. It can also improve children´s understanding of the world

around them, develop their flexibility and ingenuity, enrich their

worldview, and expand their openness of mind.

Legal Foundation

CONSTITUCIÓN DEL ECUADOR

TÍTULO VII

RÉGIMEN DEL BUEN VIVIR

Capítulo primero

Inclusión y equidad

Sección primera

Educación

Art. 348.- La educación pública será gratuita y el Estado la financiará de

manera oportuna, regular y suficiente. La distribución de los recursos

destinados a la educación se regirá por criterios de equidad social,

poblacional y territorial, entre otros.

El Estado financiará la educación especial y podrá apoyar

financieramente a la educación fiscomisional, artesanal y comunitaria,

siempre que cumplan con los principios de gratuidad, obligatoriedad e

igualdad de oportunidades, rindan cuentas de sus resultados educativos y

del manejo de los recursos públicos, y estén debidamente calificadas, de

34 34

acuerdo con la ley. Las instituciones educativas que reciban

financiamiento público no tendrán fines de lucro.

La falta de transferencia de recursos en las condiciones señaladas será

sancionada con la destitución de la autoridad y de las servidoras y

servidores públicos remisos de su obligación.

De acuerdo al Código De La Niñez Y Adolescencia

Art. 37.- Derecho a la educación.- Los niños, niñas y adolescentes

tienen derecho a una educación de calidad. Este derecho demanda

de un sistema educativo que:

1. Garantice el acceso y permanencia de todo niño y niña a la

educación básica, así como del adolescente hasta el

bachillerato o su equivalente;

2. Respete las culturas y especificidades de cada región y lugar;

3. Contemple propuestas educacionales flexibles y alternativas

para atender las necesidades de todos los niños, niñas y

adolescentes, con prioridad de quienes tienen discapacidad, trabajan

o viven una situación que requiera mayores oportunidades para

aprender;

4. Garantice que los niños, niñas y adolescentes cuenten con

docentes, materiales didácticos, laboratorios, locales, instalaciones

y recursos adecuados y gocen de un ambiente favorable para el

aprendizaje. Este derecho incluye el acceso efectivo a la educación

inicial de cero a cinco años, y por lo tanto se desarrollarán programas

y proyectos flexibles y abiertos, adecuados a las necesidades

culturales de los educandos; y,

5. Que respete las convicciones éticas, morales y religiosas de los

padres y de los mismos niños, niñas y adolescentes.

35 35

La educación pública es laica en todos sus niveles, obligatoria

hasta el décimo año de educación básica y gratuita hasta el

bachillerato o su equivalencia.

El Estado y los organismos pertinentes asegurarán que los

planteles educativos ofrezcan servicios con equidad, calidad y

oportunidad y que se garantice también el derecho de los

progenitores a elegir la educación que más convenga a sus hijos y

a sus hijas.

LEY ORGÁNICA DE EDUCACIÓN INTERCULTURAL

Título II

DE LOS DERECHOS Y OBLIGACIONES

Capítulo I

DEL DERECHO A LA EDUCACIÓN

Art. 4.-Derecho a la educación.- La educación es un derecho

humano fundamental garantizado en la Constitución de la

República y condición necesaria para la realización de los otros

Derechos humanos.

Son titulares del derecho a la educación de calidad, laica, libre y

gratuita en los niveles inicial, básico y bachillerato, así como a una

educación permanente a lo largo de la vida, formal y no formal, todos

los y las habitantes del Ecuador.

El Sistema Nacional de Educación profundizará y garantizará el

pleno ejercicio de los derechos y garantías constitucionales.

36 36

Capítulo II

DE LAS OBLIGACIONES DEL ESTADO RESPECTO DEL DERECHO A

LA EDUCACIÓN

Art. 5.- La educación como obligación de Estado.- El Estado tiene

la obligación ineludible e inexcusable de garantizar el derecho a la

educación, a los habitantes del territorio ecuatoriano y su acceso

universal a lo largo de la vida, para lo cual generará las condiciones

que garanticen la igualdad de oportunidades para acceder,

permanecer, movilizarse y egresar de los servicios educativos. El

Estado ejerce la rectoría sobre el Sistema Educativo a través de la

Autoridad Nacional de Educación de conformidad con la

Constitución de la República y la Ley.

El Estado garantizará una educación pública de calidad, gratuita y

laica.

Capítulo III DE LOS DERECHOS Y OBLIGACIONES DE LOS ESTUDIANTES

Art. 7.- Derechos.- Las y los estudiantes tienen los siguientes derechos:

a. Ser actores fundamentales en el proceso educativo;

b. Recibir una formación integral y científica, que contribuya al pleno

desarrollo de su personalidad, capacidades y potencialidades, respetando

sus derechos, libertades fundamentales y promoviendo la igualdad de

género, la no discriminación, la valoración de las diversidades, la

participación, autonomía y cooperación;

f. Recibir apoyo pedagógico y tutorías académicas de acuerdo con sus

necesidades;

37 37

n. Disponer de facilidades que le permitan la práctica de actividades

deportivas, sociales, culturales, científicas en representación de su centro

de estudios, de su comunidad, su provincia o del País, a nivel competitivo;

q. Aprender, en el idioma oficial e idiomas ancestrales, de ser el caso;

CONTEXTUAL FRAMEWORK

The institution where we are going to develop our project is ubicated in

Duran its name is ―Oswaldo Guayasamin Calero‖ School of Basic

Education. Its infrastructure is made of concrete, there are comfortable

classrooms, It has a huge playground and also it has a bar.

This public school is formed by two hundred seventy three people: the

director, teachers and two hundred seventy students, which forty students

are going to benefit with our project.

Human Talents

For the development of this project was necessary the collaboration of:

Researchers

Authorities

Tutor

Teachers

Students

Librarian

Partner

38 38

CHAPTER III

THE METHODOLOGY

SCIENTIFIC RESEARCH

Definition

According to John W.Best (2002) Research may be defined as systematic

and objective analysis and recording of controlled observations that may

lead to the development of organizations, principles and ultimate control of

events.

According to Kothari (2002) Research is a systematic investigation to find

solution to a problem.

Cooper & Schindler (2003) Research in any organization is the inquiry

carried out to provide information for solving problem.

According to Oxford English Dictionary scientific research is a

method ―consisting in systematic observation, measurement, and

experiment, and the formulation, testing, and modification

of hypotheses‖ (Oxford English Dictionary, n/d).

Comment

This project is justified on the scientific method because to prove our

hypothesis had to use the different elements involved in this method, that is,

we went to the classroom to see the teacher, the students and the

39 39

didactic resources used to develop a class, which allowed us to examine

and get our own conclusions to solve the problem of writing. Our observation

was enriching because we obtained acceptable information to expose the

problem and new strategies in order to improve the writing skills through

innovative grammar exercises.

TYPES OF RESEARCH

Field Research

Field research allows us to observe and collect information that guides us to

see details in the field where the problem is found interacting with the

environment in order to learn about their costumes, social communication

among people, behaviors and cultures.

According to (Christopher S. Chapman, 2006, pág. 321) say that: ―Field

research is portrayed as improving upon case study research because of

the opportunity to consider firm - level variation and to generalize results (

albeit in a limited statistical sense) to more than one firm.‖

Comment

A well-conducted field research provides us to select the important,

necessary information; which is considerably to detect the problem we are

investigating at the school referred. This research was performed when we

get in the classroom of eighth graders where we check the difficulty of

students to write in English.

40 40

Bibliographic Research

According to (Fleming, 2014) argues that: A bibliography is a list of books,

scholarly articles, and other sources you use when researching a topic and

writing a paper. The bibliography will appear at the end of your paper. The

bibliography is sometimes called Works Cited or Works Consulted.

Comment

The bibliographic research is very important in execution of an

investigation because it gives credibility to the authors of books, magazines,

online and from other sources, where we consulted the most complex

information to make different quotes that our work requires.

Feasible Research

According to (Research Observatory, 2002) says that: One of the most

common difficulties in selecting a research topic is focusing down on

appropriate questions. Initially it might appear that the most exciting,

interesting and relevant questions require a 10 year research

programmed, a team of research assistants and a multi-million pound

research budget! But that isn't actually the case. The important task for

you is one of focusing down, being realistic and aiming to achieve what

can reasonably be done within the time, expertise and resource

constraints under which you are working.

Comment

These three types of research were fundamental to develop our

educational project which we realize at "Oswaldo Guayasamín Calero"

school which is located in Duran.

The educational community consists of two hundred seventy-three people,

the bibliography we used was very important because all our source of

research could be of help to someone in order to facilitate the

achievement of the information.

41 41

LEVELS OF RESEARCH

Exploratory

According to (Jupp, 2006, pág. 110) says that:

Exploratory research is a methodological approach that is primarily

concerned with discovery and with generating or building theory.

Exploratory research is often seen rather simplistically as one initial

stage in the developmental process of conducting a systematic

research inquiry. In this exploratory research has been synonymous

with the notion of ―feasibility study" or "pilot study", both of which

imply a prior or sequential stage in a research programme and thus

a limited appreciation of exploration.

Comment

Exploratory research gives an overview of the problem .Through this

research we could observe that students of eighth grade at ―Oswaldo

Guayasamín Calero‖ school have difficulties to write basic sentences;

students do not pay attention in class, and they do not have interest in

learning the English language.

Descriptive Research

(Thyer, 2009, pág. 120) Mentions to (Rubin & Barbie, 2008; Thomlison,

2001) defines that: ―Descriptive research attempts to describe

characteristics of a sample and relationships between phenomena,

situations, and events observed by the research.‖

42 42

Comment

This research is very important because it shows us the reasons; motives

and real situations leading to disinterest students to learn the English

language, which is reflected in the time of writing in this language. Once

known elements affecting students in their teaching – learning, so we want

to help them to improve their problem through our project.

Explanatory Research

(Joseph Check, 2011, pág. 11) Say that: Explanatory research seeks to

identify causes and effects of educational phenomenon, to predict how

one phenomena will change or vary in response to variation in some other

phenomenon.

Comment

This type of research allows us to identify the origin and consequences of

the problem of students of eighth grade at "Oswaldo Guayasamín Calero"

school, who have difficulties in learning in the writing skills, and our goal is

improve this skill through innovative grammar exercises.

Methods of investigation

Method

Definition

(Robert M. Doran, 2010, pág. 67) Argues that: ―Fundamentally, method is

the mediation of the world of theory and the world of community by interiority.

It is concerned with the operations performed.‖

43 43

Comment

Our project we have done in an organized manner using techniques,

procedures and rules for the purpose to search solution to the problem of

students in the teaching – learning process of English language.

Deductive Method:

(Anderson, 2011, pág. 50) Argues that:

The deductive method in logic is a syllogistic from that moves from

a set of general principles (provided by theory in research) to a

particular instance in which that theory is engaged (the research

problem) to a conclusion as to the outcomes that should be reached

under the conditions of the particular case.

Comment

Through this method we realized that students of eighth grade of

"Oswaldo Guayasamín Calero" school had problems learning the English

language, which were reflected in the low notes they had in their report cards

in the matter referred.

Inductive Method

(Allen Rubbin, 2009, pág. 39) defines that: ―Inductive method is a research

based on inductive logic, in which the researcher begins with observations,

seeks patterns in those observations, and generales tentative conclusions

from those patterns.

Comment

We to apply this method that goes from the particular to the general notice

that students of eighth grade of "Oswaldo Guayasamín Calero" school had

trouble writing, disinterest and other factors to learn the English language

due to lack didactic resources, techniques, methodologies in the teaching

– learning process of foreign language.

44 44

TECHNIQUES AND INSTRUMENTS

Techniques

Definition

According to (Merriam-Webster, n/d) Techniques is ―a way of doing

something by using special knowledge or skill.‖

Comment

The techniques are resources that allow us to carry out a research in a

specific manner. In our case it helped us get step by step the necessary

information to develop our project effectively. We also use some

techniques that students are motivated and integrated into English

classes.

Interview

Definition

(Sharma, 1997) Says that:

The method of interview is used very extensively in every field of

social research. In interview, a social scientist or someone authorized

by him for the purpose meets individuals to interrogate them about

various things. An interview is a direct method of enquiry. The

purpose of interview, however, is not to collect superficial detail about

the interviewee but is rather to probe into the inner life of the

interviewee.

Comment

We use this technique to interview the director, teacher and representative

of the central committee of parents at the school to get clear and specific

information to help us try to solve the problem of teaching - learning

45 45

process of students of ―Oswaldo Guayasamín Calero‖ School of Eighth

Grade.

Survey

Definition

(Sapsford, 2007, pág. 3) Says that: ―A survey describes a population; it

counts and describes ´what is out there`.‖

(Bethlehem, 2009, pág. 1) Says that:

A survey collects information about a well - defined population. This

population need not necessarily consist of persons. Typically,

information is collected by asking questions to the representatives

of the elements in the population. To do this in a uniform and

consistent way, a questionnaire is used.

Comment

We made a survey to students to determine how is the environment of the

teaching-learning process they have classes in English and also if they

would like to innovate these classes.

Questionnaire

Definition

(David Scott, 2006, pág. 189) Mention to (Marsh, 1982) who argues that:

The term "questionnaire" is used here to signify the use of questions to

elicit responses in self - completion (by electronic or postal means), face- to-

face (surveys interviews) and telephone formats in order to generate data

that is quantified in a case-by-variable data matrix.

46 46

Comment

A questionnaire is a mechanism used in an investigation through a set of

questions for the purpose to get information required; which was very useful

for us because we could know through this instrument different

reason, situations that affect students in learning the English language.

Population

POPULATION AND SAMPLE

Definition

(Clifford J. Drew, 2008, pág. 83) Argues that: ―A population refers to all

constituents of any clearly described group of people, events, or objects who

are the focus an investigation.

(Houser, 2014, pág. 178) Mentions to (Creswell, 2012, pág. 142) says

that: A population as ―a group of individuals who have the same

characteristics‖.

Sampling

According to (Jupp, The SAGE Dictionary of Social Research Methods,

2006, pág. 29) argues that Sampling is: ―A method of survey sampling which

selects clusters such as groups defined by area of residence, organizational

membership or other group - defining characteristics.‖

(Consuelo G. Sevilla, 1992, pág. 182) Mentions to ( Vockell, 1983)

defines that: ―The term sampling refers to strategies which enable you to

pick a subgroup from a larger group and then use this group as a basis for

making judgments about the larger group.‖

47 47

Comment

The information obtained on the population and sampling in "Oswaldo

Guayasamín Calero" School of Basic Education is very important because

it specifies the number of students who have that institution, in which we will

develop our educational project. Obtaining a population of two hundred

seventy three and sampling forty eighth graders with whom we will

develop writing skills in the English language.

48 48

STRATUM UNIVERSE

For our project has been considered the proposed sample, which

represent 40 students, 1 teacher and 1 director.

UNIVERSE

SAMPLE

DIRECTIVES

1

1

TEACHERS

2

1

PUPILS

270

40

TOTAL

273

42

49 49

INTERVIEWS

TO THE CHAIRWOMAN

1. What do you think about the performing of this project in this

High School?

In my opinion this project seems great, due to the students are going

to improve their skills.

Always it should develop this kind of project to benefit to the students

and the community in general.

2. How would you support the performance of our project?

Giving opportunity to apply this project in the institution and I will

provide the necessary support on any difficulty that comes their way.

Also helping to the teachers with the schedule to facilitate their

intervention.

3. Do you think that with the implementation of this project we

will improve the level of English in this course? Why?

Yes, it will improve due to the students develop the writing skill through

grammar because this method facilitates student learning in this area

of English.

50 50

TO THE ENGLISH TEACHER

1. Are your students well motivated in your class? How do you

motivate them?

Yes, most of the students are motivated during my class when we

make a short writing; despite of they have a low level of vocabulary and

little knowledge of the grammatical rules.

2. Do you have resources to engage the students in learning

grammar structures? Which ones?

No, I do not have resources to engage students in learning grammar

structures, because the institution do not have enough resources to the

learning of this language, due to this institution does not have enough

help of government yet.

3. What are the most difficulties that you have found in your

students?

The students do not have basic knowledge in this language because

most of students come from public school where this language does not

teach this language.

51 51

TO THE PARENTS´REPRESENTATIVE

1. What problems do you think your children will improve with

this project?

I think that, with this project the students could improve the learning of

this language, the lack of lexicon, lack of motivation and attention

during the English class.

2. How do you think your children will improve with the

application of our project?

The application of this project would improve the English learning as

through of this kind of exercise the students can practice their

pronunciation and writing in class.

In this way they would have the facility to understand this language

and communicate correctly with other people.

3. How would you like the English class to be taught in this

institution?

I would like that the English class were more dynamic and fun in

order to students pay more attention and enjoy this subject.

52 52

APPLICATION OF THE INSTRUMENTS OF THE INVESTIGATION

SURVEY TO THE STUDENTS

Sample: 40 students

WRITE AN “X” IN THE BOX ACCORDING TO YOUR OPINION

Questions Yes No Indifferent

1. - Do you like your English class?

2. - Does your teacher use interactive

activities to teach the language?

3. - Can you write a short composition?

4. - Do you enjoy the grammar class?

5. - Do you think the grammar study is

important to develop the writing skill?

6. - Do you think that writing have the

same importance than the other skills?

7. - Does your teacher use didactic

materials to develop the writing

learning?

8. - Does your teacher apply any

techniques to write compositions?

9. - Would you like to work with an

innovative handbook with writing

exercises?

10. - Would you like to work with

innovative grammar exercise in your

class?

53 53

ANALYSIS OF RESULTS

Survey to the students

Sample: 40 students

Question No. 1: Do you like your English class?

FREQUENCY CHART

Alternatives Frequency Percentage

Yes 33 82%

No 5 13%

Indifferent 2 5%

Total 40 100%

Frequency 5%

13%

82%

Yes No

Indifferent

Comment

From one hundred percentage of the students, the eighty two percentage

like them the English class, but the thirteen percentage dislike them this

subject, and only the five percentage of the students are indifferent.

54 54

ANALYSIS OF RESULTS

Survey to the students

Sample: 40 students

Question No. 2: Does your teacher use interactive activities to teach the

language?

FREQUENCY CHART

Alternatives Frequency Percentage

Yes 15 37%

No 23 58%

Indifferent 2 5%

Total 40 100%

Frequency

5%

58%

37%

Yes

No

Indifferent

Comment

Thirty seven percentage of students argue that their teacher uses interactive

activities to learn English, while the fifty eight percentage of students answer

that their teacher does not use interactive activities and five percent of

students are indifferent.

55 55

ANALYSIS OF RESULTS

Survey to the students

Sample: 40 students

Question No. 3: Can you write a short composition?

FREQUENCY CHART

Alternatives Frequency Percentage

Yes 12 30%

No 27 67%

Indifferent 1 3%

Total 40 100%

Frequency

3%

30%

67%

Yes

No

Indifferent

Comment

Quite a few students (thirty percentage) say that can write a short

composition, but the most of them (sixty seven percentage) cannot do it and

almost no one (three percentage) are not interested.

56 56

ANALYSIS OF RESULTS

Survey to the students

Sample: 40 students

Question No. 4: Do you enjoy the grammar class?

FREQUENCY CHART

Alternatives Frequency Percentage

Yes 17 42%

No 22 55%

Indifferent 1 3%

Total 40 100%

Frequency

3%

55%

42%

Yes

No

Indifferent

Comment

Many students (forty two percentage) enjoy the English class while the

majority of them (fifty five percentage) do not enjoy this class and only a

three percentage of students are not interested.

57 57

ANALYSIS OF RESULTS

Survey to the students

Sample: 40 students

Question No. 5: Do you think the grammar study is important to develop

the writing skill?

FREQUENCY CHART

Alternatives Frequency Percentage

Yes 33 82%

No 5 13%

Indifferent 2 5%

Total 40 100%

Frequency

5%

13%

82%

Yes

No

Indifferent

Comments

Most of the students (eighty two percentage) think that the grammar study

is important to develop the writing skill, but a thirteen percentage do not think

that and only the five percentage of the students are indifferent.

58 58

ANALYSIS OF RESULTS

Survey to the students

Sample: 40 students

Question No. 6: Do you think that writing have the same importance than

the other skills?

FREQUENCY CHART

Alternatives Frequency Percentage

Yes 30 75%

No 8 20%

Indifferent 2 5%

Total 40 100%

Frequency

5%

20%

75%

Yes

No

Indifferent

Comment

The seventy five percentage of the students argue that writing have the

same importance than the other skills, while the twenty percentage argue

the opposite and only a five percentage of the student are indifferent.

59 59

ANALYSIS OF RESULTS

Survey to the students

Sample: 40 students

Question No. 7: Does your teacher use didactic materials to develop the

writing learning?

FREQUENCY CHART

Alternatives Frequency Percentage

Yes 14 35%

No 23 57%

Indifferent 3 8%

Total 40 100%

Frequency

8%

57%

35%

Yes No

Indifferent

Comment

Few students (thirty five percentages) say, that their teacher uses didactic

materials to develop the writing learning, however the fifty seven

percentages of the students answer negatively, and the eight percentage

students are indifferent.

60 60

ANALYSIS OF RESULTS

Survey to the students

Sample: 40 students

Question No. 8: Does your teacher apply any techniques to write

compositions?

FREQUENCY CHART

Alternatives Frequency Percentage

Yes 33 82%

No 6 15%

Indifferent 1 3%

Total 40 100%

Frequency

3%

15%

82%

Yes

No

Indifferent

Comment

Most of students (eighty two percentages) argue that their teacher applies

techniques to write, but quite a few of students (fifteen percentage) say the

opposite, and almost no one of students (three percentage) are indifferent.

61 61

ANALYSIS OF RESULTS

Survey to the students

Sample: 40 students

Question No. 9: Would you like to work with an innovative handbook with

writing exercises?

FREQUENCY CHART

Alternatives Frequency Percentage

Yes 30 75%

No 7 17%

Indifferent 3 8%

Total 40 100%

Frequency

8%

17%

75%

Yes

No

Indifferent

Comments

Many students (seventy five percentages) would like to work with an

innovative handbook with writing exercises, while a few of students

(seventeen percentage) would not like with a different material, and the eight

percentage of students are indifferent.

62 62

ANALYSIS OF RESULTS

Survey to the students

Sample: 40 students

Question No. 10: Would you like to work with innovative grammar

exercises in your class?

FREQUENCY CHART

Alternatives Frequency Percentage

Yes 19 47%

No 20 50%

Indifferent 1 3%

Total 40 100%

Frequency

3%

50%

47%

Yes

No

Indifferent

Comments

About half of students (forty seven percentages) would like to work with

innovative grammar exercises in your class, while half of students (fifty

percentages) say the opposite, only the three percentages of students are

indifferent.

63 63

CONCLUSIONS AND RECOMMENDATIONS

CONCLUSIONS

The teacher does not use interactive activities to teach the

language, therefore the class become boring for students.

The students cannot write basic sentences due to they have a lack

of knowledge of grammatical rules and vocabulary.

The students do not enjoy the grammar class for this reason, their

learned knowledge will be not satisfactory.

The students argue that their teacher do not use didactic material to

develop the writing skills therefore they have many difficulties.

The teacher does not use innovative resources for learning this

language.

64 64

RECOMMENDATIONS

The teacher should make games with student like unscramble

sentences, finding missing words, in this way they increase their

interest in learn English.

The teacher should strengthen the vocabulary of students through

flash cards , charts in order to awake the interest of students to

learn this language.

The teacher should use appropriated strategies to motivate the

interest to students in learning of the language and so they enjoy

the English classes.

The teacher should have the necessary teaching resources in order

to achieve the objectives set in the planning, so that students can

develop the writing skills.

Through the application of this handbook which contains some

grammar exercises and vocabulary, students will improve their

level of learning and reinforce their knowledge in this language.

65 65

CHAPTER IV

THE PROPOSAL

DESIGN AND APPLICATION OF A HANDBOOK WITH

INNOVATIVE GRAMMAR EXERCISES TO IMPROVE THE

WRITING SKILLS THROUGH ESSENTIAL BASIC GRAMMAR AT

“OSWALDO GUAYASAMIN CALERO” PUBLIC SCHOOL

Oswaldo Guayasamín Calero School of Basic Education is situated in Duran

City in Guayas province in Ecuador. This institution has 273 students

and to arrive at this public school we take five minutes on foot.

BACKGROUND

After the analysis obtained from the survey we did to students of Eighth

Grade at ―Oswaldo Guayasamín Calero‖ School of Basic Education we

realized that students have the lack of interest of towards the English

language; due to did not have the suitable material for developing teaching

the English language, for this reason we decided to implement a didactic

resource which contains grammar, vocabulary and basic exercises that lead

to the motivation of students and this way to facilitate their learning through

grammar exercises.

66 66

JUSTIFICATION

Our proposal is very important because through vocabulary, grammar and

basic exercises students of Eighth Grade at ―Oswaldo Guayasamin

Calero‖ School of Basic Education will be able to learn easily the English

language.

Through the daily use of the handbook students will increase their interest

in learning this language and thus can achieve that these children develop

their writing skills, therefore they will have a basic knowledge of the

language which enable them to deal in the lapse of their school years. *

SUMMARIZING THE DIAGNOSIS

DIAGNOSTIC

According to the results taken from the techniques described in chapter

three made to parents, authorities, teachers and the students at ―Oswaldo

Guayasamín Calero‖ School of Basic Education, school year 2013-2014,

we could mention the following failures:

Lack of interest to learn this language.

The students have poor lexicon and pronunciation.

The students have problems to write sentences.

Lack of enthusiasm in class.

The student feels apathy during the English class.

After gathering the necessary information, we were able to obtain other

points of view that were useful to try to solve the problem.

67 67

This has been indicated in the chapter two in order to benefit the students

of Eighth Grade at ―Oswaldo Guayasamín Calero‖ School of Basic

Education, so we have elaborated the following:

Identification of the problem.

Aspects to obtaining information

Elaboration of the diagnostic plan

Collection of data: Source information

Procedures: Classification, relation and reflection

MAIN PROBLEM

Our proposal is targeted on the students' necessities to develop the writing

skills through innovative grammar exercises.

Due to the lack of interest and enthusiasm we consider that English teachers

should attend to workshops which allow them to improve the teaching

learning process and thus motivate the students.

OBJECTIVES

General

Design and application of a handbook with innovative grammar exercises

to improve the writing skills through essential basic grammar at ―Oswaldo

Guayasamín Calero‖ public school.

Specifics

To provide a didactic resource to improve the English learning.

To develop the writing skills using basic vocabulary and grammar

exercises.

68 68

To increase the interest and motivation of students and thus

achieve satisfactory learning.

Facilitate the learning of English language through pictures and

grammatical structures.

To raise their knowledge of English through our handbook.

IMPORTANCE

Our proposal is important because it benefits to students of Eighth Grade

at ―Oswaldo Guayasamín Calero‖ School of Basic Education, and in this

way to increase the level of knowledge in this language.

Besides, this handbook also helps English teachers, because they can

use it to facilitate the English learning.

This kind of didactic resource is useful and profitable for students and for

this reason we have decided develop this handbook which is an

instrument that will help students to interest in this foreign language, so

getting students enjoy this language.

FEASIBILITY

Our proposal is feasible to apply because we have the support of the

educational authorities of the institution, teachers, parents and the

educational community as well as equity financing. Considering that this

proposal is a necessary tool for student learning.

69 69

Our project will be carried out from October to December during the

present school year 2014.

Where?

The proposal will be performed with the students of Eighth Grade at

―Oswaldo Guayasamín Calero‖ School of Basic Education, school year

2013-2014.

Who?

This proposal will be implemented and will have the support of the

authorities, teachers and students of the institution.

How?

The students will receive 10 classes, where they will improve the writing

skills through basic grammar exercises.

What resources will be used?

We will use handbooks, flashcards, wall charts, tapes, board, and

markers.

What is will be planned?

To help students in the problem of writing skills in an interactive way to

improve the teaching of English language.

What activities will be performed?

Motivate students to take more interest in the English language.

Reunite parents and students so that they are informed of the

initiative to implement.

Motivate the authorities of the institution to obtain their support will

be of great help to the students.

70 70

Who will collaborate with us?

We have the collaboration of the school principal, teachers, parents and

students.

DESCRIPTION OF THE PROPOSAL

The purpose of the handbook is to improve the teaching of writing skills. This

done in PowerPoint, with basic grammar exercises, pictures and basic

vocabulary, so teachers have to interact with students, thus they will

understand and will learn the English class in a better way.

This proposal will be implemented in three steps:

• Phase 1: Presentation of the proposal.

• Phase 2: Implementation of the proposal.

• Phase 3: Evaluation of the proposal.

• Time: During the 2013-2014 school year.

MATERIALS AND RESOURCES

Office supplies

Photocopies

Computer

Printer

Internet

Digital camera

Cell phone

Scanner

Books

Dictionary

Didactic resources

Handbook

71 71

LOCATION

Our proposal was implemented in Eighth Grade at ―Oswaldo Guayasamín

Calero‖ School of Basic Education, located in the city of Duran in the

province of Guayas in Ecuador, academic year 2013 - 2014. Today the

institution has two hundred and seventy three students, of which forty

students are part of the eighth grade. Students use a book that is provided

by the government. The school does not have a Lab; it has a lack of

educational resources, tools that are necessary for better learning;

however it has comfortable classrooms with tables, chairs, desks, pictures

and blackboards.

LEGAL FRAMEWORK

Artículo 348 de la CONSTITUCIÓN DE LA REPÚBLICA, establece que la

educación pública será gratuita y el Estado la financiará de manera

oportuna, regular y suficiente. La distribución de los recursos destinados a

la educación se regirá por criterios de equidad social, poblacional y

territorial, entre otros;

LEY ORGÁNICA DE EDUCACIÓN INTERCULTURAL

Título II

DE LOS DERECHOS Y OBLIGACIONES

Capítulo I

DEL DERECHO A LA EDUCACIÓN

72 72

Art. 4.-Derecho a la educación.- La educación es un derecho humano

fundamental garantizado en la Constitución de la República y condición

necesaria para la realización de los otros derechos humanos.

Son titulares del derecho a la educación de calidad, laica, libre y gratuita

en los niveles inicial, básico y bachillerato, así como a una educación

permanente a lo largo de la vida, formal y no formal, todos los y las

Habitantes del Ecuador.

El Sistema Nacional de Educación profundizará y garantizará el pleno

ejercicio de los derechos y garantías constitucionales.

Capítulo II

DE LAS OBLIGACIONES DEL ESTADO RESPECTO DEL

DERECHO A LA EDUCACIÓN

Art. 5.-La educación como obligación de Estado.- El Estado

tiene la obligación ineludible e inexcusable de garantizar el derecho

a la educación, a los habitantes del territorio ecuatoriano y su acceso

universal a lo largo de la vida, para lo cual generará las condiciones

que garanticen la igualdad de oportunidades para acceder,

permanecer, movilizarse y egresar de los servicios educativos. El

Estado ejerce la rectoría sobre el Sistema Educativo a través de la

Autoridad Nacional de Educación de conformidad con la

Constitución de la República y la Ley.

El Estado garantizará una educación pública de calidad, gratuita y

laica.

73 73

Comment

Education is a right that every human being should have, whether in any

sector without any discrimination. Being a primary basis that each human

being must acquire and put into practice. Parents are an essential part in

this process as teachers and authorities; it is also important to emphasize

that the government nowadays gives us all the necessary support to

improve the quality of education because it provides us with resources and

improvement in infrastructure of various public institutions.

Sociological aspect

For Anthony Giddens (―Sociology‖, 1989) ―Sociology is the study of human social

life, groups and societies. It is in charge of behavior in our environment,

sociology permits the analysis of personality among the rest of the society, it

permits the visualization of the investigation of a huge ranged social process.

Tony Lawson and Joan Garrod,(1996) defines ―Sociology as the study of

individuals in groups and social formations in a systematic way, which

grew out of the search for understanding associated with the industrial and

scientific revolutions of the 18th and 19th centuries.

Comment

Nowadays exist many problems in the public institutions, since students has

lost respect for the teacher, their behavior inside and out of the

classroom is getting worst the students think they can do whatever they

want, they are rude with teachers due to the lack of values taught by their

74 74

parents and the environment in which they operate either by social,

economic or family problems.

Pedagogical aspect

Watkins and Mortimer (1999) has an important view of pedagogy, he

remarks it as ―any conscious activity by one person designed to enhance

the learning of another‖ (p3). On the other hand, Alexander (2003)

suggests that pedagogy requires discourse. It is clearly seen that within

the pedagogy process, a student or apprentice cannot be alone, that

needs some prepared action for some sudden deviated action.

Comment

The teacher´s mission is not just to teach and control a group of students.

Because in the teaching-learning process it is necessary to create a

comfortable environment where students can express their ideas, ask

without fear to be rejected at time to raise awareness their doubts.

Psychological aspect

Glover and Ronning (1987, p. 14) suggested that educational psychology

includes topics that span human development, individual differences,

measurement, learning, and motivation and is both a data-driven and a

theory-driven discipline.

Psychology also takes part in education in the way that permits the solving

of the analysis of a pattern that is out of control. This takes part in modern

societies where dissocial families cannot overcome some children behavior.

This is why Bruner, ratifies the need to rethink our ideas of development,

teaching, and learning and the interactions among them. He pings down

that educators and psychologists should see children as

75 75

thinkers. With this, it is important for an educator to teach the students to

create their own tools for solving problems.

Comment

When we talk about psychology in education not only refers to students

and teachers, but the whole environment around the educational

community.

Since the teaching-learning process, it is important the atmosphere in

which students develop, that is if they have a good family environment that

allows them to function without problems in the classroom, as most as

intellectually and behavior.

Mission

To promote the interest to learn English in a fun and enjoyable way,

through an interactive education to be excellent training and citizens can

exercise their profession, to transform the society in the search for new

ideas.

Vision

To understand the necessities to have the students in class, for which it

would provide the solution to any problem of weakness in the teaching-

learning process in the English language.

Policies

The institution implemented multidisciplinary groups in order to achieve a

successful education, promoting the development of values, discipline,

creativity and improve critical thinking for meaningful learning and training

people for success.

76 76

Beneficiaries

The main beneficiaries are students of eighth grade, since by applying the

handbook, improve the writing skills and thus have more interest in this

language. This proposal will benefit to students of eight grade at ―Oswaldo

Guayasamin Calero‖ school, teachers and also the education community,

with this proposal the English classes will be more dynamic.

Social impact

With the implementation of this proposal, students improve their academic

performance; will have a better relationship between classmates and

society. With this, the institution will have greater prestige, good

commentaries about the high quality of teaching English.

CONCLUSIONS

After the demonstration class, we concluded that at first the students did not

feel the enthusiasm, because they thought it was going to be the typical

English class. After to get their attention and have been motivated with this

new teaching experience, they felt more confident with this new learning tool

responding effectively and excited as they were asked. This brings us to the

conclusion that the proposal is feasible to be implemented in order to

improve the writing skills.

GLOSSARY

ACHIEVE

To succeed in reaching a particular goal, status, or standard,

especially by making an effort for a long time.

ARRANGEMENT

A plan or preparation that you make so that something can

happen.

ATTEND

To be present at the moment.

AVAILABLE

That you can get, buy, or find.

BACKGROUND

The circumstances or past events which help explain why

something is how it is; information.

BEHAVIOR

The way that someone behaves, especially toward other people.

COLLECT

To bring things together from different people or places.

CONFIDENT

Feeling sure about your own ability to do things and be successful

DEVELOP

To gradually grow or become bigger, more advanced, stronger,

etc.; to make something do this

DOUBTS

A feeling of being uncertain about something or not believing

something.

ENABLES

To make it possible for someone to do something.

ENVIRONMENT

The conditions that affect the behavior and development of

someone or something; the physical conditions that someone.

ENHANCE

To increase or further improve the good quality, value, or status of

77

someone or something.

FEASIBLE

That is possible and likely to be achieved.

FIELD

A particular subject or activity that someone works in or is

interested in.

FINDINGS

Information that is discovered as the result of research into

something.

FOREIGN

In or from a country that is not your own

FOUNDATION

A principle, an idea, or a fact that something is based on and that

it grows from.

FRAMEWORK

The structure of a particular system.

GOVERNMENT

The group of people who are responsible for controlling a country

or a state.

GRATEFUL

Feeling or showing thanks because someone has done something

kind for you or has done as you asked.

GRAMMAR

The rules in a language for changing the form of words and

joining them into sentences.

INCREASE

To become or to make something greater in amount, number,

value, etc.

HANDBOOK

A book giving instructions on how to use something or information

about a particular subject.

KNOWLEDGE

The information, understanding, and skills that you gain through

education or experience.

LANGUAGE

The system of communication in speech and writing that is used

by people of a particular country or area.

78

MASTERY

Great knowledge about or understanding of a particular thing.

METHODOLOGY

A set of methods and principles used to perform a particular

activity.

PERFORM

To do something, such as a piece of work, task, or duty.

PROVIDE

To give something to someone or make it available for them to

use.

PROPOSAL

A formal suggestion or plan; the act of making a suggestion.

REQUIRES

To make someone do or have something, especially because it is

necessary according to a particular law or set of rules.

RESEARCH

A careful study of a subject, especially in order to discover new

facts or information about it.

RESOURCES

Something that can be used to help achieve an aim, especially a

book, equipment, etc. That provides information for teachers and

students.

SCHOLARSHIP

An amount of money given to someone by an organization to help

pay for their education.

STRENGTHENED

To become stronger; to make someone or something stronger.

SKILL

The ability to do something well.

SUPPORT

To help or encourage someone or something by saying or

showing that you agree with them/it.

SYNTAX

The way that words and phrases are put together to form

sentences in a language.

79

SUITABLE

Right or appropriate for a particular purpose or occasion.

TEACHING

The work of a teacher.

TECHNIQUES

A particular way of doing something, especially one in which you

have to learn special skills.

TOPIC

A subject that you talk, write, or learn about.

TUTOR

A private teacher, especially one who teaches an individual

student or a very small group.

WEAKNESS

Lack of strength, power, or determination

80

81 81

BIBLIOGRAPHY

Allen Rubbin, E. B. (2009). Essential Research Methods for Social Work. Cengage

Learning .

Anderson, J. A. (2011). MEDIA Research Methods: Understanding Metric and

Interpretive Approaches. SAGE Publications.

Anderson, P. M. (2009). Pedagogy Premier. New York: Peter Lang Primers.

Anthony Giddens, S. G. (2006). Sociology. Polity Press.

Baleghizadeh, S. (2011). A Profile of an Effective EFL Grammar Teacher. Journal

of Language Teaching and Research , 364.

Bethlehem, J. (2009). Applied Survey Methods: A Statistical Perspective. John

Wiley & Sons .

Bruce W. Tuckman, D. M. (2010). Educational Psychology. Cengage Learning.

Chapius, L. (2003). Pedagogy. Embedding Learnig Technologies Module 1 , 30.

Christopher S. Chapman, A. G. (2006). Handbook of Management Accounting

Research. Elsevier.

Clifford J. Drew, M. L. (2008). Designing and Conducting Research in Education.

SAGE.

Consuelo G. Sevilla, J. A. (1992). Research Methods. REX Bookstore.

David Scott, M. M. (2006). Key Ideas in Educational Research. A&C Black.

DCapua, A. (2008). Grammar for Teachers: A Guide to American English for

Native and Non-Native Speakers. Springer Science & Business Media.

Developmental Aspects in Learning to Write2001the Netherlandskluwer

academic publishers

Dhawan, M. (2005). Philosophy of Education . Delhi: Isha .

Fleming, G. (18 de November de 2014). About Education .Recuperado el 18 de

November de 2014, de About Education:

82 82

http://homeworktips.about.com/od/citationsandbibliography/qt/bibliography.h

tm

Gordon, T. (2007). Teaching Young Children a Second Language . Greenwood

Publising Group.

Haig, B. D. (2014). Investigating the Psychological World: Scientific Method in the

Behavioral Science . Massachusetts: MIT Press.

Horrigan, P. G. (2007). Epistemology: An Introduction to the Philosophy of

Knowledge. iUniverse .

Houser, R. A. (2014). Couseling and Educational Research: Evaluation and

Application . SAGE Publications.

Joseph Check, R. K. (2011). Research Methods in Education. SAGE Publications.

Jupp, V. (2006). The SAGE Dictionary of Social Research Methods. SAGE.

Jupp, V. (2006). The SAGE Dictionary of Social Research Methods. SAGE.

K. lynn Savage, G. B. (2010). Grammar Matters Teaching Grammar in Adult ESL

Programs. New York: Cambrige Unuiversity Press.

Kim, C. K. (2014). Pedagogical Grammar. Philadelphia: John Benjamins

Publishing Company.

Labbas, R. (2013). Epistemology in Education: Epistemological Development

Trajectory. Journal of International Education and Leadership , 10.

Malcolm S. Knowles, E. F. (2014). The Adult Learner: The Definitive Classic in

Adult Education and Human Resource Development. New York: Routledge.

Mary Ann Christison, D. C. (2015). Teaching and Learning English Grammar:

Research Findings and Future Direction. Routledge.

Nicholas, L. (2009). Introduction to Psychology. UCT Press.

Pavlova, M. (2008). Technology and Vocational Education for Sustainable

Development Empowering Individuals for the Future. Mt. Gravatt, Queensland:

Springer.

Robert M. Doran, B. L. (2010). Early Works on Theological Method 1. Toronto:

University of Toronto Press.

S.M.Mohsin. (2001). Elementary Psychology.Motilal Banarsidass .

83 83

S.S.Chandra, R. K. (1996). Sociology of Education. New Delhi: Atlantic Publishers.

Sapsford, R. (2007). Survey Research . SAGE.

Schlogel, A. (2010). Teaching grammar.

Seel, N. M. (2012). Encyclopedia of the Sciences of Learning. Freiburg: Springer.

Sharma, R. K. (1997). Sociology Methods and Techniques. Atlantic

Publishers & Dist .

Sharma, S. C. (2006). Philosophy of Education. New Delhi: Atlantic.

Spector, J. M. (2008). Theoretical Foundations. En M. D. J. Michael Spector,

Handbookof Research on Educational Communications and Technology (pág.

927). Florida: Lawrence Erlbaum Associates.

Thyer, B. (2009). The Handbook of Social Work Research Methods . SAGE.

Torildd Homstad, H. T. (1994). writing theory and practice in thesecond

languageclassroom.

Villemaire, D. V. (2001). Grammar and Writing skill for the Health Proffesional.

Cengage Learning.

Wood, M. (2004). The Importance of Writing with Young ChildrenThe

Importance of wring with your children. honors college , 12.

84 84

WEBSITES

https://books.google.com.ec/books?id=9hvwpNm5fkcC&pg=PR9&d

q=importance+of+grammar+in+writing&hl=es&sa=X&ei=8iBBVZrcK

ZDAgwSF8IGwBg&ved=0CBsQ6AEwAA#v=onepage&q=importanc

e%20of%20grammar%20in%20writing&f=false

https://books.google.com.ec/books?id=vVBo4MmXS-

4C&pg=PR7&dq=importance+of+grammar&hl=es&sa=X&ei=N0xB

Vfv1EYKmgwSh0oBI&ved=0CCIQ6AEwATgU#v=onepage&q=impo

rtance%20of%20grammar&f=false

https://books.google.com.ec/books?id=kfzqBgAAQBAJ&pg=PT179

&dq=importance+of+grammar&hl=es&sa=X&ei=0jlBVeuGDYyiNting

KAP&ved=0CEoQ6AEwBjgU#v=onepage&q=importance%20of%20

grammar&f=false

https://books.google.com.ec/books?id=Y4ah63XuFMIC&printsec=fr

ontcover&dq=philosophy+in+education&hl=es&sa=X&ei=Tj41VaHd

LsvdsATBnoCABQ&ved=0CDsQ6AEwBA#v=onepage&q=philosop

hy%20in%20education&f=false

https://books.google.com.ec/books?id=u6UQJ1sWrQoC&pg=PA32

&dq=philosophy+in+education+definition&hl=es&sa=X&ei=XSw1VZ

aDJMOrgwT5yIAo&ved=0CBsQ6AEwAA#v=onepage&q=philosoph

y%20in%20education%20definition&f=false

https://books.google.com.ec/books?id=q_rUL3FSY88C&pg=PA40&

dq=definition+of+pedagogy&hl=es&sa=X&ei=8Ow2VZPUBczQtQX

85 85

UgYGIAg&ved=0CCsQ6AEwAg#v=onepage&q=definition%20of%2

0pedagogy&f=false

http://www.principals.in/uploads/pdf/Pedagogy.pdf

https://books.google.com.ec/books?id=ULe-_5q-

gloC&pg=PA15&dq=importance+of+technology+education&hl=es&

sa=X&ei=cKg9VbaAEqy1sAT5zYEQ&ved=0CCcQ6AEwAQ#v=one

page&q=importance%20of%20technology%20education&f=false

https://books.google.com.ec/books?id=_NS5ITsDOt4C&pg=PA179

&dq=technology+in+english+learning&hl=es&sa=X&ei=dHI-

Vbe9GMmnyATYpoCICg&ved=0CFgQ6AEwCA#v=onepage&q=tec

hnology%20in%20english%20learning&f=false

https://books.google.com.ec/books?id=ZcF76pdhha8C&pg=PR7&d

q=epistemology+definition&hl=es&sa=X&ei=2qg-

VbTDKqu1sASK34CoBw&ved=0CB0Q6AEwAA#v=onepage&q=epi

stemology%20definition&f=false

http://www.jielusa.org/wp-content/uploads/2012/01/Epistemology-in-

Education.pdf

https://books.google.com.ec/books?id=1We2BQAAQBAJ&pg=PA3

05&dq=andragogy+definition&hl=es&sa=X&ei=wYE_VeK1NYWlgw

TXjICAAw&ved=0CEsQ6AEwBg#v=onepage&q=andragogy%20def

inition&f=false

https://books.google.com.ec/books?id=u7kue5YV4lkC&pg=PA145&

dq=importance+andragogy+in+education&hl=es&sa=X&ei=VJA_VY

anLOmRsQTFoYGYBg&ved=0CCsQ6AEwAg#v=onepage&q=impo

rtance%20andragogy%20in%20education&f=false

86 86

https://books.google.com.ec/books?id=MP5X2SK2DCgC&pg=PA10

&dq=what+is+the+scientific+method&hl=es&sa=X&ei=GO0_VcjYD

szdsASGv4DIDw&ved=0CDMQ6AEwAw#v=onepage&q=what%20i

s%20the%20scientific%20method&f=false

https://books.google.com.ec/books?id=Y_g0AwAAQBAJ&pg=PR9&

dq=importance+of+scientific+method&hl=es&sa=X&ei=Mvs_VeekE

YS2sAWDxIH4DA&ved=0CE4Q6AEwBzgU#v=onepage&q=importa

nce%20of%20scientific%20method&f=false

https://books.google.com.ec/books?id=WLURmil3Y0AC&pg=PA1&

dq=psychology+definition&hl=es&sa=X&ei=xERBVeDpM8HbgwS4

yoL4Aw&ved=0CEQQ6AEwBTgK#v=onepage&q=psychology%20d

efinition&f=false

https://books.google.com.ec/books?id=qZu8DlTTUF4C&printsec=fr

ontcover&dq=psychology+in+education&hl=es&sa=X&ei=TcpCVef6

KoKdgwTCj4DACw&ved=0CCwQ6AEwATgK#v=onepage&q=psyc

hology%20in%20education&f=false

https://books.google.com.ec/books?id=_I34ITyMCfwC&pg=PA121&

dq=sociology+in+education+definition&hl=es&sa=X&ei=-

dhCVeyuC8euggTr5ICQDA&ved=0CBsQ6AEwAA#v=onepage&q=

sociology%20in%20education%20definition&f=false

https://books.google.com.ec/books?id=vbu2gis26C0C&printsec=fro

ntcover&dq=sociology&hl=es&sa=X&ei=fOlCVZioEoWmyASq0ICY

AQ&ved=0CBoQ6AEwADgU#v=onepage&q=sociology&f=false

http://es.scribd.com/doc/35052393/What-is-Research-Methodology

87 87

https://books.google.com.ec/books?id=zoZT1T9N5PcC&pg=PA321

&dq=field+research+definition&hl=es&sa=X&ei=ZqFFVb_3J6rgsAT

Or4HIBw&ved=0CBsQ6AEwAA#v=onepage&q=field%20research%

20definition&f=false

http://homeworktips.about.com/od/citationsandbibliography/qt/biblio

graphy.htm

https://books.google.com.ec/books?id=RyiL-

Hi0wFcC&pg=PA110&dq=exploratory+research+definition&hl=es&s

a=X&ei=7FFGVafvM4XdsAS5ooDQBw&ved=0CCsQ6AEwAg#v=o

nepage&q=exploratory%20research%20definition&f=false

https://books.google.com.ec/books?id=IKJnTcV58GQC&dq=descrip

tive+research+definition&hl=es&source=gbs_navlinks_s

https://books.google.com.ec/books?id=nSWYAAAAQBAJ&pg=PA1

1&dq=explanatory+research+methodology&hl=es&sa=X&ei=B7RG

VeaoE8-

wsASNtYHYAQ&ved=0CDwQ6AEwBDgK#v=onepage&q=explanat

ory%20research%20methodology&f=false

https://books.google.com.ec/books?id=uM6HQUAMw8IC&pg=PA67

&dq=what+is+method&hl=es&sa=X&ei=2RdHVanxAc_jsATJ14GQ

Dw&ved=0CGAQ6AEwCQ#v=onepage&q=what%20is%20method

&f=false

https://books.google.com.ec/books?id=DdwgAQAAQBAJ&pg=PA50

&dq=deductive+method+in+research&hl=es&sa=X&ei=vh5HVadMo

88 88

KENqPbgeAE&ved=0CBoQ6AEwADgU#v=onepage&q=deductive

%20method%20in%20research&f=false

https://books.google.com.ec/books?id=cO8lh0omJtMC&pg=PA39&

dq=what+is+inductive+method+in+the+research&hl=es&sa=X&ei=

ESVHVavyJcirNsi7gPAF&ved=0CBsQ6AEwAA#v=onepage&q=wh

at%20is%20inductive%20method%20in%20the%20research&f=fals

e

https://books.google.com.ec/books?id=X9iylmDMupUC&pg=PA309

&dq=interview+definition&hl=es&sa=X&ei=BQtHVYyLFcOfNsucgIA

D&ved=0CDYQ6AEwBDgK#v=onepage&q=interview%20definition

&f=false

https://books.google.com.ec/books?id=u9jXguqKGr4C&pg=PA34&

dq=survey+definition&hl=es&sa=X&ei=RPlGVZL7IoOagwSBmoCo

Cg&ved=0CE8Q6AEwBQ#v=onepage&q=survey%20definition&f=f

alse

https://books.google.com.ec/books?id=XOC0wHfJH4wC&printsec=f

rontcover&dq=survey++definition&hl=es&sa=X&ei=3_9GVa2dCsG

mggSKnYCABQ&ved=0CC0Q6AEwATgK#v=onepage&q=survey%

20%20definition&f=false

https://books.google.com.ec/books?id=ZFGXNCJO90oC&pg=PA18

9&dq=questionnaire+definition&hl=es&sa=X&ei=1vNGVef9IIvbsASt

poH4Cg&ved=0CFQQ6AEwCDgK#v=onepage&q=questionnaire%2

0definition&f=false

89 89

https://books.google.com.ec/books?id=fYX7sfflKZYC&pg=PA83&dq

=population+definition+in+research&hl=es&sa=X&ei=0GpGVeTxIM

bdsASp8ICQBQ&ved=0CBsQ6AEwAA#v=onepage&q=population

%20definition%20in%20research&f=false

https://books.google.com.ec/books?id=HE8XBAAAQBAJ&pg=PA17

8&dq=population+definition+in+research&hl=es&sa=X&ei=0GpGVe

TxIMbdsASp8ICQBQ&ved=0CCUQ6AEwAQ#v=onepage&q=popul

ation%20definition%20in%20research&f=false

https://books.google.com.ec/books?id=RyiL-

Hi0wFcC&pg=PA29&dq=sampling+definition&hl=es&sa=X&ei=G3J

GVY3UE4bhsAT0mYHwDA&ved=0CGgQ6AEwCQ#v=onepage&q

=sampling%20definition&f=false

https://books.google.com.ec/books?id=SK18tR3vTucC&pg=PA332

&dq=sampling+definition+in+research&hl=es&sa=X&ei=kHRGVZfi

OsnEggSXx4AY&ved=0CGcQ6AEwCQ#v=onepage&q=sampling%

20definition%20in%20research&f=false

http://www.mhhe.com//education/elliott/book/define.htm

www.sociology.org.uk/as4def.doc

http://educacion.gob.ec/wp-

content/uploads/downloads/2012/08/LOEI.pdf

http://www.oei.es/quipu/ecuador/Cod_ninez.pdf

90

91

92

95

97 97

Entrevista a la Directora

1. ¿Qué piensa usted acerca de la realización de este proyecto en

esta escuela secundaria?

En mi opinión, este proyecto parece muy bien, debido a que los

estudiantes van a mejorar sus habilidades.

Siempre se debe desarrollar este tipo de proyectos en beneficio de los

estudiantes y la comunidad en general.

2. ¿Cómo usted apoyaría en la elaboración de nuestro proyecto?

Dando la oportunidad para aplicar este proyecto en la institución y

proporcionándoles el apoyo necesario en cualquier dificultad que se

les presente.

También ayuda a los maestros con el horario para facilitar su

intervención.

3. ¿Cree usted que con la implementación de este proyecto

mejoraríamos el nivel de Inglés en este curso? ¿Por qué?

Sí, mejoraría debido a los estudiantes a desarrollar la habilidad de la

escritura a través de la gramática, porque este método facilita el

aprendizaje del estudiante en esta área de Inglés.

.

98 98

A la profesora de Inglés

1. ¿Están sus estudiantes bien motivados en su clase? ¿Cómo usted

los motiva?

Sí, la mayoría de los estudiantes están motivados durante mi clase

cuando hacemos una composición corta; a pesar de que tienen un bajo

nivel de vocabulario y poco conocimiento de las reglas gramaticales.

2. ¿Tiene recursos para involucrar a los estudiantes en el aprendizaje

de las estructuras gramaticales? ¿Cuáles son?

No, no tengo recursos para involucrar a los estudiantes en el aprendizaje

de las estructuras gramaticales, porque la institución no tiene suficientes

recursos para el aprendizaje de este idioma, debido a que esta institución

no tiene suficiente ayuda del gobierno aún.

3. ¿Cuáles son las mayores dificultades que ha encontrado en sus

estudiantes?

Los estudiantes no tienen conocimientos básicos en este idioma porque la

mayoría de los estudiantes provienen de escuelas públicas, donde esta

lengua no es enseñada.

99 99

Al representante del Comité de padres de familia

1. ¿Qué problemas cree usted que sus hijos van a mejorar con este

proyecto?

Creo que, con este proyecto, los estudiantes podrían mejorar el aprendizaje

de este idioma, la falta de léxico, la falta de motivación y la atención durante

la clase de Inglés.

2. ¿Cómo cree que sus hijos mejorarían con la aplicación de nuestro

proyecto?

La aplicación de este proyecto mejoraría el aprendizaje de Inglés como a

través de este tipo de ejercicio los estudiantes pueden practicar su

pronunciación y la escritura en la clase.

De esta manera tendrían la facilidad de entender este lenguaje y

comunicarse correctamente con otras personas.

2. ¿Cómo le gustaría la clase de Inglés que se enseñada en esta

institución?

Me gustaría que la clase de Inglés fueran más dinámica y divertida, para

que los estudiantes prestan más atención y disfrutar de esta materia.

100100100

Encuesta a los estudiantes

Escriba una “X” en el recuadro según tu opinión

Preguntas

Yes

No

Indifferent

1. - ¿Te gusta tu clase de Inglés?

2. -¿Tu profesora utiliza actividades interactivas para enseñar el idioma?

3. -¿Puedes escribir una composición corta?

4. -¿Disfrutas de la clase de gramática?

5. -¿Tu crees que estudiar gramática importante para desarrollar la destreza de escritura?

6. -¿Tu crees que la escritura tiene la misma importancia que las otras destrezas?

7. -¿Tu profesora utiliza materiales didácticos para desarrollar la enseñanza de la escritura?

8. -¿Tu profesora aplica algunas técnicas para escribir composiciones?

9. -¿Te gustaría trabajar con un manual de actividades innovadoras con ejercicios de escritura?

10. -¿Te gustaría trabajar con ejercicios

de gramática innovadora en tu clase?

101

109109109

Chairwoman of the school

The playground

110110110

Students of eight grade with the hanbook

111111111

ANNEX THREE

Design and application of a

handbook with innovative

grammar exercises.

112112112

CONTENTS

UNIT 1: STRUCTURE OF A FORMAL AND INFORMAL LETTER

UNIT 2: STRUCTURE OF A POST CARD

UNIT 3: STRUCTURE OF A COMPOSITION

113113113

INTRODUCTION

This booklet of activities is important to improve the writing ability. It

contains useful advises for the students to develop the general structure of a

written text. It is relevant because it satisfies the necessity of constructing a well-

structured written text.

This booklet of activities is composed by three units in which content it is

found techniques focused on development of the general structure of the written

text. In the first unit it is included the explanation of the structure of a formal and

informal letter. The second unit contains the explanation of the structure of a post

card and the last unit contains the explanation of the structure of a composition.

All the units contain different kinds of activities that refer to practice each topic to

work the writing ability.

The teacher will encourage students to write through techniques that will

help to develop a well-structured text. The objective of this booklet of activities is

to motivate the students to practice writing to improve the same skill.

114114114

SOME TIPS TO DEVELOP WRITING SKILL

Pick a topic and write: It will help students to have clear ideas when they are

going to write a paragraph or an article.

Brainstorming: It is very useful to recollect main ideas and through this, students

can be able to organize the ideas before writing.

Write more than one draft: Students could be able to choose the best draft.

Use connectors: It will help students to connect their ideas.

Capitalization: The correct use of capital letters could help students to write

correctly.

Punctuation: It is important to obtain a clear message when students write a

paragraph.

115115115

UNIT 1

STRUCTURE OF A FORMAL LETTER

Your address

The return address should be written in the top right-hand corner of the letter.

The address of the person you are writing to

The inside address should be written on the left, starting below your address.

Date

Different people put the date on different sides of the page. You can write this on

the right or the left on the line after the address you are writing to. Write the month

as a word.

Salutation or greeting

1) Dear Sir or Madam,

If you do not know the name of the person you are writing to, use this. It is

always advisable to try to find out a name.

116116116

2) Dear Mr Jenkins,

If you know the name, use the title (Mr., Mrs., Miss or Ms., Dr., etc.) and the

surname only. If you are writing to a woman and you do not know if she uses

Mrs. or Miss, you can use Ms., which is for married and single women.

Ending a letter

1) Yours faithfully

If you do not know the name of the person, end the letter this way.

2) Yours sincerely

If you know the name of the person, end the letter this way.

3) Your signature

Sign your name, then print it underneath the signature. If you think the person

you are writing to might not know whether you are male or female, put your title

in brackets after your name.

Content of a Formal Letter

First paragraph

The first paragraph should be short and state the purpose of the letter- to make

an enquiry, complain, request something, etc.

The paragraph or paragraphs in the middle of the letter should contain the

relevant information behind the writing of the letter. Most letters in English are

not very long, so keep the information to the essentials and concentrate on

organising it in a clear and logical manner rather than expanding too much.

Last Paragraph

The last paragraph of a formal letter should state what action you expect the

recipient to take- to refund, send your information, etc.

117117117

STRUCTURE OF AN INFORMAL LETTER

Dear (First name only of a friend)

Paragraph 1- Say why you are writing to them (I’m just writing to let you know

that….)

Paragraph 2- Bullet point 1 and supporting details

Paragraph 3- Bullet point 2 and supporting details

Paragraph 4- Bullet point 3 and supporting details

Looking forward to hearing from you soon.

118118118

All the best

(Your first name only)

ACTIVITIES TO PRACTICE THE STRUCTURE OF THE FORMAL AND

INFORMAL LETTERS

1. - Imagine the situation and write a formal letter applying the correct

structure:

Your boss is abroad and there were some problems in the office so you

have to write to your boss to inform about the situation (75 words).

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

119119119

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

____________________________________________________

2. - Write 2 characteristics of a formal letter.

1. ___________________________________________________

2.___________________________________________________

3. - Write 2 characteristics of an informal letter.

1. ___________________________________________________

2. ___________________________________________________

120120120

UNIT 2

STRUCTURE OF A POSTCARD

1) Salutation/ Greeting: The name of the person who receives the message.

2) Body: The message included on the postcard.

-State where you are and what it is like (include your feeling).

-Write a sentence about the accommodation.

-Describe the weather.

-Describe things you did that you enjoyed.

-Describe what you have done.

-Future Plans.

3) Closing: A last word or two to reader at the end of the message.

4) Signature: sender’s name.

121121121

ACTIVITY TO PRACTICE THE STRUCTURE OF A POSTCARD

122122122

Write a postcard to your best friend.

123123123

UNIT 3

STRUCTURE OF A COMPOSITION

INTRODUCTION

Arouse the reader’s interest.

Set the scene.

Explain how you interpret the question set.

Define or explain key items if necessary.

Identify the issues that you are going to explore.

Give a brief outline of how you will deal with each issue, and in which

order.

ARGUMENT/MAIN BODY

Contain the points outlined in your introduction, divided into paragraphs:

Paragraph 1

Covers the first thing you said you would address.

The first sentence (the topic sentence) introduces the main idea of the

paragraph.

Other sentences develop the topic.

124124124

Includes relevant examples, details, evidence, quotations, and

references.

Paragraph 2 and other paragraphs

The first sentence links the paragraph to the previous

paragraph then introduces the main idea of the paragraph.

CONCLUSION

Draw everything together.

Summarise the main themes.

State your general conclusions.

Make it clear why those conclusions are important or significant.

Do not introduce new material.

In the last sentence, sum up your argument very briefly, linking it to the

title.

Suggest further questions of your own

.

ACTIVITIES TO DEVELOP THE STRUCTURE OF A COMPOSITION

TOPIC: Touristic places

1. - Write a thesis statement for the topic.

125125125

________________________________________________________________

______________________________________________________

2. - Write a supporting sentence about the same topic.

________________________________________________________________

______________________________________________________

3. - Write a concluding sentence for the topic.

________________________________________________________________

______________________________________________________

4. - Write a composition about your first day at school and underline the

thesis statement, the supporting sentence and the concluding sentence (70

words).

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

__________________________

______________________________________________________

______________________________________________

ー←　一　　　　千　　→

謎弼糀鵠漑轟蟹離馨遊民等鵠瑞鵬宝

輔意艶翰諾離朝憲群鰐茜的輔離韓曹織髄鞘餓軽震韻罵駐妙齢鮪鉄贈

飴費膿法認疑琉高調転齢等況鵬語覇野端重

態鮮輔艶駐韓野哉輔弼ギ鎚寛離溺蹴鞠半端壁

堅持鋲直弾や時空か細字堅塁　指串蕪勲章丁黙雷追号,項治子∴経年「索芝醤楽壇語頭登

蝕都塵母胎轟押鵠融評融勘的廟極細約乱融謙始端雨脚鵬訳語髄悌輯劉蹄鷺

軌強弁群館観γ誰糟鰻継灘的経鯵舐翻舟場典醗醇節餓勘埠鍬拗制帽や登輔弼維慶治糊如韓

的舶轄油勘廟南彊蘭越即購譲串爛両雄轟油鴨論理龍は鯨雨読矧弧臨闇路雷的輔弼亀紙昌駆

娩親潮説羅鵜翻鴇彊輔弼無しも閑馬場短雪子踊ら薄諦貯魚

髄諦珊弼程離専離脱篭油脂等彊輪講紙料二子縦軸轍患珊薫圃場韓綿燭締ま輪湖鰐鵜磯的

鮮鮮轍鮒　菊鹿議子爵簿必贈服飾㍗　好雑や彊軍服享　等勘繍開口馳駆　蜜蝉胆勘貯紳髄で貯　連

邦舗靖接穂我嵐騨猫鋸瀧綿強箪銅鮮碧紘鰯弼鬼罵錬臨轟艶急∴弼郡屯裳鮒娼輝屯鱒熟語融合

始細　融　軍略弼縫　鶴　竃淘輔繭抑　部義　郎　智推賞胎鮪竃　輔弛鱒敬　竜胆軸紺鴎　gき‡鴻

車重塙高専扇構轟輔葺的

顔欝抑闇　　　　討　や　一言　映_′ ,蝿ゆめ鎚で

勧軸　高著ミ　　ミ)メゝ玉　野_り

軸　ま脊振練絹誓い雄か隼的薄坤肱請書丸を　尊

厳劇場み.ぬ子守訪印ベ　ター章的景言張.総皮〆」薫思う

こやぶ説け・ =字坪多寄　欝ノ⇒ナナ鴇矛と青年帝直す鱒でセ巨人」 ・←,卦

貴重ふ　瀧　ノ音“二‾-二音　-音　音こ--音‾音音-音“臆音音’ : “　音二』音臆　臆二

輔続.蛋膿む允軽鯵暮す舗築館$

丁蹄篭経

91

、-幸

一

享

　

子

子

守

∴豊子

か∴憩勅　強∴欝